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Welcome to Day Two

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Welcome & Housekeeping

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Assumptions

Questions

Insights

www.enrusk.com

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First up:

Understanding the goals of the program

Understand design thinking processes, purpose, constituent parts and operation.
Apply design thinking in creating projects.
Integrate design thinking in your practice and in school curriculum.
Reflective practice: Use it to support learning, provide feedback and practice, empowering participants to pursue their curiosity.

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Day 2:

Teacher

Get the confidence to do design thinking in your classroom for real.

Day 1:

Learner

Experience being a learner, have a real, motivating day of design thinking fun.

Day 3:

Leader

Become change agents, create a plan for change with young people leading.

Day 4:

Community

Share best practice, talk about resilience, technology and agency!

Empathy

Testing

Practice

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Empathise

Define

Ideate

Prototype

Test

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Reflection time!

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Day 2:

Teacher

Get the confidence to do design thinking in your classroom for real.

Day 1:

Learner

Experience being a learner, have a real, motivating day of design thinking fun.

Day 3:

Leader

Become change agents, create a plan for change with young people leading.

Day 4:

Community

Share best practice, talk about resilience, technology and agency!

Empathy

Testing

Practice

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Apply design thinking processes in creating a lesson, project or unit of work.
Integrate design thinking in your practice and in school curriculum.

Learning style:

Highly experiential;
Teacher’s perspective;
Co-learning environment.

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Let’s play!

Get up, get alive.

TIMING: 15 - 20 mins

OBJECTIVE: To reduce hierarchy (which inhibits conversation) and self-censoring (which is equally limiting) using a “nickname warm-up.” The activity is a way to temporarily level out any hierarchy during a creative working session. Each participant is given a persona to allow them to “try on” new behaviors.

PREPARATION:

Colorful nametags with funny nicknames. You will make up the nicknames in advance.

Use names that lend themselves to humor and emotion. Teams tend to produce their best work when the group is having fun. Some of the monikers may imply a big dose of street credibility, while others suggest quirky personalities. For example: Dr. Fabulous, Squirt, Mr. Big Heart, The Clumsy Entertainer, or The Rooster.

A hat and a ball for the facilitator in each group.

INSTRUCTION:

Participants: Groups of 6-10 people per facilitator

Time: A few minutes per person

Each participant reaches into the hat, draws out a name tag, and puts it on.
The facilitator gathers the group in a circle and tosses the ball. Whoever catches it introduces themselves using their new nickname and then tells a short story (created on the spot) about how they acquired this nickname as a child.
After their self-introduction, they toss the ball to a new person, until everyone has had a chance to share their new name and story.
The rule for the rest of the workshop—strictly enforced—is that everyone must use only these nicknames when referring to themselves or others.

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How to:

Reflection, DT in practice

Work individually, in groups of four.�
On separate post-its, write: 3 mins

Three insights,
Three challenges�

Work with your table to group into shared themes. 5 mins�
Share with group 5 mins

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How might we use design thinking in the classroom?

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Empathy

Underpinning everything in design thinking.

TIMING: XX mins

OBJECTIVE: To unpack the Empathy stage from Day 1 and to explore challenges with empathy in the classroom

PREPARATION:

INSTRUCTIONS:

Empathy is one of the stages that is often skimmed over in the DT process.

Ask participants why they think this is?

We assume we know the problems/answers in advance
we think a quick interview will be enough
we don’t listen and record our observations carefully or follow our curiosity, and then
we wonder why our prototype fails...

If we don’t spend enough time in the empathy phase, we won’t have enough information to DEFINE the key problem, and our solution won’t address that problem.

Some of the challenges identified by teachers when co-designing this course were:

Empathy can be very hard for us to understand well
We don’t know what we don’t know
We are quick to judge - we assume we know the answer, or the problem before we start
We do not dive deep enough with topics, but tend to explore topics at a surface level.
Most people lack the skills needed to do empathy well, such as interview and communication skills (listening, questioning), and data collection and research skills.
Interviews are a great empathy tool but organising interviews with classes can be challenging and is not always possible.

WHY IS EMPATHY IMPORTANT??

In the following activity we will explore some of the challenges and focus on the benefits of improving interview skills to improve empathy.

