Define SKILL SETS
Whenever we give students an essential question, it is broad; designed to get them thinking about a particular concept and to peak their curiosity for the unit. The questions in this phase help us to focus on narrowing the broad essential question using a specific process and to focus our project and information on that specific criteria. We are effectively helping students to determine what their "point of view" is on the project.
There is some confusion when we use "point of view" with younger students. The "point of view" is not their personal point of view on some topic or problem, but the point of view of their user, that person or persons that they are creating a solution for.
There are several strategies that we can use to narrow our HMW question and focus our project. The most common is the Point of View Mad Lib (POV):
_____________________ ____________________ needs ___________________________because____________________.
Adjective User Action/Verb Special Insight
There are a variety of other strategies, for more advanced design thinkers, that students can use once they are more advanced in their design thinking strategies and skills.
Here are the subjects in school that I think are good Define classes:
1. Literature
2. History
3. Civics
4. Art
5. Music
6. English Language Arts
7. Geography
8. Foreign Languages
Other humanities type courses would be good as well. You may be able to apply some specific strategies to other more STEM related classes depending on the particular unit of study.
There is some confusion when we use "point of view" with younger students. The "point of view" is not their personal point of view on some topic or problem, but the point of view of their user, that person or persons that they are creating a solution for.
There are several strategies that we can use to narrow our HMW question and focus our project. The most common is the Point of View Mad Lib (POV):
_____________________ ____________________ needs ___________________________because____________________.
Adjective User Action/Verb Special Insight
There are a variety of other strategies, for more advanced design thinkers, that students can use once they are more advanced in their design thinking strategies and skills.
Here are the subjects in school that I think are good Define classes:
1. Literature
2. History
3. Civics
4. Art
5. Music
6. English Language Arts
7. Geography
8. Foreign Languages
Other humanities type courses would be good as well. You may be able to apply some specific strategies to other more STEM related classes depending on the particular unit of study.
Define METHODS - CLASSROOM USE
While gaining Empathy, we are working diligently to gain as much information as possible. In fact, the broader and deeper our information, the more successful our project. However, in Define, we must transition into a narrowing of information and specifically narrow our focus, so that we can come to a viable solution in the next phase.
Here are some of the various strategies for "define".
Point of View (POV) Madlib: See above for Madlib directions.
POV Analogy: Creating analogies and metaphors based on insights you've uncovered from the space saturation can help you meet the needs of your users in innovative ways. They help you determine: "If something...then what?
POV Want Ads: These help you identify the things that are most important to the user, and allow you to determine: what would someone with your users specific characteristics desire?
Critical Reading Checklist: This helps teams decide if their POV is meaningful for the user.
POV Matrix: This allows you to break up the POV madlib into a variety of needs and insights to create a choice for teams during narrowing.
Here are some of the various strategies for "define".
Point of View (POV) Madlib: See above for Madlib directions.
POV Analogy: Creating analogies and metaphors based on insights you've uncovered from the space saturation can help you meet the needs of your users in innovative ways. They help you determine: "If something...then what?
POV Want Ads: These help you identify the things that are most important to the user, and allow you to determine: what would someone with your users specific characteristics desire?
Critical Reading Checklist: This helps teams decide if their POV is meaningful for the user.
POV Matrix: This allows you to break up the POV madlib into a variety of needs and insights to create a choice for teams during narrowing.
HOW DO THESE APPLY IN THE CLASSROOM?
Complete Design Challenge:
Once your students have accomplished a thorough investigation of the users and the problem, they are ready to narrow the information down to a specific problem. It's in this stage that a teacher must think fast. The younger the students the more likely it is that you must directly support their narrowing process. The POV matrix helps teachers create a variety of options for groups to choose from so that their project can be unique to them, but still aligned to the empathy experience.
Note: In the beginning this is a much more difficult process for kids. They are going to struggle with creating statements that are truly insightful. They will tend to ask questions that get them to the result they've predetermined. It will be necessary for the teacher to use very structured guidance to support the practices of defining a problem statement (POV).
Using Design Thinking Skills with Content:
Sometimes you may want to help students practice specific methods without the complication of an entire design challenge, or because you've noticed they are struggling with a specific method. This provides ample opportunity to align your lessons to the Common Core State Standards, if your state uses them. Design Thinking Methods really get kids investigating and evaluating content.
(For Full lesson plans see the lesson plans page on this site)
Some ways to use Define skills in Content classes:
1. While
Once your students have accomplished a thorough investigation of the users and the problem, they are ready to narrow the information down to a specific problem. It's in this stage that a teacher must think fast. The younger the students the more likely it is that you must directly support their narrowing process. The POV matrix helps teachers create a variety of options for groups to choose from so that their project can be unique to them, but still aligned to the empathy experience.
Note: In the beginning this is a much more difficult process for kids. They are going to struggle with creating statements that are truly insightful. They will tend to ask questions that get them to the result they've predetermined. It will be necessary for the teacher to use very structured guidance to support the practices of defining a problem statement (POV).
Using Design Thinking Skills with Content:
Sometimes you may want to help students practice specific methods without the complication of an entire design challenge, or because you've noticed they are struggling with a specific method. This provides ample opportunity to align your lessons to the Common Core State Standards, if your state uses them. Design Thinking Methods really get kids investigating and evaluating content.
(For Full lesson plans see the lesson plans page on this site)
Some ways to use Define skills in Content classes:
1. While
