foi foundations of innovation teacher guide overview

Foundations of Innovation 9th Grade Curriculum page 1 of 28

version 2.0 April 2010

FOI

Foundations Of Innovation Teacher Guide Overview Henry Ford Learning Institute 2009



Table of Contents: Introduction Why use design thinking for innovation? What is design thinking for innovation?

How does Foundations of Innovation use design thinking for innovation? Organization of Foundations of Innovation

Course Goals Course Components

Timeline Design Challenge Overview:

Project 1: Badge Project (Rapid Cycle) Project 2: New Visitor Experience (Deep Dive)

Project 3: Information Display for a Museum (Deep Dive) Project 4: Travel Experience (Deep Dive)

Concepts and Skills Addressed in Design Challenges and Skill Building Seminars



Why use Design Thinking for Innovation?

The Henry Ford Learning Institute Foundations of Innovation (FOI) Course is

a multi week curriculum designed to help students develop an understanding of

design thinking principles and the power of innovation to change their world. This

curriculum guide is designed to support teachers in using design thinking practices

in their classroom. Design thinking helps students develop creative confidence, and

this curriculum provides experiences so that students can see the value in how their

creative ideas can bring about change. This curriculum was designed with the belief

that innovation involves more than the creation of valuable consumer products;

innovation can be applied to human centered services, experiences, and systems of

thought. Innovative practices can be applied to improving what currently exists or to

create new and future improvements. John Kao (2008), a business educator and

consultant specializing in innovation suggests that our new national educational

agenda should focus on “transformative innovation” that works to define the future,

and that a new group of innovators will need to master “disruptive innovation”

(defined as “going against the norm”) to revitalize America’s capability to have an

impact on the world.

This curriculum works to lay the groundwork for transformative innovation by

building a foundation of innovative design thinking skills. The goal then is to involve

both teachers and students with learning about and learning how to use innovative

design thinking. This is done by having students solve a series of design problems

to generate acceptance of design methodologies, work practices, and innovation

focused mindsets. A capacity for Innovative thinking will prepare students for the

demands ahead of them in college, career, and life.

What is Design Thinking for Innovation? Design Thinking is an approach to learning that uses specific techniques and

mindsets to develop a students’ creative confidence. Design thinking is introduced to

students using a series of minds-on and hands-on “design challenges” that are

organized around real world problems. Working to identify problems and generate



solutions for design challenges allows students to learn to frame their thinking

around the mindsets of developing empathy, promoting a bias toward action,

encouraging ideation, and working in a culture of prototyping. The design challenges

engage students in a variety of activities to help them improve their collaboration

skills, develop their metacognitive awareness, enhance their communication skills

and support their use of active problem solving. Using one’s imagination is central to

the practices of design thinking as students learn techniques for acquiring

inspiration, developing insights, and ideating possible solutions. Through the design

thinking process, students learn to identify, address, and generate solutions to

challenges they face in their everyday life experiences and they see the value of

successfully implementing these changes to impact their world.

How does Foundations of Innovation use design thinking for innovation? Design Challenges

The lessons in FOI are organized in a series of design challenges that are

incrementally sequenced to support the development of knowledge and skills.

Design Challenges presents a design problem embedded in a “real world context”

and are related to the needs of either individuals or members of a community.

Design challenges are focused on “human centered problems”, as opposed to

addressing the needs of an organization or framed around a technological, product,

or service functionality. Challenges vary in length, from “rapid cycles” that last 1-2

days to “deep dives” that last over a week. Design challenges also come in various

“sizes” based on the kinds of skills involved or the magnitude of the problem

addressed.



Figure 1- S-M-L Design Challenges:

Small design challenges are not really “design challenges” as they involve a skill

development around a focused problem. These skill development practices maybe

embedded within an academic lesson or a skill-building seminar. These challenge

events allow students to develop and practice discrete design thinking skills. For

example, students may have a seminar in their foundations class to practice

interviewing skills for developing empathy, or students might develop prototyping skills

in their science class as the build different scientific equipment for a laboratory.

Medium sized design challenges involve students in a real-world problem where

students address a specific design question to practice a set of skills or develop

foundational knowledge. For example, students might be asked to design a backpack

for a friend. In this challenge, the solution to the problem is already known (a backpack)

allowing students to practice empathy “skills” related to understanding their friend’s

needs and prototyping a functional backpack for their friend to try out.



Large design challenges also involve students in real-world challenges, but the

questions addressed are broader and require a greater range of skills or knowledge for

successful participation. Large challenges provide a greater variance in results, they

often require students to question known constraints, and viable solutions cannot be

generated without involving students in collaboration with their teammates or members

of the community. Students might examine “How might we design a carry-all for a

professional?” that requires each student team to use their “understanding and

empathy” skills to identify a unique user and to understand the needs of this user in

relation to different professional needs. The process of generating solutions requires

students to acquire knowledge about different professions, and the range of solutions

will represent the diversity of different professionals found in their community.

Design Thinking Mindsets

Design thinking is built upon fundamental mindsets that frame a student’s orientation to

learning. These mindsets include:

Human-centeredness: Design thinking is a human-centered process, and the best

innovations arise out of a thoughtful response to stimuli that designers are exposed

to in the world. The focus is on making people the source of inspiration and

direction for solving design challenges.

Empathy: Empathy is the intellectual identification with or vicarious experiencing of

the feelings, thoughts or attitudes of others. The empathy that comes from observing

users enables design thinkers to uncover deep and meaningful needs (both overt &

latent). Empathy develops through a process 'need finding' in which one focuses on

discovering peoples’ explicit and implicit needs. A need is defined as a physical,

psychological or cultural requirement of an individual or group that is missing or not

met through existing solutions. A designer 'needfinds' or works to understand a

user's experience by learning about his or her life. Empathy gaining and need finding

may be broken down into three discrete methods: immersion, engagement, and

observation. The development of empathy leads to the discovery of gaps in between



what people do and what people say they do. These gaps are viewed as design

opportunities and form the foundation of innovation in this program.

Mindful of Process: The third important mindset in design thinking is Mindful of

Process or metacognitive awareness. Educational researchers define this concept

as the ability to “know what you know.” As people engage in design thinking they

develop the ability to always know where they are in the process and the goal they

are moving toward. Being mindful of process requires being thoughtful not only of

the work that one does, but of how one does that work, and of how one will improve

the methods used.

Culture of Prototyping: The mindset of creating and maintaining a Culture of

Prototyping focuses on being highly experimental, building to think, and engaging

people with artifacts. This mindset relies on eliciting and receiving feedback in a

ways that will help one solve design problems. Flexibility of stance allows one to

make rapid changes, learn along the way, and build increasingly higher resolution

models.

Show Don't Tell: Educational research suggests that literacy has a visual component

that supports a student with learning, thinking, and communicating. Expressing

ideas in a non-verbal way makes ideas more compelling, helps one see problems

and opportunities that discussion may not reveal, and supports overcoming verbal

misunderstandings. Creating an artifact can also help groups come to agreement

regarding design decisions. As a mindset, Show Don't Tell takes traditional

visualization one step further, as it includes sketching and traditional prototyping,

digital communication and storytelling. It is also a process that is highly action-

oriented. Doing, trying, failing, iterating and constantly moving forward characterize

this mindset.

Bias Toward Action: Bias Toward Action is a focus on action-oriented behavior

rather than discussion-based work. This mindset becomes evident through engaging



users and by prototyping and testing to inspire new thinking and foster group

consensus. A Bias Toward Action mindset utilizes all modalities of learning.

Radical Collaboration: The mindset of Radical Collaboration is built upon the idea

that radically diverse multidisciplinary teams will lead to greater innovations than

teams that come from the same discipline. This also fosters the ability to focus on

the elements of successful collaboration. Examining and confronting team dynamics

is an essential component of radical collaboration.

Design Thinking Process

A process model for Design Thinking for Innovation involves three phases;

Insights and Inspiration, Ideation, and Implementation. During the insights and

Inspiration phase students seek to understand the observable needs of their users, and

develop insights about the unobservable but inferred needs. Students use synthesis

skills to analyze their data and develop a definition the design problem. In the ideation

phase, students “ideate” or generate a variety of solutions to their defined problem. In

the implementation phase, students generate prototype representations of their ideas

and test these ideas to rate the degree that the prototypes meet the needs of their

users. The process is complete when a design solution that has value to the user is

generated.

Each stage of the design process involves the use of different skills and requires

the application of different design thinking mindsets. Each phase is described in detail

below:

Figure 2- Design Thinking for Innovation Process



Understanding: The first phase of the design thinking process is developing

understanding. During this phase, students immerse themselves in learning about

issues related to design challenges. They access a wide array of resources that include

conversations with experts, viewing multimedia, and conducting research. The goal is to

develop background knowledge that helps them gain insights into various aspects of the

design challenge. They use their developing understandings as a starting point for their

design challenges.

Observation: Students become keen people watchers in the observation phase of the

design thinking process. They watch how people behave and interact. They talk to

people about what they are doing, ask questions, and reflect on what they see. The

understanding and observation phases of design thinking help students develop a

sense of empathy for their user centered design problems.

Point of View: In the design thinking process, one must develop a point of view that is

based on a specific user’s needs. User statements are framed as “How might we...?”

questions. Students must synthesize what they learned in the understanding and

observation phases to identify observable needs and to infer non-observable but

inferred use needs. A Point of View statement is used to take into account information



about user needs and insights. The formula for Point of View formula is: User + Need +

Insight= Point of View Statement. For example, a student might have interviewed a

classmate who said, “I hate doing homework because it takes me forever to finish.” A

Point of View Question might be, “How might we create a way for this student to do his

or her homework more efficiently?” An effective Point of View statement is one that can

be answered in a multitude of ways and makes the work in the design challenge

interesting and creative.

Ideation: In the ideation phase, quantity over quality is encouraged. Brainstorming ideas

is the foundation of this phase, and students may be asked to generate a hundred ideas

in a single session. Students are asked to follow specific rules focusing on deferring

judgment of others’ ideas to support wild idea generation. Every idea that is suggested

is recorded. A supportive classroom climate is essential. Students are challenged to

become silly, savvy, risk takers, wishful thinkers and dreamers of the impossible...and

the possible. They work on their design challenges with openness to unexpected ideas

and new possibilities as a team where everyone contributes and builds on other’s ideas.

Prototyping: Prototyping is a rough and rapid portion of the design process. A prototype

can be a sketch, model, or a cardboard box. It is a way to convey an idea quickly; the

more one produces the more one can learn. A diverse assortment of materials is used

when creating prototypes, and every prototype is created with the purpose to learn

something specific by testing it. It is better to fail early and often as one creates

prototypes to enrich their understanding of the problem and potential solutions to the

problem.

Testing: Testing is part of an iterative process that provides feedback. The purpose of

testing is to learn what works and what doesn’t, and then iterate on the version. This

means going back to one’s prototype and modifying it based on feedback. Testing

ensures that one learns what works and what doesn’t work for specific users, and one

learns from failure.



Organization of Course:

Course Goals:

The 9th grade Foundations of Innovation course builds on the ideas in the 6th grade

course or it can be run independently from this earlier program. The 9th grade course

works to meet the following course goals to help students develop the skills and

mindsets associated with design thinking:

By examining case studies of innovators and innovative solutions to problems,

students will be able to describe innovation as “creativity with value.”

As a result of participating in design challenges, students will exhibit creative confidence through “creative habits of mind” by demonstrating an ability to learn

from failure, valuing diverse perspectives in approaching problems, and generating

ideas that demonstrate both incremental and radical inventiveness.

As a result of participating in design challenges, students will exhibit creative

confidence through “creative expression” from demonstrated use of dramatic

expression (acting and story telling) and visual expression (in 2D and 3D materials)

to communicate ideas.

As a result of generating innovative solutions to various design challenges,

students will reference design thinking “habits of mind” by defining problems

through an empathetic human centered perspective, by adopting an action

orientation and culture of prototyping when addressing problems, and by being

mindful of a process when involved problem solving.

Through participation in a series of design thinking projects, students will be able

to describe the different stages of a human centered design process using

definitions and experiences to support these descriptions in a written brief.

When describing the design thinking process used in a design challenge,

students will identify how they used specific design thinking technical skills to



develop a point of view for a specific user by referencing research, observation, and interview processes skills.


students will identify how they used specific design thinking technical skills of

using prototypes to solve problems through the documented creation and use of

several iterations of low resolution physical or experience prototypes.


students will identify how they used specific design thinking technical skills for

brainstorming through examples of idea generation that represent a successful and consistent application of brainstorming techniques.

As a result of working in teams during the various innovation projects, students

will exhibit a collaborative mind set towards team work that involves identifying

which roles are present on the team, describing what skills and responsibilities are

required for each role on the team, and justifying how the team collaboratively

solved problems as a team.

By reflecting on the design challenge work documented in a project design

notebook, students will identify specific examples of critical thinking skills that

represent an application of problem identification, an ability to synthesize ideas from data, the making of design claims and judgments that are supported by

data, and the ability to evaluate design work and the provide feedback to

accompany these evaluations.



Course Components:

The 9th grade course consists of the following components that are implemented

over a ten-week time frame:

• 1 “Rapid Cycle” Design Challenge

• 3 “Deep Dive” Design Challenges

• 11 Skill Building Seminars

• 3 Stop Drop and Reflect Days

• 3 Show What You Know Days

Rapid Cycle Design Challenges Projects: Focused, single-day design challenges to

engage and excite students about the design thinking process.

Deep Dive Design Challenge Projects: Focused, multi-day design challenges to

immerse students in the design thinking process.

Skill Building Seminars: Comprehensive, recurring practice points to build students’

core skills in design thinking related to the design challenge they are working on.

Stop, Drop & Reflect Days: Opportunities to develop metacognitive awareness and a

means of assessing student learning of design thinking content.

Show What You Know Days: Opportunities to develop presentation skills and to

provide a vehicle for assessing design thinking skills.

Timeline: The timeline for the course will consist of the following elements:

Week 1: Skill Building Seminar- Teamwork & Collaboration (4 days)

Project One Design Challenge (Rapid Cycle) - Badge Project (2 days)

Week 2: Project Two Design Challenge (Deep Dive) – New Visitor Experience

(12 days)



Skill Building Seminar: Being an Anthropologist by Making

Observations and Doing Interviews (2 days)

Week 3: Skill Building Seminar: Developing Empathy and Need Finding (3 days)

Skill Building Seminar: Ideation and Brainstorming (2 days)

Skill Building Seminar: Prototyping (2 days)

Week 4: Show What You Know Day – Presentation of Project 1 (1 days)

Stop Drop and Reflect Day – Project Collaboration (1 day)

Design Challenge Project Three (Deep Dive) –Information Display for

Museum (16 Days)

Week 5: Skill Building Seminar: Ideation: Being a Cross Pollinator (1 Day)

Skill Building Seminar: Observation: User Interviews Level 2 (1 Day)

Skill Building Seminar: Point of View: Composite Character Sketch (1

Day)

Week 6: Skill Building Seminar: Ideation: Brainstorming Level 2 (1 day)

Skill Building Seminar: Prototyping: Being an Experimenter (1 day)

Week 7: Stop Drop and Reflect: Writing and Discussion Relating Point of View

to Prototype Iteration (1 day)

Show What You Know Days- Project 2 Presentations (1 day)

Week 8: Project Four Design Challenge (Deep Dive) – Travel Adventure (10

days)

Skill Building Seminar: Ideation: Being an Experience Architect (1 Day)

Week 9: Show What You Know Day: Present Travel Projects (1 day)



Stop Drop and Reflect: Review of the Design Process (1 day)

Week 10: Final Exam- Post Tests of Week 1 Assessment items (1 day)



Design Challenge Overview: Rapid Cycle: Project 1: Badge Project - “How do I design a badge for a partner?”

Time: 2 Days

Topic:

Design a badge for a partner using rapid design cycle. Students use the design cycle for

the first time as an introduction to the themes of acknowledging self vs. the other, being

mindful of the process, using an action orientation, and using rapid prototyping to solve

a problem. This project frames a definition of innovation and the design cycle stages.

Deep Dives:

Project 2: New Visitor Experience - “How might we improve the experience for some one new to our school?” Time: 12 Days

Topic:

In this project students will examine the experience for a visitor new to their school.

Students will practice learning how to experience a situation through a visitor’s eyes.

Students will visit the 9th grade site and act as a visitor to the school to develop

empathy, to observe what happens, to interview people involved, and to document the

experience. The students will redesign the first time visit experience for the user based

on the identified needs and problem points.

Students are to work with several different kinds of visitors (users):

• a student who is new and entering the school for the first time

• a parent who arrives to meet with the principal for the first time

• a grandparent coming to pick up their child for the first time

• a delivery person bringing a package for the director of operations.