Empathy Mindset: Divergent thinking

Empathy Skillset: Questioning, observation, listening, empathy

Empathy Toolset: Provocation, squid

How does this already happen in your classroom?
Make explicit the connection between empathy and the capabilities
How do you change student mindset, and build skillsets so they are more effective at empathy?
Present tools or get teachers to come up with their own?
How do you get kids to ask better questions?

Prototype Instructions:

Ask for audience definition for Empathy - looking for - seeing from a different perspective.
Why is that important for us and students to do empathy when solving or analysing a problem?

asking a person to answer a question from another persons point of view usually raises more questions
need to realise what we don’t know/that we don’t know everything
stops us from reaching a conclusion within the first 5 minutes

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Purpose:

Empathy and the capabilities

Year 7 - 8

Suspend judgements temporarily and consider how preconceptions may limit ideas and alternatives.

Year 9 - 10

Suspend judgements to allow new possibilities to emerge and investigate how this can broaden ideas and solutions

TIMING: 3 mins

OBJECTIVE: to explicitly connect empathy to the capabilities

PREPARATION:

INSTRUCTIONS:

These two sentences are from the VCAA skills and capabilities for year 7 - 10.

Suspending judgement is very hard for anyone to do well. It’s easy to settle at a surface level understanding because we believe we’ve understood the topic well enough or we already know a lot about it. This might be due to preconceptions or bias we already have, and because we haven’t been asked to challenge those assumptions or to reflect on them, we do not dive deeper.

Empathy is asking us to park what we think we know about a topic and to come in as a blank slate. In an interview, it requires us to listen to and record exactly what we hear, rather than what we expect to hear. It requires us to suspend our judgements, assumptions and expectations.

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Interviewing

for empathy

Listening on all levels

Interview Tips

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Provocation:

Empathy interview topics

Topic 1: Not enough health professionals are attracted to practice in regional Victoria.

Topic 2: Australian society does not value teachers.

Topic 3: People believe the earth is flat.

TIMING: XX mins

OBJECTIVE:

PREPARATION:

Print interview tips artifact and put some around the table if participants would like some help with interviewing.

https://drive.google.com/file/d/1L9sZ7kWB5ILrxzXSrAeDb2au5QJ3uTtX/view?usp=sharing

INSTRUCTIONS:

Each topic represent a different possible classroom scenario.

For Topic 1, the class may not have easy access to the interviewee in question - so what is the value in interviewing people who do not have this experience? The key here is for people to uncover their assumptions, what they don’t know and any possible bias.

For Topic 2, the interviewee is at the center of the topic, giving access for the interviewer to dive deeply into the topic.

Topic 3 is not strictly a design thinking project, it is more to showcase the value of using an interview to challenge what people think they know. It’s purpose is to spark curiosity when embarking on new topics

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Empathy interviews

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“When people talk, listen completely. �Most people never listen.”

Ernest Hemingway

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Provocation:

Empathy reflection

“Why is the interview process useful / not useful”

“How might we enable empathy and agency from our students / colleagues?”

Individually: Write thoughts and questions on post-its, stick them on the wall.

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Provocation:

Empathy reflection

“How might we enable empathy and agency from our students/ colleagues?”

In groups: Write thoughts and questions on post-its, stick them on the wall.

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Morning tea

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Framing �the question

‘How might we..?’

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Purpose:

Questioning and the capabilities

Year 7 - 8

Suspend judgements temporarily and consider how preconceptions may limit ideas and alternatives.

Year 9 - 10

Suspend judgements to allow new possibilities to emerge and investigate how this can broaden ideas and solutions

TIMING: 3 mins

OBJECTIVE: to explicitly connect questioning to the capabilities

PREPARATION:

INSTRUCTIONS:

These two sentences are from the VCAA skills and capabilities for year 7 - 10.

Suspending judgement is very hard for anyone to do well. It’s easy to settle at a surface level understanding because we believe we’ve understood the topic well enough or we already know a lot about it. This might be due to preconceptions or bias we already have, and because we haven’t been asked to challenge those assumptions or to reflect on them, we do not dive deeper.

Empathy is asking us to park what we think we know about a topic and to come in as a blank slate. In an interview, it requires us to listen to and record exactly what we hear, rather than what we expect to hear. It requires us to suspend our judgements, assumptions and expectations.

