Design Thinking | Teaching and Learning in the 21st Century

[Music] [Music] hi sir franco for the longest time we have been um doing our uh our webinars um 10 am every saturday okay um official um it's her first time so um good afternoon teacher paul and uh welcome to by teacher support nasa our co-administrator and so we're looking forward to all the great things we'll be working together with by teachers support yeah um so sir jambi and sergei okay for today uh we have a very very special it's a very special okay um yes design thinking teaching in the 21st teaching and learning in the 21st century okay so um jello um ideas expect that in today's um uh session at import uh on design thinking about design thinking [Music] i think framework especially when we design certain things when we plan on certain things to have this principle of the design thinking so i'm very excited with this sorry in the english department i'm very excited with this uh particular webinar because i know uh our speakers is really very uh excellent in this particular field and it's very appropriate especially that we are uh looking to continuously design our plans our modules and even other activities i think design thinking is very important in this particular setup where we are trying to not only design but also i think if i'm not mistaken one of the things that is really uh looking forward in this particular setup is the prototyping so uh checking if that particular design is uh okay basha if not then we go back to the designing process so uh very rich i think this will be a very rich uh webinar and i'm looking forward to to this one yeah and thank you so much for that uh input mr um so invited experts on the field because um i think i know young relevance and design thinking any thoughts yeah expectations um number one [Music] i suppose many of us if not all of us have attended at least one webinar that has tackled design thinking uh my hope is that this webinar will support that will hopefully simplify it even more for us and yeah uh it's another perspective it's another context malachi if only for the new context the new perspective should it for me yes indeed yes okay very excited the hadith of design thinking no first and foremost it's um quite new no quite new to um the academe um it's a process no so i'm very interested to know how the process is yes we are teachers and then we just follow with you know the decision design thinking you seen as a beginner so i think it's very important that we understand the process of design thinking i'm almost thinking it's the same as maybe um advertising branding or processing um products no before it's released to the markets so i think this is um something parallel to the education sector yes uh something very very unknown in terms of like origin uh in terms in the 21st century teachers are no longer just teaching in the classroom okay we're not just any more um delivering content etc we're now designing the instruction designing the learning process okay and uh in that sense teachers know um design thinking becomes very very relevant um when we talk about how to be how do we design assessments okay how do we design instructions how do we design the entire teaching learning process okay personally very excited okay uh of course aside from that no uh our speaker for today is my mentor so i'm really proud to um we're here in kagapai support let's no longer prolong our like our introduction let's now welcome not to um to um support our speakers for today um initially now a speaker all right but just this morning i was informed by my mentor that was right yes a wonderful surprise wonderful addition that she invited no a colleague an expert no um in terms of design thinking okay and hopefully i get to uh introduce her properly later on okay but first let me uh introduce to you our uh our first speaker for today one of our speakers for date our speaker one of our speakers for today um is an instructional technology facilitator for the east baton rouge parish school system in louisiana south louisiana if i'm not mistaken she's a google for education certified innovator trainer and coach google educator group leader geg south louisiana founder of global geg and leader of uh global gg's echo echo open chat in addition bonnie is also an ed change global leader and is passionate about supporting technology integration in schools she shares her support and passion for coaching by bringing coaches together on a global scale so uh if that does not excite the teachers i don't know what will okay uh yes you know what excites me more i said every time we mention a province in the philippines or soon we'll go there so are we also going to louisiana yeah we'll think about you know we'll definitely consider but um our speaker actually went if not mistaken as she went actually here in the philippines um uh some time to visit and our second speaker uh our surprise speaker for today so we have also um stephanie rodstein a google certified innovator coach trainer an educational leader in her school district in california she shares a design thinking pathway so if we're talking about design thinking she is an expert in design thinking and plus an application in the classroom okay so we're going to see a very highly contextualized uh discussion of design thinking uh from our two speakers for today so let's all welcome now um uh steph and bonnie into our uh teacher support hello bonnie welcome welcome so where are you welcome to agape teacher support uh stefan boni and again we thank you for um uh lending your time with us i know you're we're very busy um because you're not only um doing work for your schools you're doing work for other school uh for other teachers no um so maybe um like teachers what time is it there actually uh for me it's midnight but i'm so excited i'm not even tired i'm just excited to be here just imagine that no uh actually when i sat this time uh i just realized that the time was not convenient for uh steph and uh born in the enterprise but she said it's okay i'm excited i i would like to meet the teachers there in the philippines i'd like to talk about this and um i didn't even say uh i didn't even ask her twice no regarding this when i asked her by a chat go let's go let's uh let's do it so we're excited so um uh bonnie and steph maybe we could before we turn the floor to you maybe you could uh give us like a short overview uh like a glimpse of what's going to happen what are the teachers going to expect for the next uh 90 minutes or so in your session yeah so franco to we talked about maybe i know like 90 minutes is a long time to sit so we were gonna do like the first 45 minutes maybe like from a like my perspective um i am newer to design thinking um i kind of got introduced to it with the the innovator program um through google and that is also where i met uh stephanie and then take a break and then we can come back and kind of look at it at how you could use it in your classroom like with your learners yep so i'm right there with you bonnie and i think the two parts the thing that i'm really excited about is in the first half we'll be looking at it from an adult learner lens so thinking about it from bonnie's perspective how she learned it where i learned it from before going to the innovator academy how it's implemented perhaps from the adults in my pathway and the teachers and then moving it into how that's applied in the classroom with students and then even doing some hands-on pieces hopefully i'm not spoiling anything more towards the end where um where everybody who is watching will actually be doing some design thinking so after watching it it being modeled then they're gonna experience it a bit with us franco we're not hearing you you're on me sorry sorry um so we'll be turning the floor to you now um so that you could start with your session and uh teachers uh enjoy the session for today and um sir i i just have one quick question for bonnie go ahead say zombie and so i i feel i need to ask this before we talk about the topic this afternoon because it's not related very quickly how is franco as a mentee he's a wonderful i mean i feel like minty is a strong word like i would definitely say he was my colleague like you know he does all this he's just blown up overnight i i i'm definitely just a sounding board for things franco talks about he's amazing he's never laid he's always organized it's perfect it's great we're very proud of him also yeah he's amazing she calls me raving about him whenever she's done with a call she's like oh i'm so lucky i got to meet with my with my innovator mentee but she doesn't even call it brilliant yeah that's what brilliant that now puts so much pressure so let's take off the pressure on me and let's now give the floor to steph and pony for today good luck bonnie and steph thank you so much again teachers enjoy the session for today all right the stephen bonnie show it's our favorite it is our friend um so i'm so so happy to be here and i just i want to go on record and say that um i'm i'm really honored to be here talking with teachers from the philippines like there are so many great like ed tech leaders um that that come from the philippines um we know quite a few stephanie and i actually met in singapore um and where we met like adrian cruz and gary garcia and all these amazing people um jessica so really really honored to be here and talking to the these filipino teachers i personally have worked with filipino teachers before and i know like it was just i'm very honored to be here i don't know about you steph i'm sure i could not agree more i was telling bonnie so the school that i taught before my my very first school i've been teaching now for 18 years my very first school the population of the school it was like 85 filipino um in south san francisco and so um i grew very close with the students and the staff and my mentor teachers filipino and his family goes back to the philippines every year and so i learned a great deal and uh near and dear to my heart so i feel very honored and blessed to be here today so thank you very much i really do feel like they're like really strong educational you know like traditions um every time i you know do something with somebody from the philippines it's just super cool um so today we're gonna be talking about design thinking um you know and teaching and learning in the 21st century um as franco so kindly introduced me i'm bonnie chalette i work in the east baton rouge parish school system all the way at the bottom of louisiana um i'm very lucky i serve like at the district level i feel like now when we talk about where we work we also have to explain like what what method we're using for um for teaching so i'm in a district of about 40 000 students um we are we have been one to one like with devices for five years now um we are we have been back fully face to face um for a few months now since like in november i think um but we still have a we still have a lot of kids who have opted to stay virtual so we're right now our teachers are doing this crazy like hybrid live stream situation um so that's what i work with a lot or teachers like trying to figure out how to engage those online students um how to you know build up the capacity of their students in their classroom um and you can find me on twitter here or reach out to me after and like you said i have i have all the badges um and so i'm looking forward to connecting with all of you later and stephanie this is that's our pictures our pictures look very similar because they were both taken at our innovator academy and we both like them and use them so people confuse us often but i don't mind being confused for bonnie because she's great so um i am stephanie rothstein and my official title is an edtechtosa that's at my school district's title it stands for teacher on special assignment i have moved into educational leadership i was just now moved fully out of the classroom but i chair a design-based thinking pathway i teach the english classes i might say i taught but i don't know the english class is in that pathway for ninth graders so um our pathway is ninth through twelfth grade and um it combines english history and science so it's an intercurricular um project-based learning design thinking pathway and it's called lead which stands for learn explore act design it is located in los gatos california so if you don't know where that is it is in northern california in silicon valley so in the heart of all of the ed tech world and technology world um in the heart of where facebook and google and all of those places are and i'm quite lucky to be here and you can find me that's my email and my website has my portfolio um my background that um in terms of our school and our district bonnie was sharing about hers so we're a high school district we're a smaller high school district of just two high schools so um when i have my role like i serve many have many hats on because we're a smaller district and all hands are doing all of the work uh we are currently still virtual but we are returning for hybrid instruction starting in two weeks so that is what i am doing right now is helping with that rollout supporting teachers and supporting students with all of that um i'm a coach trainer and innovator and bonnie and i both are two of the founding members of global geg that is part of what we did together um and in addition to that some of the things if you go to my website that i am more than happy for you to see are i've been writing lots and doing lots of articles and presentations and i am more than happy to support all of you um in any way that i can so i'm happy to be here thank you for having me and so you can see why i um i was so glad when you know uh franco asked me to do this and i was like yeah i can but i was like i also know somebody that'll make it like really good um so you can see why i'm so glad i'm grateful steph steph came uh happy to join you bonnie i'll join you anywhere yes um all right so like i said i am i am maybe i am newer to design thinking and then some people um i was kind of introduced to it in 2019 at the uh singapore google innovator academy um and so i really had to like it it's it's hard i mean it's like it's tough thinking um and there would just be like times where they'd be like we're design thinking i was like what is this and then by the end i was like oh design thinking it's like a it's like a four-letter word now um because it you know it is difficult and it is it is very much of the process of of learning um so really it is an instead jump in it is it is a process of of learning like through discovery um you know and you start like with that empathy piece and it really focuses on like defining your problem and then ideating which i was that was also a new word for me um building a prototype