• a visitor who has come to the wrong entrance to visit the school cafeteria.

• a foreign visitor who speaks little English and wants to find the auditorium.



Project 3: Information Display for a Museum- “How might we design a museum information display to help a visitor learn new information?” Time: 16 Days

Topic: Students need to design an information display about a museum topic for adult visitors to a museum. The student will work with a museum curator and visit a museum

setting to develop empathy for how people learn. Students are to design some form of

communication display that meets the visitor needs and provides some content

information about a topic covered in the museum. The content information must be

displayed using multiple forms of media (shown below) to convey information:

• Text

• Sound

• Video/Animation

• Interactive Display

• Artifact or Experience

Project 4: Travel Experience- “How might we design a travel adventure to a world location?” Time: 10 Days

Topic: Students work in groups to design a travel adventure for a user who wants to

visit a specific geographic region of the world. The project will include a content rich

description of the travel location and some form of device that explains to the user

the itinerary and the daily travel plan for this travel adventure (brochure, poster,

video). This project allows students to apply what they have learned in the class to

demonstrate their understanding of how the different stages of design thinking are

used together. Students are to plan out the problem solving process early on and

designate roles for each member of their team to finish the project on time.

Foundations of Innovation Daily Lesson Plans page 1 of 9 9th Grade Course

Version (2.0) April 2010

Week 1 Day 1 Day 2 Day 3 Day 4 Day 5

Goal/Overview: Introduce students to course, Pretest student understanding of roles Start Project 0 Team building and assessment.

Goal/Overview: Students will define innovation and state why they should study innovation. First Pretest activity: Students will individually design a backpack on paper to pretest their individual design skills.

Goal/Overview: Students will read about an innovator and apply their definition of innovation to describe why this person was an innovator. Second Pretest activity Students will act as a team to pretest their design problem solving skills.

Goal/Overview: Review pictures of different team behaviors to define acceptable team behaviors in a group to develop mindset- “Mindful of Process.”

Goal/Overview: First Design Event- Introduce students to design process through an organized hands-on experience.

Greet Students Assign students to random teams of four.

Project 0: Notes Activity 1 Pass out reading Innovation Nation by John Kao first 3 pages from introduction. Students describe why innovation is needed and define innovation.

Project 0: Notes Activity 2 Pass out reading “Early Automobiles” From American Science and Invention. Students read and make a claim for why Ford is an innovator with evidence from the reading and class notes.

Project 0: Skills Activity 2- Ask students for “reflections on team process” using pluses and deltas. Use Teamwork reflection Handout. Show slides of student behaviors “Team Skills Pictures” for discussion.

Project 1: Badge Project. Start point: Show slides to support introduction and initiate process. Midpoint: Prototype badge using supplies in lab; 10 min. work 5 min. clean up, Students move back to classroom when done.

Slide Show Welcome to Design Thinking Review Syllabus, class goals, class rules Set up folder, pass out design diary, inform students to decorate diary.

Discussion of reading and definition of innovation. First student generated ideas, second slide show class with class definition; “Creativity with Value”

Discussion of reading and student comments.

Project 0: What is a design process? Overhead. Have students suggest a process for solving problems. (“What is a design process?” overhead).

End point: One student from each team stands and presents badge. Student comments on process related to principles of design thinking (use slide 9)

Project 0: Skills Activity 1- Team Skills Review Take Pictures of each student holding up Team Skills review.

Project 0: Backpack/ Locker drawing. Timed drawing of object as pretest activity.

Project 0: Ball and Cup activity- Create a device to get ball out of cup. Timed completion of activity. Take pictures of different behaviors and processes.

Materials: - Copies of syllabus - Copies of Team skills review - Class goals slide show - LCD projector - Digital Camera

Materials: - Copies of reading - Overhead of questions - Copies of backpack activity,

overhead of directions - Class goals slide show - LCD projector

Materials: - Copies of reading - Overheads - Per Student Team: Paper cup,

ping pong ball, 2 rubber bands, plastic spoon, clips, scissors, tape, paper

- Digital camera

Materials - Copies of reflection questions - LCD projector - Slide show of class pictures

Materials: - LCD projector - Slide show for design project 1 - Scrap box materials - Scissors, hot clue guns - Overhead Directions for ID

badge project notes



Week 2 Day 6 Day 7 Day 8 Day 9 Day 10 Goal/Overview: Introduce students to a professional design based thinking experience to allow them to see the profession in action.

Goal/Overview: Introduce students to Project 2 goals and expectations for a new user visiting the school.

Goal/Overview: Introduce idea of using roles to support making observations. Students practice making observations to gain understanding using roles and using interviews.

Goal/Overview: Students enact their simulated new user experiences using roles.

Goal/Overview: Students using observations to identify need.

Review Slide 10.

Introduce Project 2 with Step 0 Slide Show to review project goals.

Project 2: Notes 2- Reading on “Inspiration by observation” from Art of Innovation with discussion.

Project 2: Step 1 Part 3 Observations Move to observation site and review rules for activity.

Review data collection experience and praise for good behavior.

Project 1: Notes Activity 1: Review Design processes by having students (1) reflect on process (2) define each stage of design using examples. Discuss ideas. Use Reflection Handout.

Project 2: Step 0 Inspiration Activity- “Who visits the school?” Students list who visits, why and where using poster paper to record and telling stories. Project 2: Step 1 Notes 1 Reading “Who is an anthropologist?” from Ten Faces of Innovation. Review questions slide 11 with discussion. Project 2: Step 1 slide show Project 2 Skills 1- “Being and Anthropologist” slide 11. Students view slides, make observations and discuss.

Project 2: Step 1 Part 3 Process Activity Planning Observations using slide show “ Project 2 Step 1 Being an Anthropologist Part 3 Making Observations Directions” Review the three steps for the observations / understanding stage of project 2. Students place direction stickers into notebook & write. (Project 2 Step 1 Part 3 Observation Directions Stickers Student Handout) Practice role playing for observations.

Check each student’s plan before starting them on the simulation observation activity.

Project 2: Step 2 Developing Empathy and Need Finding (Developing POV slide show) Notes Activity 3 - Students take notes on Definition of POV with emphasis on “flaring and focusing” activities from slide show.

Show IDEO video and have students identify examples of each stage of design while watching video using reflection handout from yesterday. Discussion of video following event. (Inside IDEO Part 1, part 2, Part 3 on YouTube)

Project 2: Step 1 Part 2 Slide show. Skill 2- Practice Interviews. Students interview each other about first day of school on 3 levels; open vs. closed questions, describe using a story, using follow up questions. Slide 18 of Step 1 slide show. Students tell stories of first day of school from interviews.

Check on writing for each stage and review each team’s plan. Check on supplies needed for project. Remind students to bring in digital cameras. Remind school staff of activity in office or around school.

Move each group through the activity for 10 minute intervals.

Activity 2- Work on board with flaring techniques slides 26-28.

- IDEO shopping cart video - Overhead of design cycle

process - Reading hand outs

- LCD projector - Power point slide show. - Handouts for interview notes.

- LCD Projector - Process Stickers for each

student - Design notebooks

- Design notebooks. - Props needed for activity.

- Poster board - Post-it notes - Computers & Printers - Thumbtacks



Week 3 Day 11 Day 12 Day 13 Day 14 Day 15 Goal/Overview: Students continue working on board.

Goal/Overview: Students compose a written Point of View statement using framework and collected data.

Goal/Overview: Students compose a written plan for prototype and create a 3D prototype as a team.

Goal/Overview: Students will work on their prototype activity.

Goal/Overview: Students will work on their prototype activity.

Students are provided with time to work on flaring activities for their board- printing out pictures, adding post it notes of observations.

Focusing Activity 1 students generate “mad lib” for their user defining need and point of view (Slide 29 – Step 3 Directions Need finding for POV slide show)

Review purpose of today, review goals of brainstorm & prototype. Play story game- planning a party with “no, but and yes, and…” to practice building on the ideas of others.

Step 1: Organize brainstorming ideas on board by category. Make choice on prototype idea. Step 2: Begin construction objects, signs, experience. Step 3: Create solution Version 1.0

Time to work on prototypes

Review “Step 3 Directions Need finding for POV Slide Show” (1) Activity 1- OXO example (2) Notes: Taking notes on

Needs, User, Insight

Review Rules of brainstorming. Students brainstorm ideas for their P.O.V statement.

Students are given work time to develop their prototype activity.

Activity 2 – Identifying needs from observations. - Step 1- Practice making observations of pictures - Step 2 Identify needs from observations. (Step 3 Activity 2 Observation and Need Finding Activity Student Handout)

Ideate Activity 1- Brainstorming solutions to user’s need based on insight statement. Step 1: review slide show “Brainstorming Rules” Step 2: Practice brainstorm round robin- generate 5 ideas per table topic and switch facilitator per table. Encourage involvement and expression pass out candy with music playing.

Notes: Prototype Slide Show (Prototyping Mindset and Experiences) Show Example Youtube video of students using experience prototyping http://www.youtube.com/watch?v=JvLW51zLTVg Review handout “Prototype Plan for New User Experience Student”

- LCD Projector - Poster board, tacks - Post-it notes - Computers & Printers

- LCD projector - Slide shows - Candy

- Handouts - LCD projector

- Poster board, Markers, Cardboard, Tape, rulers, scissors.

- Poster board, Markers, Cardboard, Tape, rulers, scissors.



Week 4 Day 16 Day 17 Day 18 Day 19 Day 20 Goal/Overview: Students will demonstrate their prototype activity. Students provide written and oral feedback on the prototyping process using what they know about user centered design.

Goal/Overview: Students will present on design activity 2 describing how they used each stage of the design process.

Goal/Overview: Students will reflect on design activity 2 describing how they used each stage of the design process.

Goal/Overview: Begin Design Experience 3- Museum information display.

Goal/Overview: Students will develop interview techniques to gather data from their user on understanding of plants.

Move to prototype area. Organize groups into presentation dyads- A and B. Group A presents ideas and Group B takes notes and records feedback. Initial notes in design notebook. Transfer notes into notebook.

Show What You Know- Students stand and provide a 2-5 minute demonstration of their project following the format described in Part 1 of the “Project 2 Summary Presentation” direction document.

Stop Drop and Reflect- Introduce reflective writing activity “Project 2 Reflective Writing Collaboration” direction document.

Project 3 Launch. Information Display for a Museum. Review of Slide show “Project Directions Museum Information Display”- “How might we help people learn new information in a museum? - Assign new student teams.

Review Inspiration Boards. Students write down one thing from the collection of inspiration boards that was interesting or surprising. Students read sections from Chapter 3 “What is a Cross Pollinator?” from Ten Faces of Innovation by Tom Kelly’s book and answer questions.

“Testing Prototype Directions” “Prototypes Observation Feedback sheet student handout”

- Planning time Provide students time to complete writing by hand or on computers.

Understand Phase: KWL- Activity. Students tell stories of how people learn in museums, in school, or in life in a story board with four scenes.

In teams, students generate “Want to know more (W)” questions about how people learn for one of the three learning areas.

- Presenting time Inspiration Boards Jigsaw- Students generate background knowledge (K) on how people learn in museums, in school, in life.

Individual research on (1) How museums help people learn (2) State recommendations about ways to learn (3) Different technologies that help people learn. Students “jigsaw share” their findings (L) with their team members using notes recorded in notebook.

- Handouts - Prototype needs

- Handouts - Computers or writing materials - Inspiration boards - Thumbtacks - scissors - Magazines to cut up

- Handouts - Computers - Internet Access



Week 5 Day 21 Day 22 Day 23 Day 24 Day 25 Goal/Overview: Students will define and describe the role of a “Cross-Pollinator” in the design process. Students will describe to role of a museum education specialist.

Goal/Overview: Students will apply their observation and interview skills to document how people interact with exhibits in a given situation.

Goal/Overview: Students will apply their knowledge of interviews to develop a series of interview questions to learn about users.

Goal/Overview: Students apply their knowledge of interviewing skills to interview users.

Goal/Overview: Students apply their knowledge of focusing skills to organize observations from users.

Prepare students for visit from museum specialist reviewing questions from their KWL charts. Guest presentation from a museum educational division to speak on exhibit design and learning.

User Observations Part 1: Practice with museum photos. Step 1: Record data in chart. Step 2: Observe actions, transactions, or interactions. Step 3: Capture the activity in the way that best tells a story. Step 4: Reflect: How does your data at one point differ from the data gathered from other points? (User Observations Part 1- Directions & Locations Overhead) (Museum Photos)

User Observations Part 2: Interviews Level 2 Slide Show to review of types of Interviews.

Review of old and introduction of new interview skills – Use need finding tools observations cards on sheet. (Student handout)

Museum Visit Prepare students for interacting with visitors. Students move into sites in museum to gather observation data on how visitors interact with exhibits or learn in museums, and .to interview users about learning. Students can use “Observation Cards” to assist them with the process.

Post Museum Visit: Focusing Activities. Students organize observations and initial interview data on their saturation board from museum trip, user observations, and student interviews about learning. Students generate a composite character sketch based on their data for a selected user type. (Composite Characters- Point of View Technique)

With guest speaker prepare students for their visit to museum to observe people around different types media. Students draw chart.

Students discus and copy observations notes.

Teacher dualog with students about their observations to help them design interview questions. Students develop interview questions based on finding out information on how people learn.

Students organize their initial observations into a draft P.O.V. Statement including identifying sketch of user and then need and insight for user. (POV Museum Project Student Handout)

Students practice interviewing other students from the school in a class. Students practice interviewing parents at home.

- Overhead projector - Reading handouts - Design notebooks for notes - Stickers - Presenter materials

- Museum Photo files - LCD projector

- LCD projector - Print out of observation cards

- - foam core board, tacks, post it - printer, computers - student handouts



Week 6 Day 26 Day 27 Day 28 Day 29 Day 30 Goal/Overview: Students apply their knowledge of plants, users, and their P.O.V. statement to ideate solutions.

Goal/Overview: Students will define and describe the role of an “experimenter” in the design process. Students apply their knowledge of prototyping to design solution for user.

Goal/Overview: Students will apply their knowledge of learning, users, and media to develop a prototype of their plant communication project.

Goal/Overview: Students will apply their knowledge of learning, users, and media to develop a prototype of their plant communication project.

Goal/Overview: Students will use their prototypes to gather information about their prototypes from users.

Review the Steps in Design Process. Review the process of ideation (Brainstorming Level 2 Rules & HMW) Show youtube video on brainstorming. http://www.youtube.com/ watch?v=W1h5L_0rFz8 Play brainstorming warm up game – throw sound to each other

Students read sections from chapter 2 “The Experimenter” from Ten Faces of Innovation by Tom Kelly and discuss the attributes of an experimenter.

Students continue work on prototypes.

Students continue work on prototypes.

Test of Prototype Version #1: Museum Trip or return visit from Museum Educator or visit to other classroom. Students take prototype to users and observe users interacting with prototype.

Students generate “How Might We…” phrases from their POV statements for brainstorming. Students brainstorm possible solutions for POV statement and placing their ideas on their saturation board. Flaring: Six ideas per student- both visual and verbal.

Review POV statements with students. Students use prototype directions and set about creating their prototypes using materials in the classroom or brought from home.

Remind students how to interact with users. (User tests with version 1 prototypes overhead directions).

Students group and organize brainstorms into categories. Focusing: Naming organized groups Students vote on which named organized grouped solution to address.

During prototype development, walk around and make sure prototypes are based on POV statement.

Student record observations in design notebooks.

- Inspiration boards - Post it notes

- Handouts for reading - Materials for prototypes

- Materials for prototypes - Laptops, digital cameras,

video cameras.

- Materials for prototypes - Laptops, digital cameras,

video cameras.

- Overhead projector - Design notebooks



Week 7 Day 31 Day 32 Day 33 Day 34 Day 35 Goal/Overview: Students will apply feedback from users to redesign their prototypes.

Goal/Overview: Students will use their prototypes to gather information about their prototypes from users.

Goal/Overview: Students will document their learning by using evidence to support their design decisions.

Goal/Overview: Students will document their learning by using evidence to support their design decisions.

Goal/Overview: Students will identify a geographic location as the objective for their travel project.

Use duologue to question each team about what users said about their prototypes. Students revise their prototypes based on comments from users and keeping true to original P.O.V. statement.

