Teacher Resource Guide

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Thank You: Adobe and ETS

​

​

​

​

We would like to extend our sincere gratitude to Adobe Express and ETS for their invaluable partnership and contributions to the AVID Future Lab: Creative Careers project.

Adobe Express, thank you for providing a platform that empowers students to express themselves creatively and communicate their ideas with clarity and confidence. Your tools have made it possible for students to explore design, storytelling, and digital creation in ways that align with the future of work—and with their own aspirations. We are grateful for your support in helping students develop creative confidence and showcase their solutions through real-world, media-rich formats.

ETS, we deeply appreciate your collaboration and vision in shaping how we understand and assess the development of essential skills. Your framework for Skills for the Future and your commitment to reimagining skills-based assessment have helped us center this project around reflection, metacognition, and meaningful learning. Your thought leadership continues to influence how we equip students for success in college, careers, and life.

Together, Adobe Express and ETS have helped us create a learning experience that is both innovative and grounded in what matters most: giving students the tools and mindset to shape their future with purpose. Thank you for sharing your expertise, your resources, and your unwavering commitment to preparing students to thrive in a rapidly changing world.

​

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Table of Contents

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Design Thinking

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Design Thinking: Problem-Solving Guide

What is Design Thinking?

Design Thinking is a human-centered problem-solving approach that helps you empathize, brainstorm, test, and refine ideas to create meaningful solutions.

Why Use It?

✅ Helps you think creatively and solve real-world problems

✅ Encourages empathy and user-centered solutions

✅ Supports team collaboration and iterative improvement

🚀 The 5 Stages of Design Thinking

Follow these steps as you design your project solution!

​

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Project Based Learning (PBL)

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Project Based Learning (PBL):

What You Need to Know

What is PBL?

Project-Based Learning (PBL) is a hands-on, student-driven approach where you investigate real-world challenges and create meaningful solutions. Instead of just memorizing facts, you research, design, test, and refine ideas to solve problems.

Why Does It Matter?

✅ Helps you think critically and solve complex problems

✅ Strengthens collaboration and communication skills

✅ Encourages creativity and innovation

✅ Prepares you for real-world careers

🚀 Your PBL Journey: Step-by-Step

Keep track of your progress using the Design Thinking Framework, a method for solving problems creatively and effectively.

​

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Teaching Resources

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Teacher Links

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

All Lesson Resources

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 1 - Project-Based Learning (PBL)

Assessment Rubric

Project-Based Learning (PBL) Assessment Rubric

Social Media Impact Project

This rubric helps teachers formatively assess both individual contributions and group work throughout the project. It provides clear expectations for creativity, research, teamwork, and final presentation.

Teacher Guidance: Use this rubric for formative feedback throughout the project. You may choose to assess students at multiple checkpoints (e.g., research phase, prototype phase, final presentation).

​

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 1 - Project-Based Learning (PBL)

Assessment Rubric Cont.

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 1 & 3 - Think-Pair-Share

​

What is Think-Pair-Share? �Think-Pair-Share is an active learning strategy that encourages students to process information individually, discuss their thoughts with a partner, and then share their insights with the larger group. This method promotes critical thinking, active engagement, and deeper understanding

How It Works:

1. THINK (Individual Reflection)
1. The teacher poses a question, problem, or prompt related to the lesson.
2. Students take 1-2 minutes to reflect and jot down their own thoughts, ideas, or responses.
2. PAIR (Partner Discussion)
1. Students turn to a partner and discuss their responses.
2. Each student shares their thoughts while actively listening to their partner.
3. Partners compare ideas, clarify misunderstandings, and expand on their thinking. (3-5 minutes)
3. SHARE (Classroom Discussion)
1. Pairs volunteer to share their key insights with the whole class.
2. The teacher facilitates discussion, encouraging different perspectives.
3. Connections are made between responses to deepen understanding. (5 minutes or more, as needed)

Benefits of Think-Pair-Share: �✅ Encourages all students to participate �✅ Builds confidence in sharing ideas �✅ Develops communication and collaboration skills �✅ Helps students refine their thinking through discussion �✅ Reinforces content understanding in a low-pressure setting

Tips for Effective Implementation:

• Use open-ended or thought-provoking questions.
• Set clear expectations for listening and respectful discussion.
• Rotate partners to expose students to diverse viewpoints.
• Encourage students to build on each other’s ideas.
• Use Think-Pair-Share at different points in a lesson: as a warm-up, mid-discussion check-in, or closing reflection.