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How to:

Framing the question

How might we?

How: Assumes that solutions exist and provides the creative confidence needed to identify and solve for unmet needs.
Might: Says that we can put ideas out there that may or may not work - either way, we’ll learn something useful.
We: Signals that we’re going to collaborate and build on each other’s ideas to find creative solutions together.

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How might we __ for __,

in order to __?

[Action], for [whom], to [change something]

www.enrusk.com

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Tips:

How to do a good ‘how might we’

Not be so narrow that it suggests a solution, even if it’s a good idea.
Not be too broad, that it hinders the flow of ideas rather than generates them.
Should be open enough that someone can easily come up with 10 different ideas.

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The Scenario:

Staff members felt there was nowhere to do work at school - after some investigating some insights were gathered about the staff room:

It was too noisy to concentrate
Not enough privacy
Always being interrupted

How to:

Framing the question

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Tips:

Framing the question

“It’s so noisy around here I have trouble concentrating.”

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“How might we reduce noise so people

don’t have trouble focusing?”

Too similar. 😐

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“How might we help people focus?”

Too broad. 😳

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“How might we create more private offices so people can concentrate?”

Too narrow. 😖

Too solution focussed. 😡

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“How might we design a space to accommodate a range of working styles?”

Just right. 🥰

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Revisiting Day 1

Reform your working group from Day 1

Critique and refine your definition statements from that day.

How to:

Framing the question

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Activity:

Reflection

Swap your problem statement critique with another group and provide feedback. 4 mins, 2 per group

Use “I like ____, even better if___.” or “I wonder ___”
Be kind, specific and helpful

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Get up and move!

Get the blood flowing

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Ideation

Hold your ideas lightly

Whilst empathy and define stages can be thought of as the information gathering phase,

Ideation marks the beginning of the application of skills and knowledge phase of the design thinking process.

It is an exciting time, it’s more fun and hands on, but can also be quite challenging/difficult/daunting.

What issues can you foresee with this stage?

Preconceived ideas: Often we have already developed some ideas for solutions by the time we get to the ideation stage, and can often hold to them quite tightly - it’s important to hold our ideas lightly. Let ourselves be wrong, or our ideas be improved upon by others.
Fear: We can be reluctant to share ideas because we’re afraid of being judged. It’s important to reiterate that no idea is a bad idea - lead by example by sharing some crazy/weird ideas.
Ideator’s block: Creating good ideas takes practice, it can be hard to pluck ideas out of thin air - good ideas require an incubation period. Start with some warm up activities to get the creative juices flowing.
Too fast too furious - the importance of this stage can not be underestimated, some ideas take years to develop

Define Mindset: Encourage nascent ideas

Define Skillset: Idea generation and judgement

Define Toolset: 100 ideas in 10 minutes, voting and filtering

Unpack this stage from Day 1 and insights from this morning’s session
How does this already happen in your classroom?
Make explicit the connection between ideation and the capabilities
How do you change student mindset, and build skillsets so they are more effective at ideation?
Present tools or get teachers to come up with their own?

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Purpose:

Ideation and the capabilities

Year 7 - 8

Suspend judgements temporarily and consider how preconceptions may limit ideas and alternatives.

Year 9 - 10

Suspend judgements to allow new possibilities to emerge and investigate how this can broaden ideas and solutions

TIMING: 3 mins

OBJECTIVE: to explicitly connect ideation to the capabilities

PREPARATION:

INSTRUCTIONS:

These two sentences are from the VCAA skills and capabilities for year 7 - 10.

Suspending judgement is very hard for anyone to do well. It’s easy to settle at a surface level understanding because we believe we’ve understood the topic well enough or we already know a lot about it. This might be due to preconceptions or bias we already have, and because we haven’t been asked to challenge those assumptions or to reflect on them, we do not dive deeper.

Empathy is asking us to park what we think we know about a topic and to come in as a blank slate. In an interview, it requires us to listen to and record exactly what we hear, rather than what we expect to hear. It requires us to suspend our judgements, assumptions and expectations.

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Activity:

Ideation

Reflection 5 mins

How does this already happen in your classroom?

What are some challenges people face?

