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Design Thinking For Educators

The 'Design Thinking for Educators' toolkit provides educators with methods and processes to creatively solve everyday challenges in the classroom. It emphasizes collaboration, empathy, and experimentation, encouraging teachers to re-envision their teaching practices and learning environments. This approach aims to foster a culture of innovation and continuous improvement in education by integrating design thinking principles into teaching and learning.

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0% found this document useful (0 votes)

141 views94 pages

Design Thinking For Educators

Uploaded by

Maria Luiza Jipescu

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

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Design

Thinking for
Educators

Version One | April 2011

Use your classroom space in
different ways?

Support healthy habits inside and

outside your school?
Are You
Connect more effectively
Looking with parents?
To...? Find new ways to teach old content?

Recruit the best teachers to

your school?

Develop better systems of feedback

between teachers?

Re-envision arrival and departure

procedures at your school?

Then youre in the right place.

This toolkit can help you This toolkit offers you new
create solutions for every- ways to be intentional and
day challenges. collaborative when you are
designing. It hones your
It equips you with the pro- skills and empowers you to
cess and methods of design. create desirable solutions.
Businesses, social entrepre-
neurs and other innovators This is an invitation to

This is a have used them for decades

to create solutions for many
different types of challenges.
experiment with the design
process. Let it inspire you to
approach challenges differ-

Toolkit. In this toolkit, these methods

are adapted specifically for
ently and experience how
Design Thinking adds a new

For You.
educators, because as an edu- perspective to your work.
cator, you design every day.
You design your classroom,
you design curriculum, you
design learning environments
for your students, and you
design experiences and inter-
actions for your colleagues.

Having a process that In some ways, I have Design Thinking has I used to be quick to
brings people together always had elements made me look at our impose restrictions
to create more and of Design Thinking in curriculum in a whole on myself. I could
better ideas has been the way that I have new way. Incorporating easily convince myself
very valuable for us. worked and thought Design Thinking with why a project wouldnt
about schools, but I Grant Wiggins Under- work before ever giv-
Karen, have had no real pro- standing by Design, ing it a chance. Since
Learning Specialist cess to validate some I can research deeper, I have been exposed
of my ideas. I was come up with more to Design Thinking,
looking for approaches ideas and prototype I have made a stron-
that combined the lessons. I have also ger effort to explore
logical rigor of study started to collect ideas. My students
in a traditional dis- feedback as inspira- have become part of
cipline with a more tion to come up with my research team. The
open and creative new lessons or to feedback they provide
approach to thinking. adapt a lesson plan has helped me create
Design Thinking offers for the next time. lessons that are more
a way of problem student-centered.
solving that is more Michael,
integrative of differ- 2nd Grade Teacher Patrick,
ent modes of thought. 3rd Grade Teacher
It validates some of
the things that teach-
ers already do, but
also gives the oppor-
tunity to revisit ones
practice.

Dominic,
Head of School
Guide
DT for Ed | Guide | p. 2

Contents
Guide
DT for Ed | Guide | p. 3 Its Experimental. Design In short, Design Thinking DT for Ed | Guide | p. 4 The design process is what Its a deeply human approach DT for Ed | Guide | p. 5 The design process may The design process therefore DT for Ed | Guide | p. 6 current students in the year Over the course of the follow-
Thinking creates a real space is the confidence that new, puts Design Thinking into that relies on your ability seem very straightforward integrates various modes 2060. They imagined what ing school year, the teachers
to try something new. It better things are possible action. Its a structured to be intuitive, to interpret at first glance, but there is of working: some steps are these people had done in tested many ideas in their
gives you permission to fail and that you can make them approach to generating and what you observe and to one important aspect to more reflective, others are their lives and careers. As a classes. One teacher devel-
and to learn from your mis- happen. And that kind of evolving ideas. Its five phases develop ideas that are emo- understand: its real value hands-on, and some encour- group, the teachers then cap- oped new communications
takes, because you come up optimism is well-needed in help navigate the develop- tionally meaningful to those lies in the mix of tangible age interactions with people tured the most interesting for parents. The technology
with new ideas, get feedback education. ment from identifying a you are designing forall problem solving and abstract outside of your team. To help themes and worked back- team built new tools to sup-
on them, then iterate. Given design challenge to finding skills you are well versed in thinking. The very concrete you know what to expect, ward to understand the skills port teachers in Investigative

What is Design the range of needs your

students have, your work will
never be finished or solved.
Classrooms and schools
across the world are facing
design challenges every
The Design and building a solution. as an educator.
One Thing observations of the first
phase are abstracted as you
define themes and insights.
the following indicators will
guide you through the meth-
ods in the Toolkit section:
Case Study these people would have
needed to develop as chil-
dren to be successful. Armed
Learning. Another teacher
even received a grant to reno-
vate a classroom and create

Thinking? It is always in progress. Yet

there is an underlying expec-
single day, from integrating
technology to increasing par- Process to Keep Only after you have devel-
oped a sense of meaning Reflective Ormondale with this inspiration from
their own experiences, the
a different learning environ-
ment for her students. They

in Mind Elementary
tation that educators must ent involvement to improving and direction do you develop Hands-On group then went to visit out- didnt go it alone: to build
Design Thinking is a mindset. Its Human-Centered. strive for perfection, that daily schedules. Wherever tangible solutions. What side organizations that were a network of learning and
Design Thinking begins by they may not make mistakes, they fall on the spectrum of Phases may seem like a detour in Interaction facing analogous challenges. support, the staff dedicated

School
Thinking like a designer can understanding the needs that they should always be scale, the challenges educa- idea development ultimately Through interpreting all this time in their weekly meetings
transform the way you and motivations of people flawless role models. This tors are confronted with are makes your solutions much This design process can be information, the participants to discuss what was happen-
approach the world when in this case, the students, kind of expectation makes it real, complex and varied. As more meaningful. applied in many forms. The came up with many genera- ing, learn from each other,
imagining and creating new teachers, parents, staff and hard to take risks. It limits the such, they require new per- following pages contain a tive questions, such as how and help each other through
solutions for the future: administrators who make possibilities to create more spectives, new tools, and new discovery interpretation ideation experimentation evolution It requires taking a step back variety of examples of how might we enable the globally rough patches.
its about being aware of up your everyday world. You radical change. But educa- approaches. Design Thinking to reflect, analyze, evaluate, it has been used to create aware student? and how
the world around you, talk with these people, you tors need to experiment, too, is one of them. think again and then evolve. new, relevant solutions in an might we provide opportuni- In their second year, the
believing that you play a role listen to them, you consider and Design Thinking is all This takes timea scarce educational context. ties for interest-driven learn- group got back together
in shaping that world, and how best to help them do about learning by doing. resourceand can be chal- ing? The brainstorms that for a second workshop to
taking action toward a more good work. Design Think- lenging, as educators are followed started with ideas make sense of all the experi-
desirable future. Design ing begins from this place of Its Optimistic. Design I have a challenge. I learned something. I see an opportunity. I have an idea. I tried something new. used to solving problems on about tools and classroom ments they had conducted
How do I approach it? How do I interpret it? What do I create? How do I build it? How do I evolve it?
Thinking gives you faith in deep empathy and builds on Thinking is the fundamental the spot in their classrooms. design and expanded out around the school. During
your creative abilities and the power of these empa- belief that we all can create Discovery builds a solid Interpretation transforms Ideation means generat- Experimentation brings Evolution is the develop- But there are no shortcuts. to include curriculum and this session, they shared and
The more abstract
a process to take action thetic questions and insights. changeno matter how foundation for your ideas. your stories into meaning lots of ideas. Brain- your ideas to life. Building ment of your concept steps often feel The small, sometimes hidden, the educational system as a discussed their experiences,
through when faced with a big a problem, how little time Creating meaningful ingful insights. Observa- storming encourages you prototypes means making over time. It involves plan- more intense, details often hold the keys to whole. Through prototyping created a typology of Investi-
solutions for students, par- tions, field visits, or just a to think expansively ideas tangible, learning ning next steps, communi-
difficult challenge. Its Collaborative. Design or how small a budget. No but pay off in solving complex challenges. several of these ideas, the gative Learning methods,
ents, teachers, colleagues simple conversation can and without constraints. while building them, and cating the idea to people the long run.
how might
Thinking requires conver- matter what constraints and administrators be great inspirationbut Its often the wildest ideas sharing them with other who can help you realize When the teachers and teachers saw a set of similar and developed a framework
sation, critique and all-out exist around you, designing begins with a deep under- finding meaning in that that spark visionary people. Even with early it, and documenting the administrators at Ormondale patterns emerge across all for Investigative Learning

we create
can be an enjoyable process. standing for their needs. ABSTrACT standards and assessments.
teamwork. And thats some- and turning it into action- thoughts. With careful and rough prototypes, process. Change often elementary, a public K-3 their prototypes: they were
Discovery means opening able opportunities for preparation and a clear you can receive a direct happens over time, and
thing that might be a bit of school in California, wanted all passionate about a teach-
a shift, because despite
up to new opportunities,
and getting inspired to
design is not an easy task.
It involves storytelling,
set of rules, a brainstorm
session can yield hun-
response and learn how
to further improve and
reminders of even subtle
signs of progress are a 21st century to find ways to bring 21st ing and learning approach Today, the faculty at Ormon-
the fact that educators are that they called Investiga- dale elementary School are
learning expe-
create new ideas. With the as well as sorting and dreds of fresh ideas. refine an idea. important. century skills into their
surrounded by people all right preparation, this can condensing thoughts until classrooms, they knew the tive Learning. This approach continuing to evolve their

rience for
day long, teaching remains be eye-opening and will youve found a compelling would address students not approach to Investigative
challenge would take time
give you a good under- point of view and clear
an often solitary profession. and long-term commitment. as receivers of information, Learning. As new teachers
our students?
standing of your design direction for ideation.
Still, addressing complex (or challenge. They chose a year-long time- but as shapers of knowledge. join the school, other faculty
even not-so-complex) chal- frame and used the design At the end of the workshop, help them understand how
lenges benefits significantly process to get started. the teachers planned and to construct these experi-
from the views of multiple Find videos about committed to experiments ences, and they have created
perspectives, and others cre- Investigative Learning During the summer, the based on this philosophy that a Manual of Investigative
at Ormondale at
ativity bolstering your own. pvsd.net. teachers kicked off the proj- they could conduct in their Learning to keep track of
ect with a two-day Design classrooms. their philosophy and meth-
Thinking workshop. The ods. They have gained sup-
Discovery phase began with port from their school board,
CONCreTe

an activity that asked them and have become recognized

to develop empathy for a as a California Distinguished
learner in the 21st century: School.
the exercise entailed teach-
dIsCOvEry IntErprEtatIOn IdEatIOn ExpErImEntatIOn EvOlutIOn
ers imagining one of their