Example Question Prompts:

• What was the most important takeaway from today’s lesson?
• How does this concept connect to real-life experiences?
• What are the potential solutions to this problem?
• Why do you agree or disagree with this statement?

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 1 – Gallery Walk

​

How does social media shape our emotions and mental well-being?

What’s the double-edged sword of social media—how can it both lift us up and tear us down?

Who wins and who loses in the social media game?

What would “healthy” social media look like—and how could we make it a reality?

​

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 2 - A/B Partner Instructions 1-Pager

A/B PARTNERS: A Structured Peer Discussion Strategy

What is A/B Partners?

A/B Partners is a structured discussion strategy that promotes active listening, critical thinking, and deeper understanding by pairing students for focused conversations. Each student is assigned either "A" or "B", with specific roles during the discussion. This method encourages equitable participation and helps students articulate their thoughts clearly while engaging with different perspectives.

Instructions:

1. Partner Assignment & Question Prompt

• The teacher presents a thought-provoking question, problem, or topic.
• Students are paired up and assigned Partner A and Partner B roles.

2. Round 1: Partner A Speaks, Partner B Listens (2-3 minutes)

• Partner A shares their thoughts while Partner B listens attentively without interrupting.
• Partner B may take notes or jot down follow-up questions.

3. Round 2: Partner B Responds (2-3 minutes)

• Partner B summarizes what they heard from Partner A and then shares their own perspective.
• This ensures active listening and encourages meaningful responses.

4. Open Discussion & Reflection (3-5 minutes)

• Partners discuss their perspectives, ask questions, and connect ideas.
• The teacher may invite a few pairs to share insights with the class.

Example Question Prompts:

• How does today’s topic connect to a real-world issue?
• What is one idea you strongly agree with or challenge?
• How would you explain this concept to someone unfamiliar with it?
• What evidence supports or contradicts this argument?

Benefits of A/B Partners:

✅ Ensures equal participation in discussions �✅ Develops listening and paraphrasing skills �✅ Encourages deeper critical thinking and reasoning �✅ Provides a structured way to build confidence in speaking �✅ Reinforces content comprehension through peer interaction

Tips for Effective Implementation:

• Use thought-provoking, open-ended questions.
• Set clear expectations for listening and respecting different viewpoints.
• Rotate partners periodically to expose students to diverse perspectives.
• Encourage students to summarize or rephrase their partner’s ideas before responding.

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 2 - 4 Corners 1-Pager

What is 4 Corners?

4 Corners is an interactive discussion strategy that encourages students to think critically, express their opinions, and engage in meaningful conversations. In this activity, the teacher presents a statement, and students move to one of four designated corners of the room labeled Strongly Agree, Agree, Disagree, and Strongly Disagree based on their personal stance. Once in their groups, students discuss their reasoning with peers, providing evidence or personal experiences to support their views. This strategy promotes active learning, allows for diverse perspectives, and helps students refine their critical thinking and communication skills.

Materials Needed:

• Signs labeled Strongly Agree, Agree, Disagree, Strongly Disagree (placed in four corners of the room)
• Pre-selected thought-provoking statements related to the lesson topic

Instructions:

1. Introduce the Activity
1. Explain that students will hear a statement and must decide their stance by moving to one of the four labeled corners.
2. Emphasize that there are no “right” or “wrong” answers—just perspectives to explore.
2. Present a Statement
1. Read a statement related to the lesson. Example: “Social media does more harm than good for mental health.”
2. Give students a few moments to think before moving to their chosen corner.
3. Justify & Discuss
1. Once in their corners, students discuss their reasoning with peers.
2. Invite representatives from each group to share why they chose their stance.
3. Encourage students to respectfully challenge or build on each other’s ideas.
4. Re-evaluate & Reflect
1. After discussion, give students the option to switch corners if their perspective has changed.
2. Conclude with a class reflection: What new insights did you gain? Did anything challenge your thinking?