testing that idea and then those last two steps kind of keeping you know keeping that on a leap loop continuing to to build ideas um fail forward you know with with your mistakes and and and build on mistakes like mistakes aren't a bad word and design thinking um so steph what am i leaving out so i would i would say you're not leaving anything out but i would say that that for me when i think about this as was mentioned in our intro and each of the each of our wonderful introducers were mentioning this but it is a process right it's a framework for um how you think about approaching problems and so if we're going to approach a problem it really is about starting to realize that it is not just about you and so the idea that it begins with empathy means that it is inclusive of others so if we're going to go about problem solving the world is not just about me problem solving for myself right like i can do that but is it going to have impact and so the idea of design thinking is that it really needs to have impact and so if we begin in a place of empathy that really means that we are listening to the needs of other people and so how do you do that you do that through a process of interviewing them and then you hone in on defining the problem not just the problem you thought it was but the problem that they actually have and that in itself is a process to learn how to listen and to learn how to define it and to double check that you're right and double check that it's accurate for them and for others and that they represent enough people that is worthy to pursue and then ideating around that prototype being around that testing all of those those again as bonnie was mentioning right it's they're cyclical so these processes um it isn't just that you do it once and you're done but it's that you do it to help you improve on continuing to improve on it and that really is the process of design thinking it's not something that is ever finished um but it is a way to approach problems and continue to innovate around them yeah it it it is a lifestyle you know like um if you you know steph and i work together on lots of projects now and like you can i can see this play into like how you know to strategize our approach like whether now i'm just so used to it or um it's just it is a is a process and a framework for solving all kinds of problems and that's kind of what we were planning on talking about today is kind of how you can use it like from an adult learner view like tackling problems in your classrooms in your school or in education in general um and then taking that same framework and like using it with your students and building that capacity within them i would agree sorry are you hearing my children in the background is that the laughs i have a door closed i'm sorry everybody in the philippines i have a door closed i'm locked in a room and you can still hear my three children my goodness they are loud i apologize to everyone i love our kids um so and this is just me like that you know i took some pictures um from singapore um when we walked like i said when i walked through this and and we um we started by interviewing a person like we had to pinpoint a problem at home um i interviewed a school um i know i don't know about you guys but we have so much data just like floating around and i knew it was a problem um because i didn't i feel like my teachers were spending lots of time like making binders but like really using the data to uh benefit their students so that was kind of what i what i thought the problem was and so i interviewed teachers i interviewed um principals and i took all that and i put it together in my application for the google innovator academy and from there they took my problem i i wrote a how might we statement which we were all going to do today um i wrote a how might we statement and then i built upon that so this is i i had to work through those steps um ideates um and building a prototype and then ultimately this was not my project this project did not work for me i still am not comfortable that's not something i'm comfortable with i got to get better with failure i'm still not good at it but um they even have a nice little fill bill that you ring and you know to celebrate your uh your failing forward um and so this is just the process like from my perspective and it definitely now um the prototyping and the the testing and something that i've taken into like all of my projects at work um you know if i'm building something out for a school like i saw the other day franco was doing something really cool he's like building out um like digital report cards for schools he's helping him and i'm i'm absolutely certain that he went through a process of prototyping and and testing and whether he labeled that design thinking or not that is that idea stefan leaving anything out no i think you're i think you're good i can talk about it on the next one i think a little bit um so bonnie bonnie and i both experienced this at the innovator academy and we part of what we had to do was begin by interviewing people in order to better understand their needs so that when we went to the academy we were actually working on a problem that involved real people and we went through that process um and that's what i would call an an empathy interview i even have so where i first learned about um design thinking was not at the innovator academy it was before the innovator academy i went to um stanford's d-school d-school standing for design school and it's a school for design thinking and um there's a and the resources there but i still have i have like all my stuff well i have it from everywhere from and so this was one of the pieces that they gave us when i was at the d school the empathy field guide um and then i still have my book that i was taking notes in and all those pieces where bonnie was showing all the the post-its everywhere i have all that stuff from the innovator academy but really i would say the reason why i'm sharing that is that design thinking it's not a clean process like i know we're showing you this this process that like sits nicely on a slide but it is messy and it is messy on purpose because ideas for problem solving if it was simple it would already be solved so the idea is that it is messy because it's challenging i have my stuff from that academy where i was taking notes on every single little thing so what i thought that we would do to actually help you maybe see what it feels like is bonnie and i are gonna model a thing that i did when i was at the d school at stanford um and it was a way that we had the adults in the room model something that could be used with students easily i did something like this with students and i could talk about how it was adapted but there is a whole free series of um or i would say a google drive folder that contains all the things from um that i got from the d-school it's a public folder so i'm not giving you something that you couldn't get um but really it takes someone like walking you through what these things are to understand how to use them so um so this one has this what is called the rapid introduction right it's a rapid process for design thinking to help you that you could then work with other adults and also help you work with students on it so this one is called the weekend dinner experience and the idea is that you are going to go through all the steps of the design thinking process pretty quickly we'll do them quicker than it says on here and it helps you learn the process as well as learn about another person so it's a great way to do an introduction a great way to begin something and there are a few different ones that are in that folder this was a great one i think for adults the one that we did with students at my school was um redesigning your morning routine um like helping them to when they think about waking up in the morning there's also like redesign the school lunch experience so there are ones that are geared more at students so this one is called the weeknight dinner experience um and i made sure that bonnie hadn't done it so that it is like full-on accurate here this is what it would be like if you were really doing it um with another person so we're gonna go to the next one and i'm gonna be interviewing bonnie and then show you what it looks like to to do this process so this is small i know um perhaps to see so i will make sure that i am saying everything so the beginning step we're on the empathize piece if you look over on the right side it's going to tell you what um the link in the chat for everybody the link to the pdf oh perfect um yeah so and i'll drop that in there again but yes okay and so you totally can as we're going through this if you would like to bonnie's going to answer it for her and i might even if if we're being accurate the way that i would do this is i would always be taking notes on what she said right so i might write it down so that i have things to then respond to um but you are more than welcome to answer some of these in the chat if you want to we could learn about your own um weeknight dinner experience so the idea at the start is as the interviewer i come up with a question that i would want to ask her that will help provide me insight both about her and her experience so i'm gonna ask bonnie could you tell me a story about a time when you really loved having food with another person oh every day every day all day are we talking about lunch or like we'll go with dinner since this is meant to be like a weeknight dinner but like what what did that experience feel like what did it entail what kind of food was it can you tell me a little bit more about it well i i learned far too late in life that i really like curry um we don't it's not a thing we have a lot in louisiana but i was introduced to it by my better half um and he uh and whenever he makes a curry from scratch it's like a time consuming like you just a labor of love and he takes all this time to cook me this delicious meal and my belly is all warm and fuzzy and i eat all the curry and all the fun breads okay so you love so you love curries and breads and when we think about okay all right when we think about what your what your normal weeknight dinner routine involves does it involve getting to have curry and bread no okay what what gets in the way of you being able to have that experience on a regular basis time time and and effort you know weeknights difficult what makes it difficult um we get home late in the afternoon um you know and i have to get all the ingredients don't don't always have time to go to the store don't always have time to cook um sometimes end up eating much much less glamorous food okay so all right so i hope that you're beginning to see that that the interview can go much longer um and usually it's a back and forth actually so you would both be interviewing one another um i might then ask her i mean i know a lot about bonnie but i might ask her questions about where she's from or what her family's like i know bonnie has a daughter so when i think about the things that perhaps also are consuming of her time right and why she might be inundated not only is she doing amazing things at work but she's also balancing things at home and right and andy and so i already knew that but but you're going to interview people and actually get to know them what you end up doing with that is what we will show you later on that you actually map out all the things that you know about this person right bonnie is an educator bonnie is right and you put like their age educator she's a mom right she has a partner um and then all of the things that we know right that there are certain things that are getting in the way of her being able to have this glamorous weeknight dinner experience that would be so lovely for her right um yeah that's filled with carbs so that would be then we're gonna go to this next one right where we're trying to imagine the meaning so so i'm going to start to pull out some of these things we're getting into the defining piece right so if i was going to define what the issue was i might say to her bonnie would it be accurate if i said that um that the biggest piece that is getting in your way is that time that time piece and um and that it takes a lot of effort perhaps after a long day in order to make something like this happen okay okay so she's saying yes on that and then we would start to perhaps brainstorm um is that the accurate topic so the topic is that you're saying that we're defining the problem is that so what you desire is the ability to do something that maybe would not take too much time not take too much effort but would still allow you to enjoy a meal that feels that brings back that experience of a curry with lots of bread something a lot of us come into this idea okay okay so now we're gonna go we've defined the problem now we're going to go to the next slide and we're going to start to ideate and this is where um i would love people in the chat could for sure be putting in what would your ideas be oh i don't know where the slide went on this one oh there we go okay so what would your ideas be for this one and when you id you put in as many ideas as you can right so i would just start to write and the idea is that you do not censor yourself throughout this process this is all the post-its a million post-its everywhere right and and a lot of times they encourage you actually to just draw them out so you could write them out but you could also draw things that are representative of what it would mean so it could be something like i'm drawing out her getting to hire a chef for like once a month that comes in and makes it or a service that delivers just curry and bread to her once a week or right like maybe i'm coming up with a bunch of ideas or maybe we've now taught her daughter how to do some of this cookie and then she's somehow word i'm into that plan okay so whatever my ideas are i'm sketching them out sketching them out and then if you notice the next one is i'm going to get feedback from my partner so i just named three ideas i just was coming up with them did any of those i know you said word to one of them did any of them uh strike your fancy or would you like us to go further on one of them um i like the idea of a service bringing it to me okay okay so bringing it do you like the idea of it already being cooked or do you want to still experience the cooking it doesn't matter being cooked okay so something like someone else yeah okay okay so now we've got this idea of something coming to her from somebody else we've moved forward she's given us feedback already i haven't prototyped anything but she's given feedback that now i have a little more information she doesn't like the idea of like a service bringing her ingredients because that's still going to be work right so she