3 4 5 6

DT for Ed | Guide | p. 7 In 2010, the faculty at river- After several experiments DT for Ed | Guide | p. 8 They turned to Design teachers] and the players DT for Ed | Guide | p. 9 enough theoryits time Its Version One: this is not a
dale Country School, an inde- with a few different collabo- Thinking to develop a game [kids] had different needs to take action. The Toolkit finished piece, its a foundation.
pendent K-12 school in New ration tools, the riverdale and combined it with the and understood different provides you with instructions The Toolkit will evolve and
York, embarked on a design teachers now have an online Backwards Design method- things. But the game actually to explore Design Thinking change based on your feed-
project to encourage more platform for sharing lesson ology, which begins with had to meet all these needs yourself. back. Thats why we want to
collaboration among teach- plans and activities as well the end goal in mind, to cre- simultaneously. hear from you. Please send
ers. With three teachers lead- as creating meeting agendas ate the educational content. us comments, stories, photos
ing the process as facilita- to save time. It seems to Using Backwards Design, Since launching, Motion Math or movies of your experiences

Case Study tors, a group of 15 worked as

a design team to take on the
challenge. They started with
be working for us. Were shar-
ing more as a team and weve
freed up time to get more
Case Study they were able to hone in
on how they could assess
students mastery of con-
has been on the Top 5 list
of educational apps, was fea-
tured in the Wall Street Jour-
This is a Work using this toolkit to create new
design solutions:
[email protected]

Riverdale observations and conversa-

tionsnot just in their own
done in our meetings, said
one of the team members. Motion Math cepts and work from there to
help them get the concepts
nal, and won an excellence in
Design Award from Childrens in Progress.
Country School
school, but also with analo- right. Using Design Thinking, Technology Review. Most
gous environments. Splitting And theres still a lot more they were able to create rewarding for Adauto and Collaborative
into three teams, they inter- happening: teachers at a game that was fun, engag- Klein was the fact that insti- development of this
toolkit, February-
viewed employees at Sirius riverdale were so energized ing and valued by parents, tutional school purchases
April 2011.
XM, Consumer reports and by Design Thinking that they teachers and students alike. have been very strong.
IDeOorganizations that submitted ideas for several The most important part of Teachers have emailed them
were noted for their team- design projects. In early merging the two processes videos of kids playing their
work and collaboration. One 2011, they assembled a was iteration, being open to game in the classrooms,
of the teacher-facilitators core team of five teachers to really listening to what people and students from preschool
noted that this inspiration conduct a one-year project want, observed Adauto. through community college
was important to the team: to revise the schools pro- are using the game to learn
It was really provocative. gram in character, conduct, Adauto and Klein started math skills. The founders are Discovery
We saw that people have very and ethics. Another team of the process by defining a currently building on their
different ways of managing teachers is helping to design challenge to create a game success and designing addi-
their time and we developed a smooth transition for the that would address the tional educational games
a new awareness [of these new head of the elementary biggest stumbling block for to address other hurdles in

how might
companies]. school. Teachers are using elementary school kids. They elementary education.
It was the prototyp-
Design Thinking in their went out to talk to teachers.

we create a
ing and feedback that
made me really see Bringing this inspiration classrooms and are sharing how might we When the founders of Motion Over and over, they heard

develop games
back on-site, the team dis- their enthusiasm and ideas that fractions were a huge Interpretation
the value in this pro- Math got together to think
culture of col-
Read more about
cess. We have become cussed their learnings and with their colleagues. The about how to use games pain point. Next, they looked Motion Math at
a more effective team

laboration? that now shares ideas,

resources and feedback
clustered them into three
themes: online tools, faculty
impact has expanded way
beyond the initial design proj-
to tackle the to help kids learn, they knew
that teaching math and
for inspiration from the most
popular games at the time,
motionmathgames.com.

on a regular basis. spaces and team-building ect and continues to spread. toughest learn- designing a product werent one of which had a bouncing
activities. They identified device to move a character
ing hurdles?
Michael, the same thing. Both teach-
1st Grade Teacher opportunities for design ers who worked with ele- around a screen. From there,
within these areas, and brain- mentary-school-aged kids, the team started brainstorm- Ideation
stormed dozens of ideas. In Gabriel Adauto and Jacob ing, and generated lots of
smaller groups, they built dif- Klein began their project with ideas for interactive games
ferent prototypes, including an understanding of both that could help kids learn
an online collaboration tool what kids liked and what par- fractions. Many prototypes
to make faculty meetings ents and teachers valued and feedback sessions later,
more effective, a new faculty but they also recognized that Adauto and Klein launched
lounge, and potluck brunches their experience and intuition Motion Math. We did lots
to bring teachers together in alone werent enough to of feedback sessions with Experimentation

casual settings. design a successful learning paper prototypes. The most

product. valuable feedback session
we had was with parents,
teachers and kids all together.
We saw how the groups inter-
act, and it helped us realize
that the payers [parents and Evolution

7 8 9
DT for Ed | Guide | p. 3 Its Experimental. Design In short, Design Thinking
Thinking creates a real space is the confidence that new,
to try something new. It better things are possible
gives you permission to fail and that you can make them
and to learn from your mis- happen. And that kind of
takes, because you come up optimism is well-needed in
with new ideas, get feedback education.
on them, then iterate. Given

What is Design the range of needs your

students have, your work will
never be finished or solved.
Classrooms and schools
across the world are facing
design challenges every

Thinking? It is always in progress. Yet

there is an underlying expec-
tation that educators must
single day, from integrating
technology to increasing par-
ent involvement to improving
Design Thinking is a mindset. Its Human-Centered. strive for perfection, that daily schedules. Wherever
Design Thinking begins by they may not make mistakes, they fall on the spectrum of
Thinking like a designer can understanding the needs that they should always be scale, the challenges educa-
transform the way you and motivations of people flawless role models. This tors are confronted with are
approach the world when in this case, the students, kind of expectation makes it real, complex and varied. As
imagining and creating new teachers, parents, staff and hard to take risks. It limits the such, they require new per-
solutions for the future: administrators who make possibilities to create more spectives, new tools, and new
its about being aware of up your everyday world. You radical change. But educa- approaches. Design Thinking
the world around you, talk with these people, you tors need to experiment, too, is one of them.
believing that you play a role listen to them, you consider and Design Thinking is all
in shaping that world, and how best to help them do about learning by doing.
taking action toward a more good work. Design Think-
desirable future. Design ing begins from this place of Its Optimistic. Design
Thinking gives you faith in deep empathy and builds on Thinking is the fundamental
your creative abilities and the power of these empa- belief that we all can create
a process to take action thetic questions and insights. changeno matter how
through when faced with a big a problem, how little time
difficult challenge. Its Collaborative. Design or how small a budget. No
Thinking requires conver- matter what constraints
sation, critique and all-out exist around you, designing
teamwork. And thats some- can be an enjoyable process.
thing that might be a bit of
a shift, because despite
the fact that educators are
surrounded by people all
day long, teaching remains
an often solitary profession.
Still, addressing complex (or
even not-so-complex) chal-
lenges benefits significantly
from the views of multiple
perspectives, and others cre-
ativity bolstering your own.
DT for Ed | Guide | p. 4 The design process is what Its a deeply human approach
puts Design Thinking into that relies on your ability
action. Its a structured to be intuitive, to interpret
approach to generating and what you observe and to
evolving ideas. Its five phases develop ideas that are emo-
help navigate the develop- tionally meaningful to those
ment from identifying a you are designing forall
design challenge to finding skills you are well versed in

The Design and building a solution. as an educator.

Process
Phases

discovery interpretation ideation experimentation evolution

I have a challenge. I learned something. I see an opportunity. I have an idea. I tried something new.
How do I approach it? How do I interpret it? What do I create? How do I build it? How do I evolve it?

Discovery builds a solid Interpretation transforms Ideation means generat- Experimentation brings Evolution is the develop-
foundation for your ideas. your stories into meaning lots of ideas. Brain- your ideas to life. Building ment of your concept
Creating meaningful ingful insights. Observa- storming encourages you prototypes means making over time. It involves plan-
solutions for students, par- tions, field visits, or just a to think expansively ideas tangible, learning ning next steps, communi-
ents, teachers, colleagues simple conversation can and without constraints. while building them, and cating the idea to people
and administrators be great inspirationbut Its often the wildest ideas sharing them with other who can help you realize
begins with a deep under- finding meaning in that that spark visionary people. Even with early it, and documenting the
standing for their needs. and turning it into action- thoughts. With careful and rough prototypes, process. Change often
Discovery means opening able opportunities for preparation and a clear you can receive a direct happens over time, and
up to new opportunities, design is not an easy task. set of rules, a brainstorm response and learn how reminders of even subtle
and getting inspired to It involves storytelling, session can yield hun- to further improve and signs of progress are
create new ideas. With the as well as sorting and dreds of fresh ideas. refine an idea. important.
right preparation, this can condensing thoughts until
be eye-opening and will youve found a compelling
give you a good under- point of view and clear
standing of your design direction for ideation.
challenge.
DT for Ed | Guide | p. 5 The design process may The design process therefore
seem very straightforward integrates various modes
at first glance, but there is of working: some steps are
one important aspect to more reflective, others are
understand: its real value hands-on, and some encour-
lies in the mix of tangible age interactions with people
problem solving and abstract outside of your team. To help
thinking. The very concrete you know what to expect,

One Thing observations of the first

phase are abstracted as you
define themes and insights.
the following indicators will
guide you through the meth-
ods in the Toolkit section:

to Keep Only after you have devel-

oped a sense of meaning Reflective

in Mind
and direction do you develop Hands-On
tangible solutions. What
may seem like a detour in Interaction

idea development ultimately

makes your solutions much This design process can be
more meaningful. applied in many forms. The
following pages contain a
It requires taking a step back variety of examples of how
to reflect, analyze, evaluate, it has been used to create
think again and then evolve. new, relevant solutions in an
This takes timea scarce educational context.
resourceand can be chal-
lenging, as educators are
used to solving problems on
the spot in their classrooms.
But there are no shortcuts.
The more abstract
steps often feel The small, sometimes hidden,
more intense, details often hold the keys to
but pay off in solving complex challenges.
the long run.