Example Discussion Prompts:

• “Technology makes life easier but also creates dependency.”
• “Grades are the best way to measure a student’s ability.”
• “AI will replace more jobs than it creates.”
• “Influencers have too much impact on young people’s decisions.”

Benefits 4 Corners?

✅ Encourages movement and active participation �✅ Develops critical thinking and argumentation skills �✅ Promotes respectful discussion and perspective-taking �✅ Creates an engaging way to explore complex topics

Tips for Effective Implementation:

• Ensure a respectful and open environment.
• Encourage students to explain why they hold a certain view.
• Allow time for reflection and wrap-up discussions to solidify learning
• For quieter students, allow them to write their thoughts before speaking or use a digital response board

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 2- 4 Corners

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 2 - AnswerGarden

What is AnswerGarden?

AnswerGarden is an interactive online tool that allows students to share short responses to a prompt in real time. As students submit their answers, a word cloud forms, highlighting the most common responses. This tool is great for brainstorming, formative assessment, and class discussions.

Instructions:

SETUP (Creating an AnswerGarden Question)

1. Go to www.answergarden.ch.
2. Click "Create AnswerGarden."
3. Enter a question or prompt (e.g., "What is the biggest challenge in online learning?").
4. Choose settings:
1. Answer Length: 20 or 40 characters per response.
2. Spam Filter: Enable to block inappropriate responses.
3. Mode: Brainstorm, Classroom, or Moderator Mode.
5. Click "Create" and share the link or QR code with students.

HOW IT WORKS:

STEP 1: Ask a Question

The teacher posts a question or prompt relevant to the lesson.

STEP 2: Students Respond

Students enter short responses, which appear in a live word cloud. The more a word is submitted, the larger it appears.

STEP 3: Discuss & Analyze

The class reviews the word cloud, identifying trends, key themes, and surprising responses. The teacher facilitates discussion based on student input.

Example Question Prompts:

• What is the most important takeaway from today’s lesson?
• What are three words that describe this concept?
• How does this topic connect to real-world experiences?
• What questions do you still have about this topic?

Benefits of AnswerGarden:

✅ Encourages all students to participate �✅ Provides instant visual feedback �✅ Helps identify common themes and misconceptions �✅ Creates an engaging and interactive classroom environment

Tips for Effective Implementation:

• Use open-ended or reflective questions.
• Set clear guidelines for respectful and meaningful responses.
• Use the moderation feature to filter responses before they appear.
• Take a screenshot of the word cloud for later discussion or review.
• Combine AnswerGarden with other tools like Padlet or Google Docs for extended discussions.

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 2 - Padlet 1-Pager

What is Padlet?

Padlet is an interactive online bulletin board that allows students to post and organize ideas, responses, and multimedia content in real time. It fosters collaboration, creativity, and engagement in discussions, brainstorming, and reflection activities.

Padlet Account Set-up:

Go to www.padlet.com and sign up using an email, Google, or Microsoft account. Once logged in, click “Make a Padlet” to create a new board, choosing from various layouts like Wall, Grid, or Timeline. Customize settings, including privacy options and posting permissions, before sharing the link with students. Reminder: The free version allows only three Padlets, so consider reusing or archiving boards to maximize usage.

Instructions:

1. Set Up the Padlet Board

• The teacher creates a Padlet board and shares the link or QR code with students.
• Choose a format (Wall, Grid, Timeline, Canvas, etc.) based on the lesson’s objectives.
• Set posting guidelines (e.g., respectful language, relevant responses, and appropriate media use).

2. Post & Engage (5-10 minutes)

• The teacher poses a question, prompt, or discussion topic.
• Students individually post their responses, which can include text, images, links, videos, or voice recordings.
• Encourage students to read, like, or comment on at least two peers’ posts to foster interaction.

3. Group Discussion & Analysis (10-15 minutes)

• The teacher highlights key themes, trends, or insights from student posts.
• Guide students in analyzing patterns, contrasting perspectives, or identifying missing viewpoints.
• Encourage students to expand on each other’s ideas through replies and multimedia contributions.

4. Reflection & Takeaways (5 minutes)

• Students summarize key takeaways in a follow-up post or a class discussion.
• The teacher connects insights to the lesson’s objectives and real-world applications.
• Optionally, students can revisit the Padlet later to add new thoughts or resources.