KARIN

Ideation is a powerful highly transferable job skill. Which is essential in nearly every aspect of our world. Ideation is more than brainstorming…... its connecting knowledge obtained from research,active listening to stories, interview and creating new ideas based on this….Ideation is also about letting go of ideas, reforming new ideas, thinking broadly and divergently. Ideation is fun but it can be challenging.

To have the ability to think creatively, develop diverse ideas and have the communication skills to share ideas clearly, takes practice. During this session we will discuss some ideation strategies which you could implement in your classroom.

Before we do that, let’s reflect on yesterday….. was all about being a learner and experiencing DT. What ideation strategies did we experience/participate in yesterday?

PAUSE…….

Reflect on the skills, tools

What worked well, what wasn’t quite right, anything interesting, surprising, challenging

Theatre sports - Theatre sports is a great way to practice ADDing (contributing/building) on the ideas of others - creating a safe place to share ideas but also encourages listening to others, letting go, adapting and being flexible with any preconceived ideas you might have.

100 ideas - 100 ideas is powerful and rapid brainstorming, but can, at first be overwhelming and cause students to give up before they start. When starting with 100 ideas it could be a good idea to scaffold - eg. 10 ideas solo (2 - 5 mins); then share ideas with your smaller group and use the strategies used in theatre sports and add to ideas of others “yes, and”

PAUSE……

We all do ideation and sharing ideas in our classrooms, what strategies do you use in your classroom?

PAUSE……. LISTEN

Pop into Google “Design thinking - ideation strategies” will provide a plethora of strategies….We will run through some that

Ill hand over to Sonia who will run you through a ideation strategies you could implement into your school. When practiced and provided in a safe learning space, these strategies can be a powerful tool to promote both divergent and convergent thinking.

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Activity:

Ideation

Ideation Tools Extravaganza!

3 groups trying 3 different ideation tools.

Use them and present back to the group how it works and what ideas you came up with!

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Activity:

Ideation

Activity

Bob McKim’s 30 circle creativity test 3 mins

Turn as many of the blank circles as possible into recognisable objects

Prep:

https://drive.google.com/file/d/1R6KdI7Omw6teO8YICk-d9LBqidBIsOUv/view?usp=sharing

Instructions:

Explain the exercise: this is a popular creativity test, that can be used as a warm up activity. The 30 Circles Test was originally developed in the 60’s by Stanford University creativity researcher, Bob McKim.

1. Use the blank circles to draw as many recognizable objects as you can, in five minutes. Many people don’t finish.

DO as many as you can in 5 minutes.

Besides being a great warm-up exercise, Thirty Circles offers a quick lesson about ideation.

When you generate ideas, you are balancing two goals: fluency (the speed and quantity of ideas) and flexibility (ideas that are truly different and distinct).

Ask participants to share…

Look for the quantity (Fluency) of ideas.
Look for diversity or (Flexibility) in your ideas. Are the ideas derivative of each other, (a basketball, a baseball, a volleyball) or distinct from each other, (a planet, a cookie, a happy face)?
Did you follow the “rules” or did you “break the rules” and combine two or more circles? (making a snowman or a traffic light). How unusual were your ideas compared to others? Either of these would indicate Originality.

We know from experience that it’s easier to have a great idea if you have many to choose from. But if you have a lot of ideas that are just variations on a theme, you might really only have one idea with twenty-nine other versions. When you combine fluency and flexibility, you can generate a rich array of concepts to choose from.

By completing this creativity exercise you can see firsthand how your powers of creativity work and how it’s possible to measure them. With practice they can be improved and by learning some useful thinking tools and good technique they can become a powerful tool for all kinds of problem-solving.

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Activity:

Ideation

Tools

Idea Box

3 mins

Template

Shape	Size	Colour	Material	Location

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Activity:

Ideation

Tools

Taking an idea further

S.C.A.M.P.E.R.

3 mins

Template

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Bob McKim’s 30 circle creativity test	Idea Box	S.C.A.M.P.E.R.
Great warm up activity. Useful for discussions.	Great for generating new ideas from nothing.	Great for extending existing ideas.

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Activity:

Ideation

Building ideation skills 3 mins

Share some of your own ideation tools

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Lunch!

12:15 - 1pm

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Reflection:

Learning journey

In groups of three N mins

Participants reflect on the three big challenges of the morning session and consider solutions to overcome within a local context via Learning Journey 2 entry.