Abstract
concrete

discovery interpretation ideation experimentation evolution

DT for Ed | Guide | p. 6 current students in the year Over the course of the follow-
2060. They imagined what ing school year, the teachers
these people had done in tested many ideas in their
their lives and careers. As a classes. One teacher devel-
group, the teachers then cap- oped new communications
tured the most interesting for parents. The technology
themes and worked back- team built new tools to sup-
ward to understand the skills port teachers in Investigative

Case Study these people would have

needed to develop as chil-
dren to be successful. Armed
Learning. Another teacher
even received a grant to reno-
vate a classroom and create

Ormondale with this inspiration from

their own experiences, the
a different learning environ-
ment for her students. They

Elementary
group then went to visit out- didnt go it alone: to build
side organizations that were a network of learning and
facing analogous challenges. support, the staff dedicated

School
Through interpreting all this time in their weekly meetings
information, the participants to discuss what was happen-
came up with many genera- ing, learn from each other,
tive questions, such as How and help each other through
might we enable the globally rough patches.
aware student? and How
might we provide opportuni- In their second year, the
ties for interest-driven learn- group got back together
ing? The brainstorms that for a second workshop to
followed started with ideas make sense of all the experi-
about tools and classroom ments they had conducted
design and expanded out around the school. During
to include curriculum and this session, they shared and
the educational system as a discussed their experiences,
whole. Through prototyping created a typology of Investi-
several of these ideas, the gative Learning methods,

How might
When the teachers and teachers saw a set of similar and developed a framework
administrators at Ormondale patterns emerge across all for Investigative Learning

we create Elementary, a public K-3

school in California, wanted
their prototypes: they were
all passionate about a teach-
standards and assessments.

a 21st century to find ways to bring 21st ing and learning approach Today, the faculty at Ormon-
that they called Investiga- dale Elementary School are
learning expe-
century skills into their
classrooms, they knew the tive Learning. This approach continuing to evolve their

rience for challenge would take time

and long-term commitment.
would address students not
as receivers of information,
approach to Investigative
Learning. As new teachers
our students? They chose a year-long time- but as shapers of knowledge. join the school, other faculty
frame and used the design At the end of the workshop, help them understand how
process to get started. the teachers planned and to construct these experi-
Find videos about committed to experiments ences, and they have created
Investigative Learning During the summer, the based on this philosophy that a Manual of Investigative
at Ormondale at
pvsd.net. teachers kicked off the proj- they could conduct in their Learning to keep track of
ect with a two-day Design classrooms. their philosophy and meth-
Thinking workshop. The ods. They have gained sup-
Discovery phase began with port from their school board,
an activity that asked them and have become recognized
to develop empathy for a as a California Distinguished
learner in the 21st century: School.
the exercise entailed teach-
ers imagining one of their
DT for Ed | Guide | p. 7 In 2010, the faculty at River- After several experiments
dale Country School, an inde- with a few different collabo-
pendent K-12 school in New ration tools, the Riverdale
York, embarked on a design teachers now have an online
project to encourage more platform for sharing lesson
collaboration among teach- plans and activities as well
ers. With three teachers lead- as creating meeting agendas
ing the process as facilita- to save time. It seems to

Case Study tors, a group of 15 worked as

a design team to take on the
challenge. They started with
be working for us. Were shar-
ing more as a team and weve
freed up time to get more

Riverdale observations and conversa-

tionsnot just in their own
done in our meetings, said
one of the team members.

Country School
school, but also with analo-
gous environments. Splitting And theres still a lot more
into three teams, they inter- happening: teachers at
viewed employees at Sirius Riverdale were so energized
XM, Consumer Reports and by Design Thinking that they
IDEOorganizations that submitted ideas for several
were noted for their team- design projects. In early
work and collaboration. One 2011, they assembled a
of the teacher-facilitators core team of five teachers to
noted that this inspiration conduct a one-year project
was important to the team: to revise the schools pro-
It was really provocative. gram in character, conduct,
We saw that people have very and ethics. Another team of
different ways of managing teachers is helping to design
their time and we developed a smooth transition for the
a new awareness [of these new head of the elementary

How might
companies]. school. Teachers are using
It was the prototyp-
Design Thinking in their
ing and feedback that
we create a made me really see
the value in this pro-
Bringing this inspiration
back on-site, the team dis-
classrooms and are sharing
their enthusiasm and ideas
culture of col- cess. We have become
a more effective team
cussed their learnings and with their colleagues. The
impact has expanded way
laboration? that now shares ideas, clustered them into three
resources and feedback themes: online tools, faculty beyond the initial design proj-
on a regular basis. spaces and team-building ect and continues to spread.
Michael, activities. They identified
1st Grade Teacher opportunities for design
within these areas, and brain-
stormed dozens of ideas. In
smaller groups, they built dif-
ferent prototypes, including
an online collaboration tool
to make faculty meetings
more effective, a new faculty
lounge, and potluck brunches
to bring teachers together in
casual settings.
DT for Ed | Guide | p. 8 They turned to Design teachers] and the players
Thinking to develop a game [kids] had different needs
and combined it with the and understood different
Backwards Design method- things. But the game actually
ology, which begins with had to meet all these needs
the end goal in mind, to cre- simultaneously.
ate the educational content.
Using Backwards Design, Since launching, Motion Math

Case Study they were able to hone in

on how they could assess
students mastery of con-
has been on the Top 5 list
of educational apps, was fea-
tured in the Wall Street Jour-

Motion Math cepts and work from there to

help them get the concepts
right. Using Design Thinking,
nal, and won an Excellence in
Design Award from Childrens
Technology Review. Most
they were able to create rewarding for Adauto and
a game that was fun, engag- Klein was the fact that insti-
ing and valued by parents, tutional school purchases
teachers and students alike. have been very strong.
The most important part of Teachers have emailed them
merging the two processes videos of kids playing their
was iteration, being open to game in the classrooms,
really listening to what people and students from preschool
want, observed Adauto. through community college
are using the game to learn
Adauto and Klein started math skills. The founders are
the process by defining a currently building on their
challenge to create a game success and designing addi-
that would address the tional educational games
biggest stumbling block for to address other hurdles in
elementary school kids. They elementary education.
went out to talk to teachers.
How might we When the founders of Motion Over and over, they heard
Read more about
develop games
Math got together to think that fractions were a huge Motion Math at
about how to use games pain point. Next, they looked motionmathgames.com.

to tackle the to help kids learn, they knew

that teaching math and
for inspiration from the most
popular games at the time,
toughest learn- designing a product werent one of which had a bouncing
device to move a character
ing hurdles?
the same thing. Both teach-
ers who worked with ele- around a screen. From there,
mentary-school-aged kids, the team started brainstorm-
Gabriel Adauto and Jacob ing, and generated lots of
Klein began their project with ideas for interactive games
an understanding of both that could help kids learn
what kids liked and what par- fractions. Many prototypes
ents and teachers valued and feedback sessions later,
but they also recognized that Adauto and Klein launched
their experience and intuition Motion Math. We did lots
alone werent enough to of feedback sessions with
design a successful learning paper prototypes. The most
product. valuable feedback session
we had was with parents,
teachers and kids all together.
We saw how the groups inter-
act, and it helped us realize
that the payers [parents and
DT for Ed | Guide | p. 9 Enough theoryits time Its Version One: this is not a
to take action. The Toolkit finished piece, its a foundation.
provides you with instructions The Toolkit will evolve and
to explore Design Thinking change based on your feed-
yourself. back. Thats why we want to
hear from you. Please send
us comments, stories, photos
or movies of your experiences

This is a Work using this toolkit to create new

design solutions:
[email protected]

in Progress.
Collaborative
development of this
toolkit, February-
April 2011.

Discovery

Interpretation

Ideation

Experimentation

Evolution
DT for Ed | Toolkit | p. 1

Toolkit
DT for Ed | Toolkit | p. 2

DT for Ed | Toolkit | p. 3 Are you curious to explore There is a reason for the DT for Ed | Toolkit | p. 4 This toolkit guides you The methods are the core DT for Ed | Toolkit | p. 5 DT for Ed | Toolkit | p. 6 This overview lists all the
Design Thinking and try it sequenceeach step of the through the design process piece of this toolkit: they methods you will find in the
out yourself? This document process builds on the other. in five phases and twelve offer the actual instructions next section of this docu-
explains how to do so. And often it makes a lot of steps. every phase has a that help you put Design ment. There are many, in
sense to follow it in a linear distinct purpose and feel to Thinking to action. each order to provide you with
As you start to experience way. But dont feel restricted it. Thats why you find a brief method includes concise a rich variety to choose from:
the design process, many by that: only you know how introduction to each one of explanations, useful sugges- every challenge requires a
parts of it will feel familiar to to best use this toolkit. Use them, and an outline of which tions and tips to make it work. different approach and a

Explore you: they are based on capa-

bilities you have and use in
your daily work. Sometimes,
it along with other meth-
odologies and theories you
find useful to develop ideas.
The Design steps to take and when.
Method Some methods
are hands-on,
others are more Method different set of methods. You
should select the ones that

Pages
are most valuable for you.

This Toolkit Process Index

reflective, and
however, you will feel chal- Adapt it, annotate it, cut it some involve
up, reconstruct it and make it Adjust to fit
lenged and get stuck. And people outside
of your team your schedule
its easy to lose sight of your your own. Add new methods
overall goal once you have to your toolkit as you see fit.
begun to explore. All that is PHASeS PHASeS

Contents
perfectly normal. Make sure So, plow in. Have fun with it.
you regularly take a step Discover what happens to Discovery | 1.4 DT for Ed | Toolkit
Some methods
back and reconsider where your practice as an educa- need focused
you are. Discuss the chal- tor as you begin to think and time, others
lenges you have run into, and work like a designer. DISCOvERy InTERPRETaTIOn IDEaTIOn ExPERIMEnTaTIOn EvOLuTIOn Cut up and
step
Define Challenge
Mode
Reflective
Time Needed
~30-45 min
Time Type
Intermittent
can be used DISCOvERy InTERPRETaTIOn IDEaTIOn ExPERIMEnTaTIOn EvOLuTIOn
in shorter
think about these moments reassemble
as you see intervals MeTHoDS
as valuable learning oppor-
tunities. Then, keep looking Build your own
fit
Share Chances are good that you already
have some knowledge about the topic.
1. Define the Challenge 4. Tell Stories 7. Generate Ideas 9. Make Prototypes 11. Evaluate Learnings

What You
ahead: optimism is essential method.
Share and document this knowledge, 1.1 Understand the challenge 4.1 Capture your learnings 7.1 Prepare for brainstorming 9.1 Create a prototype 11.1 Integrate feedback
in order to get to new ideas.
so you can build on it and are free to
I have a challenge. I learned something. I see an opportunity. I have an idea. I tried something new.
Know 1.2 Define your audience 4.2 Share inspiring stories 7.2 Facilitate brainstorming 11.2 Define success
DT for Ed | Toolkit

What and Why

Phase (Circle one) (Circle one) (Shade in) (Circle one)

Step Mode Time Needed Time Type

How do I approach it? How do I interpret it? What do I create? How do I build it? How do I evolve it? focus on discovering what you dont
1.3 Build a team 7.3 Select promising ideas 10. Get Feedback
yet know.
(Method title) (Overview)

Some 1.4 Share what you know 5. Search for Meaning 7.4 Build to think 12. Build the Experience
STePS 10.1 Make a test plan
methods
(Circle number)