wants she wants something delivered but maybe we don't want her to have to worry about it right before so maybe maybe when i move into prototyping my idea becomes that i'm going to prototype something that will ask her some questions early in the morning or maybe the day before and i asked her questions about a specific like spice level that she'd be interested in for that day or a specific region of the world that that she would want to taste a new curry from and like there would be like check-offs of these questions and then the next day we get a time the next day rolls around and here comes a fully cooked meal that like meets the check-offs that she has clicked in this app the day before before it's stressful before it consumes her time um and then it arrives at the time that she is desired like that might be what i prototype is some sort of service that would do that for her with a courier involved in the curry i don't know i like it i i would call it curry er all right you heard it here you heard it right here right here okay okay so that would be on the prototype oh my i'm really proud of that bonnie i'm really proud of that okay i love it okay so on the next the next slide is the prototype which i just did really quickly you didn't see me drawing anything on courier it's okay i'm into this okay so what i would do for the prototype you actually draw it fully out you take that one post-it and you flesh it out when i was at um at the design school in stanford they gave us like a cart of supplies and this might be where you've seen some people do that in a space in a design lab or a design thinking studio space is they might have like a cart of random stuff it doesn't have to be anything that's new they had recyclable material all these scrap pieces cut up stuff and this is like a maker space a lot of times i hear this called like a maker space um yeah new technology exactly right and so we would go over we would go over to the cart and you'd grab it and you'd have to create something that would be representative of it and you could represent it in one of two ways it either could represent it in form so it would look like what it's supposed to or in function it would do the job right it would move or tinker if it was something that needed to move or tinker but it didn't have to look like it because you're making it out of spoons and tape and glue and whatever so perhaps what i make for bonnie is like something that is like a check off menu that would be representative of perhaps something that would be on a website or in an app or something like that but i'm doing it graphically so she could see what it is and it would contain the lists and things that she would fill in she would look at that and still give me some more feedback on it we'd test it on her so the next part after you prototype it is the testing and the testing looks a little bit different depending on who you're working with so if it's something where they actually can physically do something with it i might hand it to her and she'll play around and usually the idea is that you actually don't say much they take it and they do stuff with it and then they're like wait wait what does this do and why would i want this here and then you might have a conversation about it um but what you want is what would be true in the real world you're not going to get to go around introducing whatever it is that you make to the whole world right you want to know what is their first reaction does something make sense do they get why you've done this and then you can clarify and talk it through um it is really fun to do these because the topics are interesting you're connecting with a person if you can imagine doing this even at a staff meeting or um something for your school or your environment right it really does it it provides an authentic experience it gets people out of their comfort zone but at the same time it's about something that they want you're learning things about people and you're having fun doing it and so as long as you have a topic i think that's interesting you can introduce a methodology right i could see i could see a school doing this like in the beginning of the school year to like introduce your staff and it's like an icebreaker and then using that later in the year to try to address a problem at the school like to try to look at you know what what the teachers are have are struggling with have them interview each other and go through this same process so like it just goes back to that idea that this is a framework that is applicable in so many situations i i am a fan in education of when you are introducing whether it be a framework a methodology a tool you do it in a way that at first you get to learn the tool or the methodology that is fun it it brings people together but it isn't something that i'm also learning content at the same time so this one is right it's too much but then now we've done the process so now the process we've eased into the process we get what it feels like and then we can do it with content that is for our curriculum for our class for our staff real problems that we have to dive deep in right so um that is that is the process you just did a rapid design thinking thank you for letting me interview you bonnie i loved it i feel like we should copyright courier i'm kind of into it okay um we came up with that drive thing the other day like we totally went live we really did yeah we invented an app the other an add-on the other day online we should do this we should do this more often okay so um when we were going through these processes there are a lot of things that both of us learned at the innovator academy and i'm gonna pass this to bonnie but um we were introduced to it in the process of design thinking and there were kind of these like truisms i don't know another way to think about it things that perhaps get in your way as you are trying to really authentically do design thinking and so bonnie's going to take you through what some of those are that have really helped both of us um one of the things i said um that really spoke to me was like someday versus monday we're all so busy like like franco i think that's one of the reasons i'm so like in awe of him like he's like you know a dad and like an innovator and he started this platform he's just working constantly and he is i i i can be a someday person like yeah yeah i'll get to it um but you know i've really had to work on becoming like a monday like this this starts monday um be in in this it's like i said just it's got to start someday and it's it is easy because we are so busy and like this year this was the year i think everybody could have written an excuse that anybody would have taken you know it's been nuts um globally but i've just seen so many people like use this use this time to also like launch so many amazing things if you look around like education looks completely different than it looked last year um because of like innovation and people being like all right i'm gonna launch this today i know it's in the middle of you know this insane pandemic in the world going crazy um so just that really stuck with me is because sometimes i can put things off i'm not completely opposed i also think about this as like the big picture is the someday like where do i want to get eventually but what do i have to do tomorrow to like get me on the path a different way of let's say like yes exactly two things um where you want to see stuff the same thing two different um and this one it's different we talk a lot about imposter syndrome and i kind of saw this picture and it it spoke to me because it's like you know this woman looking up looking up and thinking like and and that's how i feel often when i'm around some of the people i'm around like like stephanie um it's like what am i doing with these people i got no business being here all the time same link with franco we were talking before we started and um you know like we were you know we're colleagues and and technically on paper it says like i'm his his mentee it's not the case i i don't feel i feel like we learn from each other um and i am just happy to be connected um but the imposter syndrome is something like we i think a lot of people really struggle with like am i the person who could launch this pro you know project am i am i you know um the person who could um you know lead this pathway or could i implement design thinking at my school or in my classroom and the answer to all that is yes um it's just it you know it can't be hard but like a huge step and a huge obstacle for so many people is that imposter syndrome and getting in your own way um steph are you are you hungry yeah i mean i think what i learned when we were at the innovator academy is that everyone feels it and i continue and all the books that i read right people who have done and produced and created so many great things and then they're still writing about it so i just i'm like okay it's a human emotion and we just need to get out of our own heads and just go everybody has something to share and your story is worth sharing and you you can and should contribute like you are doing worthy things so share them um and you should surround your people with that people that tell you to share um you know and and definitely though and then something in 7 a.m we talked about the other day um like you know being surrounding yourself with people who want to build you up um for sure like not somebody that's just gonna leave you behind um at some point somebody that you're they're in it to win it with you um obviously this picture spoke to me um because of like i said the failing forward idea um of like design thinking and that that ideating um and then the prototype and the testing in in the continual cycle a lot of times you'll see graphics of design thinking it'll have like the infinity symbol built in um with that idea that it's it's not over and even so say you finish or whatever you want you can always go back and make it better um i mean you said as steph and i neither of us launched our initial projects that we we planned um and and then we ended up launching a project together so yeah i mean it did begin as a mistake um something you just said reminded me also of um gosh what which book was it it was in this one she read so many books i read a lot well let's we won't go there bunny but i was reading the infinite game with simon sinek but there was a part of it where he talks about um how like he was talking about the launch of some really big things and that if you actually are in it for the infinite game which i would argue is thinking about the world in a through a design thinking lens right like how do we continuously grow and he talks about how you're not just worried about your own self and your own company you want to see everything progress forward so if bonnie does something that is awesome and successful that is wonderful and then somebody else builds on it it doesn't mean bonnie's was a failure it was a step in the process to help somebody else then build on it and make it better and we should be looking at our processes as working towards progression and it really helped me think about the idea of like what is the purpose of education if we're in education for growth then it is always about getting better it so when somebody does something that is great that then i can try and then i improve upon it for my space like that is the whole point um and that's that that continuous cycle of design thinking means that we are ever improving and i just love that yeah and then this idea to like in the ideating process like whatever your thought is you're supposed to write it on the post-it even if it's you know like you're like there's no way but if you have an idea you're supposed to write it write it down and this is like that 10x thinking that you know you got to shoot your shot shoot the moonshot um you know go big and and this is something i mean like i was at work today and people were like what are you doing you know on a friday night i'm like well i'm speaking to 300 people in the philippines at midnight like that isn't isn't what i would necessarily have anticipated saying six months ago but here i am you know and it's it's all kind of due to design thinking and um being around the right people that that also use this formulaic method in in launching projects i would agree right it's about it's a it's a design thinking and we'll show you some other books because as bonnie mentioned i'm a fan of books look at this and here's a book there's a book um yeah i brought them i brought them all to show like i do have them um this one's a great this one's a good starting place i haven't nobody but they didn't they trusted that you had these books like these feelings i'm surrounded i'm surrounded by more than ones on the slides okay bonnie um she went on all the books guys to show you because she likes i didn't go buy them today i had them i know yeah okay i know i made you like stack them i do i stack them around i don't know what i would do without them um but i would say when we think about um how to actually put push into design thinking because it's a process you you can do it at any time right you just begin but what you really have to start to think about is what is it that you are wanting to design think around and whatever it is needs to be authentic so usually that's rooted in something that is true for you and then you figure out is this also true for other people or it's that you've witnessed it or seen it in your school or your environment right something around you but it's got to be an authentic problem um and then i think the next there's another one that's on there that's also a great one um this one if you're trying to think about stuff as an individual like um moving your life forward this there's a series of these the design thinking life playbook and then there's other ones um that are like more work workbookish but this one is helpful if what you're trying to design think is your path so if you're thinking about your own job or your pathway forward or your own life right this is a way to start to think about how do i do this beyond the classroom beyond education but those can be involved in it but how do i design think my next steps for me too um and it's really quite interesting i i loved it so it's about visualizing a joyful life and how to do that and embracing change because a lot of times as you approach it doesn't sound good i haven't read that i'm gonna have to read that um it's more like it's like a workbook ish like work through it kind of journal style yeah okay yeah it's great and so it it helps you really kind of think through your next steps because that's i think that's what design thinking does to you as you live in it all of a sudden you realize okay it's more than how i want to do my