TIMING: XX mins

OBJECTIVE:

PREPARATION:

INSTRUCTIONS:

PREPARATION

Make explicit: purpose is to build on content to use as part of visual storyboard participants will present on Day 3.
Make sure you understand the purpose of the Think, Pair, share activity i.e. to give participants time to individually think before then sharing these ideas with the group. Do a quick practise of the activity to work out how to split the 30 minutes. i.e. introduction (2 mins), Think (5 mins), Pair (5 mins), share (10 mins) plus time to write further in Learning Journey (5-10 mins).

DELIVERY

Participants are in back in their groups of 4.
Introduce the Think, Pair, share Activity by iterating its purpose. Then describe their task: To reflect on the three big challenges outlined in the morning session, how they felt, what caused discomfort and what challenged. Then consider future actions, ramifications for practice and solutions to overcome within a local context.
Remind participants of the purpose of the Learning Journey i.e. to reflect on experiences and consider future actions as a result.
Click on link to Learning Journey Interactive on LMS.
Invite participants to complete the second entry.

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Project prototyping

Two hours to develop a DT project

to implement back at school.

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Activity:

Project prototyping

Beginner friendly	Intermediate	Into the deep end
Use DT to design a lesson plan.	Introduce DT to students by doing a quick design sprint with students.	Use DT as part of an assessment task. Great opportunities for cross curricular collaboration.

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Activity:

Project prototyping

Consider N mins

Co-learning environment
Student agency
Links to curriculum capabilities
Interdisciplinary learning opportunities
Assessment

NEED TO UNPACK THIS

TIMING: XX mins

OBJECTIVE:

PREPARATION:

INSTRUCTIONS:

PREPARATION

Print off the following documents:

curriculum unit template
Unit of work
Assessment Rubric
Capabilities rubric

Complete some templates in advance to inspire teachers

Be prepared to offer advice in using them during this session.

DELIVERY

In 2 mins - Link back to morning session i.e. they worked through how the 3 big challenges in DT can be enacted in the classroom. They’ve also thought about some of the implications for practice via Learning Journey 2. Explain that they are about to start becoming DT designers.
Work in school pairs, but feel free to pair up with other pairs.
Explain it is up to them whether they design some lessons or a curriculum unit as well as the focus, the number of lessons and weeks etc.
Briefly walk participants through each of the templates. Invite participants to use these or revise them to suit their needs.
participants can use the slide decks too (Link to resources)
Encourage ‘sketching’ out the lesson or unit and not getting ’bogged down’ by issues or details. Remind them that they are already experts in curriculum design and delivery.
You may encourage participants to record their topic on the whiteboard– and share.

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Unit planner

A helpful template for planning your excellent classroom project!

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Using the capabilities

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Capabilities worksheet

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Reflect:

Learning journey

Reflection N mins

Reflect on your project and the steps you’ve taken via a Learning Journey entry.
Understand how reflective practice supports your learning, provides feedback on learning, and changes future learning and practice – empowering you to pursue your curiosity.

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Support group

Discuss activities together

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Prep for day three!

Real world praxis incoming...

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Praxis:

Prepare for

day three

Preparation N hours over N days

Test your project in the classroom and get feedback from students and peers
Finalise your Visual Story
Prepare for the marketplace
Have you signed-up for check-in session with TS facilitators?

Check the resources for more.

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Visual Story Guide

This document will help you prepare your incredible visual story!

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Marketplace!

Everything you need to know to prepare for the Marketplace at the start of Day 3

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Day 2:

Teacher

Get the confidence to do design thinking in your classroom for real.

Day 1:

Learner

Experience being a learner, have a real, motivating day of design thinking fun.

Day 3:

Leader

Become change agents, create a plan for change with young people leading.

Day 4:

Community

Share best practice, talk about resilience, technology and agency!

Empathy

Testing

Practice

Blended learning between workshops.

Between sessions, you’ll watch videos from other teachers, review frameworks online, and try your new skills in the classroom.

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Flipped learning!

The Preston High story with Jessica Satori, Check out the Piloting and Cross Curricular videos.

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Additional resources:

Use Fitzroy Academy video lessons in your class.

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