1. Define the Challenge 4. Tell Stories 7. Generate Ideas 9. Make Prototypes 11. Evaluate Learnings require 5.1 Find themes 10.2 Identify sources for 12.1 Identify whats needed
Team
larger 2. Prepare Research 8. Refine Ideas feedback
teams, 5.2 Make sense of findings 12.2 Pitch your concept
10.3 Invite feedback
Where it gets you (Instructions)

others Team
2.1 Make a plan 5.3 Define insights 8.1 Do a reality check 12.3 Build partnerships
What to keep in mind
are easier 2-6 People participants
to do with Fold in 2.2 Identify sources of 8.2 Describe your idea 12.4 Plan next steps
10.4 Build a question guide
a small half inspiration
group 6. Frame Opportunities 10.5 Facilitate feedback
12.5 Document progress
What it gets you 1. share what you know 2. Define what you dont 2.3 Invite research
2. Prepare Research 5. Search for Meaning 8. Refine Ideas 10. Get Feedback 12. Build the Experience conversations 12.6 Share your story
An overview of the teams Post the design challenge know
participants 6.1 Create a visual reminder
knowledge and its open where everyone can see Write down and share
These tips questions. it. With your team, write what you dont know or 10.6 Capture feedback
2.4 Build a question guide 6.2 Make insights actionable

Toolkit
down what you know yet understand about
can be What to keep in mind about the topic. Use one the challenge. Post these
learnings

How To
helpful Keep notes and look back piece of information per questions in a different 2.5 Prepare for fieldwork
on how your point of view Post-it Note. Read your area.
when youre has changed after your notes out loud, and post
stuck field research. them under the design 3. Build on your knowl- 2.6 Practice research
challenge. Ask others for edge and fill in the gaps techniques
Prototype of a feedback and discuss any Group the Post-it Notes
of the assumptions that into themes and use them
method during 3. Gather Inspiration 6. Frame Opportunities come up. to plan your research.
the development Write down questions you

of the toolkit.
want to explore.
3. Gather Inspiration

Plenty of 3.1 Immerse yourself in

self-documentation
step Mode Time Needed Time Type step Mode Time Needed Time Type step Mode Time Needed Time Type step Mode Time Needed Time Type step Mode Time Needed Time Type
Define Challenge Reflective ~1-2 hours Continuous Tell Stories Hands-On ~30-60 min Continuous Generate Ideas Hands-on ~45-60 mins Continuous Make Prototypes Hands-On ~45-90 min Intermittent Build the Experience Hands-On ~30-45 min Intermittent

Understand A clearly defined challenge will guide

Challenge
time with your team to create a com-
mon understanding of what you are Stories
knowledge that your team can use to
imagine opportunities and ideas. storming
atmosphere for your brainstorm so
the team can come up with all kinds
type just about anything. Choose
the form that suits your idea best from Needed
and people. Specify what exactly it will
take to make your idea come to life. 3.7 Seek inspiration in
working toward. of wild ideas. the list below.
new places
Team Team Team Team Team
2-3 People 2-6 People 6-8 People 2-4 People 2-4 People

What it gets you 1. collect thoughts 3. Frame the challenge 4. create a visible What it gets you 1. set up a space Personal details: who 4. capture the informa- What it gets you 1. select a facilitator 4. equip everyone for 6. Move one by one What it gets you create a storyboard create a story create a model What it gets you 1. specify materials 3. estimate timeframes
A clear design challenge As a team, collect and Based on the thoughts reminder A shared understanding Plan your storytelling did you meet? (profes- tion in small pieces A lot of fresh, new ideas. Decide on a person to participation Post the question you are A tangible representation Keep a parking lot for Visualize the complete Tell the story of your idea Put together simple An overview of what it Make a list of all the mate- Specify the amount of
expressed in one sentence. write down thoughts you have collected, frame Post the challenge in a of all the stories your team session in a room with sion, age, location etc) Write down notes and lead the group through Gather your team near brainstorming about on of your idea that you can questions that come up experience of your idea from the future. Describe three-dimensional rep- takes to realize your idea. rials you will need to build time that youll need to
about your challenge. the challenge as one place that everyone on collected. plenty of wall space. Interesting stories: what observations on Post-it What to keep in mind the activity. Familiarize a wall or flipchart. Give the wall so everyone can share and learn from. while you build proto- over time through a what the experience resentations of your idea. your concept. Are these create your concept. Do
What to keep in mind Start with a broad view: sentence starting with an the team can see, to be Distribute Post-it Notes was the most memorable Notes while listening Brainstorming is a fast yourself with brainstorm- everyone a Post-it Pad see it. Ask participants to types. Revisit and answer series of images, sketches, would be like. Write a Use paper, cardboard, What to keep in mind supplies available at your you need time for prepa-
A good challenge is ask yourself why people action verb, such as: cre- reminded of your focus What to keep in mind and markers. Have a flip and surprising story? to a story. Use concise and dynamic activity. ing protocol. and a marker. Encourage take a few minutes and What to keep in mind them as you develop your cartoons or even just text newspaper article report- pipe cleaners, fabric and Your needs may be larger school? Will you need to ration? Does anyone need
phrased with a sense of might need, want, or ate, define, or adapt. throughout the process. Tell stories person by chart pad or large sheets Motivations: what did this and complete sentences Have your team stand up people to draw and be write down their first Prototyping is not about idea further. blocks. Stick figures are ing about your idea. Write whatever else you can than the support you purchase any new assets? to be trained? Do you
possibility. Make it broad engage with your topic. person, one at a time. of paper nearby, as well participant care about that everyone on your and encourage people 2. Present your topic visual. Remind them to ideas before starting as a getting it right the first greatyou dont need a job description. Create a find. Keep it rough and can receive from your want to use an existing
enough to allow you to Or, phrase the challenge as tape to attach these the most? What motivates team can easily under- to speak up and keep it Briefly ntroduce the chal- write in large letters and group. Then facilitate the time: the best prototypes Capture the evolution of to be an artist. Use Post-it letter to be sent to parents. at a low fidelity to a start, school. Dont give up. Find 2. calculate funds meeting time differently?
discover areas of unex- 2. establish constraints as an engaging and imagi- Use vivid details and sheets to the wall. him/her? stand. Capture quotes short: only take a few sec- lenge you are working on. to note only one idea per brainstorm and capture change significantly your prototype over time Notes or individual sheets Describe your idea as if and evolve the resolution ways to creatively make Money will always be
pected value, and narrow Make a list of criteria and native question starting describe your immediate Barriers: what frustrated they are a powerful way onds to explain an idea. Share some of the exciting Post-it. each individual idea. over time. Give yourself as you make changes and of paper to create the it were published on the over time. your concept work within a scarce resource in an 4. identify people
enough to make the topic constraints for the chal- with: How might we...? experiences. This is not 2. Take turns him/her? of representing the voice stories from your Discov- permission to try, and fail, increase its resolution. storyboard so you can school website. those constraints. Can educational context. Dont Create an overview of
manageable. lenge. Does it need to fit or What if? the time to generalize or Describe the individuals Interactions: what was of a participant. ery phase. 5. start with a warm-up 7. Keep the energy high and try again. rearrange their order. create a role-play you involve an extra let this discourage you. people who can help
into a certain timeframe? judge. you met and the places interesting about the way Choose a fun, easy or Provide encouragement create an ad Act out the experience person to lessen the work- Think about creative realize your idea. What
Can it be integrated with Keep rewriting your you visited. Be specific he/she interacted with 5. surround yourself 3. introduce the rules of even unrelated activity or alternative topics if the Sometimes your worst create a diagram Create a fake advertise- of your idea. Try on the load? What can you do ways to hold a fundraiser. capabilities are you look-
an existing structure or statement until it feels and talk about what actu- his/her environment? with stories brainstorming to get people in the right flow of ideas slows down. ideas teach you the most. Map out the structure, ment that promotes the roles of the people that with existing materials? Look into applying for a ing for? Who is invested
initiative? approachable, under- ally happened. Revisit Remaining Questions: Write large enough so that Explain each rule and mood: Switch to a new brain- Prototyping them may network, journey or best parts of your idea. are part of the situation grant. Consider opportu- in supporting the con-
standable and actionable the notes you took right what questions would everyone can read your its purpose to set the Warm-up brainstorm: storm question every lead to new inspiration. process of your idea. Try Have fun with it, and feel and uncover questions Reflect on how your nities to tap into existing cept? Do you need to find
to everyone on the team. after your observation. you like to explore in your notes. Put all Post-its up on right tone for the activity. how might we find a fifteen to twenty minutes. different versions of your free to exaggerate shame- they might ask. idea will be sustained budgets. Dont forget to someone to champion the
Print out your photos next conversation? the wall on large sheets of You can find an over- needle in a haystack? Throw out some wild Challenge yourself to visualization. lessly. over time. Can it scale? explore how to realize idea? Capture your needs
and use them to illustrate paper. Use one sheet per view of brainstorming Never could we ever: ideas yourself. Remind come up with at least Will it live on without your idea without any on Post-its. Sort them and
your stories. 3. Actively listen story, so you have an over- rules in the beginning brainstorm things you your team of the rules if three different versions of create a mock-up your involvement? Build money as a brainstorm identify which capabili-
While you are listening view of all your experi- of this section. could never do at your needed. Set a goal for how your idea to test multiple Build mock-ups of digital a foundation for longer- challenge. ties you have inside your
Tell the story of each to each other, compare ences and the people you school. many ideas you want to aspects of the possible tools and websites term impact. school, and which youll
person following these and contrast the things have met. Get visual: ask everyone generate in total. solutions your team has with simple sketches of have to find externally.
prompts (you may you have learned. Explore to draw his or her neigh- come up with. screens on paper. Paste Think about leveraging
have already used them areas where you find bor in a minute. Share. the paper mock-up to the larger network and
when capturing your different opinions and an actual computer including parents, alumni
first impressions): contradictions. Begin to screen or mobile phone and/or neighbors.
look for recurring themes. when demonstrating it.

3 4 5 6

Thinking? Do you just have

a limited period of time for
the highlighted methods.
They are the basic set that
How might we design a new Professional Development Weekly Meetings. Claim a
this toolkit to create a visual
overview of the design
who can contribute from
different angles. Consider Spaces. A dedicated space,
your design project? or do will lead you through the teaching module? Day. Transform a profes- common prep period or an process for your team. Then, involving an administrator, even if its just a wall, gives
you want to give someone design process. As you sional development day into after school meeting for work- choose the methods you or a teacher you have never the team a physical reminder
else a quick overview? become more familiar with a collaborative design working on a design project. Use want to use for each step. worked with. Youll have a of their work. It allows them
Design Thinking, explore How might we adapt the school shop. To make the most of the methods in this toolkit to better chance of coming up to put up inspiring imagery

schedule to the learning rhythms

This page is for you. and add more methods to the day, define a challenge, determine the agenda each with unexpected solutions. or notes from their research

Method your selection.