Example Uses for Padlet:

• Brainstorming: Generate ideas for a group project or research topic.
• Discussion Board: Respond to an essential question or debate topic.
• Exit Tickets: Post one key takeaway or lingering question at the end of a lesson.
• Collaborative Research: Share credible sources, articles, and insights on a subject.
• Multimedia Reflections: Upload images, videos, or voice notes for creative responses.

Benefits of Padlet:

✅ Encourages all students to participate, including quieter learners �✅ Supports multimedia learning with images, videos, and links �✅ Fosters collaboration and peer interaction in a digital space �✅ Creates a visual record of class discussions for future reference �✅ Enhances critical thinking by allowing students to engage with diverse perspectives

Tips for Effective Implementation:

• Set clear expectations for respectful and meaningful participation.
• Use Padlet’s privacy settings to control visibility and commenting.
• Encourage peer feedback by asking students to comment on at least two posts.
• Organize responses using columns, color coding, or sections for structured discussions.
• Use Padlet as an ongoing class resource where students can add insights over time.

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 2 - Question Corners 1-Pager

What is Question Corners?

Question Corners is an interactive learning strategy that encourages critical thinking, discussion, and perspective-sharing. In this activity, the teacher poses a question, and students move to one of four designated corners, each representing a possible answer or viewpoint. Students discuss their reasoning with peers, providing evidence or experiences to support their choices. This strategy promotes engagement, deeper understanding, and the ability to articulate and defend ideas.

Materials Needed:

✅ Signs labeled with questions or words placed in four corners of the room�✅ Pre-selected thought-provoking questions related to the topic

Instructions:

1. Introduce the Activity

• Explain that students will hear a question and must choose their answer by moving to the corresponding corner.
• Emphasize that the goal is to engage in discussion, not just pick a side.

2. Present a Question

• Read a multiple-choice question aloud. Example:�“What is the most important skill for future success?”�A) Problem-solving�B) Collaboration�C) Creativity�D) Adaptability
• Give students a moment to think before moving.

3. Justify & Discuss

• Once in their corners, students discuss their reasoning with peers.
• Call on representatives from each group to explain their choice.
• Encourage students to respectfully challenge or build on others’ ideas.

4. Re-evaluate & Reflect

• After discussion, allow students to switch corners if their perspective has changed.
• Wrap up with a reflection:
• What new insights did you gain?
• Did anything challenge your thinking?

Example Discussion Questions:

• “Which factor most impacts student success?” (A) Motivation, (B) Resources, (C) Teaching Methods, (D) Mindset
• “What’s the biggest challenge with technology in education?” (A) Distraction, (B) Equity, (C) Privacy, (D) Misinformation
• “What is the most valuable leadership trait?” (A) Communication, (B) Empathy, (C) Vision, (D) Decision-Making

Benefits of Question Corners:

✅ Encourages movement and active participation�✅ Strengthens reasoning and argumentation skills�✅ Promotes diverse perspectives and respectful discussion�✅ Creates an engaging way to explore complex topics

Tips for Effective Implementation:

✔ Foster a safe and open environment for discussion.�✔ Encourage students to explain their reasoning rather than just choosing an option.�✔ Allow reflection time and discussion wrap-ups to solidify learning.�✔ For quieter students, provide the option to write responses first or use digital tools like Padlet.

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 2- Question Corners

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 3 - This or That 1-Pager

What is This or That?�This or That is an interactive decision-making strategy that encourages students to analyze, compare, and evaluate two different choices. In this activity, students choose between two presented options—such as a broad research question or a more specific one—and justify their choice. This strategy helps students think critically, develop reasoning skills, and refine their decision-making process. It is particularly effective for guiding students in creating strong, focused research questions.

Materials Needed:

• A set of "This or That" question prompts related to the lesson topic
• Chart paper or digital whiteboard for recording responses
• Student notebooks or digital portfolios for reflections

Instructions:

1. Introduce the Activity

• Explain to students that they will engage in a decision-making activity called This or That to help them analyze the effectiveness of different types of research questions.
• Emphasize that there are no right or wrong answers—just different perspectives to consider.