Test of Prototype Version #2: Students take prototype to users (in or out of classroom) and observe users interacting with prototype. Students will first ask general questions about prototype. They will then ask target questions about changes they made. (Directions for user tests with final version prototype)

Stop Drop and Reflect- Students complete POV and prototype review to document how they applied their knowledge of content and users to the design of their museum display prototype. (Project 3 Prototype Stop Drop and Reflect student handout)

Show What You Know- Students stand and provide a 2-5 minute demonstration of their project following the format described in the “Project 3 Summary Presentation” direction document.

Start Project 4 – Travel Experience Pass out tourist travel brochures collected from visitor center. Pass out Project 4 “Goals and Design Challenge” to review and use “Project 4 Travel Project Introduction” slide show. Create New Teams Inspiration Activity: “Where have you been, where do you want to go” inspiration activity where students reflect on past trip and gather information from others about places to go.

Time for prototype redesign. Students need to document user comments to their redesign.

Time to work - Planning time Students story tell about vacations from their past or tell a story about a place they would like to go.

Teacher questions students about their user experiences to help students synthesize ideas.

Visit with each team and have them describe document to you.

- Presenting time Students interview adults at home for dream vacation information.

- Overhead projector - Materials for prototype

development - Laptops, digital cameras,

video cameras

- Student prototypes - Handouts - Computer for each student

- Handouts - Travel Video - Travel brochures on different

local vacation spots (found in chamber of commerce)

- Handout “Project Goals”



Week 8 Day 36 Day 37 Day 38 Day 39 Day 40 Goal/Overview: Students brainstorm characteristic of vacations.

Goal/Overview: Students will prepare interviews to gather information on vacation experiences.

Goal/Overview: Students will develop empathy for others using interviews to gather information on vacation experiences.

Goal/Overview: Students develop a P.O.V. statement by analyzing data from different users.

Goal/Overview: Students start Project 4 Travel Research to develop understanding of country.

Students review each other’s “Handout Where have you been, where do you want to go” activity sheet. Students brainstorm ideas for “inspiration boards” around travel. Students spend 15 minutes at each board cutting out pictures, and adding post it notes for each theme: Who do people travel with? How do people travel? Where do people travel? Why do people travel? What do people do on vacations?

Students read about “Experience Architect” from Ten Faces of Innovation by Tom Kelly and answer write what, who and why for this role. Examine and analyze inspiration boards for themes. Review process of interviewing users.

Organize users in different locations. Users should represent different age groups, interest groups, or examples of extremes. Suggested vacationers: World traveler, grandmother, parent, and teenager. Each team member is assigned as the primary interviewer for a different vacationer. In 15-minute intervals teams rotate from user to user interviewing them about vacations.

Synthesis Activity: Students should research and locate travel advice information to help inform their experiences. Two examples of research locations are: • http://travel.state.gov/travel/ •http://travelwithkids.about.com/ Students read short stories about different travel adventures. Students should identify a user who they want to work with. Student can choose to select one of the extreme users, a family member, or a fellow classmate.

Students review user data from interviews and class “Where have you been, where do you want to go” stories to help identify a vacation spot to research. Travel research on an identified vacation spot; map location, average climate, geography, and history using “Project 4 Geographic research activity” and Google maps, Yahoo search. Monitor internet research.

Students move from board to board adding information to inspiration boards

Students prepare interview questions for the user interviews about vacations based on inspiration boards.

Students use data from inspiration boards, stories, and interviews to develop a P.O.V for a traveler using the “P.O.I.N.T.” technique.

Students complete research sheet and print information to post on team inspiration board.

Walk around room and make sure all teams are contributing to boards.

Practice interviews on each other. Students post data on inspiration boards

Students post P.O.V. on a board. Students will round robin present their research to team members and vote on location to use for project.

- Inspiration boards - Post it notes - Magazines - Tacks * Identify 4 extreme users for interviews next week.

- Copies of Experience Architect reading.

- Identify 4 different classroom guests to use for interviews

- Handouts of short stories. Check with English teacher for stories related to class.

- Computers with internet



Week 9 Day 41 Day 42 Day 43 Day 44 Day 45 Goal/Overview: Students will ideate on different solutions to their P.O.V statements.

Goal/Overview: Students will prototype their solution to the travel information.

Goal/Overview: Students will review their prototypes with users.

Goal/Overview: Students make final presentation of travel project relating P.O.V. statement to their final solution.

Goal/Overview: Students will reflect on design activity 4 describing how they used each stage of the design process.

Students craft “How might we…” statements from P.O.V.. to guide brainstorming. Students vote on which “HMW” statements to brainstorm. Run students through a brainstorming warm up exercise- Haiku improvisation connection story telling game. Students brainstorm on their project.

Teams will build their two prototypes of travel ideas for their P.O.V. statement.

Students will present their prototypes to the user that they have identified in their point of view statement. Students will need to document feedback from user as it relates to their project.

Show What You Know Day. Students prepare final presentations of project portfolio. Presentations must include P.O.V. statement, solution version 1, feedback from user, and future modifications based on user feedback. Students must also include geographic details about their location.

Stop Drop and Reflect- Introduce reflective writing activity. Use “Project 4 Reflective Writing Project Summary” direction document.

Students vote on top two ideas for the travel experience.

Students revise prototype based on user feedback.

Students present ideas to class. Provide students time to complete writing by hand or on computers.

Students write up description of their intended prototype and supplies needed.

Check on prototype construction.

- Post it notes - Brainstorming music.

- Prototyping supplies. - Identify 4 prototype reviewers

based on student projects

- Prototyping supplies. - Computers or writing materials

Foundations of Innovation Teacher Guide – Descriptions of Daily Activities Page 1 of 36

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Unit Overview: Week 1: Skill Building Seminar Project Zero- Teamwork & Collaboration (4

days)

Design Challenge Project One (Rapid Cycle) - Badge Project (2

days)

Week 2: Design Challenge Project Two (Deep Dive) – New Visitor

Experience (12 days)

Skill Building Seminar: Being an Anthropologist by Making

Observations and Doing Interviews (2 days)

Week 3: Skill Building Seminar: Developing Empathy and Need Finding (3

days)

Skill Building Seminar: Ideation and brainstorming (2 days)

Skill Building Seminar: Prototyping (2 days)

Week 4: Show What you know Day – Presentation of Project Two (1 days)

Stop Drop and Reflect Day – Project Collaboration (1 day)

Design Challenge Project Three (Deep Dive) –Information Display

for Museum (16 Days)

Week 5: Skill Building Seminar: Ideation: Being a Cross Pollinator (1 Day)

Skill Building Seminar: Observation: User Interviews Level 2 (1

Day)

Skill Building Seminar: Point of View: Composite Character Sketch

(1 Day)

Week 6: Skill Building Seminar: Ideation: Brainstorming Level 2 (1 day)

Skill Building Seminar: Prototyping: Being an Experimenter (1 day)


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Week 7: Stop Drop and Reflect: Writing and Discussion Relating Point of

View to Prototype Iteration (1 day)

Show What You Know Days- Project Three Presentations (1 day)

Week 8: Design Challenge Project Four (Deep Dive) – Travel Adventure (10

days)

Skill Building Seminar: Ideation: Being an Experience Architect (1

Day)

Week 9: Show What You Know Day: Present Travel Projects (1 day)

Stop Drop and Reflect: Review of the Design Process (1 day)

Week 10: Final Exam- Post Tests of Week 1 Assessment items (1 day)


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Project 0 Skill Building Seminar – Teamwork and Collaboration for Innovation Time: 4 days Topic: Innovation - “What is Innovation?” Description: In this seminar, students participate in skill building activities to build a common foundation of experiences with teamwork, team roles, and problem solving processes. In addition this seminar introduces a class definition of innovation and starts the students thinking about what it means to be an innovator. Classroom Tip: This seminar comes before the rapid cycle design challenge for a reason. The beginning of a new semester is the time to set the class norms and expectations for student behavior and the first experiences in this seminar help the teacher set a culture that there are times for orderly behavior in a class that can often be chaotic. In addition, students are often switched around the first few days of class. In these seminar experiences the students have a chance to learn about each other while the class roster is in flux, and many of these activities can be made up for homework if a student arrives in the course a few days late. If we started the class with the rapid cycle design challenge, different expectations would be set about classroom behavior, and if a student missed the first day it would be hard to make up the rapid cycle design challenge. Project 0 Day 1 Team Assignments Goal: Introduce students to course and pretest student understanding of roles. Step 1: Randomly assign students to teams of 4-5 and have them sit together. Step 2: Activity 0.01: Present and review “Welcome to

Design Thinking” slide show to provide an overview of the course. Stress to students who their partners are in designing this class and that this class is a foundation for the rest of their experiences in HFA schools.

Step 3: Activity 0.02. Remind student that they will be working in teams and that effective teams are made up of different roles with different skills. Pass out “Skills Activity 1 Team Skills Review” and review the different roles. First, each student should fill in the circles based on their strengths and weaknesses. Next students should complete the chart that allows them to get to know their teammates names, strengths and weaknesses. Students should document what they learn about their team in question 2 and 3 on the sheet. Finally, take a picture of each team member holding up their completed team skills graphic and post these pictures around room with each person’s name associated with their picture. This activity helps students


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develop an awareness of the hidden strengths of each team member how each person can contribute to make a team successful.

Step 4: Have students set up a “design portfolio” and a design notebook with their names on both. Pass out a folder or a folded piece of paper for each student to use to store and organized their completed assignments. Ask students to purchase a notebook or pass out a spiral notebook to allow students to record their observations and class notes. Have students place their day’s assignments and their notebook into the folder.

Classroom Tip: The assessment practices in this class rely on students having access to all of their class work to allow them to review the development of their design projects. It would be wise for you to find a container and location to store student portfolios. Remind each student that they are responsible for getting this portfolio at the beginning of each day and storing their work in this folder at the end of each day. It is often good to have a student pass these out for you at the beginning of class to build this into the classroom routine. Create periodic checks of the portfolio to ensure that students are placing their work in this folder.

Project 0 Day 2 What is Innovation? Goal: Students will define innovation and state why they should study innovation. Step 1: Introduce today’s goal of defining innovation and determining reason’s

for why it is important to learn about being innovative. Step 2: Students complete the reading from John Kao’s Innovation Nation and

individually answer the questions “Activity 0.03 Notes Activity 1 – Reading Handout innovation” related to the reading. In their teams, students review their answers to the questions.

Step 3: Use the slide show “Activity 0.04 What is Innovation?” to support a discussion of the reading and help develop a class definition of innovation. First have students suggest ideas, second use the slide show definition “Creativity with value.”

Step 4: Tell students you are going to pretest them on their innovation skills and then repeat this activity again at the end of the class so they can see how much they have learned. Using a pencil, students are to individually complete “Activity 0.05 Backpack Drawing Overhead.” If students are working on the backpack project in their science/math class then have them complete “Activity 0.05 Locker Drawing Overhead.” Define a time limit for this activity based on the skills of your students. Collect the drawings for review at a later date.

Classroom Tip: The goal of keeping these drawings with a written statement is to compare this initial design with a design done on their final exam to check how well students can learn to solve a problem using human centered design. Initially, students will design an object


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(backpack or locker) that is focused on what they need. At the end of the class, students should display the mindset of empathy and create a backpack or locker design that is focused on having value for another student.

Project 0 Day 3 Who are Innovators? How does a team work together? Goal: Students will read about an innovator and apply their definition of innovation to describe why this person was an innovator. Step 1: Introduce today’s goal of reviewing a definition of innovation and

determining what it means to be an innovator by learning about Henry Ford.

Step 2: Students should complete a reading on a current or historic innovator of your choice. One suggested reading is “Early Automobiles” from American Science and Invention and individually answer the questions “Activity 0.06 Notes Activity 2 – Reading Overhead Ford.” In their teams, students review their answers to the questions and come up with a team consensus on why they think Ford was innovative using the class definition of innovation from Day 2. Discuss the ideas with the class. Henry Ford worked to create a product that had value to the American people. He was creative about how cars were manufactured. One of his innovations was to adapt and use an existing invention, the assembly line, to make cars that were cheep enough for everyone to own.

Step 3: Tell students you are going to pretest them on their teamwork skills and then repeat this activity again at the end of the class so they can see how much they have learned. Pass out the bag of materials and handout for “Activity 0.07 Ball & Cup Device Directions”. Tell students this is a timed activity and they need to achieve the design goal (build a device that moves the ball out of the cup) before time is up. Tell them you will not offer any help, as this is a test. Let students work on the device with their teams and moderate any interpersonal difficulties or conflicts that arise due to the pressure and the newness of the teams. If you can, take pictures of behaviors and process to show students who are working together as a team and students who are displaying ineffective teamwork skills. Allow students to present their ideas at the end of the session.

Classroom tip: Note that this class starts with a focused thinking activity based on reading and then ends with an divergent thinking activity based on construction. This order is deliberate to help the teacher set the cultural norms of the classroom for what kinds of behaviors are expected for different kinds of thinking activities. Students need to be socialized into following different behavior rules based on the kind of activities and the kinds of thinking that accompany these activities.


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The goal of the construction device is not to create a working device but to provide students with their first experience working in a team to develop a prototype to describe an idea. Students need a chance for their team to work together to help them learn how to interact. Any set of cheep materials can be used at this point to allow students to work on solving a problem. Don’t correct a lot of behavior at this point but be sure to document how the teams work together using pictures. This will provide you with concrete examples can be used during the discussion of teamwork on day four allowing the students to generate their own set of rules for how teams should work.

Project 0 Day 4 Mindful of Process Goal: Students will use pluses and deltas and review pictures of different team behaviors to define acceptable team behaviors for group work. Step 1: Introduce today’s goal of reviewing teamwork skills and what process

designers follow when designing something. Step 2: Using handout “Activity 0.08 Skills Activity 2 Teamwork Reflection” ask

students for reflections on their team process using pluses and deltas. Pluses (+) are ideas or actions that worked; delta’s (Δ) are ideas or actions that need changing.

Classroom Tip: This orientation of listing mistakes as “delta’s” or changes instead of “minuses” as mistakes is to help support the mindset of a “culture prototyping” and “Bias towards action.” The focus is on supporting students to trying anything where it is okay to make mistakes because in design thinking there are processes and techniques for learning from these mistakes instead of being ashamed of mistakes. (1) Have the students work quietly and individually for 2 minutes to list their own ideas. Walk around to make sure students are recording their own ideas. (2) Have the students discuss their ideas with their team. Have them agree on a team plus and a team delta to share with the class. (3) On the board record a plus and delta from each team for class discussion.

Step 3: Show “Activity 0.08 Team Skills Pictures” of student behaviors for a class discussion. Be sure to link what happens in the slides to the pluses and delta’s you recorded on the board. Note: If possible, integrate the pictures you took on Day 3 of team’s working into the slide show to prompt more immediate recognition of what worked and what didn’t.

Step 4: Post Activity 0.09 “What is a Design Process? Overhead” to support a discussion of what process teams followed when solving the ball and cup activity.

Classroom Tip: The goal here is not to teach students a specific process at this point, but to engage their preconceptions, to start to develop the


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mindset “Mindful of process” and to model the behavior of reflecting on process. Students will learn the specifics of the design thinking for innovation process at a later point after they have had one more experience following a design thinking process in the rapid cycle design challenge. This activity gets them ready for their first design challenge, the ‘Badge Project” rapid cycle.

Project One Design Challenge (Rapid Cycle) Time: 2 Days Topic: Badge Project - “How do I design a badge for a partner?” Description: Students work to design an ID badge for a partner using design thinking. Students use the design cycle for the first time as an introduction to the themes of acknowledging self vs. the other, being mindful of the process, using an action orientation, and using rapid prototyping to solve a problem. This project frames a definition of innovation and the design cycle stages. Classroom tip: This activity is a chance to make the student’s experience with innovation fun, inviting, and energetic. This is the time to introduce music into the class, to have the students move around the room, and to develop their creative confidence. Be sure to set clear expectations about behavior for this activity but allow them to wiggle, giggle, and act their age. Project 1 Day 1 Rapid Cycle Experience Goal: Students will be introduced to the design process through an organized hands-on experience. Classroom Tip: This activity requires supplies and tools to be set up prior to the event. It is best if the supplies and tools are not accessible to students until needed. It is recommended that the materials be placed in boxes with lids if located on the student tables or out in the open if located at the edge or back of the classroom. Hot glue guns are suggested as the glue dries fast allowing immediate assembly, and the glue guns will need plugs for power and time to warm up for effective use. Step 1: Allow students to chose a partner and sit by their partner. Students will

complete today’s activity in teams of two. Introduce today’s goal of reviewing the design thinking process that

designers follow when designing something. Step 2: Pass out the student handouts “Project 1.02

Badge Project handouts” and make sure each student has a pencil. Use the presentation “Project 1.01 Badge Project Directions” to help structure the activity, following the time lines suggested in the presentation.