lessons it's how i want to decide all of my decisions and it's helped me a lot for sure yeah and i mean like i said i think like steph and i um because we do we do lots of projects together um and we've we've had some unconventional solutions to problems um we do like we once a month um we do a a fake award show um to give fake awards to people because they they people these people deserve recognition um and we were struggling to find a way to like to recognize people that are doing all these great things for our group um and after you know after talking we're like we're just gonna have to get on camera once a month and make fake awards and you know um and now i wouldn't wouldn't have imagined it has made it makes impacted this you know now it's crazy but we totally did go through the process we threw out tons of ideas we prototyped stuff we've tried things we've tested certain parts and we didn't like certain things and we threw them out and tested other ones um there was a great piece in the chat talking about um how this could be used as a strategy to help students learn and develop self-directed learning which i totally agree with them we're gonna get there i love that you make me happy that you even said that so um now i'm not sure franco we discussed we were going to take we were supposed to take a break or we do you want us to keep going um how are things this is like our it was kind of the middle we put a slide here for this it's okay uh i i think we can uh like uh in taking some questions and um comments from yes and also maybe um highlight um also share no i'd like to invite uh my administrators to be back yay and then after this we plan to move to stuff that is specific to the classroom so now that they've got process then we'll go to the classroom stuff if that's yes but maybe uh stephanie before we move on to that i'd like to uh like i've been um engaging in the chat now by the way um shout out to david uh patel uh um he's here um yes uh also from google certified innovators um so i think one one of the most fascinating aspect of um design thinking is that you start in a great i don't know um the step one of design thinking sets you up for like uh uh the correct the right way right away because you're you're doing empathizing or uh you're empathy you know uh so right there no from the get go before you even think about uh because sometimes our biggest mistake no when we have a problem we write get into the solution right away we think of like how to solve it how to how to go about it we never really thought of like oh oops maybe we should stop first try to understand the problem from the user's perspectives or for those who are experiencing the problem so that we can actually design something that works for them okay uh steph and the bonnie and to the admins i'd like to share a very very interesting activity when i first encountered design thinking back when i was um i think um like two three years ago even before the innovators come this was an activity for administrators in our school okay and they asked us to do this uh tower okay uh made of sticks no using um a tape and sticks build a tower and the challenge is that your tower stands by putting a marshmallow on top so we came into the rational we rush into it we rush into the activity build the tower as high as it can so that we can beat everyone else in the room and then after we have built the tower we put the marshmallow and then we failed the the entire tower collapsed okay and what what did we miss there we miss to consider the marshmallow in the first place that's the empathy right there no not uh considering your users know who's going to uh who's involved in the problem who's going to benefit in the problem would um uh eventually cause your tower to collapse so that's actually going to be a great graphic you should make that you should sketch that out wouldn't that be a good graphic matt i have totally done that challenge and i have never heard it analyzed like that and you just totally changed my viewpoint of that entire challenge like that was a yeah that was a mic drop moment frankly right right uh see that's what he does that's what he does he says he just changes all your perceptions and i was like all right that was so good uh so about me my co-advisers uh thoughts ideas before we uh entertain some questions from our audience and aguero uh ideas before i mean before to proceed up proceeding to the second part of our session for today okay i'd like to i'd like to share no um listening to steph and bonnie it it is really a process you cannot just dive in okay what's the problem you have to know first who are involved in the process so it's not the me problem it's the our problem so it's um whenever we that's um when i go back to teaching now because right now i'm an admin but when i go back to teaching i will always carry this lesson that i've heard from both steph and bonnie that you have to really look first into the people that will be affected with what you are trying to solve so that's that's a very good piece of information that i got here oh thank you i'm glad that helped i i do think that um leaders could could use i work like kind of adjacent to principles a lot like i get to worry about i work with them but i don't have to necessarily work for them um and so i can say these kinds of things but yeah i think i think leadership could definitely benefit from like the the interviewing part like what what do you think the problem is you know and talking to people closer to the problem we'd love that no bonnie we'd love uh our administrators do that but that indeed no indeed correct now say javi say any thoughts ideas i can't see questions from the audience so we're just continuing with admins uh i know sharing pers yeah maybe speak less for uh well what i like about uh what i've seen so far is uh how design thinking is applicable even outside of the education system so uh yeah even if you're an administrator in fact even if you're not at all connected to education this is something that you can apply and i also appreciate how it's not linear it does not attempt to be linear because we don't really think that way that's not how the world works that's not how people think so i think this is uh the closest we can get to understanding how and really empathizing how the the learners think how we process how we would make mistakes and in fact should commit mistakes and learn from them thereafter so uh that's what i like about design thinking we have a great question there i'm i'm happy to help with it if you want um go ahead uh yes go ahead uh stephanie i wouldn't say address that question yes yes i didn't want to interrupt okay um i love this question though um what types of questions would we prepare as a brief when we define a problem and often when you begin when you begin the way that it was introduced to me at stanford was we came up with what we thought were our questions uh for the empathy interview and those when we went out we actually went out on the stanford campus so we came up with um we were told to work on a particular issue we like had a group thing that we were working on and we actually went out and talked to people on the stanford campus and we came up with our questions but then when it came to the definition piece what we really had to start to do was ask uh the ask why over and over and so there's this process that's called the five wise um and really it's that it is helping you hone in on what is the root cause and so that becomes a term that we use a lot is really understanding what is the root cause of the problem so you might think that the problem is one thing but when you when you start asking well why is that and why would they feel that way and why do you think these people right when you keep asking it and it's about listening to their answer and asking why again and again and again that at some point you start to get somewhere where you're going oh that's rooted in this right that's the piece that's essential and then we've defined the real problem um the essential issue the problem of practice that we need to hone in on and so i think the the best question is why uh yeah yeah and for that um and because it isn't my the thing to keep remembering is as power saying it's not mine it's not my problem right it's our issue it's stuff for our school um and so what i need to really do is hear them and if i'm gonna hear them accurately then what i'm going to do is mirror what they've said so if they tell me that something is an issue i'm going to repeat it and say what i'm hearing you say is and i'll repeat an aspect of what they've said or i'll hone in on a particular word and then i'll say why do you think that's the case and then i'll wait to hear what they say and then whatever they say next oh why do you think that's the case right why might that be why would they respond in that way why is it so challenging why are parents reacting like that and then they start to tell me oh well they're really worried about their kids oh why would they be worried about their kids that's why that's right like and then we're going to talk about the fear the worry the anxiety around it we're getting to the root cause versus okay he got a bad grade on something right so we're gonna get to the y um and that i think is how we define the problem the five wise is a great exercise but it gets hard about the third one like you're answering really hard questions it's it's it's not a game like whenever i was uh interviewing my schools about data i was getting some really hard questions to answer um because they weren't just like oh because we don't have time it's like well why don't you have time and it's like because we have you know too much of this to do and then why in when you get you start those five why's i think that was a great answer stuff like the best question to prepare is is why um and to start mapping that out and really really listening to your to your user or your interviewee or um about why they're they're having this problem and going going back to what franco said it's not what right we're not getting to an answer yet we're not trying to fix it like i'm not sitting there hearing their questions going oh you should try this it's really just hearing them out um and that that is what that part is for another question here um sorry sir angela i know i want to yeah does he have a question does he want to talk he had so much to say at the start yeah i loved hearing him we have another question from our audience this is from ernesto caberte it's design thinking just like discovery or deductive approach which is applicable even in modular distance learning or remote learning that's a great question i know that's a good question i don't know i mean i would think absolutely you know you design saying that something could totally do you know remotely um doesn't it doesn't have to be face to face at all um i think it's definitely something we could apply um because in this crazy scenario where you know everybody's teaching him right now um but no that was a really real worded question but yeah discovery i think um could be different phases throughout design thinking um i think it's a word that applies for sure so part of that oh i'm sorry franco go ahead go ahead steph go ahead um i was a part of an article um that was entitled discover discuss demonstrate um that was recently published with a role in um in edutopia and she wrote a book all on those three steps and i would say that those three steps for sure apply to design thinking um and so her steps that she goes through in her book the evolving learner that it's really an overview of the process where you could you could stick in design thinking into each of those parts right like discover is going to be the empathy piece and discovering the problem and so that's what we basically did in that article was i was taking people through how i would apply it within projects and other things that i do in my classroom and i have been virtual since march of last year and we have been doing design thinking in our pathway the entire year it is the only way that i know how to do my class at this point now 10 years into this pathway um i can't do it any other way i've had to redesign how i do design thinking in a virtual space right i've had to think and shift um in the implementation of those projects perhaps like the way that they share certain things out or how they conduct their interviews right are they doing things in groups are they see what we did in one of our recent projects was everybody went and conducted their own interview and then they came back and shared out and then they picked a person that they think would be representative of their team from one of those interviews and they that person became the user um when we were doing um they were they were doing travel blogs and so then they interviewed people about what would make for the best travel experiences and then they came up with like a model person based on the five people that each of them interviewed and that then propelled them forward and so the rubric i used was based on what their team said each person had their each team had their own separate rubric and it was based on what their group said their user needed so then i was checking at the end in their travel blogs did it contain those five elements that they said were most important right so you certainly can do it you just have to rethink the way that you're implementing it i think correct i i agree i agree with bonnie and steph no uh i think the filipinos just didn't realize that they're using design thinking uh because at the first place when we entered a modular setup we first collected data and we try to understand if they have devices what kind of internet connectivity they have now this kind of collection of data actually is one of the things that sets you into design thinking understanding your users first so many filipinos actually already know implement as mentioned by steph earlier uh just that we didn't label it as uh design thinking but we're doing design thinking in a way um during this distance learning modality okay um steph and bonnie i think i'll just um uh two more one more question before we have um uh before we proceed to your next part okay this one is from miss angelina carpioski sir david i'll ask you a question later i just addressed this one first so uh when in the when in the id8 phase will it involve only those who are experiencing the problem or even those who are not affected by the problem problem but may have ideas to contribute what do you think bonnie or angelo what do you think that's a great question and yeah i mean i think that people's on your your class you know and how how you wanted to work it you know um i think like um that may be maybe the idea this part like what you're talking about maybe