Prepare of our students? Prepare assemble a team and identify
sources of inspiration ahead
of time. The large amount
week. Meet regularly to build
momentum, and provide
opportunities for individual
Prepare Prepare Assign roles: it helps every-
one navigate the project if
and to be continuously
immersed in their learnings.
Shared visual reminders help

Selection Choose a How might we engage students Integrate Into of time set aside for a PD day
is ideal for working through
work and reflection on the
days in between. Build an Overview Before You there is a clear understand-
ing of what to contribute
track the progress of the
project and stay focused on

Challenge Your Context Start

Interpretation, Ideation, and to the team. This is particu- the challenge.
more deeply in reading? experimentation. These are year-Long Commitment. DT for Ed | Toolkit DT for Ed | Toolkit DT for Ed | Toolkit DT for Ed | Toolkit DT for Ed | Toolkit
larly helpful when you cant
PHASeS intense and productive phases Decide what challenge is choose who to work with: To spark new ideas and get
of the process, and will leave appropriate for a year- make agreements about unstuck when the work gets
A design challenge is the How might we build school-family once you have decided the team with tangible ideas long commitment. Consider Before you begin, here are which responsibilities people more challenging, consider
starting point of every design
partnerships? multiple factors, such as
Continous which challenge to work on, as evidence of your progress. a few tips that will help you can take on that brings out changing the space from
process, and the purpose you periods of time you can start to plan your A professional development complexity, scope, peoples make the most out of your their strengths. Who will time to time.
DISCOvERy InTERPRETaTIOn IDEaTIOn ExPERIMEnTaTIOn EvOLuTIOn will work toward. Here are a design project. The first, day is also an ideal chance involvement and priority. experience. be the coordinator, keep-
Intermittent Interpre- Experimen-
How might we create a space for
few examples you can choose and likely quite challenging, to go out into the world and Then make a project calen- Discovery Evolution ing everything organized?
MeTHoDS
intervals of
tation Ideation tation
from, or use as inspiration time task will be to find the time seek inspiration. dar and commit to deadlines Who will be the enthusiast,
1. Define the Challenge 4. Tell Stories 7. Generate Ideas 9. Make Prototypes 11. Evaluate Learnings to come up with a challenge
that matters for you.
teacher collaboration? for your endeavor. Try to
Summer Workshop. Com-
and goals, as they create a
sense of progress. Agree
inspiring the team with big
dreams? Who is the nagger,
Materials. This process
is visual, tactile and experi-
integrate Design Thinking Teams. The team is stronger
Discovery | 1.1 DT for Ed | Toolkit iNTerPreTATioN | 4.2 DT for Ed | Toolkit iDeATioN | 7.2 DT for Ed | Toolkit exPeriMeNT. | 9.1 DT for Ed | Toolkit evoLuTioN | 11.1 DT for Ed | Toolkit

step Mode Time Needed Time Type step Mode Time Needed Time Type step Mode Time Needed Time Type step Mode Time Needed Time Type step Mode Time Needed Time Type

into the existing structures mit time during a prolonged on regular check-ins to keep than any individualyou making sure things keep ential. You often will create
Define Challenge Reflective ~1-2 hours Continuous Tell Stories Hands-On ~30-60 min Continuous Generate Ideas Hands-on ~45-60 mins Continuous Make Prototypes Hands-On ~45-90 min Intermittent Evaluate Learnings Reflective ~30-60 min Continuous

Understand Share

How might we design our classroom

A clearly defined challenge will guide Share what you learned from your Brainstorming is a great activity Prototypes enable you to share your Feedback is invaluable to developing
DEFINE TELL GENERATE mAkE EvALuATE
your questions and help you stay on research as stories, not just general to generate fresh thoughts and new idea with other people and discuss an idea, but can also be quite confus-
the Inspiring Brain- Prototype Feedback THE STORIES IDEAS PROTOTyPES LEARNINGS

of your schools schedule: break to dive into the design the momentum going. Be know this well as a guiding moving forward? Who will an overview thats visible
track throughout the process. Spend statements. This will create common energy. Create a safe and positive how to further refine it. You can proto- ing. It may be contradictory, or may not
time with your team to create a com- knowledge that your team can use to atmosphere for your brainstorm so type just about anything. Choose align with your goals. Sort through the CHALLENGE
Challenge mon understanding of what you are Stories imagine opportunities and ideas. storming the team can come up with all kinds the form that suits your idea best from responses you receive and decide on
working toward. of wild ideas. the list below. what to integrate in your next iteration.

That will make it easier to process. A continuous period intentional about how best to principle of education. lead the team? for everyone on the team, or
Team
2-3 People
Team
2-6 People
Team
6-8 People
Team
2-4 People
Team
2-4 People

space to be student-centered? follow through. Here are a of time allows for a deeper match the flow of the project And collaboration is inherent come up with a quick sketch
few examples: engagement with each to the flow of the school year. to Design Thinking: having Allow for alone time: while to explain your idea. Make
What it gets you 1. collect thoughts 3. Frame the challenge 4. create a visible What it gets you 1. set up a space Personal details: who 4. capture the informa- What it gets you 1. select a facilitator 4. equip everyone for 6. Move one by one What it gets you create a storyboard create a story create a model What it gets you 1. cluster the feedback 2. evaluate the relevance 3. iterate your prototype
A clear design challenge As a team, collect and Based on the thoughts reminder A shared understanding Plan your storytelling did you meet? (profes- tion in small pieces A lot of fresh, new ideas. Decide on a person to participation Post the question you are A tangible representation Keep a parking lot for Visualize the complete Tell the story of your idea Put together simple Iterations of your concept As a team, discuss the Take a moment to revisit Incorporate valuable
expressed in one sentence. write down thoughts you have collected, frame Post the challenge in a of all the stories your team session in a room with sion, age, location etc) Write down notes and lead the group through Gather your team near brainstorming about on of your idea that you can questions that come up experience of your idea from the future. Describe three-dimensional rep- based on feedback. reactions you received where you started. Look feedback into your
about your challenge. the challenge as one place that everyone on collected. plenty of wall space. Interesting stories: what observations on Post-it What to keep in mind the activity. Familiarize a wall or flipchart. Give the wall so everyone can share and learn from. while you build proto- over time through a what the experience resentations of your idea. to your prototypes. Start at your earlier learnings concept. Make changes
What to keep in mind Start with a broad view: sentence starting with an the team can see, to be Distribute Post-it Notes was the most memorable Notes while listening Brainstorming is a fast yourself with brainstorm- everyone a Post-it Pad see it. Ask participants to types. Revisit and answer series of images, sketches, would be like. Write a Use paper, cardboard, What to keep in mind by sharing the impres- and ideas. What was where people saw bar-
A good challenge is ask yourself why people action verb, such as: cre- reminded of your focus What to keep in mind and markers. Have a flip and surprising story? to a story. Use concise and dynamic activity. ing protocol. and a marker. Encourage take a few minutes and What to keep in mind them as you develop your cartoons or even just text newspaper article report- pipe cleaners, fabric and Do not take feedback sions you captured right your original intent? Does riers. Emphasize what
phrased with a sense of might need, want, or ate, define, or adapt. throughout the process. Tell stories person by chart pad or large sheets Motivations: what did this and complete sentences Have your team stand up people to draw and be write down their first Prototyping is not about idea further. blocks. Stick figures are ing about your idea. Write whatever else you can literally. You dont need to after your feedback con- it still hold true, based on was well received. Then,
possibility. Make it broad engage with your topic. person, one at a time. of paper nearby, as well participant care about that everyone on your and encourage people 2. Present your topic visual. Remind them to ideas before starting as a getting it right the first greatyou dont need a job description. Create a find. Keep it rough and incorporate every sugges- versations. Take notes on the feedback you have create a new prototype

phase. Its an opportunity to a team of people who offer most of this work should be sure you have supplies on
enough to allow you to Or, phrase the challenge as tape to attach these the most? What motivates team can easily under- to speak up and keep it Briefly ntroduce the chal- write in large letters and group. Then facilitate the time: the best prototypes Capture the evolution of to be an artist. Use Post-it letter to be sent to parents. at a low fidelity to a start, tion you receive. Look at Post-its. Sort and cluster received? that you can share. Go

How might we connect more with

discover areas of unex- 2. establish constraints as an engaging and imagi- Use vivid details and sheets to the wall. him/her? stand. Capture quotes short: only take a few sec- lenge you are working on. to note only one idea per brainstorm and capture change significantly your prototype over time Notes or individual sheets Describe your idea as if and evolve the resolution feedback as an inspiration the feedback: what was through feedback cycles
pected value, and narrow Make a list of criteria and native question starting describe your immediate Barriers: what frustrated they are a powerful way onds to explain an idea. Share some of the exciting Post-it. each individual idea. over time. Give yourself as you make changes and of paper to create the it were published on the over time. for better ways of solving positively received? What Prioritize the feedback: repeatedly and continue
enough to make the topic constraints for the chal- with: How might we...? experiences. This is not 2. Take turns him/her? of representing the voice stories from your Discov- permission to try, and fail, increase its resolution. storyboard so you can school website. the problem. For example, concerns came up? What what is most important to improve your concept.
manageable. lenge. Does it need to fit or What if? the time to generalize or Describe the individuals Interactions: what was of a participant. ery phase. 5. start with a warm-up 7. Keep the energy high and try again. rearrange their order. create a role-play instead of reasoning that suggestions and builds to making it a success?
into a certain timeframe? judge. you met and the places interesting about the way Choose a fun, easy or Provide encouragement create an ad Act out the experience The participants didnt did you find? Sort your notes and create
Can it be integrated with Keep rewriting your you visited. Be specific he/she interacted with 5. surround yourself 3. introduce the rules of even unrelated activity or alternative topics if the Sometimes your worst create a diagram Create a fake advertise- of your idea. Try on the like the couches, so we an overview of which
an existing structure or statement until it feels and talk about what actu- his/her environment? with stories brainstorming to get people in the right flow of ideas slows down.

hand that make it easy to

ideas teach you the most. Map out the structure, ment that promotes the roles of the people that shouldnt have any, think feedback you want to

experience the progression different strengths and done as a team, make sure to
initiative? approachable, under- ally happened. Revisit Remaining Questions: Write large enough so that Explain each rule and mood: Switch to a new brain- Prototyping them may network, journey or best parts of your idea. are part of the situation of it as They didnt like respond to.

1 4 7 9 11
standable and actionable the notes you took right what questions would everyone can read your its purpose to set the Warm-up brainstorm: storm question every lead to new inspiration. process of your idea. Try Have fun with it, and feel and uncover questions the couches so maybe the
to everyone on the team. after your observation. you like to explore in your notes. Put all Post-its up on right tone for the activity. how might we find a fifteen to twenty minutes. different versions of your free to exaggerate shame- they might ask. space should offer a more
Print out your photos next conversation? the wall on large sheets of You can find an over- needle in a haystack? Throw out some wild Challenge yourself to visualization. lessly. active feel. Then explore
and use them to illustrate paper. Use one sheet per view of brainstorming Never could we ever: ideas yourself. Remind come up with at least what that means and find
your stories. 3. Actively listen story, so you have an over- rules in the beginning brainstorm things you your team of the rules if three different versions of create a mock-up new ideas.

our neighborhood community?