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Classroom tip: It is a good idea to play music during this activity to help set to festive and creative mood. Music can be played during the stages when students are creating (Draw- light music, Sketch- up beat music, Build- peppy, bouncy music.) and it is best to keep the music off when students are discussing their ideas (Show and tell, Define, Test, and Gallery walk.)

Step 3: One student from each team stands and presents the badge designed for their partner. Prompt students to comment on process related to principles of design thinking (use slide 9 to help this). Allow the students to take their slides home or save them to put on display.

Step 4: Involve students in cleaning up the classroom and returning unused supplies and putting away tools as these will all be used again in additional projects.

Classroom tip: Ending this project in a neat and orderly fashion helps set the classroom culture of the expected behaviors for two different kinds of activities; focused thinking and divergent thinking activities. The rapid cycle is a divergent thinking activity that has students moving around and making their own decisions about behavior to reach their own goals. The focused thinking activity of cleaning up has the students working towards achieving a teacher directed common goal. To effectively manage a design thinking for innovation classroom you will need to teach students by using different classroom management strategies for divergent and focused activities. For the clean up leave time to have the students help clean up and put the supplies away before they leave to help get them into the practice of knowing that every divergent activity is followed by a focused activity to calm them down and provide time to reflect.

Project 1 Day 2 Defining a Design Thinking Process Goal: Students will be introduced to a professional design based thinking experience to allow them to experience the profession in action. Step 1: Have students sit with their Project 0 teams. Review slide 10 of the

“Project 1.01 Badge Project Directions” for examples of future id badge. Some examples include attaching LCD panels on shirts for clothing ID badges, some are jewelry, and some are electronic badges. Discuss that what they did in their rapid cycle design challenge is not too far removed from what professional designers do for a living.

Step 2: Pass out “Project 1.03 Notes 1 Reflection Handouts on ID Badge project” to each student. Remind students that the goal of this activity is to have them learn a design thinking process. Have students first reflect on the process they followed in designing a badge for their partner listing three things they learned from the rapid cycle activity. Have students


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discuss these as a class, while you note the ideas that match the mindsets of design thinking from the curriculum introduction. These include, Human Centeredness and empathy, action orientation with a bias towards action not talk, rapid prototyping, and being mindful of process.

Step 3: Show students the design thinking process diagram in “Project 1.03 Notes 1 Reflection Handouts on ID Badge project” and have students work in their team to define each stage. Review student ideas as a class, working to help craft a definition that matches the definitions presented in the curriculum introduction.

Step 4: Introduce the IDEO deep dive video as the group who students were introduced to on the first day of class as some of the co-developers of the class. Have students watch the video of the designers creating a shopping cart and have students find examples of each stage of the design process during the video. They can write down their examples on the bottom half of the sheet. Feel free to pause the video at points when the design process is evident.

Understand: Examining data about shopping cart use Observe: Interviewing people in the super market about carts Define: Deciding on the four issues to focus on Ideate: Brainstorming with post it notes Prototypes: Building the four different shopping carts Test Building the final cart design and testing it in the store Step 5: Review each of the different stages of the design process as found in the

video. Tell students that this is the process they will be following through out the rest of the course and in their design projects in school. Remind them to learn the order and definitions of each stage, as they will be using these stages in their next project, which is a deep dive like they saw in the IDEO video.

Project 2 Design Challenge (Deep Dive) Time: 12 Days Topic: New Visitor Experience - “How might we improve the experience for some one new to our school?” Description: In this project students will examine the experience for a visitor who is arriving to the school for the first time. Students will practice learning how to experience a “new situation” through a visitor’s eyes. Students will visit the 9th grade site and act as a visitor to the school to develop empathy, to observe what happens, to interview people involved, and to document the different travel paths taken by this person. The students will redesign the first time visit experience for the user based on the identified needs of the visitor and any identified problem points. In this design challenge, students get a chance to practice using each


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step in the design cycle and they get to practice using two important design thinking mindsets – developing empathy and building to think with prototypes. Classroom tip: This design challenge requires students to visit the front office of the school. Make sure you have prepared the office personal of this so no one is surprised! Project 2 Day 1 Project Introduction and Examining the World Through the Eyes of an Anthropologist Goals:Students will be introduced to the goals and outcomes of Design Challenge 2. Students define the concept of an anthropologist and state the role that an anthropologist plays in the design thinking process. In addition, students get experience with the design thinking mindset of developing empathy and expressing themselves through stories. Step 1: Arrange students into their original project teams. Introduce project 2

with “Project 2.01 Step 0 Project Design Challenge” slide show to review the project goals and overview the design challenge.

Step 2: Students participate in a design challenge inspiration activity using slide 3 and 4 of “Project 2.01 Step 0 Project Design Challenge”. Using poster paper, student teams make lists of the different kinds of people who visit school, why these people visit the school, and where they might go once in the school. For each person listed, a team member must tell a real or imagined story of this person’s visit to the school. Classroom Tip: The first set of design thinking skills to be developed and used in this project are “exploration skills” that assist students with gaining insights and inspiration for the problem. Remind students that the story activity is a form of an “inspiration activity.” Story telling skills are important in design thinking because designers like to spend time thinking and learning about the user to help define the problem instead of “jumping to solutions” based on preconceptions of the problem. Telling stories is a powerful way to convey information to develop empathy.

Step 3: Skill Building Seminar: Being an Anthropologist by Making

Observations and Doing Interviews. Students read, “Who is an anthropologist?” from Ten Faces of Innovation by Tom Kelly and answer the questions on “Project 2.02 Notes 1 Reading overhead Anthropologist” activity sheet.

Classroom Tip: This series of lessons is focused on developing a set of

design thinking skills for developing empathy. The lesson communicates the mindset and skills carried out when acting in the role of an anthropologist. Students will apply these skills and mindsets in this first deep dive activity.


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Step 4: Show slide show “Project 2.03 Step 1 Being an Anthropologist Part 1 Developing Empathy” to provide an overview of the skills or seeking to understand through empathy before designing a solution.

Step 5: Use slide 9 of “Project 2.03 Step 1 Being an Anthropologist Part 1 Developing Empathy” to focus on the idea of being an anthropologist to develop empathy. Help the students determine a definition of empathy and make sure everyone writes their idea down. Come to a class consensus of the term. Then using slide 10 and 11 review student’s work on the “Who is an anthropologist?” reading. Talk about the key points of acting like an anthropologist.

Step 6: Using slide 12 remind students of the different characteristics of being an anthropologist. Then present each slide 13-19 and have students act as anthropologists to make comments on the slides.

o Are they making observations or inferences? o Are they using a beginners mind? o Are they looking for ideas in all places? o Are they keeping bug list of issues or concerns?

Step 7: Use slides 20 through 27 to review the different ways that anthropologists can make observations. Have students take notes to use these at a later date for other projects.

Step 8: Focus students on the technique of interviewing using slide show “Project 2.04 Step 1 Being an Anthropologist Part 2 Interviewing” and having them learn how to interview by carrying out an interview. Using slide 15 - 17 have students practice interviewing each other about their experiences on the first day of school in teams of two. Have students follow the prompts on slide 18 and then use these prompts to have a discussion of how interviewing works. Classroom Tip: A good interview is less about asking questions and more about getting the other person to talk about their ideas. Pausing, prompting, and probing are more important tools for getting people to tell their stories then just asking more questions. A good interviewer leaves space for the user to talk and time for the designer to listen.

Project 2 Day 2 Inspiration by Observation Goals: Students use roles to support making observations. Students practice the skills associated with making observations to gain understanding on how to use roles and how to carry out interviews to gain data from users. Step 1: Have students read “Inspiration by Observation” from Art of Innovation

followed by a class discussion of the importance of making observations in human centered design. Use the handout “Project 2.05 Notes 2 Reading Making Observations Overhead” to help prompt the discussion.

Classroom Tip: Henry Ford is credited with noting that if he had asked people who were riding horses what they would want for a new mode of transportation, they would have all said “a faster horse.” Why would


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nobody say a Model T? People only knew about horses so that is all they could think about. You can’t ask people to imagine a solution for something they don’t yet understand or something they have not thought about. Instead, a good designer has to listen to all of the things users say to help the designer gain insight into what people might like to meet their indescribable needs.

Step 2: Start up the slide show “Project 2.06 Step 1 Being an Anthropologist Part 3 Making Observations Directions.” Review the three steps for the observations / understanding stage of project 2 describing the tasks associated with each team member role. Pass out “Project 2.07 Step 1 Part 3 Observation Direction Stickers Student Handout” stickers and have students place direction stickers into notebook. Have students complete the writing prompts for the stickers, writing in their notebooks and not on the stickers. Check each team’s work for what they are planning to do and which team member will be fulfilling which role. Support students in practicing role-playing for observations and prompt them to bring in costumes for their role-playing.

Classroom Tip: “Stickers” are a tool for providing directions to guide

student thinking and behavior while students are out in the field. The stickers are glued into their design notebook, because a notebook is a more permanent repository of ideas than a worksheet or a handout. The stickers are to act as a scaffold that provides directions and gentle reminders of your expectations and presence while students are out in the field acting on their own. The stickers are symbolic reminders of the desire to have students transition from your guidance in focused thinking to their own control in their divergent thinking experiences.

Project 2 Day 3 Observation Process Goals: Students practice using the role of an anthropologist in their project at the site of the new user visit.

Classroom Tip: You will need to prepare in order to have students visit the 9th grade site or administrative offices in your school. Inform office staff of your intent to have students leave class, act like visitors in the site, and interview the staff about the role-playing a new visitor. In addition you will need to have students bring cameras from home or you will need to provide them. Clipboards or note books will help your students take notes.

Step 1: Organize students to move to the observation site. Review the behavior

rules for the activity and the order of which teams will go first and last. Check that each team has assigned roles to each team member and the


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team has a way to document the interviews, map-making, and picture taking.

Classroom tip: This activity is often better run if you have an additional person to assist you in managing the students. It is good to have a “staging area” where students are located near the site of data collection with an adult supervisor while you manage the students who are engaged in the process of data collection. Having an additional person assist you with managing the student allows you to focus on supporting the students with data collection without worrying about the behavior of students not involved with data collection.

Project 2 Day 4 Using a Point of View to Focus Goals: Students use synthesis activities to analyze their collected observations to identify a user need. Step 1: Review data collection with each team having one team member report

out something they learned about a new user’s experience.

Classroom Tip: This is a chance to reinforce the classroom norms for expected behavior. Be sure to praise teams that exhibited good behavior and met your expectations for data collection skills. Do not dwell on the negative or undesired behaviors but do remind students that participation in this class requires self-restraint and trust to allow them to participate in data collection activities out in the field.

Step 2: Skill Building Seminar: Developing Empathy and Need Finding

Present slide show “Project 2.08 Step 2 Developing POV Slide show.2.” to present an overview for how to use the collected data from the observation stage to determine a point of view on the user’s problem. Review slides and describe the techniques described in each slide. Use slide 23 to explain what the students are to create- a space saturation board where they can start by display their data using various “flaring” techniques and then they move into focusing techniques at a later date.

Classroom Tip: In this slide show the techniques for “flaring” or the process of representing a large variety of ideas generated from data collection is contrasted to “focusing” techniques where ideas are synthesized from this data to create a more focused point of view. The “powers of ten” idea is a flaring and focusing metaphor based on the classic Charles and Ray Eames video. Charles and Ray Eames are successful designers who worked in several forms of media. Their “Powers of Ten” video can be found on the Internet. Try: http://www.youtube.com/watch?v=A2cmlhfdxuY


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Step 3: Following the directions on slides 24-28, have students generate a “space saturation” board to document the data they collected during their new visitor observations.

Classroom Tip: Use thick poster paper or large foam core boards as the background for the inspiration boards. These boards will likely be reused many times, and they should be left visible in the classroom to act as reminders of student work and to make ideas visible. Let students use post it notes, paper and markers, and photographs to fill in their boards with visual and text based images. Make sure each team puts a card with team member names on their board. Don’t let students write on the boards as this makes the boards messy and harder to reuse.

Project 2 Day 5 Using a Point of View for Need finding Goals: Students use synthesis activities to analyze their collected observations to identify a user need. Classroom Tip: Students will have difficulty with the topic of need finding. In traditional classes they are often conditioned to “find the right answer” as soon as possible to a problem defined by the teacher. In creating a point of view statement, students need to find the problem themselves by synthesizing importation background about the design challenge with information they have gained by observing their user in the field. Creating a point of view is like making a strategic guess or hypothesis, and it requires higher level thinking that takes class time and support from the teacher. Step 1: Review the definition of “need finding” using “Project 2.09 Step 3

Directions Need Finding for POV Slide Show.” These are methods for analyzing the data collected during the observations and understanding phase.

Step 2: Activity 1- OXO examples to provide an example of “need finding.” Step 3 Students take notes on the definition of the need finding- user, needs,

and insight. Step 4: Activity 2 – Identifying needs from observations. Part 1- Practice making

observations of pictures, Part 2- Identify needs from these observations. Use the handout “Project 2.10 Part 3 Activity 2 Observation and Need Finding Activity Student Handout” to record student work.

Project 2 Day 6 Using a Point of View for Insights and Brainstorming Goals: Students compose a written Point of View statement using the “user, need, and insight” framework and their collected data.


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Step 1: Focusing Activity 1- students generate “mad lib” for their user defining need and point of view (Slide 29 – Step 3 Directions Need finding for POV slide show).

Classroom Tip: Students will need assistance with this activity as they have trouble with the idea of an insight. An insight is something that is not observed that represents the underlying cause of the observable or unobservable user problem. Insights are often related to needs that are unmet but people work around because they may not even recognize there is a solution to the problem that creates this need. It might be an emotional cause behind something that was observed or it might be a surprising relationship between that is discovered to exist between different observations that seem unrelated. For example, students observed that when parents came to visit the principal two things happened. If the parents came to discuss a student who was in trouble, the principal would come out to meet the parents in the front office. If the parents came for a friendly visit, the front office would send the parents back to the principal’s office. However, parents often hesitated in the second case and were more nervous than parents who came to see the principal for a problem. The students discovered, by acting as a parent and walking back to the office, that there were no signs on any of the doors to allow a new parent to identify which closed door lead to the principal’s office. Students generated the insight that “parents on a friendly visit to the principal became nervous because they didn’t know where to go having never been to the principals office.”

Step 2: Skill Building Seminar: Ideation and Brainstorming. Introduce Ideate Activity 1- In this activity students will learn about brainstorming rules and practice using brainstorming to generate solutions to a user’s need based on their developed insight statement.

Classroom tip: It is a good idea to practice brainstorming in a fun activity

first, to allow you to help the students practice the rules of brainstorming and focus on the rules of the activity. This allows you to focus helping students learn the expected behaviors for this divergent activity in a low risk and low demand activity. You can focus on enforcing the behaviors and the rules of the game to help guide students to internalizing their own self-control. The second day of this activity students will have a better idea of the expected behavior, and you can concentrate on helping students focus on the demands of helping them brainstorming around the insights to their identified user needs. It is always a good idea


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to practice behaviors first to allow students to learn the behavior expectations, and then apply the behaviors in the next cycle of use to support learning.

Step 3: Review slide show “Project 2.11 Brainstorming Rules.” Step 4: Practice a brainstorm round robin- Explain that the goal of this activity is

to generate as many ideas as possible following the rules of the brainstorm activity. In their teams, students are to generate at least 30 ideas per table in 3 minutes before they move onto the next table. At each table, students are to assign a new facilitator who makes sure students are following the brainstorming guidelines for each topic. Choose fun topics like “ Where should the class go on a field trip?”, “What would be a good 9th grade party?”, “How can we surprise the principal?” , ”What kind of cars will we drive in the future?” , ”What would make the mall more fun?”, ”What would be a good ride at an amusement park?” , ”How can we make roof of the school useful?”

Step 5: Move student teams to each table and use a bell to signal when they are to begin. At the end of each session have teams report out how many ideas they generated. Have them shift tables, choose a new facilitator, and review briefly review the rules and what they did well.

Classroom tip: Move around to each table to see how the teams are doing and encourage them to generate wild ideas, be visual, and to go for quantity. Students will hesitate at first to open themselves up in front of others so be a coach and get them to generate a lot of ideas. Consider providing a prize for the team that generates the most ideas. Encourage involvement and dramatic expression. Play peppy music and pass out candy to maintain energy levels. Classroom Tip: Students at this age have two difficulties with brainstorming; (1) They often want to criticize other student’s ideas and you need to help them understand than all ideas are important. Encourage the facilitators to enforce this practice of “defer judgment” and quickly correct any putdowns or comments like “that’s stupid.” Stop the class and clearly explain how all ideas are inspirational and refer back to the Velcro pants idea of the IDEO video that seemed crazy, but later lead to the shopping cart seat that was shaped to stick to a “baby’s butt.” (2) Boys at this age have difficulty building on the ideas of others and often spend their time just thinking of ideas, while girls appear to be able to build on the ideas of others. Listen for this during your facilitation of behavior. While you may not be able to affect a change during this game activity, you can at least be aware of this difference and work to help both boys and girls learn the practice of building on the ideas of others in later brainstorming sessions.