would be like the feedback portion um because like whenever like we did some activities and we would have all our slip on the wall and everybody was able to walk around and like give feedback on our ideas and like that collaboration phase um and like feedback so yeah i mean that definitely i think ideating could involve uh it doesn't just have to be one group and you know could build on lots of people and the ideas of plots and ideating is typically done when like we were doing it rapidly so usually it involves some sort of time constraint and that's purposeful because people will get trapped in this idea of like yeah then they'll start to question i don't like that feeling but i know i don't know that anybody loves it but it does propel you forward it is intended to be something that is quick because you aren't supposed to be judging your own answers at that point so um so usually when you ideate you do it yourself everybody puts their ideas down and then if you was in a collaborative team like you're not just coming up with your own piece you could do it aloud you just have to work with your group especially with students and adults to not say a word when somebody says an idea there is no judgment good or bad like you don't tell them and it's really hard because i would not little people they can't do it they can't do it right i would do things like even that is a judgment right that would say to somebody i like that idea and if i don't do that for somebody else it says i don't like that one so it's it's retraining you on how to just take yourself out of it hear every idea write it all down and then we talk through them because perhaps there was something that was like an off-the-wall thing that then launches somebody else's great idea that moves us forward but you have to decide do you want to do it where everybody has a time to come up with theirs perhaps in a quiet or with music and then you share them or do you want to do it collaboratively you really have to think about the voices in the space and what you're seeking i think from your class or your group love it yes uh admits we have something to share before we uh turn the floor back to uh bonnie and steph for the second part of their session or can we proceed already okay so i think there are no comments or questions from our admin as well so bonnie and steph uh will give you back the tour for the second part of the session or this afternoon okay you can pop in at any time we we like yes yes it's way time all the time um no so the next like we said next portion we kind of wanted to focus more like on the classroom teacher um i taught middle school for a long time but right now i just i just do like tech and support teachers um so we definitely i know that that's one of the most important things for classroom teachers though how does it how does it apply to my world because your classroom is is your domain is your bubble um so these are four really really great uh resources um design thinking play book we talked about um solve in time which is a resource um steph's going to tell you more about she's also working very closely and presenting on it what like next week let me be presenting on that yeah yeah we're doing a session um design thinking specifically in the classroom and then um launch using design thinking to boost creativity and you can see how this would boost creativity yep yep and so that the design thinking in the classroom one um that there are so many out there but if you're if you are an elementary person that one is helpful i'm high school but it was written by a fellow innovator and he he he's at a k through eight school so um if you're elementary or middle level david lee's book yes that's steven's book yeah so um and then the solvent time will be using the digital piece but that one is a it's a great resource um and it takes and it gamifies so all the questions that we were asking like it has it on cards if you were physically in the room but we're going to show you a digital version as we get there right so um steph graciously gave us all of the resources um you know and it's a public folder correct yeah it's a public folder it's just not i think if you don't go if you don't go to the conference it's not a thing that's easy to find but it is a public folder for anybody and it's fully free yes surprisingly the bitly stanford folder not taken good job bonnie so um yeah if you want access to these documents do i need to pull that up i don't think i need to pull it out but if you want to access all these documents you can go right here i'll type it in the chat too to this bitly bit.l stanford folder um and then because it's from the stanford design school you can have access to all the resources we're about to talk about all right okay so this next part okay so this is if this helps you we're not going to play it right now but this is a video that i used with my students so if you're trying to figure out okay how can i introduce design thinking to my class um i did what what bonnie and i modeled at the start with my students but we were redesigning it was it's also in that standard folder it's called redesign the morning routine as i mentioned at the start so we did that as one of our first things for the first day of the first or second day of school and students did that we also did things where they were building stuff like it was all active pieces so they were interviewing people and they were designing things um and and it was so fun when i look back at those pictures and then we talked through the process so the next class we actually played this um before we were launching into our first project to help them understand the process of design thinking and apply it to oh that's why we did what we did before that's what we were doing and now we're going to apply it to our learning in our first project so this video it's um it's maybe like three minutes it's great and it'll guide them through what design thinking is and then after that i would do the next slide that was in here um that then asked them um questions about that so this is what i this was the actual slide that we used in my classroom we were using peer deck and i said so what's the purpose of design thinking and why do we use it in this pathway and then i had them kind of reframe and say it back and then i knew we were okay now we can actually move forward and do something with it and so these next pieces are going to show you what and you use this with virtual students correct yeah this is what we did this is what i did in september of this year of this school year yeah our school year goes from august to june so um yeah so then i took them through like same thing as you we talked it through we talked through all of the phases but my students as i mentioned at the start they were writing travel blogs so we read the odyssey and they were creating this was probably when i talk about projects like our projects become more and more authentic as the year goes on but in the beginning when they're getting their feet wet like we do what's called like the fake real project um where it's still a real thing they're writing a travel blog and it's connected to a travel company um but is that travel company gonna actually like have people go on their trip that they design probably not right but we brought in like travel experts and other people so what we asked them was how might we question which we'll get to soon how might we understand what traveling families want out of an unforgettable travel experience and then they had to figure out okay what would help me better understand that and then they said you know what i should probably if i'm following design thinking interview people who've been travelers and then we even asked them like who would make the best person to ask and um before we even begin like why would we want to understand this how will it help you what what's it going to help your team do and and where are you going to go with this so we just i feel like when i was younger we always used to hear i don't know if this is a universal like learning term like used to say the scientific method a lot and i feel like this is like the scientific method for everything else like the same kind of process they just made it where it applies to the rest of the world it totally is you are 100 right i i yeah all right oh you have post-its that's so cute you know that i didn't even realize those were post-its now oh bonnie teaching me okay so when we talked before and i don't know if you remember doing this bonnie when we did they had to make a user profile do you remember doing that they most certainly did yes um so i don't know if you want to take them through this this part of it like what you do during the user profile part um do you remember how how we did that we i mean i did because my user i mean but my user was somebody very close to home my user was a teacher um a teacher and you know i really had to empathize with with all of their struggles personally i come from like a long line of teachers i am not the only teacher in my family um i am most of us that i have one of those like very large families with tons of women who are all teachers and we education is our life so my my user part of me was a teacher in part it was like a family member or a friend or somebody who was just drowning in all of these things that i could see them drowning in but at the same time like i had to work on not projecting what i thought the problem was like their lack of tax tech skills and actually like trying to to listen to what the user said the problem was because we need to learn how to use google sheets so to solve all your problems that's not the case like if there are other reasons so then when you come back to the class or you come back to your team right you're presenting the the profile and so it might be that at least for my students right they would say um my aunt so and so is a 48 year old mother of three who works in right who is a teacher whatever it might be that is the profession and we're gonna get the profile of the user before we even start to understand the kind of travel experience that that they would seek right and when we think about who you interview somebody perhaps who is 40 and has three kids might want a very different travel experience than somebody who is 16 or somebody who is 85. um and it might be about life experience it might be about where they are or what they're seeking out of that experience and so we talked about figuring out who are you marketing to and what is going to make the most sense so who's your user and so they came up with their profile and then the next one after they came up with that profile um then we moved to um oh we also had to talk about um before we went into that i probably should switch these but um knowing how to interview them so someone was asking before like how do you know the questions we did that as a class like we we help the students develop those questions i don't give them a list and so they come up with the best questions and then they came up with three to five that that would let people talk um and they listed them out they talked them through with their team they got feedback on them from me and from their team and then they conducted their interviews but i really like that the how might we you know and using that like i said in all aspects of teaching but getting students to start using that that terminology um regularly because it just really brings out thinking so it reframes right then you get a point of view statement and that includes a bit about the user and then it and then you get also like what are they seeking so it's no longer just like what is their problem but it's what do they need based on that right um so you're outlining the need and why they need it like what it is that they value um but maybe we'll move through so then we can get them to actually getting to do some of these i think um but these are all here for you yeah go right ahead okay so this is um if you go to solvingtime.com which i highly recommend it's where you can get i i don't work for d d made these cards he's amazing but you can get the physical cards but he also if you sign up he has like a um i don't know what you call it like a newsletter um group if you sign up there if you just put your email in to get on the mailing list um you get access to the these slides i i only put in the picture of them because he sends them out once you have access to to stuff um and and the slide deck allows you to do a digital version so those of us that are virtual what you end up doing is it lets you like click on if you go to the next one it'll show you it lets you click on certain things in a virtual setting in a slide deck um and and it it lets you start to go okay well what's the problem and they click there and it reveals a question that helps them either talk it through or write on the slide and like these are on the other side of it and it moves you to certain slides it moves you through how you then display it so it's awesome and i can't recommend it enough um and then and then we wanted to show you a couple things from stanford as well um when you're actually interviewing people right um you're interviewing people to get a human-centered perspective that is inclusive and actionable um and they call that an aspirational interview an aspiration interview when you right um and so when you look at these you're going to end up coming up with something where you might start to say things like i want to now learn or i want to know this um and then we're going to show you how that's a little bit different than how you frame it a little bit later so yes and all these guidelines are in the folder i'm going to drop that in the chat again um but like i definitely think this is you know how we can like you would use with the students in the beginning of the year you know your next year um mapping out what they want to achieve or like on specific projects right yeah it's like like what's a goal right or what's up what what's a piece so i want to use design thinking to help my students think more critically about the world right you're saying you're making a statement right about what you want where you want to go it's not an answer yet but it's like what you hope to achieve um and so we we've put a few of these in here for you um to think about the difference between saying something as an aspiration and then a how mighty statement so right it's more of a here's what i here's what i want here's what i desire and then maybe we'll move them to the how that changes from the how might we statement um so all of these start with i right you're coming up with what you want or what you hope to do i want to do this i want to be this i want to get here um i want to change this and then when we move to a how might we statement it's really more of