While you are listening view of all your experi- of this section. could never do at your needed. Set a goal for how your idea to test multiple Build mock-ups of digital

work in that fashion.

Tell the story of each to each other, compare ences and the people you

between steps. During the allow for individual work time.

school. many ideas you want to

perspectives will enable you

aspects of the possible tools and websites
person following these and contrast the things have met. Get visual: ask everyone generate in total. solutions your team has with simple sketches of
prompts (you may you have learned. Explore to draw his or her neigh- come up with. screens on paper. Paste
have already used them areas where you find bor in a minute. Share. the paper mock-up to
when capturing your different opinions and an actual computer
first impressions): contradictions. Begin to screen or mobile phone
look for recurring themes. when demonstrating it.

rest of the year, you can draw to solve complex challenges. Sometimes the best progress
2. Prepare Research 5. Search for Meaning 8. Refine Ideas 10. Get Feedback 12. Build the Experience on what you learned during But teamwork isnt always comes from solitary thinking, Most of the methods require

be as limiting as they are pads or a flipchart and felt

step Mode Time Needed Time Type step Mode Time Needed Time Type
PREPARE SEARCH REFINE GET buILD
step Mode Time Needed Time Type step Mode Time Needed Time Type step Mode Time Needed Time Type
Prepare Research Reflective ~30-60 min Intermittent Search for Meaning Reflective ~45-90 min Continuous Refine Ideas Reflective ~45-60 mins Continuous Get Feedback Interaction ~30-60 min Continuous Build the Experience Hands-On ~30-45 min Intermittent

RESEARCH FOR IDEAS FEEDbACk THE

the hiring process?

Identify Inspiration is the fuel for your ideas.
Plan activities to learn from multiple Define Insights are a concise expression
of what you have learned from your Do a So far, you have (hopefully) been
developing your idea without giving
Facilitate The most important ingredient in a
feedback conversation is honesty:
Identify In order to realize your concept, you
will need various resources and capa-
mEANING ExPERIENCE

Sources of Insights Reality Feedback Whats

empowering. Heres how to markers.
peoples perspectives and explore research and inspiration activities. much thought to the constraints you people may feel shy about telling you bilities, namely materials, money, time
unfamiliar contexts. They are the unexpected information may face while attempting to realize what they really think of your idea if and people. Specify what exactly it will
Inspiration that makes you sit up and pay atten- Check it. It makes sense to now do a real- Conversa- they know that you are very invested Needed take to make your idea come to life.
tion. Insights allow you to see the ity check: look at whats most impor-
tions in it. Create a setting that encourages

build a great team:

Discovery
world in a new way and are a catalyst tant about your idea and find ways to an open conversation.
for new ideas. evolve and develop it further.

other supplies that will be

Team Team Team Team Team
2-3 People 2-3 People 2-4 People 2-4 People 2-4 People

Start small: a team will work useful are:

best if it consists of a core Adhesives

places that excite you. As a team, choose who respective method pages): identify relevant pieces What have you learned sure your insights convey you may have to let go your audience? What is difficult to overcome? space? rather than just talking ress, and that you have can receive from your want to use an existing
Dare to plan activities that you want to learn from. Learn from individuals of information. Be patient that had not occurred to the sense of a new per- of some ideas. Focus the real need that this is Put the list up on the wall about it: let them interact not spent much time on 4. Adapt on the fly school. Dont give up. Find 2. calculate funds meeting time differently?
will invigorate the team, Plan how to get in contact Learn from groups and try out various you before? What did you spective or possibility. on the possibility of actu- addressing? so it is visible to the team. 4. evolve your idea with a prototype in their building the prototype or Encourage participants ways to creatively make Money will always be
even if you are not certain with them. Learn from experts versions until you find find most inspiring? What ally building an idea in Discuss how you can own context, or integrate refining the details. to build on the idea, and your concept work within a scarce resource in an 4. identify people
what exactly you may Learn from peers a satisfying set. sparked the most ideas? 4. Get an outside the long term to keep up Capture your thoughts 3. Brainstorm new change your concept them into a roleplay. change your prototype those constraints. Can educational context. Dont Create an overview of

2 5 8 10 12
learn from them. 2. Think of extremes observing peers perspective your collective energy. on Post-it Notes or a piece solutions based on your new ideas. 2. Provide multiple right away. Be ready to you involve an extra let this discourage you. people who can help
Consider meeting people Learn from peoples self- Not every insight is 2. reconnect the learnings Invite someone who is not of paper. For example, First, start from the list you How can you address the prototypes eliminate or change parts person to lessen the work- Think about creative realize your idea. What
Remember that at this who represent extremes: documentation entirely new information. to your challenge part of your team to read Consider doing these if your idea is creating created in step one of this need differently? How can Prepare various ver- of the idea. load? What can you do ways to hold a fundraiser. capabilities are you look-

group of two to five indi- Construction paper

point, you are looking for people that are either Immerse yourself in Often, you will find things Revisit the questions your insights and check check-ins on a regular a teachers lounge with method, describing the you work around the con- sions of your prototype with existing materials? Look into applying for a ing for? Who is invested
inspiration, not validation. completely familiar with context that you knew about that you started out with: whether they resonate basis as you move for- large couches, the real core values of your idea. straints you are facing? to encourage people to grant. Consider opportu- in supporting the con-
Spend more time with and involved in your topic, Seek inspiration in new before, but your research how do your findings with an outside audience. ward with idea develop- value is in allowing teach- Think up other possibili- compare and contrast. Reflect on how your nities to tap into existing cept? Do you need to find
a select group of people or dont have anything places may have given you a relate to your challenge? ment. ers to relax. ties that might satisfy the 5. Archive ideas idea will be sustained budgets. Dont forget to someone to champion the
rather than trying to meet to do with it. Extreme new perspective. Dont Narrow down the infor- needs your idea responds Let go of ideas that feel too over time. Can it scale? explore how to realize idea? Capture your needs
many. It will likely help participants will help you be shy about retelling mation to those insights to. Consider facilitating a difficult to create, or that Will it live on without your idea without any on Post-its. Sort them and
you learn more. understand unarticulated these stories. that are relevant and quick brainstorm to come you are not excited about. your involvement? Build money as a brainstorm identify which capabili-
behaviors, desires, and find new clusters. Be pre- up with more ideas. Keep your Post-its and a foundation for longer- challenge. ties you have inside your

viduals. The smaller size will Foam core boards

needs of the rest of the In the process of identify- pared to let go of details notes so you can revisit term impact. school, and which youll
population that they feel ing insights, you will prob- that are less important. For example: how them later. have to find externally.
or express more power- ably come up with a lot Try to limit your insights might we create spaces Think about leveraging
fully than others. of ideas. Create an idea to the three to five most for teachers to unwind the larger network and
parking lot and revisit important. between classes? including parents, alumni
them later on. and/or neighbors.

make it easier to coordinate Markers

3. Gather Inspiration 6. Frame Opportunities schedules and make deci- Scissors
Discovery | 3.2 DT for Ed | Toolkit iNTerPreTATioN | 6.2 DT for Ed | Toolkit

GATHER
INSPIRATION
DT for Ed | Toolkit

FRAmE
OPPORTuNITIES
DT for Ed | Toolkit

sions. Invite others to join for Digital Cameras

Video cameras
step Mode Time Needed Time Type step Mode Time Needed Time Type

brainstorms, give feedback

Gather Inspiration Interaction ~1-2 hours Continuous Frame Opportunities Reflective ~45-90 min Continuous

Learn Spending time with people on their

own allows you to deeply engage with
Make Insights only become valuable when
you can act on them as inspiring
From Insights
or help you get unstuck when
and learn from them. Guide the con- opportunities. Turn them into brain-
versation to gain a rich understanding storm questions, the springboard for
Individuals of their thoughts and behaviors. Actionable your ideas.

its most useful.

Team Team
2-3 People 2-3 People

What it gets you 1. create a trusted 3. capture your immedi- What it gets you 1. Develop how might 2. choose brainstorm

How might we...?

An in-depth insight into atmosphere ate observations Brainstorm questions that For example: we statements questions
individuals needs and Start the conversation on Take lots of quick notes respond to the insights Create generative Select three to five of
motivations. a casual note. Talk about in the voice of the par- you found. How might we create a questions around your these questions for your
a subject that is unrelated ticipants. Write down teachers lounge with insights. Start each state- brainstorm session. Trust
What to keep in mind to your research first to interesting quotes. Do not What to keep in mind large couches? implies ment with How might your gut feeling: choose
Field research activities make the participant feel worry about interpreting Avoid brainstorm ques- the solution is a room we...? or What if? those questions that feel
are an opportunity to comfortable. Be consider- them yet. Try to capture tions that already imply with large couches. as an invitation for exciting and help you

3 6
take a new perspective. ate of the space you are in your observations in the a solution. Ask yourself: input, suggestions and think of ideas right away.
Treat your conversation and make sure you have moment. Why do we want to do Why do we want to do exploration. Generate Also, select the questions
partner as an expert. Try the appropriate level of that? This will help you that? surfaces the actual multiple questions for that are most important to
not to make participants privacy. 4. Get continuous reframe your question need of a space for teach- every insight. Write address, even if they feel
feel that you are more feedback more broadly. ers to be able to wind them in plain language, difficult to solve for.
knowledgeable than they 2. Pay attention to the Consider making one or down in between classes. simple and concise.
are, particularly when environment some of your research The brainstorm question
you are speaking with Try to meet in the par- participants members of would then be:
children. ticipants contextin their your team to continuously
classroom, home, office or get their feedback and How might we create
Often, interviews will take workplace. During the ideas. a space for teachers to
an unexpected turn and conversation, keep your unwind between classes?
you will learn something eyes open for whats
you did not expect to hear. around. Ask about objects This expands possible
Go with the flow and let or spaces you find inter- solutions beyond the idea
your participant lead the esting, and try to get a of a room with couches.
conversation. tour of the environment.

Look for contradictions.

What people say and
what they actually do is
often not the same thing.