2. Present the Options

• Display a pair of research questions: one broad and one more specific. Example:
• Broad: "How does technology impact education?"
• Specific: "How do online learning platforms improve student engagement in high school classrooms?"
• Give students time to think and choose their preferred option.

3. Justify & Discuss

• Students move to different areas of the room (or use digital polling tools) based on their choice.
• In small groups, they discuss their reasoning with peers, using examples or prior knowledge to support their decision.
• Ask representatives from each group to share their reasoning with the class.

4. Re-Evaluate & Reflect

• After discussion, give students the option to change their choice if their perspective has shifted.
• Conclude with a class reflection: What did they learn about crafting strong research questions? How does specificity impact research quality?

Example Discussion Prompts:

• "Is it better to ask a broad question first and narrow it down later?"
• "Which type of question leads to deeper research and why?"
• "How can we balance specificity with open-ended inquiry?"

Benefits of This or That:�✅ Encourages critical thinking and decision-making�✅ Helps students refine their research questions�✅ Promotes discussion and evidence-based reasoning�✅ Engages students in active learning through movement and conversation

Tips for Effective Implementation:

• Encourage students to explain their reasoning with examples.
• Provide opportunities for students to revise their own research questions after the activity.
• Use digital tools like Padlet, Google Forms, or polling apps to engage virtual learners.
• For quieter students, allow written reflections before verbal discussion.

​

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 3/4 - Empathy Map 1-Pager

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 5 - Jigsaw Discussion One-Pager

JIGSAW ACTIVITY: A Collaborative Learning Strategy

What is a Jigsaw Activity?

A Jigsaw Activity is a cooperative learning strategy where students become “experts” on one piece of a larger topic. They first meet in Expert Groups to learn and discuss, then return to their Home Groups to teach their section to their peers. This structure builds responsibility, collaboration, and deep understanding through peer-to-peer learning.

Instructions:

1. Assign Home Groups

• Divide the class into small, diverse groups (4–6 students).
• These are their Home Groups for the activity.

2. Number Off & Move to Expert Groups

• Assign each student a number or topic (e.g., 1–5).
• All students with the same number/topic meet in Expert Groups.
• Each group receives a unique reading, video, or infographic to analyze.

3. Expert Group Learning (5–10 minutes)

• Students work together to:
• Read/view the material.
• Identify 2–3 key takeaways.
• Answer guiding questions like:
• What is the main idea?
• Why is this information important?
• How does it connect to the bigger topic?

4. Return to Home Groups & Teach (10–15 minutes)

• Students return to their Home Groups.
• Each student teaches their topic in 1–2 minutes.
• Other group members take notes, ask questions, and fill in gaps.

5. Group Reflection & Synthesis (5 minutes)

• Home Groups discuss:
• What connections do you see across all topics?
• What new insights did you gain?
• How does this information help you understand the big picture?

Benefits of the Jigsaw Activity:

✅ Promotes student ownership of learning

✅ Builds teamwork and communication skills � ✅ Encourages active listening and peer teaching �

Tips for Effective Implementation:

• Give clear, engaging resources to each Expert Group.
• Monitor Expert Groups for understanding and support.
• Reflect as a class to bring all the pieces together.

​

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 5 - Whole-Class Debrief

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 6 - Format Fit Grid

Student Example

Teams should rate each category with a 1–3 scale (1 = low, 3 = high) and total the points to determine their strongest candidate.

Guiding Questions:

• Who are we trying to reach?
• How do people in this group typically engage with information?
• What are we excited to make?
• What can we realistically create in the time and tools we have?

​

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 6 - Storyboard Template

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 6 - Storyboard Peer Feedback

​

Warm Feedback - What’s working well?

Use these

sentence starters to highlight strengths:

• One thing I really liked about your storyboard is…
• The message felt clear when…
• Your visuals really matched the tone, especially in the part where…
• The sequence kept me engaged because…
• Your call to action stood out because…

​

​

Cool Feedback -What could be clearer or stronger?

Use these

sentence starters to gently point out areas of confusion or inconsistency:

• I was a little confused by…
• It was hard to tell what the message was in the part where…
• Some of the visuals didn’t seem to match the purpose, like when…
• The sequence felt a little unclear or rushed around…
• I wasn’t sure what you wanted the audience to do at the end because…

​

​

​

Constructive Feedback -What could be improved?