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Project 2 Day 7 Brainstorming and Prototyping Goals: Students apply the brainstorming process following the brainstorming rules to generate multiple solutions to their identified user needs. Students compose a written plan for prototype and create a 3D prototype as a team. Step 1: Introduce Ideate Activity 2 by reviewing the goals of brainstorming

(generate solution ideas for problem statements) and the rules of brainstorming.

Step 2: Play the “developing story game” to help create the mood for a brainstorming session and to develop the skill of stating ideas that build on other people’s ideas. Arrange students in a circle. Students are to generate a creative story by making successive statements related to planning a birthday party for a friend. One student makes a statement- “For this party we will have balloons…” and the next student says “No balloons, we will have will have inflatable animals…” The next student builds on this by saying, “Yes animals, and these animals will all be from the zoo…” This continues alternating between “no” statements and “yes” statements traveling around the circle until each student has made a statement. This activity helps develop the practice of building on the ideas of others.

Step 3: Review rules of brainstorming with students. Be sure to post rules on overhead or on a poster. Remind students that they are brainstorming ideas related to their Point of View (POV) statement.

Step 4: Provide a timed session for each team to brainstorm ideas related to their P.O.V statement. Students should use post it notes or poster paper to record ideas. (One student should be assigned as a recorder if poster paper is used.)

Classroom tip: Walk around and check to see that teams have all members participating, that students are deferring judgment, and that both written and visual ideas are being expressed.

Step 5: Skill Building Seminar: Prototyping. Introduce the skill of prototyping using the slide show “Project 2.12 Prototyping Mindset and Experiences.” Review the idea that a prototype is a “3D Rough Draft” and not a finished project. Reiterate the idea that through prototypes we are practicing the mindset of “build to think.” Show example video of students using experience prototyping to show that prototyping can happen for both objects and experiences, again with the idea that we use prototypes with the idea of “build to think.” URL: http://www.youtube.com/watch?v=JvLW51zLTVg


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Classroom tip: Brainstorming is a very divergent activity with high energy and chaos. The activity in step five is a focused activity to help redirect student behavior. Step five allows you to move students back to their team tables to calm them down to review the process of prototyping and to view the fun the prototyping video to keep the creative energy flowing. Try and run each class as a mixture of divergent and focused activities.

Step 6: Review handout “Project 2.13 Prototype Plan for New User Experience

Student Handout” and have students work in teams to complete this experience. Step 1: Review P.O.V. Statement. Step 2: Organize brainstorming ideas on board by category. Make a choice of which brainstormed ideas will be prototyped. Step 3: Sketch initial design of objects or experiences. Step 4: Begin construction of object or creation of experience.

Classroom Tip: Check to see if student plans are (1) related to their P.O.V statement (2) if the prototype can be reasonably completed in two class periods (3) that students have materials or are thinking of what materials they can use to create their prototype.

Project 2 Day 8&9 Prototyping Goals: Students generate prototypes based on their ideated solutions to their users needs. Step 0: Make sure prototyping supplies and tools are available for students to

use. This includes cardboard, poster board, tape, hot glue guns, markers, paint, scissors, magazines, assorted art supplies and building scraps.

Step 1: Provide students with monitored time to build.

Classroom Tip: Teams can generate more than one prototype to keep team members occupied. This is a useful classroom management tip if students are off task. The goal is to keep them engaged to make the divergent thinking activity easier to manage.

Project 2 Day 10 Prototyping Testing Goals: Students demonstrate their prototype activity as solutions to their user’s needs. Students provide written and oral feedback on the prototyping process using what they know about user-centered design. Step 1: Review handout “Project 2.14 Testing Prototype Directions” with

students and review process of prototype review.


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Classroom Tip: In this project, students will not use the feedback to revise their project as the focus for this design challenge is on translating a P.O.V. statement into a prototype and presenting how their prototypes were designed to meet the needs of the user. In projects 3 teams will work with a user to get feedback on their prototypes for revisions.

Step 2: Move class to prototype area- space near where the user observation data was collected to provide an authentic context for testing/ presenting of ideas. Organize groups into presentation dyads- Group A & Group B.

Step 3: Group A presents their ideas to Group B. Group B takes notes and records feedback on Group A’s prototype. Students can use handout “Project 2.15 Prototypes Observation Feedback sheet student handout” for collecting observations and feedback from prototype presentations.

These directions can help guide student behavior: How to present your prototype and act it out: a. Describe who your user is,

b. Describe what need your user had, c. Describe how your prototype helps your user overcome the need. How to provide feedback to the prototype: a. Did the team describe the user? b. Did the team clearly describe the user’s need? c. Did the team present a link

between the prototype solution and the user’s need?

Step 4: Group A presents their ideas to Group B. Group B takes notes and

records feedback on Group A’s prototype. Step 5: Back in the classroom have students transfer feedback from prototype

session back into design notebook. Project 2 Day 11 Show What You Know Day Goals: Students demonstrate how they used each stage of the design process to create a solution that meets the needs of their identified user. Step 1: Review handout “Project 2.16 Project Summary Presentation” with

students and review process of a “Show what you know” review. Students stand and provide a 2-5 minute demonstration of their project following the format described in Part 1 of the direction document.

Classroom Tip: This presentation is useful to help the students with their written “Stop, Drop and Reflect” document assignment by having them


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collaboratively think about and review each step of the design process they followed. It might be useful to write out each step of the design process on the If this activity is skipped, students will need more time to plan their written document or support from you in reviewing each stage of the design process.

Step 2: Provide students time to plan their presentation.

Classroom tip: Each student needs to have a role in the presentation to develop their presentation skills. Insist on this and make sure each team abides by this to promote the culture of “show what you know.” Each student needs to record notes to ensure that they have notes to work from for the final presentation write up. Often, the less able writers will not think to take notes and be at a loss when it comes time to generate their final paper.

Project 2 Day 12 Stop Drop and Reflect- Collaboration Goals: Students reflect on design activity 2 by describing how they used each stage of the design process to meet the needs of their identified user. Step 1: Review handout “Project 2.17 Reflective Writing Collaboration” with

students and review process of a “Stop, Drop and Reflect” review. Students generate a paper following the format described in the direction document. Provide students time to write in class or generate a draft that they will use to write the complete paper at home.

Project Three Design Challenge (Deep Dive) Time: 16 Days Topic: Information Display for a Museum- “How might we design a museum information display to help a visitor learn new information?” Description: Students need to design an information display about a museum topic for visitors to a museum. The student will work with a museum curator and visit a museum setting to develop empathy for how people learn in a museum. Students will then work to prototype some form of communication display that meets a visitor’s learning needs while providing content information about a topic available in the museum. The content information can be chosen by the students and must be displayed using multiple forms of media. In this challenge, students will use further develop their design thinking skills to define a point of view and design a prototype, and then students will advance their skills by testing and revising their prototype based on user feedback. Classroom tip: This design challenge requires students to visit a museum or have museum personal visit the school to talk about museums. Plan a head for a field trip or classroom visitor.


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Project 3 Day 1 Launch Project- Project Inspiration Goals: Students are introduced to the goals of the new project. Student apply the KWL process to generating background knowledge for the new project. Step 1: Assign students to news teams consisting of 4-5 students and have

them sit together. Launch Project 3- “Designing an Information Display for a Museum.” Review of the slide show “Project 3.01 Project Directions Museum Information Display” to introduce project “How might we help people learn new information in a museum?”

Step 2: Understand Phase- Story Telling: Each student tells a story of how people learn best in museums, in school, or in life by creating a storyboard (words and pictures) with four scenes to the story. Students can generate the story board in their design notebooks and take turns sharing them with their team mates.

Step 3: Understand Phase- KWL Inspiration Boards Jigsaw Activity. Students first generate background knowledge (K) on how people learn in three different situations: at a museum, in school, and in their life. Student teams rotate in 10-minute intervals to a foam core board on each topic - museum, school, life, and add ideas to each board.

Classroom tip: Use large poster paper or foam core boards to record

student work. The KWL boards will be reused over the course of this project so they will either need to be posted around the room for easy display and access or stored some place convenient and accessible to be pulled out each day.

Project 3 Day 2 KWL Activity Continued Goals: Students do research to develop interview questions that will be used to gather data from their users. Students will define and describe the role of a “Cross-Pollinator” in the design process. Students will describe to role of a museum education specialist. Step 1: Have students review the “Know” of their KWL inspiration boards for

school, museum, and life background knowledge. Have students write down one thing in their design notebook from the collection of inspiration boards that was interesting or surprising. Have students share these out verbally to generate a culture of “seeking inspiration.”

Step 2: Skill Building Seminar: Ideation: Being a Cross Pollinator. Have students read sections from Chapter 3 “What is a Cross Pollinator?” from Ten Faces of Innovation by Tom Kelly. Students answer questions using “Project 3.02 Notes Reading overhead Cross Pollinator” to see the importance of embracing ideas form different areas to be innovative.

Classroom Tip: Use this discussion to help students see the role of listening to ideas from different students and getting ideas from different


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and unexpected sources. For example, students may describe how playing the video game guitar hero helps you learn about music, or how reading comic books on superheroes can be used to teach concepts in physics class.

Step 3: In their base teams, students generate “What to know more” or (W)

questions about how people learn for museums. Encourage students to think like a cross pollinator and ask questions from different areas that may inform their research. Have students record these in their design notebooks and on the KWL board.

Step 4: Jigsaw research activity: Using the student generated “What to know more” or (W) questions, students are assigned to research groups to do research on museum web sites or in books about different museums. Group 1) Techniques that museums use to help people learn, Group 2) Recommendations about ways to learn, and Group 3) Different technologies that help people learn. Students share their ideas in their research team and document what is learned in their design notebooks.

Step 5: Students return to their base teams and “jigsaw share” their findings from each group with their team. These ideas are then recorded in the “What I learned” or (L) portion of the KWL charts.

Step 6: Call on each team to present one idea they learned from their research that fits the idea of “cross pollination.” Work to encourage how useful ideas can come from unlikely sources.

Project 3 Day 3 Describing Museum Media and Guest Speaker Goals: Students will apply their observation and interview skills to document how people interact with exhibits in a given situation. Step 1: Prepare students for a class visit from a museum specialist reviewing

questions from the KWL charts. Review the process for a guest presentation from a museum educational division to speak on exhibit design and learning.

Step 2: Pass out stickers “Project 3.03 Observations Examining Museum Media Stickers” for students to place in their design notebooks. Have students generate a chart as described in step 4 of the stickers.

Example Chart:


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Step 3: Allow students to question the museum presenter in preparation for their

museum visit. Students should try and ask questions about the different kinds of media used in museums, what people do in museums, and what is popular and not popular in the museum. What they learn from these questions will help them design their museum visitor interview questions.

Step 4: User Observations Part 1: Using stock photos from a museum “Project

3.04 Museum photos for practicing examining media” have students practice recording visitor interactions with different media and then working to describe this process using their media stickers and data chart about this media. Show the samples images from a museum and have students follow the directions on the stickers. o Students should record the type of media observed, o Examine the design of the media using the questions on the

sticker- (How is it organized? How are colors used? Is it 2D or 3D? Is the media, fast or slow, static or dynamic? Is it small or large?

o Observe how people use the form of media. Project 3 Day 4 Preparing for Museum Interviews Goals: Students will apply their knowledge of interviews to develop a series of interview questions to learn about users. Step 1: Skill Building Seminar: Observation: User Interviews Level 2

Show the slide show “Project 3.05 Interviews Level 2 Slide Show” to review the different skills needed for exploring the museum and interacting with visitors through interviews. Review the idea of exploring what users do using observations and interview skills. Review old interview skills (open vs. closed questions) and introduce new interview skills (the grand tour of having the user tell a story).

Use the “need finding tools” that include the “Project 3.06 Observations Cards”. These cards include observation directions and different ways of interacting with users (extreme users perspective, build empathy story board, build empathy five whys, and deepen insight with a macro lens.) Use the handout to support students thinking and discussion and have students cut and paste these directions into their design notebooks.

Step 2: Teacher dualog with students about their ideas for making observations from the “need finding tools” cards and what they learned from the museum visitor to help them design interview questions. Students


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develop interview questions to find out how what people like about museums, why people visit museums, and how people learn in a museum.

Step 3: Students practice interviewing other students from the school in a different class or practice using the “need finding tools” in a school space.

Project 3 Day 5 Museum Visit Goals: Students apply their knowledge of interviewing skills to interview users. Step 1: Prepare students for interacting with visitors using “Project 3.04 User

Observations Part 1Directions & Locations Overhead.doc.” Assign students to specific locations in the museum and have them rotate through each area for consistency in their visit. Allow students time to visit a location or their choice after the assigned areas are visited. Check student data to ensure that they are recording information with enough detail to use when they return to school.

Project 3 Day 6 Post Museum Visit data analysis- Focusing Activities Goals: Students apply their knowledge of focusing skills to organize observations from users into a P.O.V. statement. Students apply their knowledge of point of view synthesis to identify needs for their characterized user. Step 1: Students organize observations and initial interview data on a “space

saturation board” from museum trip, user observations, and student interviews about learning. Students can follow the following protocol to help them organize and analyze their data: Step 1: Record data on inspiration board. Step 2: Note what were observed visitor actions, transactions with each other, or interactions with the media. Step 3: Reflect on how your data from one location in the museum differs from the data gathered from other locations. Reflect on how your data it similar? Step 4: Organize the events in a way that best tells a story about how a person uses the museum to learn. Students can generate storyboards at this point to describe their users actions, transactions and interactions in the museum.

Step 2: Skill Building Seminar: Point of View: Composite Character Sketch Have students use the organized observations and interview data on their “space saturation boards” to generate a composite character sketch that captures the actions, transactions, and interactions of their observations around a fictional person that embodies the characteristics of what the students observed (Project 3.07 Composite Characters Point of View Technique.doc). They should not try and use all of their data to make the sketch, just the main ideas to help them describe how a certain kind of person likes to learn in the museum. For example, students may create a “quite, slow paced, individually methodical,


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grandparent who likes to learn about jewelry and china through reading and looking at pictures” or a “loud, fast, rambunctious, middle school boy who likes to join what others are doing, grabs onto what can be grabbed, and likes to learn from videos with music, lots of pictures about big machines.”

Step 3 Students use their data and their composite character sketch of user to generate a draft P.O.V. Statement following the directions in “Project 3.08 POV Directions Museum Project Overhead.doc.” Students need to identify 1 to 3 “learning need” for the user and any “insights” they have about what this user does in the museum when learning. Students can use the “Project 3.08 POV Museum Project Student Handout.doc” to write out their thoughts and ideas for their P.O.V. statement. Students end this stage with an identified user in their composite character, a need for this user, and some form of insight about how this user learns in a museum.

Step 4: Students teams will present their composite character sketches with their P.O.V. need and insight statements to the rest of the class.

Project 3 Day 7 Brainstorming solutions for their P.O.V. statements- Flaring

Activities Goals: Students apply their knowledge of learning, users, and their P.O.V.

statement to ideate solutions the needs identified for their users. Step 1: Skill Building Seminar: Ideation: Brainstorming Level 2

Use the slide show “Project 3.09 Brainstorming Level 2 Rules & HMW.ppt” review with the students the steps of the design process and the role that brainstorming plays. Review the rules and process of brainstorming using a youtube video example: http://www.youtube.com/watch?v=W1h5L_0rFz8.

Step 2: Using the slide show, “Project 3.09 Brainstorming Level 2 Rules & HMW.ppt” introduce the idea of “ideation- not just a crazy process” where several steps are followed during a focused brainstorming process. First the students warm up to get ideas flowing (step 3). Second, students use the P.O.V. statement to front load the brainstorming by generate “How might we…” statements around specific ideas from the P.O.V. statement (step 4). Third the context for the brainstorm is chosen by voting on and prioritizing the “How might we…” statements to use (step 5). Finally, a leader is chosen to facilitate the brainstorming process to ensure the process keeps flowing for the selected “How might we…” statement (step 6).