7 8 9 10 11

DEFINE PREPARE GATHER TELL search

THE RESEARCH INSPIRATION STORIES for
CHALLENGE meaning

FRAmE GENERATE REFINE mAkE

OPPORTuNITIES IDEAS IDEAS PROTOTyPES

Experimen-

6 7 8 9
Ideation tation

FEEDbACk LEARNINGS THE Step Mode Time Needed Time Type

Patrick Murray
Dominic Randolph
David Bill
Neal Bluel
ExPERIENCE Michael Schurr Leyla Bravo-Willey
Tom Brunzell
IDeO Maria-Teresa

Design
(Method title) (Overview)
Annette Diefenthaler Capelle-Burny
Adam Geremia Rebtecca Cohen

Team
Ellen Sitkin Frank Corcoran
Sarah Soffer Rich Crandall
Sandy Speicher Tyshawn Davis
Jackie Steck Design4Change
Students
COnTRIbuTORS Laura Desmond
Ellen Greengrass David Hayes
This toolkit is the
Ryan Jacoby Mark Hostetter
result of a close
collaboration between Ben Lesch Bob Hughes
Riverdale Country Sarah Lidgus IN-Tech Academy MS/HS 368
School and IDEO from
February-April 2011.
Tatyana Mamut Carmen James
(Circle number)
Amanda Rebstock Danny LaChance
Riverdale Country Emily Sheehan David Levin
School is an indepen-
dent Pre-K through Maggie Siena Jane Lisman Katz
Team Grade 12 school Dan Wandrey KIPP Infinity Faculty
in New York City. Mary Ludemann
www.riverdale.edu Don Ostrow
P.S.150
IDEO (pronounced Kris Randolph
eye-dee-oh) is
an award-winning Riverdale Country School
Where it gets you (Instructions) global design firm Teachers and Students
that takes a human-
Adam Royalty
centered approach
to helping organiza- Paul Rozenfeld
tions in the public Natasha Schmemann
and private sectors
Christina Seda
innovate and grow.
What to keep in mind Sandy Shaller
www.ideo.com Jed Silverstein

10 11 12
Aparajita Sohoni
Stanford d.school,

Evolution
k-12 lab
DT for Ed | Toolkit | p. 3 Are you curious to explore There is a reason for the
Design Thinking and try it sequenceeach step of the
out yourself? This document process builds on the other.
explains how to do so. And often it makes a lot of
sense to follow it in a linear
As you start to experience way. But dont feel restricted
the design process, many by that: only you know how
parts of it will feel familiar to to best use this toolkit. Use

Explore you: they are based on capa-

bilities you have and use in
your daily work. Sometimes,
it along with other meth-
odologies and theories you
find useful to develop ideas.

This Toolkit however, you will feel chal-

lenged and get stuck. And
its easy to lose sight of your
Adapt it, annotate it, cut it
up, reconstruct it and make it
your own. Add new methods
overall goal once you have to your toolkit as you see fit.
begun to explore. All that is
perfectly normal. Make sure So, plow in. Have fun with it.
you regularly take a step Discover what happens to
back and reconsider where your practice as an educa-
you are. Discuss the chal- tor as you begin to think and
lenges you have run into, and work like a designer.
think about these moments
as valuable learning oppor-
tunities. Then, keep looking Build your own
ahead: optimism is essential method.

in order to get to new ideas.

DT for Ed | Toolkit
Phase (Circle one) (Circle one) (Shade in) (Circle one)

Step Mode Time Needed Time Type

(Method title) (Overview)

(Circle number)

Team

Where it gets you (Instructions)

What to keep in mind

Prototype of a
method during
the development
of the toolkit.
DT for Ed | Toolkit | p. 4 This toolkit guides you The methods are the core
through the design process piece of this toolkit: they
in five phases and twelve offer the actual instructions
steps. Every phase has a that help you put Design
distinct purpose and feel to Thinking to action. Each
it. Thats why you find a brief method includes concise
introduction to each one of explanations, useful sugges-
them, and an outline of which tions and tips to make it work.

The Design steps to take and when.

Process
Phases

discovery interpretation ideation experimentation evolution

steps
1. Define the Challenge 4. Tell Stories 7. Generate Ideas 9. Make Prototypes 11. Evaluate Learnings

2. Prepare Research 5. Search for Meaning 8. Refine Ideas 10. Get Feedback 12. Build the Experience

3. Gather Inspiration 6. Frame Opportunities

methods

step Mode Time Needed Time Type step Mode Time Needed Time Type step Mode Time Needed Time Type step Mode Time Needed Time Type step Mode Time Needed Time Type
Define Challenge Reflective ~1-2 hours Continuous Tell Stories Hands-On ~30-60 min Continuous Generate Ideas Hands-on ~45-60 mins Continuous Make Prototypes Hands-On ~45-90 min Intermittent Build the Experience Hands-On ~30-45 min Intermittent

Understand A clearly defined challenge will guide

your questions and help you stay on
Share Share what you learned from your
research as stories, not just general
Facilitate Brainstorming is a great activity
to generate fresh thoughts and new
Create a Prototypes enable you to share your
idea with other people and discuss
Identify In order to realize your concept, you
will need various resources and capa-
the track throughout the process. Spend
time with your team to create a com-
Inspiring statements. This will create common
knowledge that your team can use to
Brain- energy. Create a safe and positive
atmosphere for your brainstorm so
Prototype how to further refine it. You can proto-
type just about anything. Choose
Whats bilities, namely materials, money, time
and people. Specify what exactly it will
Challenge mon understanding of what you are Stories imagine opportunities and ideas. storming the team can come up with all kinds the form that suits your idea best from Needed take to make your idea come to life.
working toward. of wild ideas. the list below.

Team Team Team Team Team

2-3 People 2-6 People 6-8 People 2-4 People 2-4 People

Method Some methods

are hands-on,
others are more

Pages
reflective, and
some involve
people outside Adjust to fit
of your team your schedule

Discovery | 1.4 DT for Ed | Toolkit

Some methods
need focused
time, others
step Mode Time Needed Time Type
Cut up and Define Challenge Reflective ~30-45 min Intermittent
can be used
reassemble in shorter
as you see intervals
fit
Share Chances are good that you already
have some knowledge about the topic.
What You Share and document this knowledge,
so you can build on it and are free to
Know

What and Why

focus on discovering what you dont
yet know.
Some
methods
require
larger
teams,
others Team
2-6 People
are easier
to do with Fold in
a small half
group
What it gets you 1. share what you know 2. Define what you dont
An overview of the teams Post the design challenge know
knowledge and its open where everyone can see Write down and share
These tips questions. it. With your team, write what you dont know or
down what you know yet understand about
can be What to keep in mind about the topic. Use one the challenge. Post these
How To

helpful Keep notes and look back piece of information per questions in a different
on how your point of view Post-it Note. Read your area.
when youre has changed after your notes out loud, and post
stuck field research. them under the design 3. Build on your knowl-
challenge. Ask others for edge and fill in the gaps
feedback and discuss any Group the Post-it Notes
of the assumptions that into themes and use them
come up. to plan your research.
Write down questions you
want to explore.

Plenty of
white space
to write
notes
DT for Ed | Toolkit | p. 6 This overview lists all the
methods you will find in the
next section of this docu-
ment. There are many, in
order to provide you with
a rich variety to choose from:
every challenge requires a
different approach and a

Method different set of methods. You

should select the ones that
are most valuable for you.

Index
Phases

discovery interpretation ideation experimentation evolution

methods
1. Define the Challenge 4. Tell Stories 7. Generate Ideas 9. Make Prototypes 11. Evaluate Learnings

1.1 Understand the challenge 4.1 C

apture your learnings 7.1 Prepare for brainstorming 9.1 Create a prototype 11.1 Integrate feedback

1.2 Define your audience 4.2 S

hare inspiring stories 7.2 Facilitate brainstorming 11.2 Define success

1.3 Build a team 7.3 Select promising ideas 10. Get Feedback
1.4 Share what you know 5. Search for Meaning 7.4 Build to think 12. Build the Experience
10.1 Make a test plan

5.1 Find themes 10.2 Identify sources for 12.1 Identify whats needed
2. Prepare Research 8. Refine Ideas feedback
5.2 Make sense of findings 12.2 Pitch your concept
10.3 Invite feedback
2.1 Make a plan 5.3 Define insights 8.1 Do a reality check 12.3 Build partnerships
participants
2.2 Identify sources of 8.2 Describe your idea 12.4 Plan next steps
10.4 Build a question guide
inspiration
6. Frame Opportunities 10.5 Facilitate feedback
12.5 Document progress
2.3 Invite research
conversations 12.6 Share your story
participants 6.1 C
reate a visual reminder
10.6 Capture feedback
2.4 Build a question guide 6.2 M
ake insights actionable learnings
2.5 Prepare for fieldwork

2.6 Practice research

techniques

3. Gather Inspiration

3.1 Immerse yourself in

context

3.2 Learn from individuals

3.3 Learn from groups
3.4 Learn from experts
3.5 Learn from peers
observing peers
3.6 Learn from peoples
self-documentation

3.7 Seek inspiration in

new places
DT for Ed | Toolkit | p. 7 Are you new to Design To get started, use just
Thinking? Do you just have the highlighted methods.
a limited period of time for They are the basic set that
your design project? Or do will lead you through the
you want to give someone design process. As you
else a quick overview? become more familiar with
Design Thinking, explore
This page is for you. and add more methods to

Method your selection.

Selection
Phases

discovery interpretation ideation experimentation evolution

step Mode Time Needed Time Type step Mode Time Needed Time Type step Mode Time Needed Time Type step Mode Time Needed Time Type step Mode Time Needed Time Type
Define Challenge Reflective ~1-2 hours Continuous Tell Stories Hands-On ~30-60 min Continuous Generate Ideas Hands-on ~45-60 mins Continuous Make Prototypes Hands-On ~45-90 min Intermittent Evaluate Learnings Reflective ~30-60 min Continuous

Understand A clearly defined challenge will guide

your questions and help you stay on
Share Share what you learned from your
research as stories, not just general Facilitate Brainstorming is a great activity
to generate fresh thoughts and new
Create a Prototypes enable you to share your
idea with other people and discuss
Integrate Feedback is invaluable to developing
an idea, but can also be quite confus-
the track throughout the process. Spend
time with your team to create a com-
Inspiring statements. This will create common
knowledge that your team can use to
Brain- energy. Create a safe and positive Prototype how to further refine it. You can proto- Feedback ing. It may be contradictory, or may not
atmosphere for your brainstorm so type just about anything. Choose align with your goals. Sort through the
Challenge mon understanding of what you are Stories imagine opportunities and ideas. storming the team can come up with all kinds the form that suits your idea best from responses you receive and decide on
working toward. of wild ideas. the list below. what to integrate in your next iteration.