like a calling it's an ascii it said right um so the next one i don't know how you like this is my favorite thing i love it um but then then we shift it to a question right i don't know how do you feel about that process bonnie uh do you what do you mean how might you turning it into a question were you able to come up with yours easily when you needed to come up with your how might we yeah yeah i did um i think the phrasing um helped me remember though that that we're it's it's like we said like we you know the moderators completely uh were explained so well that um and it makes you remember that it's not just your problem when you keep saying how might we it it reinforces that idea this is a collective issue and you know and you're collecting this is a collective problem solving um i couldn't agree more yeah i ended up it was interesting like my how might we changed a lot and there's some pieces in here that help you so you'll notice that how mightly statements are things i use to introduce projects to my students they also become they write them their own how might we before they move forward with their project um and that comes out of framing after the empathy interview right it's it's like prior to them prototyping something if you're really doing a project of length or detail and they're really trying to figure out they're honing in on the problem and the real question that they have about that problem um so i ended up honing in on how might we shift education to being more collaborative and less competitive and it is what has guided me to being in like groups about and creating global gg with all of you right it is what has moved me forward and you haven't realized that you're specifically like said no competition because i know she doesn't like competition this is not her thing i didn't know your helmet that's so cute it wasn't in my that was not when i went to the academy it wasn't about that at all but after when i shifted my project i wrote a new how might be statement if if we had a board and it had a bunch of how might we statements i think i would pick that one out steph's thanks so we wanted to know i know we've done a lot of talking um and we wanted to know it other people's potential how might we's and um so i think on the next slime um i just dropped it in the chat amazing okay yeah i just dropped in the chat um b-i-t dot l-y slash stephrox 42. um so we have a padlet um it's 42 is the answer so we have a padlet here and we just wanted to read read your how might we statements um i mean we can pull them off on the screen but yeah so i'm going to put it in the chat again um bft.ly stephrox42 and i don't if you have not used a padlet before i don't know if we want to pull it up or show people but you just go there's a bottom little plus on the and you could type in your own how might we statement and so what we would love to know is what are some things that you are trying to work on what is your how might we um and then we have a website that can also help you um called i think it's on the next slide bonnie is that the fourth the fourth word um yes leslie altman introduced me to this website yes i couldn't believe i didn't have it for so long um but when you think about what's coming next in that statement how might we and what whatever word you put next oh my goodness right that helps to helps you really think about like are you how might we shift how might we inspire like it's going to change the way that you pursue whatever it is that's your question how might we develop is very different than how might we refine or how might we repurpose right and so even thinking about the words that you're using to write a question change the way that you ask that question yeah so what we were and even if um oh yeah the link i don't know if it's coming up when you type it so i'm wondering if we put it here in the private comments maybe uh maybe our awesome maybe it's because we are not we are not the admins i think bonnie oh yeah it doesn't love whenever you do you you might have to have an s right steph rocks is that what i get to say out loud forty-two b-i-t-dot lastly steph rock's fourteen okay so maybe if they if you don't mind franco or angelo or pow um putting that in the chat that would be yeah i'm going to put it down i put it in our chat there so hopefully it can be there for the screen right here okay um so if you want to jump onto that padlet yay all right you just click the plus button and when you click the plus you'll then start to type in and if you type in how might we maybe we won't um depending on timing we could start to talk through some of those just like we would um and we could even give some feedback if people have some is it a how might we that might we have some people putting some things on here i love it okay yes um and and maybe we keep that fourth word up there um to help them also think through like how you actually yeah how might we transform what what are we wanting to transform i love it um yeah and so i would think about yeah what is it that you might want to that that you might want to do it could even be a how might we for a project that you're thinking about um [Music] how might we make digital transformation accessible to everyone everywhere and on any budget i love it thank you abbott i like it so much um i know budgets budgets are no fun [Music] how might we offer teaching and learning opportunities that are relevant oh these are good these are good yes franco you're right i did put a slide what am i i did have a slide for that it's okay you're all good and i have a qr code how might we make okay i love this okay how might we make everything open for all i would wonder like what is the everything what is that yes like that would probably be my question oh i don't know if you want to if do you want should we project these um they're so good i love seeing these all right well i'll have to like turn off the slides here i i can i'll share them here share screen where i got it you got it here because i'm sharing a tab so we're just done with the slides you're so good okay is it showing them i don't see them bonnie there we go look at that look at that technology okay um how might we encourage teachers oh i want to know yes this is good pal yes how might we encourage teachers to undergo oh what a good question the design thinking process even if it might take time oh that is a good question that was good that was good how might we better address emotion and psychological aspects of that is that franco because he's been on that and i'm i'm here for it i'm here for it he's been he's been wondering how we can support teachers um you know yeah stuff here for it oh okay i can't give an answer but we should connect him with um some of the other innovators that we know who are working on them um these are so good these are so good um and usually what i do as students develop their how might we or as we as educators our staff is i mean you all it feels like we're dealing with professional how might we writers here but it really is it's really looking at each word and starting to think about is that necessary does any ask the question that you are intending does that hit people in the way that it actually helps frame what you are wanting to frame um and so we're we're getting some great ones um oh that was it was jerome okay how about we address here we go oh look we're getting more um how might we narrow down the digital divide to provide equal education opportunities to the uh to the underprivileged learners okay so i love this one one of the questions i likely might ask is so we have a focus here right we're focused on the digital divide um and probably if i was working on that one i might ask i might ask things like why is the focus specifically on the digital divide will that continue to be the focus if and when chrome right like like starting to just weed out the real reason why the focus is there you know did you think this was always a problem even before um things like that but i i love it franco was that your original because the first time i met with him he talked about relevant and customized to the needs of teachers i think that was his original whiteway statement or at least someone he he started this um this platform with because that was when we the first time we met he talked about um like custom like relevant and customized because there's so many resources out there like what you know like you have to make it relevant no solely okay i'm gonna talk a teacher teacher gab educato i think i'm making sure i'm saying it right please correct me i don't know how you could but please correct me okay in the chat um but um my how might we save it how might we develop an inclusive platform where teachers can create connections share their best practices and amplify their passions oh wait where to go for teaching despite the pandemic okay i love this one there's only one piece of feedback that i would give you is you've put you've put a solution inside your how might we without maybe realizing it so you said develop an inclusive platform so the platform piece is almost a solution you've already geared it and what usually happens during this stage is going like maybe it doesn't have to be a platform i mean it could end up being yeah but the idea is not to box that in so it might just end up being how might we develop inclusive connections share best practices right and then your solution ends up being a platform um uh i mean platform's pretty open but i assumed that there might be an answer there um within you yeah and if anybody is interested in applying to the google innovator pro academies later um whenever they announce them the like number one way to not get in is to put any kind of hint of a solution in your how might we um these are so good i know look at this one how about we coordinate leadership efforts to provide relevant accessible quality education so what a question yeah oh the coordinate right like that yes right that's the part yeah like there are a bunch of people working but how can we all work together how do we all work together yeah that's at the heart of it i love that um okay and then getting getting to this like how might we use design thinking as a tool to find the answer or to uh we might be getting about like how do we do this during hybrid i mean i i think is what we're getting at right yeah of of what is the best learning strategy for a hybrid environment so using so the how might we is on how do we use design thinking to better do stuff for hybrid i love that i love that because what you've then done is depending on where you are in your school year oh my gosh this is what i need to do right in two weeks i'm working my my whole staff is returning um and that's what everybody is asking you like how do we do this and do it well and do better and when we're freaking out about it um and that is the question that i am asking all of the teachers and as they are prototyping in these first few weeks where we are slowly phasing our prototyping right then then i'm writing it in our newsletter they're giving me we're giving each other feedback on it then we're actually like testing it out and we're doing it and then we're going to get more feedback and try it again like such a good question um and you just want to make sure that your methodology matches that brilliance of the how might we so good so good that was our last slide that was our last slime yeah this was so good do you guys you guys are i i stand by what i said in the beginning i feel like like education in the philippines is just like legit it is it is i mean you guys are a part of such something you should be so proud of because there's so many great leaders and so many so like so much forward thinking coming out of the philippines i love it oh i'm thinking i'm thinking that our our amazing admins here copied some that were coming in on the youtube chat which which is awesome too so that they're all still housed here they're so good so good i know i know and this this padlet i'm not going to go and delete it or anything so um if you feel like oh remember it's steph rocks and then 42. oh bonnie i really think stephrox is available so i really was like all right i'm gonna make a stephrox website now because that bitly's available you know i didn't make that for myself it was just so nice about me oh my goodness okay this is great oh how might we have a truly humanistic education even if our diverse teaching philosophies are affected by oh my gosh gosh whoever you are deep and i like you a lot i like it so much um and what's interesting right is um there are other processes that you can go through with the how might we statements that might help people too and those um they're linked in all the stanford stuff um and we went through them at the academy so you might ask the question and then you might have to reframe it so perhaps you start to think about it and you're like oh they even ask you before you start to reframe it reframe it through a lens where you're looking at it as if there were no barriers or reframe it as if you see some of those barriers uh those obstacles as bonuses right they ask you to like think things through in a different way um as you frame that because what ends up happening if we continue to think about it through um with the barriers in place you might not actually ideate as big as you could if you let those go we know that they still exist but right some one how might we be might might we that you might want to write down you might not end up going with it is one as if those didn't and then what you might end up looking at is how do we remove those right like so it starts to help you reframe even the way that you look at issues um some of them for sure might not be possible right now maybe that's the big 10x dream and then you're current how might we is where you are right now um but i just these just make me happy i can sit in this all day bonnie i know i know i know yeah um but that was that was the end of the slides we had i mean we know we're just all learning together um so i don't know if if the moderators want to come on and kind of wrap it up like i don't know yeah or you want to share your ideas on something yes whatever you'd like you know and thank you uh indeed i saw a lot of um interesting uh great ideas actually that's it's one of the most challenging perhaps um and yet um um fulfilling um uh part of the program the the development of how might we questions well for one it's a little difficult it challenges some conventions as mentioned by steph itala it it um you step outside of your of what how you usually do things uh it begs you to question once again how to approach a particular problem or a situation like that i also i personally love as well the hou how might me but if it's there's a favorite i what i like really uh steph and bonnie