Step 3: Initiate the brainstorming session with a brainstorming warm up game “Sound Throwing.” Form a class circle and have students throw sounds to each other. One student makes a sound and tosses it to another student. This student catches the sound by repeating it and then throws another sound to a different student. Try and engage each


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student in the circle once with no repeats. For fun, throw around multiple sounds.

Step 4: Students should use their P.O.V. statements to generate several “How might we…” questions from their P.O.V. statements. For example, if the P.O.V. statement reads “Loud, fast, rambunctious, middle school boy who needs to join what others are doing, grab what can be grabbed, and likes to learn from videos with music an lots of pictures about big machines” then the HMW statement could be “How might we provide something that can be touched by more than one person at a time?” These statements are written on paper and posted for all team members to see and discuss.

Class tip: Generating HMW statements are hard. A good HMW statement is a question that does not imply a solution, but instead provides for an open-ended investigation. Using the example above, a bad HMW statement would be “How might we provide a wheel that can be touched by more than one person at a time?” This HMW is bad because using the word “wheel” already implies a solution. By stating “How might we provide something that can be touched by more than one person…” opens the door for a lot of different brainstormed ideas; wheel, fountain, computer screen, stuffed water buffalo…you get the point. Take home message- HMW statements should allow for open-ended answers not variations on a single theme.

Step 5: Students need to vote on which HMW statements they want to use for brainstorming. They can use post-it notes or make check marks with markers.

Step 6: Students move to their groups and brainstorm possible solutions for P.O.V. statement for at least five minutes. They place their ideas on the team saturation board. To support “flaring” there should be at least six ideas per student- both visual and verbal.

Step 7: Students then organize the brainstormed ideas into categories or groups. To support focusing, students should try and name the organized groups with a theme or idea that captures the organization. Students then vote on which organized grouped forms a solution they want to prototype.

Classroom tip: This process of focused brainstorming is a useful way to

turn a chaotic process into focused process of generating potential ideas to work with. You will need to make sure students reach a consensus using voting. If there is more than one main idea it may be possible to have a student group prototype more than one solution.

Project 3 Day 8 Prototype Generation


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Goals: Students will define and describe the role of an “experimenter” in the design process. Students apply their knowledge of prototyping to design solution for user.

Classroom tip: It is likely that this stage will take multiple days if students are working hard on detailed prototypes. Be sure to provide students with space to store their unfinished prototypes and the building materials to complete this task.

Step 1: Skill Building Seminar: Prototyping: Being an Experimenter

Students read sections from chapter 2 “The Experimenter” from Ten Faces of Innovation by Tom Kelly and discuss the attributes of an experimenter using the questions on the handout, “Project 3.10 Notes Experimenter Reading overhead.doc.” This activity is used to frame their prototyping sessions so that students approach prototypes as chances to experiment with new ideas to reach solutions for their user’s needs.

Step 2: Review each team’s POV statements with the class to frame the idea that each group is working on the same problem with many different solutions. Students use the prototype directions on the handout “Project 3.11 Prototype Directions Overhead.doc” and set about creating their prototypes using materials in the classroom or brought from home.

Class tip: It is possible that some teams may develop multiple prototypes for their user. Use discretion to ensure that this does not signal a rift in the group with a single student moving away from the group. If there is a problem, encourage the group to break into two teams to develop parallel prototypes. This is a good method to use to make sure that every student is engaged with the prototyping process instead of having only have the group working on the idea that interests them.

Step 3: During prototype development, walk around and make sure prototypes are being developed based on the group’s POV statement. Make sure students can articulate how the prototype can meet the user’s need.

Project 3 Day 9 Prototype Generation (continued) Goals: Students will apply their knowledge of learning, users, and media to

develop a prototype of their plant communication project.


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Classroom tip: It is likely that this stage will take multiple days if students are working hard on detailed prototypes. Be sure to provide students with space to store their unfinished prototypes and the building materials to complete this task.

Step 1: During prototype development, walk around and make sure prototypes

are being developed based on the group’s POV statement. Make sure students can articulate how the prototype can meet the user’s need. Provide students space to store their unfinished prototypes.

Project 3 Day 10 Prototype Testing Version 1.0 Goals: Students will test their prototypes with users to gather information about

the successful and unsuccessful features of the prototypes. Step 1: If possible, students should make a return

visit to the museum or the Museum Educator should make a return visit to the classroom. If either of these is not possible, then it would be important to invite visitors to the classroom who approximate the visitors in the character sketches generated by the students.

The goal is that Students show their prototype to users and record what users have to say while interacting with the student’s prototype. Students should follow the directions on the handout “Project 3.12 Directions for user tests with version 1 prototypes overhead.doc”

Project 3 Day 11 Prototype Revisions Version 2.0 Goals: Students will apply feedback from users to redesign their prototypes. Step 1: Walk from table to table and question each team about what users said

about their prototypes. Students should revise their prototypes based on comments from users and keeping true to original P.O.V. statement. The goal here is not to completely redesign their idea, but to make tweaks and adjustments based on what their users suggested while staying true to the P.O.V statement. However, if a student team learns that their prototype does not meet their users needs and they need to start over with a new design, provide them time to do so as it is important to model that prototypes can be restarted to meet the users needs.

Project 3 Day 11 Prototype Testing Version 2.0 (optional) Goals: Students will use their prototypes to gather information about the

prototypes from users.


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Step 1: If possible, students should make a return visit to the museum or the Museum Educator should make a return visit to the classroom. Students should use “Project 3.13 Directions for user tests with final version prototype overhead.doc.”

If either of these is not possible, then it would be important to invite visitors to the classroom who approximate the visitors in the character sketches generated by the students. The goal is that Students test their second version of their prototype with users and record what users have to say while interacting with the student’s prototype to help the students learn about the interactive nature of making and testing prototypes.

Project 3 Day 12 Stop Drop and Reflect Goals: Students will demonstrate their learning by using evidence to support

their design decisions in writing. Step 1: Students complete the POV and prototype

review handout “Project 3.14 Prototype Stop Drop and Reflect student handout” to document how they applied their knowledge of content and users to the design of their museum display prototype.

Classroom tip: The goal of this document is to

have students make connections between what they learned about their users from their observations and how they worked to design a solution to their POV statement. The skill being developed here is to have students use evidence from their user testing to support their design and redesign of their solution. Having students just describe what they did on their prototype is not as thoughtful as having them describe how they analyzed and synthesized user data to make decisions about the design of their prototype.

Project 3 Day 12 Show What You Know Goals: Students will demonstrate their learning by using evidence to verbally

support their design decisions. Step 1: Students will present a 2-5 minute demonstration of their project

following the format described in the “Project 3.15 Project Summary Presentation Student Handout.doc.” You can provide teams time to prepare for this presentation assigning roles based on the suggested presentation format of the “Project 3.14 Prototype Stop Drop and Reflect student handout.”


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Classroom Tip: The goal of these presentations is to have students verbally describe the connections between what they learned about their users from their observations and how they worked to design a solution to their POV statement. Each student presentation should include several parts: (1) Introduction / Overview - Including each team member’s name and their role - A review of the design challenge - A name for the solution - The time that was spent on developing this solution (Presentation Tip: A title card is useful here) (2) User Description - A statement of the user- including the character sketch - A point of view (POV) statement with the user’s needs and any insights that were identified for this person’s experience in the museum. (Presentation Tip: A user-need-insight card is useful here) (3) Story of the user’s experience from the collected data - This includes what learned from making observations - How the team prototyped and tested a solution to the user’s need (Presentation Tip: A storyboard is useful here) (4) Prototype Details - Each team should describe the prototyped solution in detail - The presentation should Include any special features or functionality (Presentation Tip: A copy of your prototype is useful here) (5) Justification for Solution Each team will make a conclusion statement where they make a claim about how well the design solution met the needs of the user. Each team will need to provide evidence from their user testing or feedback to their prototype to support their claims. (Presentation Tip: A conclusion card is useful here)


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Project 4 Design Challenge (Deep Dive) Time: 10 Days Topic: Travel Adventure- “How might we design a travel adventure to a world location?” Description: Students work in groups to design a travel adventure for a user who wants to visit a specific geographic region of the world. The project will include a content rich description of the travel location and some way to explain to the user the itinerary and the daily travel plan for this travel adventure (brochure, poster, video, skit). This project allows students to apply what they have learned in the class to demonstrate their understanding of how the different stages of design thinking are all used together. One of the goals of this project is for students to take on a greater degree of autonomy in applying their design thinking skills. Students should be able to apply their skills and understanding of the design process to designate roles for each member of their team and to self implement the techniques of each stage of the design process to finish the project on time. Classroom tip: This project becomes more authentic if you provide students with travel brochures, posters, videos and other materials that are used by travel agents to help inform people about vacation possibilities. Spend some time before the project begins acquiring these materials to help frame the experience. Plan to locate four different kinds of travelers to visit the classroom for student interviews. Example users include; a teenager with a large family who has taken everyone on family vacations, an adult who has traveled to different locations in the world, a parent who travels with kids, a grandparent who travels alone, a travel agent who helps people travel, or a person with a physical disability who has traveled. Ideally, these users would be invited to attend school on day 4 to provide information from interviews, and on day 8 to provide feedback on the student’s prototype solutions. Project 4 Day 1 Launch Project- Project Inspiration Step 1: Pass out “Project 4.01 Goals and Design Challenge.doc” to review and

use “Project 4.01 Travel Project Introduction.ppt” slide show to overview new project. Use commercial travel materials for inspiration; Pass out local and national tourist travel brochures collected from chamber of commerce visitor center or show a commercial video from a cruise line or theme park.

Step 2: Create New Teams. Remind students that for this activity they will be expected to follow the same design cycle as before, but that for this project that they need to take charge of setting the agenda for what activities need to be completed for each step. They also need to assign roles for their team members- director, designer, craftsman, technician, caregiver (anthropologist) or other roles from the first project.


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Step 3: Inspiration Activity: “Where have you been, where do you want to go; trips of the past and trips of the future.” inspiration activity where students reflect on past trip in class and gather information from others about places to go out of class.

o Students complete the activity sheet “Project 4.02 Handout Places you have been places to go.doc” focusing on describing the location visited, the method of transportation, and who accompanied them on the trip. The student needs to describe if the trip was fun or not fun and be ready to tell why.

o Students share the stories of their personal experiences of their favorite trip of the past recalling emotions, experiences, and what made it excellent!

o Students set up a plan to interview users about future vacation experiences. They should interview a friend and an adult for homework to gather more background information for their project.

Project 4 Day 2 Project Inspiration – Travel Experiences Step 1: Team members review each other’s “Project 4.02 Handout Places you

have been places to go.doc” activity sheet for inspiration on people’s dream vacations looking at what was learned from interviewing family members.

Step 2: In their teams, students perform a rotating gallery walk brainstorm of

travel ideas for a classroom set of “inspiration boards.” Teams spend 15 minutes at each board cutting out pictures, and adding post it notes for each theme: o Who do people travel with? o How do people travel? o Where do people travel? o Why do people travel? o What do people do on vacations?

Project 4 Day 3 Project Inspiration – Experience Architects Step 1: Skill Building Seminar: Ideation: Being an Experience Architect

Students read about “Experience Architect” from Ten Faces of Innovation by Tom Kelly and write out answers for what, who and why for this role using the questions on “Project 4.03 Notes Experience Architect Reading overhead.doc.”

Step 2: Team members review the inspiration boards and analyzes them for themes related to “designing experiences” from the reading. An experience architect tries to: Set the stage for positive encounters. Create designs for both customers and for employees.


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Engages experiences the take advantage of the five senses; incorporating tactile experiences, using sound, creating opportunities to add smell and or taste.

Creates experiences that are authentic and promote individual expression.

“The Experience Architect maps out how to turn something ordinary into something distinctive—even delightful—every chance they get” (Tom Kelly, 2005).

Step 3: Students prepare interview questions for their interviews of extreme users for stories about the best and worst vacation. Students are to use the interview data to identify what are the characteristics of a great vacation experience, and what are the characteristics of a bad vacation experience. Check to see that students are using the principles of good interviews in the preparation.

Step 4: Students practice interviewing each other. Project 4 Day 4 Interviews with Extreme Users

Classroom tip: Try and locate four different kinds of travelers to visit the classroom. A teenager who has taken vacations, an adult who has traveled to different locations in the world, a parent who travels with kids, a grandparent who travels alone, a travel agent who helps people travel, or a person with a physical disability who has traveled.

Step 1:Organize the extreme users in different locations. Empty rooms or different corners of a large room like a gym or performance space are good. Each team member is assigned as the primary interviewer for a different vacationer. In 15-minute intervals teams rotate from user to user interviewing them about their best and worst vacation experience.

Step 2: Students should organize their data in their design notebooks. Project 4 Day 5 Synthesis activity Step 1: Students should create their own “inspiration board” and fill it with notes

from their user interviews. Step 2: Students should research and locate travel advice information to help

inform their experiences. Two examples are: http://travel.state.gov/travel/ http://travelwithkids.about.com/

Step 2b:(Optional) Students read short stories of autobiographies related to travel experiences to develop themes related to a good travel experience.

Step 3: Students should identify a user who they want to work with. Student can choose to select one of the extreme users, a family member, or a fellow classmate.


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Classroom Tip: Ideally, these users would be invited to attend school on day 8 to attend school and provide feedback on the student’s prototype solution.

Step 3: Students use data from inspiration boards, stories, and interviews to develop P.O.V for a traveler using the “P.O.I.N.T.” technique:

P = problems identified O = obstacles to good experiences I = Insights about good experiences N = Needs when traveling T = Themes related to what makes a good experiences Project 4 Day 5 Understand activity Class Tip: Students will need Internet access to Google maps and Yahoo search. Step 1: Students review user data from interviews and class “Project 4.02

Handout Places you have been places to go.doc” stories to help identify a vacation location to research for their user’s travel experience. Teams list several ideas and vote to pick their top two locations.

Step 2: In pairs, team members complete research on the identified vacation spot; including its geographic map location, average climate by season, geography features, and brief history using “Project 4.05 Geographic research activity Student Handout.doc.” Students will need Internet access to;

Google maps (http://maps.google.com/) for images Yahoo search (http://travel.yahoo.com/) for travel information World Atlas (http://www.worldatlas.com/aatlas/world.htm ) for

geography facts. Step 3: Students complete research sheet (Project 4.05 Geographic Research

Activity Student Handout.doc) to summarize information learned. Key ideas and interesting images should be printed and posted on the team inspiration board.

Step 4: Students will round robin present their research to their team members and vote on a location to use for their project.

Project 4 Day 6 Focus (Synthesize) and Flair (Ideate) Activities Step 1: Students individually craft “How might we…” statements from their

P.O.V. statements created on Day 4 to guide their project brainstorming around the location they have identified for travel. Students should vote on which “HMW” statements to brainstorm.

Step 2: Run students through a brainstorm warm up exercise the “Haiku-improvisation-word-connection-story-telling game.” Directions: First student says “Warm sand…” Second student improvises “the water is cold…”, third student says “feels great,” the forth student ends with “Yes, yes, yes…” and then people clap. The next student starts over.


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Step 3: Students brainstorm on different travel experiences that would meet the needs of their user and need statement identified in their point of view statement.

Step 4: Students vote on the top ideas from their brainstorms that they can prototype for their project.

Step 5: Student teams identify materials needed to construct prototype to represent their brainstormed solutions. Prototypes could be media representations of the vacation idea (poster, brochure, video), an object to support the trip, or a skit that represents the vacation experience.

Project 4 Day 7 Prototype Day Step 1: Teams build their two prototypes of travel ideas from their P.O.V.

statement. Project 4 Day 8 Feedback Day

Note: In the ideal setting students will present their prototypes for feedback to the users they have identified in their P.O.V statement. If the users are not available, then students can present their solutions to each other for feedback.

Step 1: Students will present their prototypes to example user that they have identified in their point of view statement. Students will need to document feedback from user as it relates to their project for making iterative changes.

Step 2: Teams make use of the user feedback to revise prototypes. Project 4 Day 9 Show What You Know Day Step 1: Show What You Know Day. Students prepare final presentations of

project portfolio using “Project 4.06 Project Summary Presentation.2.doc.” Presentations must include P.O.V. statement, solution version 1, feedback from user, and future modifications based on user feedback. Students must also include geographic details about their location in their presentation.

Step 2: Students present ideas to class. Project 4 Day 10 Stop Drop and Reflect Step 1: Stop Drop and Reflect. Introduce final reflective writing activity. Use

“Project 4.06 Reflective Writing Project and Collaboration Summary.doc” direction document.

Project 4 Day 11 Final Exam Step 1: Tell students you are going to test them on their innovation skills by

having them repeat an activity that they completed at the start of this class. This is to allow them to see how much they have learned.