Use these sentence starters to offer helpful suggestions:

• You could make the message more consistent by…
• Try changing the visuals in this part to better show…
• To improve the flow, you might consider rearranging…
• One way to strengthen your call to action could be…
• I think the project would be stronger if you added more detail to…

​

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 7 - Design Thinking Anchor Chart

DESIGN THINKING IN ACTION

Empathize

Ideate

Test

Prototype

Define

1

4

5

2

3

Repeat

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 7 - Peer Feedback Protocols

Option 1: Glow / Grow / Clarify

Glow: What is working well? What’s clear, compelling, or creative?

Grow: What’s confusing or could be stronger? What needs more explanation or polish?

Clarify: What question do you still have after viewing this prototype?

Sentence Starters

Glow – What is working well?

• “One thing I found really strong about your prototype was…”
• “Your project really shines in the way it…”
• “The message feels clear and powerful when you…”
• “I really liked how you used ___ to capture attention.”
• “The design element that stood out most was…”

 Grow – What could be improved?

• “One area that felt a little unclear was…”
• “You might consider adding/changing ___ to make it stronger.”
• “I was a bit confused by ___ and wondered if you could explain more.”
• “This part could be even better if you…”
• “I suggest simplifying ___ so the message is easier to understand.”

Clarify – What questions do you still have?

• “What do you want your audience to feel or do after seeing this?”
• “How do you plan to share this with your intended audience?”
• “What’s the next step you’re planning for your prototype?”
• “Why did you choose ___ as your format?”
• “Who do you imagine using this in real life?”

Option 2: TAG Method (Tell, Ask, Give)

T: Tell something you liked

A: Ask a question you had

G: Give a suggestion for improvement

Sentence Starters

• Tell: “I liked how your call to action felt clear and urgent.”
• Ask: “How do you plan to get this in front of your audience?”
• Give: “You might try shortening the text so it’s easier to scan.”

​

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 7 - Team Dialogue Protocols for Feedback & collaboration

Active Listening Prompts

• Let me make sure I understand—are you saying that...?
• That’s an interesting point. Can you tell me more?
• I heard you say ___. I agree because… / I see it differently because…

Seeking Clarification

• Can you explain what you mean by…?
• I’m not sure I understand your idea yet—could you rephrase it?
• What do you think the biggest takeaway should be for the audience?

Offering Feedback Respectfully

• Can I offer a suggestion that might help us clarify this?
• Here’s something I noticed that could make it stronger…
• Would you be open to trying ___ to improve this section?

Receiving Feedback with Openness

• Thanks—that’s helpful to hear.
• Let me think about how we could apply that suggestion.
• That’s something we didn’t consider. What if we tried ___?

Decision-Making as a Team

• What’s our main goal here—and which option supports that best?
• Let’s list the pros and cons before we choose.
• Should we test both ideas and compare the results?

Equity of Voice (Making Space)

• We haven’t heard from ___. What do you think?
• Let’s go around and hear one idea from each person.
• Can we take a moment to pause and check if we’re all on the same page?

​

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 8 - Google Venture Five-Act Interview Structure

Act 1: Friendly Welcome (5 minutes)

• Goal: Put the participant at ease and establish a relaxed atmosphere.
• Tips:
• Thank the participant for coming.
• Explain that you're testing the product, not them.
• Let them know there are no right or wrong answers.
• Mention that you’ll be quiet during parts of the session to observe their natural reactions.
• Encourage them to “think aloud” so you can understand what they’re thinking.

Act 2: Context Questions (5–10 minutes)

• Goal: Learn about the participant's background, habits, and experiences relevant to your product.
• Tips:
• Ask open-ended questions (e.g., “Tell me about how you use social media.”).
• Keep the conversation natural and focused on behaviors, not opinions.
• This phase helps you understand their mental models and motivations.

Act 3: Introduce the Prototype (1–2 minutes)

• Goal: Set expectations and frame the prototype appropriately.
• Script Sample: Now I’m going to show you something we’re working on. It’s an early version, so not everything might work or be finished. That’s totally okay—we just want your honest reaction.
• Tips:
• Don’t explain the product—let them explore naturally.
• Be transparent that it’s not a finished product.