was the ten times uh uh uh solution that when you're thinking about brainstorming you you do not put limits to it you go as far as high as as deep and has as great they were as crazy as we put it in the innovators comp in terms of solution thinking of solutions to drive ideas because sometimes i i think when we try to um like put like criticisms right away while the ideas are developing we might have missed a great idea along the way so that's that so uh i think any thoughts ideas there are a lot of questions by the way bonnie and steph uh audience so uh teachers please do re-post your questions right away uh right now for those who have posted their questions earlier um during the um intersection earlier please do re-post your questions so we could entertain it but anyway for now uh admins uh sir john v um a teacher pao sir angelo and i thought so far for the session hello yes good afternoon again all right so can i be heard yes okay all right okay so um i wrote there in the padlet um my question on how might we you know encourage teachers to still use design thinking even if it takes time and i see here in the youtube page from here she also said time element is a crucial thing crucial thing to consider in employing design thinking as a method or strategy in the teaching and learning process and everything now that we are doing you know it's it's um kind of a bit fast-paced so how do we actually strike a ballot or how do we become successful in this um design thinking process that's um that's just a thought oh yeah i don't have answers yeah you like i mean that's not what we do i have a few i have a few but um if others i'm happy to listen to you um but for ours i think part of it entails a reframing of the way that you think about how content is delivered so it's a it's a bigger it's a bigger piece so whenever it involves leadership yeah you know it's it's you have to have an admin that's on board with it not looking like the curriculum i don't know how the what words you guys use that are it's like oh like the curriculum or the program or whatever um and it's it's not going to match that scripted curriculum so but i would say right um so when if you are embarking on uh something that involves design thinking i i personally think depending on the grade level or the way that you're embarking on it you begin by going all right i want to envision one project like it doesn't mean that your whole you're gonna just like throw everything out that you're doing but is there something that i currently am teaching if i'm science whatever your whatever your like my subject matter is english but we weave in english science and history into our projects so they're connected so whatever it is that is your subject or your grade level right that what is one piece that perhaps adding design thinking could help students really take it to the next level and it's about not giving them not giving them all the content and then saying now we're going to do a project with it it's about them learning the content through the process of whatever project you're doing and that is going to be the shift so it kind of flips it flips what you would normally what i would say normally what most people would do at the end of saying like well now show me what you've learned after i've taught you this in a project you say we're starting with the framework of the project and how do you think we should solve this problem it's about asking them about how they would solve it and they come up with solutions so all their all their end results might look different because of who they interviewed where they went but they've still gained the content along the way you've fed them pieces so in my class we call those workshops right so if we're needing to do writing we're still doing writing we're still doing reading but it's in the coursework towards a goal of a project but you need to give them enough things within whatever it is that they need to it necessitates a question so then they're gonna go okay well for this next step in my project i need to learn how to do this okay we need a workshop on that then right we'll need a workshop on this piece of the scientific method so that you can go forward with whatever right um or we need a oh you you're not sure how to how to do this um specific type of research in history oh let's have a workshop on that right so it's about helping as a great all great teachers do right you're feeding them enough that then they ask the right question so then you get to do the teaching that you needed to do it's just you know being circular a little bit about it um but i i actually don't think in my time it does take time but i think if you reframe the way that you're teaching it it it can still follow and you actually get in more because the students will go deeper because they care about the content um like people have to trust the process because you're gonna have to watch like students struggle a little and you might feel like you're wasting time because you're like god you got it wrong i'm a terrible math teacher i we learned from when we uh went virtual because my daughter i was like why don't you know this answer like i don't know i can't teach you how to know it like it was like i'm done with this math and um you know but like watching kids struggle and and not feeling like that's a waste of time well i mean part of it is also then students reframing that struggle to go like right so much of it is the growth mindset piece of well this means i'm learning right it means i'm growing if it was easy then we're not learning anything right like what am i teaching you and and that's the piece that i think is really hard and what we we tell our parents at the start of the pathway is your kids are going to struggle but that's good and like it means it's worthy work um and helping them personally i i agree with steph no and she mentioned about parents okay uh so teachers know uh when we embrace design think as well now when we try to adapt this to our curriculum we really also have to um engage our parents we have to know because they'll be shocked on how how messy it can get i like how steph actually started the session earlier that design thing is messy process it's and i think now it speaks about life life is busy that's exactly what they're going to encounter when they go out of school and that's what design thing is preparing them for you know to solve problems the uh the way it should be solved so it's going to really be messy but once you get like uh we'd be more comfortable with with it it settles down it becomes more uh organized in a way uh all throughout now so it takes a lot of administration teachers students parents to be on board of the process if you really want to adapt the the the idea of designing into our curriculum but i think stefan bonino correct me if i'm wrong okay even if you do not fully uh adapt design thinking in a full skill a full-blown skill by principle actually you'll pick up a lot of things from design thinking one number one uh empathy okay uh please the teachers when we design assessments when you design instruction always think about your students i think that's one of the best lessons that design teaching teaches us okay um second is that um by principle design thinking teaches you that uh there's no one way of solving things no uh things could be solved in multiple multi-layered multi-dimensional ways and you can always go back and forth no you can fail go back really test uh so it's not like uh my my instruction is wrong my assessment is invalid i fail as a teacher so that something so that's because maybe uh steph and bonnie the concern of some teachers here because we have so much restraint in terms of our content uh the one bonnie was mentioning earlier um our curriculum in the philippines are are packed with content yeah actually the pandemic served us a little uh good because our government was forced to they get to realize that there is some content in the prescribed curriculum a standard curriculum that that can be uh do without you know that we can like proceed with even if we're not uh covering them because in the first place uh we're in the digital age now information are like floating there you can google it yes yes yes you have an encyclopedia in your pocket like you don't you know we don't um neil degrasse tyson if you're familiar he's the astrophysicist um he does star talk and i heard him speak in new orleans once and he was talking about how teachers our role has shifted to a curator we're we are now curators of knowledge like we were here to help stu like guide students through all the the mounds and mounds of information out there to teach them how to find out what's relevant what's incorrect um because now students have everything in their pocket and we have to teach them how to navigate it and maybe maybe what he meant was design thinking just saying franco you're muted still oh are others hearing franco oh no his sound went out hello hi i was actually going to say that you don't have audio he'll get there well this was just amazing this is a great great way to get my friday night it really was a good experience me and steph go on air all the time so i was happy to be here with you bonnie and it was wonderful to meet each of you i don't know making your fingers okay and then angelo you're inside at the start oh my goodness like i uh when you were talking about design thinking my first thought was he could just do this session right now yeah right so yeah do you do you do things in your like do you do things with design thinking um in your space um i think i'm i'm one of those who feel like i'm doing it but not [Music] not labeling it as design thinking but [Music] design thinking already this particular process especially in this pandemic and uh maybe to to follow uh what sir trunk to have mentioned we will not be able to really embrace the full blow design thinking process a lot of things that we can learn and for me personally i really learned about what it's a bad bad thing especially in design thinking and as i was reading through the comments the many comments i realized that uh one thing that uh we might miss out is that when we think of mistakes it's just uh we there's a tendency for us to throw it out it's a mistake so we we did we do it again we we uh create a new one to to address the problem and yet we might find ourselves that some of the solutions that we might think that is our mistakes can actually be the solution to other problems not necessarily the problems that we are facing but maybe another problem that can be a a good direction for a new uh set of um what um might be so the the what um yeah the the things that uh it it might be a way for us to build it up so that's what i like about the the discussion also the the building up of one particular aspect into another it doesn't necessarily it's a mistake but it's actually a way for us to go further with education and i think that's a challenge in especially in the philippines because again as what mentioned by uh sir franco uh there might be some problems with the content and yes we don't want the pandemic to be the reason for us to really audit and check our things but at the same time it paved the way for us to be more discerning of the things that we will be teaching and at the same time be more welcoming with mistakes and i think based on um like what franco was mentioning i think you could introduce it you could do a slow roll out it wouldn't have to be you have to do a giant piece you could use it as part of your introduction just to get them with methodology but it could also be that with each thing maybe you introduce one part of it so maybe maybe then you've introduced them if empathy is really what like it's going to be a thematic element to your entire year and you want to make sure it's in every piece then you start with that and maybe then the next time you go you use an element from empathy and then you bring in the next piece of actually starting to frame a problem like you're maybe you're not doing it the whole way or maybe you just used to frame your lessons like maybe you choose it to reflect on your own practice and you know am i meeting the needs of my students um and then you know a slow build into like you don't want to rework your entire teaching and you know throw away 20 years of tj in life um because some some ladies got on a saturday morning and we're like you should do this you should do but i do but i do i do think that the slow piece is really helpful it also helps students and families and admin it helps people start to digest it right so um that was how like i know for us in our pathway we there were those of us that started it and we we reframed all of our projects right away because we were doing it as a pathway but as we brought in new teachers for different grade levels that was the advice that we gave them was you're not going to change everything right away like you're coming in right now so you're going to pick one project that's maybe or like one unit that is like three or four units down so we can sit and talk through it and you can tell us your ideas and you'll get feedback on it and we go through like a whole process together and then they work on that one and then what do you want to revamp for the next semester for a next like what's your next one that's going to be a goal and we would like they're not alone in that process of reframing it or rethinking it through and they might say like oh i really love when we get to teach this in biology but i think it could be done in a way where it's actually solving a real world problem or like you're meeting real people and so i think part of it is how do you bring in an authentic issue and that might help you reframe it so if we're studying this piece like what's going to make it applicable in the world around you and that's how then you maybe bring in design thinking because then it's going to involve talking to real people and prototyping something for a real place or a real business or a place down the street right so um that to me feels doable it still is doing your content but we're asking an application of that then um right and again feeling like i don't have to throw everything out but i'm going to try this one thing i'm going to see how it goes and then next time i'm going to try something yep yep totally agree can you hear me now yes i can't yeah yes uh stephanie i agree with that no one of the things about the design is that it makes your content more purposive it puts the content in a proper place in a proper continuum in terms of problem solving applies it in real life uh authenticates it uh vis-a-vis um actual situations that the students perhaps know the community our experience or even our society right now especially for example in the pandemic it could actually be a very rich