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Step 2: Using a pencil, students are to individually complete “Activity 0.05 Backpack Drawing Overhead.” If students are worked on the backpack project in their science/math class then have them complete “Activity 0.05 Locker Drawing Overhead.” Define a time limit for this activity based on the skills of your students. Collect the drawings for comparison to their first drawings.

Foundations of Innovations Notebook and Portfolio Check

Date Notebook Activities Use this sheet to document student work Introductiontoconcept(Studentsareexpectedtobeabletodefineordescribeconceptusingrotememory)Use/Applicationofconcept(Studentsareexpectedtobeabletodescribehowaconceptconnectstothedesignchallenge)Elaboration/Redesignofconcept(Studentsareexpectedtobeabletoelaborateonuniqueornovelapplicationsforhowaconceptappliestoadesignchallenge)

Points: Check: ✚ Exceeds✔ Meets ΔTowards Missing

(P0) Notes – What is innovation? 3 (P0) Notes Activity #1 Why Innovation? 3 (P0) Process Activity Debrief Ball & Cup Process 3 (P0) Notes – What is innovation – Again? 3 (P0) Notes Activity #2 Who is an Innovator? 3 (P0) Project #1 Badge Design Notes: 3 (P0) Notes Activity: Why Learn Innovation? 3 (P2) Notes Activity: “Who is an Anthropologist?” 3 (P2) Process Activity: Interview Questions 3 (P2) Process Activity: Observation Directions

Stickers & Notes from observations 3

(P3) Notes Activity: “What is a Cross Pollinator?” 3 (P3) Process Activity: “Want to Know More”

questions for Inspiration Board 3

(P3) Process Activity: Individual notes from research activity on learning.

3

(P3) Process Activity: Media Chart (from sticker directions)

3

(P3) Process Activity: Students generate interview questions for museum visit.

3

(P3) Process Activity: Draft “How might we…” statements

3

(P3) Notes Activity: “What is an Experimenter?” 3 (P3) Process Activity: Prototype test observation

notes version 1 & 2 3

(P4) Notes Activity: What is an “Experience Architect?”

3

(P4) Process Activity: Interview Questions 3 (P4) Process Activity: Point of View Statement using

the “P.O.I.N.T.” technique. 3

(P4) Process Activity: Description of Prototype 3 (P4) Process Activity: Documented feedback from

prototyping testing with user 3

Foundations of Innovations Notebook and Portfolio Check

Date Folder / Portfolio Activities Introductionofskill(Thestudentcanreproduceorreplicatetheskillwithclosesupportfromteacherorawrittendirectiondocument.) Use/Applicationofskill(Thestudentscanuseorapplytheskillwithpartialsupportfromteacherorpeers,orbyfollowingdirectiondocumentsfrompreviousassignmentsorwithdirectiondocumentsspecifictothedesignchallenge.)Elaboration/Redesignofskill(Thestudentcanredesigntheskilltofittheneedsofthedesignchallengewithlimitedsupportfromteacher,byfollowingdirectiondocumentsfrompreviousassignmentsorbygeneratingproceduresontheirownorwithpeersupport.)

Points: Check: ✚ Exceeds✔ Meets ΔTowardsMissing

(P0) Process Activity #1 Team Member Strengths

3

(P0) Feedback on Badge Presentation 3

(P1) Badge Prototype / Process 3 (P1) Project 1 – Define steps of “Design Thinking”

Your Thoughts 3

(P1) Project 1 – Define steps of “Design Thinking” Video Notes

3

(P2) Inspiration Board Process Check 3 (P2) Brainstorming Process Check 3 (P2) Observation and Need Finding Activity Student

Handout 3

(P2) Directions Need finding for POV 3 (P2) Prototype Plan for New User Experience

Student Handout 3

(P2) Prototype Development Process Check 3 (P2) Prototypes Observation Feedback sheet

student handout 3

(P2) Prototype Test Process Check 3 (P2) Project 2 Summary Presentation 3 (P2) Project 2 Reflective Writing Collaboration 3 (P3) Inspiration Board Process Check 3 (P3) Composite character sketch 3 (P3) Point of View Statement 3 (P3) Prototype Development Process Check 3 (P3) Project 3 Summary Presentation 3 (P3) Project 3 Reflective Writing Collaboration 3 (P4) Process Activity: Travel Inspiration Ideas 3 (P4) Inspiration Board Process Check 3 (P4) Geographic research activity 3 (P4) Prototype Process Check 3 (P4) Project 4 Summary Presentation 3 (P4) Project 4 Reflective Writing Collaboration 3

Design Thinking Generic Presentation Rubric (prototype 1.0- Fall 2009) Goal: Students will make professional level verbal presentations of their class ideas supported by clear and personal representations of the related content knowledge. Exceeds Expectations- 10

Speech is loud, dramatic, and understandable.

Good eye contact. Materials are used effectively. Content is well integrated into

presentation.

Well organized. Each team member contributes to

presentation.

Meets Expectations- 8.5 Speech has appropriate volume. Good eye contact. Materials help presentation. Content is clear.

Good organization. Entire team participates somehow.

Working Towards Expectations- 7.5 Speech level is erratic. Student reads notes or eye contact

is erratic. Materials are present but do not

clearly aid presentation. Content knowledge is mentioned,

but it is not clear how well the presenter has mastered the content.

Presentation gets off track in

places Entire team participates but not

evenly

Does not meet expectations- 6.5 Speech is difficult to understand at

times. Lack of adequate eye contact. Materials are poorly used. Content is either not mentioned or

the content used in the presentation is incorrect.

Lack of organization. Some team members to do not

participate.

Not adequate- 5.0 Speech cannot be heard. Little to no eye contact. No Materials used. Missing or incorrect content

knowledge in support of presentation.

No organization. Not a team presentation.

FoundationsofInnovation9thGrade“ShowWhatYou”Project2RubricSkillFocusfortargetgradingandfeedback:IntroducingTeamRoles,DescribingtheUser’sP.O.V,BeinganAnthropologist. ✚Exceeds ✔ Meets ΔTowards MissingTasks Taskcompletion

AssessmentDesignThinkingSkillGoal(s)

DesignThinkingSkillGoal(s)Assessment

PortfolioElement(s):

PortfolioElement(s)Assessment

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(1)Introduction/OverviewInclude:‐Eachteammembersnameandtheirrole.‐Areviewofthedesignchallenge‐Anameforthesolution‐Thetimespentondevelopingthissolution

✚ Creativedescriptionofallpartswithwellcommunicatedtransitionsbetweensections.(3pts)✔ Allpartsofintroductionincluded.(2.5pts) ΔPartsoftheintroductionwereunclearormissing.(2‐1pts) Thissectionismissing.(0pts)

Definitions of roles in the process of innovation

✚ Presenterdescribestheroleofeachstudentusingappropriateroletitles,andincludesconnectionstoinnovationroles.(4)✔ Presenterdescribestheroleofeachstudentintheprojectusingappropriateroletitles.(3.5)ΔPresenterusesinaccurateroletitlesordoesnotincludeallmembersofteam.(3‐1) Norolesaredescribed.(0)

Title Card Describing the project.

✚ Cardelegantlyandprofessionallydescribestheroleofeachstudentusingappropriateroletitlesandincludesconnectionstoinnovationroles.(3pts)✔ Cardclearlyindicatestheroleofeachstudentintheprojectusingappropriateroletitles.(2.5pts)ΔCardisunclear,ormayuseinaccurateroletitlesordoesnotincludeallmembersofteam.(2‐1pts) Nocardispresented.(0pts)

✚Exceeds ✔ Meets ΔTowards MissingTasks Taskcompletion





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(2)UserDescriptioninclude:‐Astatementidentifyingtheuserwhothesolutionisdesignedfor‐Apointofviewstatementstatingtheuser’sneedsandanyidentifiedinsightsforthisperson’sentrancetotheschool.

✚ Acreativedescriptionoftheuser,theirneedsandtheinsightswithcleartransitionsandconnectionsbetweeneachsectionarepresented.(3pts)✔ Aclearstatementoftheuser,theirneeds,andinsightsregardingentrancetotheschoolareincluded.(2.5pts) ΔPartsoftheuserdescriptionwereunclearormissing.(2‐1pts) Thissectionismissing.(0pts)

Describe how to gain Insights and Inspiration Ability to synthesize ideas from data Human centeredness (Empathy) Use dramatic expression

✚ Inadditiontoallelementsin✔ below,acaptivating/engagingstoryisusedtotietogethertheP.O.V.andtheempathyexpressedfortheuser.(4)✔ Needsarestatedasverbstodescribeanactivityordesireforanareawheretheuserneedshelp.Humancenteredness(empathy)isexpressedthroughdescriptionsofhumanemotion,physicalnecessitiesordesiresonthepartoftheuser.Presenterdescribeshowdatawasusedtodevelopaninsightabouttheuser’sneeds.(3.5)ΔTheneedisincorrectlydescribedasanounorsolution.Limiteddescriptionforthedevelopmentofinsightoruserempathy.(3‐1) P.O.V,insightorempathyismissing.(1‐0)

Composite character sketch with point of view statement

✚ Presenterincludesacompositecharactersketchthatiscaptivatingandclearlyexpressestheemotionalorphysicalexperiencesoftheusertoenhanceanunderstandingofthepointofviewstatement.(3)✔ Presenterincludesacharactersketchthatclearlydescribesauserwithunmistakableconnectionstoacomprehendiblepointofviewstatement.(2.5pts)ΔPresenter’scharactersketchisnotclearordoesnotmatchtheideasexpressedinthepointofviewstatement.(2‐1.5pts) Nocharactersketchorpointofviewstatementispresentedoroneortheotherismissing.(1‐0pts)






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(3)Storyoftheuserexperienceincluding:‐Whatwaslearnedfrommakingobservations‐Howthesolutionwasprototypedandtestedtomeettheuser’sneed

✚ Thestoryoftheuserexperienceisengagingandlivelywithcleartransitionsandconnectionsbetweeneachsectionofthestory(3pts)✔ Aclearstatementoftheuserexperienceispresentedincludingtheobservationsandtheprocessforprototypingthesolution.(2.5pts) ΔPartsoftheuserexperienceareunclearorlackingindetail.(2‐1pts) Thereisnodescriptionoftheobservationprocessornodescriptionforhowtheprototypewastested.(1‐0pts)

Value diverse perspectives Definitions of roles in the process of innovation (Anthropologist) Ability to synthesize ideas from data Problem identification skills Human centeredness (Empathy) Describe the process of Ideation Action orientation Use dramatic expression

✚ Inadditiontoallelementsin✔ below,acaptivating/engagingstoryisprovidedthatindicatesthepresentercanthinklikeananthropologist.(4)✔ Thepresenterprovidesacleardescriptionofhowdatawascollectedfromusersincludingwhatwaslearnedfromtheuserobservations.Theprocessfordevelopingasolutiontotheuser’sneedsfromideationandanalyzingtheobservationsexists.(3.5)ΔTheuserexperienceincludesincompletedescriptionsfordatacollection,whatwaslearnedfromthedata,orhowthedataanalyzedtodevelopaprototype.(3‐1) Thestoryisunclearorlackssignificantcomponents.(1‐0)

A storyboard of your user experiences.

✚ Presenterincludesastoryboardthatincludesastunningvisualrepresentationthatemotionallydrawstheaudienceintoanengagingstoryconnectingthedatacollectionprocesstotheideatedsolution.(3)✔ Presenterincludesastoryboardthatefficientlyandcreativelyconnectsthedatacollectionprocessabouttheusertotheprototypedsolution.(2.5pts)ΔPresenter’sstoryboardisnotclearordoesincludetheprocessofdatacollectionorhowthesolutionwasgenerated.(2‐1.5pts) Nostoryboardispresentedandtheprocessofdatacollectionorsolutiongenerationismissing.(1‐0pts)






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(4)PrototypeDetailsincluding:‐Adescriptionoftheprototypedsolutionindetail‐Featuresorfunctionality

✚ Thedescriptionofthewithcleartransitionsandconnectionsbetweeneachsectionofthestory(3pts)✔ Cleardescriptionsoftheprototype’sdetailsarepresentedincludingseveralfeaturesorthefunctionalityoftheprototype.(2.5pts) ΔPartsoftheprototypedescriptionareunclearorlackingindetail.Featuresmaybepresentedbutnotclearly,functionsmaybepresentedbutnotdescribedclearly.(2‐1pts) Thereisnodescriptionoftheprototypeoraminimalnumberoffeaturesorfunctionsarestatedbutnotdescribed.(1‐0pts)

Problem identification skills Human centeredness (Empathy) Use visual expression (2D & 3D skills) Use dramatic expression

✚ Inadditiontoallelementsin✔ below,acaptivating/engagingdescriptionofdifferentversionsoftheprototypearedescribedtoshowhowtheprototypewasbuiltwiththeuserinmind.(4)✔ Thepresenterprovidesacleardescriptionforhowtheprototypeprovidesasolutionforuser’sneeds(orsolvestheuser’sproblem.)(3.5)ΔThedescriptionisincompleteforhowtheprototypemeetstheneedsoftheuser,ortheneedsstatedintheearlierP.O.V.statementdonotappeartomatchtheneedsbeingaddressedinthedescriptionoftheprototype.(3‐1) Thedescriptionisunclearordoesnotindicatehowitmeetstheuser’sneeds.(1‐0)

Example Prototype

✚ Presenterincludesaprototypeofexceptionalqualitythatisstillalow‐resolutionsolutionthatincludesalevelofinnovationthatisinspirational.(3)✔ Presenterincludesaprototypethatefficientlyandcreativelyuses2Dor3Dmaterialstorepresentalow‐resolutionsolutiontotheuser’sneedorstatedproblem.(2.5pts)ΔPresenter’sprototypeistoounstabletopresentorthe2D/3Drepresentationdoesnotmatchtheverbaldescriptiongivenbythepresenter.(2‐1.5pts) Noprototypeispresentedorthe2D/3Drepresentationpresentedshowsminimalapplicationofexpressedefforttomeettheneedsoftheuser.(1‐0pts)






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(5)Justificationforsolutionincluding:‐Makeaconclusionstatement‐Thestatementincludesaclaimabouthowwellthedesignsolutionmettheneedsofyouruser‐Evidenceisprovidedfromtheusertestingorpeerfeedbacktosupporttheclaim.