Act 4: Tasks and Observations (15–30 minutes)

• Goal: Observe the participant interact with the prototype.
• Tips:
• Ask them to complete realistic tasks (e.g., “Imagine you want to report a harmful comment—how would you do that?”).
• Stay quiet—observe and take notes.
• Encourage “thinking aloud” if they stop narrating.
• Probe gently with questions like:
• “What do you expect to happen next?”
• “What’s confusing about this screen?”

Act 5: Debrief and Wrap-Up (5–10 minutes)

• Goal: Collect final thoughts and reactions.
• Questions you might ask:
• “What did you think this product was designed to do?”
• “What stood out to you as helpful or confusing?”
• “If you could change one thing, what would it be?”
• Tips:
• Thank them for their time.
• Remind them how their feedback will help the team.

​

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 8 - Prototype Development Checklist

​

​

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 8 - Prototype Development Checklist Cont.

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 8 - Five-Act Interview Protocol

Google Venture Five-Act Interview Structure

Act 1: Friendly Welcome (5 minutes)

• Goal: Put the participant at ease and establish a relaxed atmosphere.
• Tips:
• Thank the participant for coming.
• Explain that you're testing the product, not them.
• Let them know there are no right or wrong answers.
• Mention that you’ll be quiet during parts of the session to observe their natural reactions.
• Encourage them to “think aloud” so you can understand what they’re thinking.

Act 2: Context Questions (5–10 minutes)

• Goal: Learn about the participant's background, habits, and experiences relevant to your product.
• Tips:
• Ask open-ended questions (e.g., “Tell me about how you use social media.”).
• Keep the conversation natural and focused on behaviors, not opinions.
• This phase helps you understand their mental models and motivations.

Act 3: Introduce the Prototype (1–2 minutes)

• Goal: Set expectations and frame the prototype appropriately.
• Script Sample: Now I’m going to show you something we’re working on. It’s an early version, so not everything might work or be finished. That’s totally okay—we just want your honest reaction.
• Tips:
• Don’t explain the product—let them explore naturally.
• Be transparent that it’s not a finished product.

Act 4: Tasks and Observations (15–30 minutes)

• Goal: Observe the participant interact with the prototype.
• Tips:
• Ask them to complete realistic tasks (e.g., “Imagine you want to report a harmful comment—how would you do that?”).
• Stay quiet—observe and take notes.
• Encourage “thinking aloud” if they stop narrating.
• Probe gently with questions like:
• “What do you expect to happen next?”
• “What’s confusing about this screen?”

Act 5: Debrief and Wrap-Up (5–10 minutes)

• Goal: Collect final thoughts and reactions.
• Questions you might ask:
• “What did you think this product was designed to do?”
• “What stood out to you as helpful or confusing?”
• “If you could change one thing, what would it be?”
• Tips:
• Thank them for their time.
• Remind them how their feedback will help the team.

​

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 9 - Storytelling for Impact: Presentation Planning Organizer

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 10 - Sample Audience Feedback Form

Thank you for supporting our student presentations! Your feedback helps students reflect, grow, and consider how their work could impact others.

Presenter(s): ____________________________________

Project Title or Topic: _______________________________

What Stood Out to You?

What part of the presentation made an impression?

☐ The storytelling was powerful

☐ The visuals were engaging

☐ The message was clear and persuasive

☐ The call to action was compelling

☐ Other: _______________________________________

Impact & Possibility

What potential do you see in this project?

• Who might benefit from this message?

• What kind of change could this create?

Your thoughts:

Curious to Know More

What questions or suggestions do you have for the creators?

In One Word...

How would you describe this project or presentation?

My word: __________________________

​

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Lesson 10 - Impact Map

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Career Videos

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Career Videos

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

ETS/Project �Word Wall

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Educational Testing Service (ETS)

Copyright © 2023 ETS. www.ets.org.

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Project Word Wall

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Project Word Wall

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Project Word Wall

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall

Project Word Wall

Design Thinking

Teaching Resources

PBL

Career Videos

TOC

ETS/ Project Word Wall