uh experience okay uh go ahead sir jambi uh teacher pao all right okay so from what steph i'm just taking it from what steph mentioned we have to start small start small and then from there i think we can develop if there's anything big that we want to uh try to solve or where we want to really apply design thinking uh one thing that i also caught my attention uh during the the whole um a webinar was when bonnie and steph always mentioned about failing forward i i really love that part when you say you fail forward because most of us you know when we say failures um it ends up something negative that there's really nothing you're you're nowhere to go but with that statement of failing forward that provides hope no and for for all of the teachers for any aspect actually for any aspect um if you fail forward that means you're on to something greater you're on to something better you've learned from whatever that failure exactly exactly that will be my hashtag from now on fail forward oh we'll do that hashtag forward go say zombie hi hello sorry are we ending already uh okay so um yeah three things or uh three reflections that i have about uh this afternoon's session number one yeah it's true that perhaps many of our teachers have already been applying design thinking or the concepts of design thinking without them knowing but there is of course always wisdom in labeling things so that you are able to replicate it so that you are able to um evaluate it properly after and then for my second statement i'm sure everyone would agree that um yes it's it's such a grand web of problems that we have to to try and solve and we're all thinking is design pro is is design thinking the solution will it even work do we have time to do it etc but you know we have to start somewhere we we uh we we accept that it's going to work so even if we have to start within ourselves within our homes within our just our classes and work our way outwards then that's uh that's already uh an achievement for all of us and finally i i'd like to think i i was thinking this whole time that perhaps kagappa teacher support is a an output of design thinking or continues to be an output of design thinking um we're not claiming that we're already the end product we're not claiming that we've solved the problem but we will continue to empathize we will continue to find out what needs to be done we know that uh time is not working in our favor the situation is not working in our favor but we continue to try and for now this is the design that works for everyone so there you go so much uh for that john vino uh um before we end our session steph and uh there's still a lot of questions but i think i'll just have i don't much time to address all of them but maybe a simple message or um uh like what would you like to say to the filipino teachers um amidst epidemic or what we're what we're going through right now and globally not only in the philippines um i would say that design thinking is is something it's like maybe one of the few things that you've had you've heard about in this session that that could really apply to whatever thing whatever way you're having to teach um it's from somebody this you know my year my my teachers went from um full virtual to this hybrid scenario to full face to face and stuff and and if you it those those are my teachers who are using these kinds of models had sustained um continuity in their their classrooms like and this is like a you know framework that can support all the different ways that we're having to teach and learn right now um and it's really just me it's probably just fine-tuning what you're already doing and like uh uh jamie said which is such a great point like you're labeling it's a good thing like defining it is a good thing um so i really liked that point it was really spot-on so yeah that's my takeaway what he said i know every every person that was here i'm like oh they they gave the best ones um i do think some of the benefits of design thinking are that it um you could certainly do it yourself like individually but you still need other people to interview right so it is about it being a collaborative process so that whatever it is that you create applies to more of the world and i think about that as being something that from a teacher lens from a student lens from an admin lens when we're thinking about wanting to have the most impact right and that it actually is meaningful um that to me is why design thinking is so powerful is that it is something that is about the collaborative it's not an individual process um i am a part of something and i'm a part of something bigger than myself when i work on this and that to me is like oh and if i really i'm working on this with other people like but like our our bounds are limitless here um because i continue to learn from everybody that is around me from my teachers from the space from the ad like from everyone from experts in the field and i think that it changes the way that i look at problem solving um and tackling things that problems are not things to be scared of right there are bigger challenges that should excite you and they're um like i got my little postcard that said right um fall in love with your problem and i have become a person where i think i hold true to that um i try to anyway it's hard sometimes but it does help shift your perspective fall in love with your problems okay uh we have here in the philippines we say sana all we fall in love [Laughter] thank you so much uh steph and bonnie but before we um proceed on our class on our last uh before we uh be goodbye and i would like to uh first of course appreciate and acknowledge your presence here um uh hearing us as our guest speakers okay we'd like to um present this certificate of recognition okay uh this certificate of recognition is awarded to um um bonnie for uh sharing her expertise and for her contribution he concluded webinar entitled design thinking teaching and learning in the 21st century sorry 10th 21st century awarded on march 6 2021 signed yours truly by um franco adun administrator joseph angela santos administrator and angela malaya so we haven't added yet our new administrator for this template but soon we'll be having her uh her signature as well under certificates and as of course um we also like to present the same certificate uh to uh stephanie rothstein for uh also joining us today and contributing to this very uh engaging discussion okay so um bonnie and uh steph uh you know uh we're very thankful you know um bonnie we appreciate it it's four a.m right there oh so it's it's it's uh it's only like two i mean yeah no i'm excited i'm i'm excited i'm excited to be here um this is great and i can just say again like steph steph this is like i've learned so much from her because she's such an expert and that's why when you said this i was like yeah i'll talk about it but i got somebody else too because like i've tackled real world like problems with her like um whether it was like with people or like you know fusion and stuff um steph's really good about being like okay well why are we having this problem first and i am i tend to jump to step four and like start coming up with with solutions and it's definitely like helped me like even like interpersonal like um you know running a big if you're running a big group of people and stuff to stop and go like why are we having this problem and i'll always jokingly that's a very stiff question look at me being all you know uh thinking about it but it it really does help like like i said with leadership it's not just um like you know it's in all aspects yeah okay so uh thank you and uh from uh um bonnie and uh steph would like to um say goodbye goodbye no no for now you know i i hope that we could see you again once again again in here in kaga by teacher support and on behalf of all the teachers from our community we thank you for your time and your expertise uh in this session okay in our language bonnie and steph thank you so much thank you for having us an absolute pleasure yes yes whenever whenever you'll have us back for sure so that was that was another gold webinar uh if we went over time again teachers now i think you appreciate that the amount of content that we have to cover and a discussion so i hope that the last 15 minutes of our time is worth your uh your time now okay but while segura sir jambi uh teacher pao and sir angelo discussing our thoughts and ideas maybe i had also shared a share already the evaluation link while they're evaluating we could still address some of their questions some of our thoughts as well um to our audience okay let me just share teachers um our evaluation link for this um session please don't forget teachers that this is the basis of your certificate so please make sure that you um uh accomplish your certificate your evaluation okay um please also take note of your emails by independent bounce back and i mean your certificate salmon as well as your names teachers no complete name for parapo you could say that's going to be the one we're going to put in your certificates all right and i'm excited because um our certificates are zombie they are professionally made okay uh as we have yes announced partner to uh with balance productions so all of our graphics now are professionally made including our certificates you know so indeed and kite for the certificates now so uh sir jampi uh sergio teacher pao no um while we're still here and our pictures are evaluating by the way teachers do let us know uh live chat nothing if the link is working but i could do something about it if it's not working okay so teacher teacher uh sir angelo any other thoughts okay so you'll have to also create discussions with your teachers uh with your students with your parents you know to let them understand and buy the idea okay because if from the get-go uh your teachers and your students and your parents uh are not on the same page with you it will become problematic now uh it will not work okay so it takes telegraph the entire community to be able to uh implement design thinking okay and segura highlighted angela teacher design thinking is not specific to a subject indonesia specific about any aspect of education assessment or design thinking design thinking is applicable to all the processes in education uh it's all about how do you go about things okay how do you how do you design assessments how do you design your lessons how do you design your video lessons distribution system um that actually started from the teachers okay distributed cards you'll have to print them um digital unless platforms that allows you to distribute cards you know for example summons we have a digitized automated distribution system but only access them so i really have to go through sort of this design thinking process to be able to come up with a solution that's accessible to all and gladly in mind we were able to come up and we were able to uh send it to our teachers sir franco yes i saw that in relation to what you have been saying no i saw one comment here in youtube uh miss mary low singh son she met she said i like the idea of trusting the process and it goes with taking the risks of making a mistake and eventually learning from the mistake and discover something new so i think that um that comment from her somehow summarizes uh this new idea for for others it might be a novice idea this design thinking process but again as steph and bonnie has mentioned it's all about trusting the process it will not be easy it will take time yes but you really have to um start small now start small fail forward look forward that there will be some change no and take the risk i think that's that's about it not take the risk even if we are too comfortable already with um what we have been doing it will bounce us back to the first step of design thinking to empathize are your students really learning something or where are they in your process of thinking how lessons would go so i think that's um that's very good that's a very good comment from one of our viewers i know um society i've been attending there are companies who no longer look at your uh where the school that you came from who so why not give design thinking a try uh we might not live to see you effect in full effect you just have to believe [Applause] [Music] it gives us an opportunity to to do something new to try something new to go beyond not only because we want to but sometimes we are forced too i will go the man to the side of the us teachers as educators as parents as administrators especially when we are ready in a comfort zone but if we will not move we will not go out of the conference and we will be left behind because this is a past face it always starts with our openness the the things that is happening [Music] challenges personally i can say i [Music] something that we can learn from then uh maybe it's a good spot let's start small it takes a village for us to tourist all of us to make sure that uh the learning the the the system will be better and uh i like what uh sir jamie mentioned but it doesn't stop us from planting and i think this kind of uh webinar this kind of processes this kind of learning it may be new to us it may be difficult it will take time but uh rest assured that whatever will be the fruit of it in that particular direction again my name is aleman for today and we hope to see you on our next session on saturday that will be on managing distance learning translating a guide for parents you know so we'll be having um dr quinn alicia so it's for the parents teachers now please do invite your parents um because this will solidify our partnership with our parents not uh if we are equipped teachers if we're equipping you with all of these things we're training you uh we're um sending you know this all of these trainings you also have to equip our parents equally because they're our partners at home okay so uh holistic adding a distance learning approach we equip our students we equip ourselves as teachers and then we equip our parents as well two pm parents a whole march series why that would be beneficial for you especially if they participate in the comment section concerns to invite your parents because we'll see you again teachers on uh our second partner of our march series on uh march that will be march um 13 13 by march 13 uh 2 p.m here at teacher support in our youtube channel so updates via our facebook page please do like and subscribe and follow our facebook page and subscribe to our youtube channel subscribe and have a nice afternoon [Music] [Music] you

Channel: Franco Nicolo Addun

Views: 41,374

Rating: 4.8899083 out of 5

Keywords: design thinking, 21st century learning, distance learning, collaborative learnin, kaagapay, teaching, learning

Id: YTZqDX5Ci7g

Length: 154min 20sec (9260 seconds)

Published: Sat Mar 06 2021