✚ Thejustificationofsolutionsuccessisprofessionallypresentedwithcleartransitionsandconnectionsbetweeneachsectionofthestory(3pts)✔ Acleardescriptionofthejustificationforsolution’ssuccessispresentedincludingaconclusionstatement,thestatedclaim(successfulorunsuccessful)andevidencefromtheusertestingorpeerfeedbacksessions.(2.5pts) ΔPartsofthejustificationdescription(conclusionstatement,claimofsuccess,orevidence)areunclearormissingfromthepresentation.(2‐1pts) Nojustificationforthesuccessofthesolutionisgiven,oronlyaminimaleffortismadetodescribeifthedesignissuccessfulornotsuccessful.(1‐0pts)

Problem identification skills Human centeredness (Empathy) Make Claims and Judgments Use dramatic expression

✚ Inadditiontoallelementsin✔ below,thepresenterusesdramaticexpressionandflairtocaptivatetheaudiencewiththedescriptionthesuccessorusefulnessofdesign.(4)✔ Thepresenterprovidesacomprehensiblejudgmentofthevalueorworthforhowthedesignedsolutionmeetstheuser’sneeds,(orwhatwaslearnedfromthefailureoftheirsolutiontomeettheuser’sneeds)usingaclearlydescribedclaimthatissupportedbyfeedbackdataorpeerreviewdata.(3.5)ΔThejustificationdoesnoteffectivelyuseevidencetosupporttheclaimortheevidenceisunsubstantial.(3‐1) Noclaim,nodata,nojustificationofsuccess.(0)

Conclusion Card

✚ Cardelegantlyandprofessionallyconveystheclaimaboutthesuccessofthedesignedsolution.(3pts)✔ Cardeffectivelycommunicatestheclaimaboutthesuccessofthedesignedsolutionincluding(2.5pts)ΔTheconclusioncardisunclear,oritdoesnotclearlycommunicatetheclaimaboutthesuccessoftheproject,orwhatisonthecarddoesnotmatchwhatthepresentersays(2‐1pts) Noconclusioncardexists.(0pts)

FoundationsofInnovation9thGrade“ShowWhatYou”Project3RubricSkillFocusfortargetgradingandfeedback:DisplayingempathythroughtheP.O.V,PrototypeIteration,BeinganExperimenter,BeingaCross‐Pollinator. ✚Exceeds ✔ Meets ΔTowards MissingTasks Taskcompletion





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Value diverse perspectives Definitions of roles in the process of innovation (Experimenter or Cross Pollinator) Ability to synthesize ideas from data Problem identification skills Human centeredness (Empathy) Describe the process of Ideation Action orientation

✚ Inadditiontoallelementsin✔ below,acaptivating/engagingstoryisprovidedthatindicatesthepresentercanthinklikeanexperimenteroracrosspollinator.(4)✔ Thepresenterprovidesacleardescriptionofhowdatawascollectedfromusersincludingwhatwaslearnedfromtheuserobservations.Theprocessfordevelopingasolutiontotheuser’sneedsfromideationandanalyzingtheobservationsexists.(3.5)ΔTheuserexperienceincludesincompletedescriptionsfordatacollection,whatwaslearnedfromthedata,orhowthedataanalyzedtodevelopaprototype.(3‐1) Thestoryisunclearorlackssignificantcomponents.(1‐0)








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Problem identification skills Demonstrate incremental and radical inventiveness Human centeredness (Empathy) Use visual expression (2D & 3D skills) Use dramatic expression

✚ Inadditiontoallelementsin✔ below,acaptivating/engagingdescriptionisincludedofwhatwastestedineachroundofprototyping.(4)✔ Thepresenterprovidesacleardescriptionforhowtheprototypeprovidesasolutionforuser’sneeds(orsolvestheuser’sproblem.)includingadescriptionoftheincrementalrevisionsoftheprototypedescribingwhatwaslearnedfromeachusertest.(3.5)ΔThedescriptionisincompleteforhowtheprototypemeetstheneedsoftheuser,ortheneedsstatedintheP.O.V.statementdonottomatchtheneedsintheprototypedescription.(3‐1) Thedescriptionisunclear/doesnotmeettheuser’sneeds.(1‐0)

Example Prototype







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Conclusion Card


FoundationsofInnovation9thGrade“ShowWhatYou”Project4RubricSkillFocusfortargetgradingandfeedback:ResearchSkills,DevelopingaP.O.V.,,PrototypeIteration,BeinganExperienceArchitech ✚Exceeds ✔ Meets ΔTowards MissingTasks Taskcompletion





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Value diverse perspectives Definitions of roles in the process of innovation (Experimenter or Cross Pollinator) Ability to synthesize ideas from data Problem identification skills Human centeredness (Empathy) Describe the process of Ideation Action orientation

✚ Inadditiontoallelementsin✔ below,acaptivating/engagingstoryisprovidedthatindicatesthepresentercanthinklikeanexperiencearchitect.(4)✔ Thepresenterprovidesacleardescriptionofhowdatawascollectedfromusersincludingwhatwaslearnedfromtheuserobservations.Theprocessfordevelopingasolutiontotheuser’sneedsfromideationandanalyzingtheobservationsexists.(3.5)ΔTheuserexperienceincludesincompletedescriptionsfordatacollection,whatwaslearnedfromthedata,orhowthedataanalyzedtodevelopaprototype.(3‐1) Thestoryisunclearorlackssignificantcomponents.(1‐0)








Page4of5



Problem identification skills Demonstrate incremental and radical inventiveness Human centeredness (Empathy) Use visual expression (2D & 3D skills) Use dramatic expression

✚ Inadditiontoallelementsin✔ below,acaptivating/engagingdescriptionisincludedofwhatwastestedineachroundofprototyping.(4)✔ Thepresenterprovidesacleardescriptionforhowtheprototypeprovidesasolutionforuser’sneeds(orsolvestheuser’sproblem.)includingadescriptionoftheincrementalrevisionsoftheprototypedescribingwhatwaslearnedfromeachusertest.(3.5)ΔThedescriptionisincompleteforhowtheprototypemeetstheneedsoftheuser,ortheneedsstatedintheP.O.V.statementdonottomatchtheneedsintheprototypedescription.(3‐1) Thedescriptionisunclear/doesnotmeettheuser’sneeds.(1‐0)

Example Prototype







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Conclusion Card


Final Exam Foundations of Innovation Name: ________________

Directions: Answer each question using complete sentences, accurate vocabulary and when appropriate use examples from the class to support your ideas. A high level answer (A or B work) will include:

• Rich descriptions using 2-3 complete sentences, • Detailed examples of tools, techniques, or experiences that

were used or experienced in this course, • A focus on human centered procedures or how you worked with

people to create design solutions for people, users, or customers.

A low level answer (C or D) will include:

• Limited (short) descriptions of 1-2 sentences or phrases… • Ideas will be missing or you will give vague answers…

(“It was good…” or “We did some stuff…”) • Your descriptions do not include the tools or techniques that we

used in this class… • Your provide limited or incomplete examples of what we did

(We did a thing using doors…) • There is limited or no mention of human centered procedures or

how you solved problems for users.

Question 1- In this class you learned how to be innovative using the design thinking process. Please define each step of the design thinking process. (2 points for each step- 2 points Meets, 1.5 Towards, 1-0 does not meet)

Part 1 Question 2- In the first week of this class you designed a locker or backpack for a student at this school. Now you have learned a new process for designing objects. Describe how you would use what you have learned in this class design a locker for another student. Be sure to: a) State what specific tool, technique, or process you would use in each step. b) Describe what you would do as a designer in each step. (2 points each step- Correct tool, technique or process, or correct description: 2 pts Meets, 1.5 Towards, 1-0 does not)

Understand Observe Point of View Ideate Prototype Test

Des

ign

Tech

niqu

es…

Wha

t you

wou

ld d

o …

Question 3 In this class we learned about three different roles for people in the design thinking process. We learned about innovators, we learned about anthropologists, and we learned about experimenters. 2 points for each answer, Step 1 correct definition – Step 2 use of evidence ( 2 points Meets, 1.5 Towards, 1-0 does not meet.)

Step 1 Define what each of these roles means and what they do: Innovator

Anthropologist

Experimenter

Step 2 Describe how you have grown in each of these areas. You may say that you have grown a lot, you may say that you have grown more that when you started the class, or you may say you have not grown at all. In each case describe why you gave your answer and use examples (or evidence) from the class.

Innovator

Anthropologist

Experimenter

Step 4 Write a story and draw a picture about this class for a student who will take this class next year. Pick something in this class that had meaning to you and write a 1-2 paragraph story about this event, activity, or reading that you remember relating it to one of the design thinking themes- empathy, mindful of process, action orientation, or prototyping. Tell them about the theme and tell them why this theme had meaning to you. Dear New Student:

Letter Rubric: Exceeds (4) – The student presents an engaging and reflective story about work

done in this class that demonstrates deep understanding of any one of the themes of this class.

Meets (3.5- 2.5) – The student clearly describes what was learned about one of the themes describing examples from a project or the class to demonstrate an understanding of the theme.

Towards (2-1.5) – While a class theme is addressed in the paper, it is not clear that the student understands this theme or how the theme related to the project or experience he or she choose to explain.

Missing (1-0) - A class theme is not mentioned or discussed in the paper or a theme is mentioned but there is little supporting evidence for the theme.

1

Foundations of Innovation, 9th grade Concepts and Skills Addressed in Design Challenges and Skill Building Seminars

Skills: Knowledgeof

InnovationCreative

Confidence‐CreativeHabitsof

Mind

CreativeConfidence‐

CreativeExpression

Skills

DesignThinking

“HabitsofMind”orMindsets

DesignThinking

MethodologyKnowledge

DesignThinkingTechnical

Skills

DesignThinking

Roles(Anthropologist,Crosspollinator,Experimenter,

ExperienceArchitect)

CriticalThinking

Skills

Skill Goals: Students will be able to-

or successfully demonstrate-

- Define Innovation - Describe Examples of Innovations - Describe Examples of Innovators

- Learn from failure - Value diverse perspectives - Demonstrate incremental and radical inventiveness

- Use dramatic expression (Acting & Storytelling) -Use visual expression (2D & 3D skills)

-Human centeredness (Empathy) -Action orientation -Culture of prototyping -Mindful of design process

- Describe how to gain Insights and Inspiration (Understand, Observe, Define) - Describe the process of Ideation (Ideate, Prototype) - Describe the process of Implementation (Test)

-Research Skills -Interviewing Skills -Empathy Skills -Developing Point of View- synthesis - Ideation Skills -Prototyping Skills

-Definitions of roles in the process of innovation -Demonstrate skills used in each role - Demonstrate a collaborate approach towards teamwork.

- Problem identification skills -Ability to synthesize ideas from data -Make Claims and Judgments - Make evaluations and provide feedback

2

Foundations of Innovation Concepts and Skills Addressed in Design Challenges and Skill Building Seminars Descriptionof“WhatDevelops”inthedesignthinkingskills:Introductionofconceptorskill

– Firstexposuretoconceptsorskillsforstudents.– Studentsareexpectedtobeabletodefineordescribeconceptusingrotememoryortoreproduceorreplicateskillwith

closesupportfromteacherorawrittendirectiondocument.

Useofconcept/Applyskill– Secondexposureorinteractiontoconceptorskillforstudentsinthecontextofadesignproblem.– Studentsareexpectedtobeabletodescribehowaconceptconnectstothedesignchallenge,oruseorapplyaskillinthe

contextofadesignchallenge.– Studentscanusetheconceptorapplytheskillwithpartialsupportfromteacherorpeers,orbyfollowingdirection

documentsfrompreviousassignmentsorwithdirectiondocumentsspecifictothedesignchallenge.

Elaborationonskill/Redesignuseofskill– Studentsreachthisstageafter(1)havinghadpreviousexposureorinteractionwithconceptorskillinaseminarordesign

challengeand(2)alreadycandescribetheconceptfromrotememoryorreproduceorreplicateskillontheirown.– Studentsareexpectedtobeabletoelaborateonuniqueornovelapplicationsforhowaconceptappliestoadesign

challenge,orelaborateonaskillsetordesignauniqueapplicationofskillsetwithinthecontextofadesignchallenge.– Studentscanelaborateontheconceptorusetheskillwithlimitedsupportfromteacher,byfollowingdirectiondocuments

frompreviousassignmentsorbygeneratingproceduresontheirownorwithpeersupport.

Skills: Projects:

KnowledgeofInnovation


CreativeHabitsof

Mind


CreativeExpression

Skills

DesignThinking


DesignThinking



Skills

DesignThinking



CriticalThinking

Skills

Introduceskill Use/Applyskill Elaborateonskill/Redesignuseofskill 3

Skill Building Seminar Project Zero- Teamwork & Collaboration

Define Innovation Describe Examples of Innovators

Learn from failure

Use visual expression (2D & 3D skills)

Mindful of design process

Prototyping Skills

Definitions of roles in the process of innovation Demonstrate skills used in each role

Make evaluations and provide feedback

Design Challenge Project One (Rapid Cycle) - Badge Project

Learn from failure Value diverse perspectives Demonstrate incremental and radical inventiveness

Use dramatic expression (Acting & Storytelling) Use visual expression (2D & 3D skills)

Human centeredness (Empathy) Action orientation Culture of prototyping Mindful of design process

Research Skills Interviewing Skills Empathy Skills Ideation Skills Developing Point of View- synthesis Prototyping Skills

Problem identification skills Ability to synthesize ideas from data Make Claims and Judgments Make evaluations and provide feedback

Skills: Projects:



CreativeHabitsof

Mind


CreativeExpression

Skills

DesignThinking


DesignThinking



Skills

DesignThinking



CriticalThinking

Skills


Design Challenge Project Two (Deep Dive) – New Visitor Experience



Human centeredness (Empathy) Action orientation

Describe how to gain Insights and Inspiration (Understand, Observe, Define)

Research Skills Interviewing Skills Empathy Skills

Demonstrate skills used in role- Anthropologist

Problem identification skills Ability to synthesize ideas from data Make Claims and Judgments Make evaluations and provide feedback

Skill Building Seminar: Being an Anthropologist by Making Observations and Doing Interviews

Value diverse perspectives

Human centeredness (Empathy)

Describe how to gain Insights and Inspiration (Understand, Observe)

Interviewing Skills

Definitions of roles in the process of innovation (Anthropologist) Demonstrate skills used in role

Skill Building Seminar: Developing Empathy and Need Finding


Human centeredness (Empathy)

Describe how to gain Insights and Inspiration (Define)

Empathy Skills Developing Point of View- synthesis

Problem identification skills Ability to synthesize ideas from data

Skill Building Seminar: Ideation and brainstorming

Value diverse perspectives Demonstrate incremental and radical inventiveness

Use visual expression (2D)

Action orientation

Describe the process of Ideation (Ideate)

Skills: Projects:



CreativeHabitsof

Mind


CreativeExpression

Skills

DesignThinking


DesignThinking



Skills

DesignThinking



CriticalThinking

Skills


Skill Building Seminar: Prototyping Use visual expression (2D & 3D skills)

Human centeredness (Empathy) Action orientation

Describe the process of Ideation (Prototype)

Prototyping Skills

Show What you know Day – Presentation of Project Two

Use dramatic expression (Acting & Storytelling)



Make Claims and Judgments

Stop Drop and Reflect Day – Project Collaboration






Skills: Projects:



CreativeHabitsof

Mind


CreativeExpression

Skills

DesignThinking


DesignThinking



Skills

DesignThinking



CriticalThinking

Skills


Design Challenge Project Three (Deep Dive) –Information Display for Museum

Describe Examples of Innovations Describe Examples of Innovators



Action orientation Culture of prototyping

Describe the process of Ideation (Ideate, Prototype) Describe the process of Implementation (Test)

Research Skills Interviewing Skills Ideation Skills

Developing Point of View- synthesis Prototyping Skills

Definitions of roles in the process of innovation (Cross Pollinator, Experimenter) Demonstrate skills used in each role


Skill Building Seminar: Ideation: Being a Cross Pollinator


Research Skills

Definitions of roles in the process of innovation (Cross Pollinator)

Ability to synthesize ideas from data

Skill Building Seminar: Observation: User Interviews Level 2

Describe how to gain Insights and Inspiration (Understand, Observe)

Research SkillsInterviewing Skills

Skill Building Seminar: Point of View: Composite Character Sketch


Describe how to gain Insights and Inspiration (Define)


Skills: Projects:



CreativeHabitsof

Mind


CreativeExpression

Skills

DesignThinking


DesignThinking



Skills

DesignThinking



CriticalThinking

Skills


Skill Building Seminar: Ideation: Brainstorming Level 2

Value diverse perspectives Demonstrate incremental and radical inventiveness

Action orientation

Describe the process of Ideation (Ideate)

Ideation Skills Demonstrate skills used in each role (Cross Pollinator(

Ability to synthesize ideas from data

Skill Building Seminar: Prototyping: Being an Experimenter



Prototyping Skills

Definitions of roles in the process of innovation (Experimenter) Demonstrate skills used in each role


Stop Drop and Reflect: Writing and Discussion Relating Point of View to Prototype Iteration

Demonstrate incremental and radical inventiveness




Ability to synthesize ideas from data Make Claims and Judgments

Show What You Know Days- Project Three Presentations


Describe the process of Ideation (Ideate, Prototype)Describe the process of Implementation (Test)


Ability to synthesize ideas from data Make Claims and Judgments

Skills: Projects:



CreativeHabitsof

Mind


CreativeExpression

Skills

DesignThinking


DesignThinking



Skills

DesignThinking



CriticalThinking

Skills


Design Challenge Project Four (Deep Dive) – Travel Adventure

Use dramatic expression (Storytelling)


Research Skills

Interviewing Skills Empathy Skills

Problem identification skills Make evaluations and provide feedback

Skill Building Seminar: Ideation: Being an Experience Architect

Describe Examples of Innovations Describe Examples of Innovators

Interviewing Skills

Definitions of roles in the process of innovation (ExperienceArchitect)

Demonstrate skills used in each role

Show What You Know Day: Present Travel Projects


Human centeredness (Empathy) Mindful of design process


Definitions of roles in the process of innovation (ExperienceArchitect)

Demonstrate skills used in each role


Stop Drop and Reflect: Review of the Design Process

Human centeredness (Empathy) Mindful of design process


Definitions of role (ExperienceArchitect)

Demonstrate skills used in role


Skills: Projects:



CreativeHabitsof

Mind


CreativeExpression

Skills

DesignThinking


DesignThinking



Skills

DesignThinking



CriticalThinking

Skills


Final Exam- Post Tests of Week 1 Assessment items

Define Innovation Describe Examples of Innovations Describe Examples of Innovators



Describe how to gain Insights and Inspiration (Understand, Observe, Define) Describe the process of Ideation (Ideate, Prototype) Describe the process of Implementation (Test)

Ability to synthesize ideas from data Make Claims and Judgments Make evaluations and provide feedback

foi foundations of innovation teacher guide overview

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