Team Team Team Team Team

2-3 People 2-6 People 6-8 People 2-4 People 2-4 People

What it gets you 1. collect thoughts 3. Frame the challenge 4. create a visible What it gets you 1. set up a space Personal details: who 4. capture the informa- What it gets you 1. select a facilitator 4. equip everyone for 6. Move one by one What it gets you create a storyboard create a story create a model What it gets you 1. cluster the feedback 2. evaluate the relevance 3. iterate your prototype
A clear design challenge As a team, collect and Based on the thoughts reminder A shared understanding Plan your storytelling did you meet? (profes- tion in small pieces A lot of fresh, new ideas. Decide on a person to participation Post the question you are A tangible representation Keep a parking lot for Visualize the complete Tell the story of your idea Put together simple Iterations of your concept As a team, discuss the Take a moment to revisit Incorporate valuable
expressed in one sentence. write down thoughts you have collected, frame Post the challenge in a of all the stories your team session in a room with sion, age, location etc) Write down notes and lead the group through Gather your team near brainstorming about on of your idea that you can questions that come up experience of your idea from the future. Describe three-dimensional rep- based on feedback. reactions you received where you started. Look feedback into your
about your challenge. the challenge as one place that everyone on collected. plenty of wall space. Interesting stories: what observations on Post-it What to keep in mind the activity. Familiarize a wall or flipchart. Give the wall so everyone can share and learn from. while you build proto- over time through a what the experience resentations of your idea. to your prototypes. Start at your earlier learnings concept. Make changes
What to keep in mind Start with a broad view: sentence starting with an the team can see, to be Distribute Post-it Notes was the most memorable Notes while listening Brainstorming is a fast yourself with brainstorm- everyone a Post-it Pad see it. Ask participants to types. Revisit and answer series of images, sketches, would be like. Write a Use paper, cardboard, What to keep in mind by sharing the impres- and ideas. What was where people saw bar-
A good challenge is ask yourself why people action verb, such as: cre- reminded of your focus What to keep in mind and markers. Have a flip and surprising story? to a story. Use concise and dynamic activity. ing protocol. and a marker. Encourage take a few minutes and What to keep in mind them as you develop your cartoons or even just text newspaper article report- pipe cleaners, fabric and Do not take feedback sions you captured right your original intent? Does riers. Emphasize what
phrased with a sense of might need, want, or ate, define, or adapt. throughout the process. Tell stories person by chart pad or large sheets Motivations: what did this and complete sentences Have your team stand up people to draw and be write down their first Prototyping is not about idea further. blocks. Stick figures are ing about your idea. Write whatever else you can literally. You dont need to after your feedback con- it still hold true, based on was well received. Then,
possibility. Make it broad engage with your topic. person, one at a time. of paper nearby, as well participant care about that everyone on your and encourage people 2. Present your topic visual. Remind them to ideas before starting as a getting it right the first greatyou dont need a job description. Create a find. Keep it rough and incorporate every sugges- versations. Take notes on the feedback you have create a new prototype
enough to allow you to Or, phrase the challenge as tape to attach these the most? What motivates team can easily under- to speak up and keep it Briefly ntroduce the chal- write in large letters and group. Then facilitate the time: the best prototypes Capture the evolution of to be an artist. Use Post-it letter to be sent to parents. at a low fidelity to a start, tion you receive. Look at Post-its. Sort and cluster received? that you can share. Go
discover areas of unex- 2. establish constraints as an engaging and imagi- Use vivid details and sheets to the wall. him/her? stand. Capture quotes short: only take a few sec- lenge you are working on. to note only one idea per brainstorm and capture change significantly your prototype over time Notes or individual sheets Describe your idea as if and evolve the resolution feedback as an inspiration the feedback: what was through feedback cycles
pected value, and narrow Make a list of criteria and native question starting describe your immediate Barriers: what frustrated they are a powerful way onds to explain an idea. Share some of the exciting Post-it. each individual idea. over time. Give yourself as you make changes and of paper to create the it were published on the over time. for better ways of solving positively received? What Prioritize the feedback: repeatedly and continue
enough to make the topic constraints for the chal- with: How might we...? experiences. This is not 2. Take turns him/her? of representing the voice stories from your Discov- permission to try, and fail, increase its resolution. storyboard so you can school website. the problem. For example, concerns came up? What what is most important to improve your concept.
manageable. lenge. Does it need to fit or What if? the time to generalize or Describe the individuals Interactions: what was of a participant. ery phase. 5. start with a warm-up 7. Keep the energy high and try again. rearrange their order. create a role-play instead of reasoning that suggestions and builds to making it a success?
into a certain timeframe? judge. you met and the places interesting about the way Choose a fun, easy or Provide encouragement create an ad Act out the experience The participants didnt did you find? Sort your notes and create
Can it be integrated with Keep rewriting your you visited. Be specific he/she interacted with 5. surround yourself 3. introduce the rules of even unrelated activity or alternative topics if the Sometimes your worst create a diagram Create a fake advertise- of your idea. Try on the like the couches, so we an overview of which
an existing structure or statement until it feels and talk about what actu- his/her environment? with stories brainstorming to get people in the right flow of ideas slows down. ideas teach you the most. Map out the structure, ment that promotes the roles of the people that shouldnt have any, think feedback you want to
initiative? approachable, under- ally happened. Revisit Remaining Questions: Write large enough so that Explain each rule and mood: Switch to a new brain- Prototyping them may network, journey or best parts of your idea. are part of the situation of it as They didnt like respond to.
standable and actionable the notes you took right what questions would everyone can read your its purpose to set the Warm-up brainstorm: storm question every lead to new inspiration. process of your idea. Try Have fun with it, and feel and uncover questions the couches so maybe the
to everyone on the team. after your observation. you like to explore in your notes. Put all Post-its up on right tone for the activity. how might we find a fifteen to twenty minutes. different versions of your free to exaggerate shame- they might ask. space should offer a more
Print out your photos next conversation? the wall on large sheets of You can find an over- needle in a haystack? Throw out some wild Challenge yourself to visualization. lessly. active feel. Then explore
and use them to illustrate paper. Use one sheet per view of brainstorming Never could we ever: ideas yourself. Remind come up with at least what that means and find
your stories. 3. Actively listen story, so you have an over- rules in the beginning brainstorm things you your team of the rules if three different versions of create a mock-up new ideas.
While you are listening view of all your experi- of this section. could never do at your needed. Set a goal for how your idea to test multiple Build mock-ups of digital
Tell the story of each to each other, compare ences and the people you school. many ideas you want to aspects of the possible tools and websites
person following these and contrast the things have met. Get visual: ask everyone generate in total. solutions your team has with simple sketches of
prompts (you may you have learned. Explore to draw his or her neigh- come up with. screens on paper. Paste
have already used them areas where you find bor in a minute. Share. the paper mock-up to
when capturing your different opinions and an actual computer
first impressions): contradictions. Begin to screen or mobile phone
look for recurring themes. when demonstrating it.

step Mode Time Needed Time Type step Mode Time Needed Time Type step Mode Time Needed Time Type step Mode Time Needed Time Type step Mode Time Needed Time Type
Prepare Research Reflective ~30-60 min Intermittent Search for Meaning Reflective ~45-90 min Continuous Refine Ideas Reflective ~45-60 mins Continuous Get Feedback Interaction ~30-60 min Continuous Build the Experience Hands-On ~30-45 min Intermittent

Identify Inspiration is the fuel for your ideas.

Plan activities to learn from multiple Define Insights are a concise expression
of what you have learned from your Do a So far, you have (hopefully) been
developing your idea without giving
Facilitate The most important ingredient in a
feedback conversation is honesty:
Identify In order to realize your concept, you
will need various resources and capa-
Sources of peoples perspectives and explore
unfamiliar contexts.
Insights research and inspiration activities.
They are the unexpected information
Reality much thought to the constraints you Feedback people may feel shy about telling you Whats bilities, namely materials, money, time
may face while attempting to realize what they really think of your idea if and people. Specify what exactly it will
Inspiration that makes you sit up and pay atten- Check it. It makes sense to now do a real- Conversa- they know that you are very invested Needed take to make your idea come to life.
tion. Insights allow you to see the
world in a new way and are a catalyst
ity check: look at whats most impor-
tant about your idea and find ways to
tions in it. Create a setting that encourages
an open conversation.
for new ideas. evolve and develop it further.

Team Team Team Team Team

2-3 People 2-3 People 2-4 People 2-4 People 2-4 People

What it gets you 1. imagine interesting 3. Make a list of activities What it gets you 1. select what surprised 3. craft your insights What it gets you 1. Find out what your 2. List constraints Then revisit your list What it gets you 1. invite honesty and 3. stay neutral What it gets you 1. specify materials 3. estimate timeframes
A research plan listing people to meet you want to do Insights that concisely you Experiment with the A first step toward bring- idea really is about Make a list of all the chal- of constraints. Brainstorm Constructive feedback on openness Present all concepts with An overview of what it Make a list of all the mate- Specify the amount of
activities and people you Draw a map of all the Choose which activities communicate your Look across your buckets wording and structure to ing your idea to life. As a team, examine whats lenges and barriers you how you might address your prototype. Introduce your prototype a neutral tone. Dont be takes to realize your idea. rials you will need to build time that youll need to
want to learn from. people involved in your will best help you learn research learnings. and themes and choose best communicate your at the core of your idea: are facing with your idea. some of these challenges. as a sketch that you are defensivelisten to all the your concept. Are these create your concept. Do
topic. Think of character- and get inspired (find the information that you insights. Create short and What to keep in mind what gets you excited What are you missing? For example: how might What to keep in mind working on. Make it clear feedback and take notes What to keep in mind supplies available at your you need time for prepa-
What to keep in mind istics that would make more information about What to keep in mind find most surprising, inter- memorable sentences A reality check might about it? What is the Who would oppose the we raise money to acquire Try to let participants that the development of both of the positive and Your needs may be larger school? Will you need to ration? Does anyone need
Inspiration is found in them interesting to meet. each activity on the It can be a challenge to esting, or worth pursuing. that get to the point. Make seem discouraging, as most important value for idea? What will be most furniture for our common experience your concept, your idea is still in prog- negative comments. than the support you purchase any new assets? to be trained? Do you
places that excite you. As a team, choose who respective method pages): identify relevant pieces What have you learned sure your insights convey you may have to let go your audience? What is difficult to overcome? space? rather than just talking ress, and that you have can receive from your want to use an existing
Dare to plan activities that you want to learn from. Learn from individuals of information. Be patient that had not occurred to the sense of a new per- of some ideas. Focus the real need that this is Put the list up on the wall about it: let them interact not spent much time on 4. Adapt on the fly school. Dont give up. Find 2. calculate funds meeting time differently?
will invigorate the team, Plan how to get in contact Learn from groups and try out various you before? What did you spective or possibility. on the possibility of actu- addressing? so it is visible to the team. 4. evolve your idea with a prototype in their building the prototype or Encourage participants ways to creatively make Money will always be
even if you are not certain with them. Learn from experts versions until you find find most inspiring? What ally building an idea in Discuss how you can own context, or integrate refining the details. to build on the idea, and your concept work within a scarce resource in an 4. identify people
what exactly you may Learn from peers a satisfying set. sparked the most ideas? 4. Get an outside the long term to keep up Capture your thoughts 3. Brainstorm new change your concept them into a roleplay. change your prototype those constraints. Can educational context. Dont Create an overview of
learn from them. 2. Think of extremes observing peers perspective your collective energy. on Post-it Notes or a piece solutions based on your new ideas. 2. Provide multiple right away. Be ready to you involve an extra let this discourage you. people who can help
Consider meeting people Learn from peoples self- Not every insight is 2. reconnect the learnings Invite someone who is not of paper. For example, First, start from the list you How can you address the prototypes eliminate or change parts person to lessen the work- Think about creative realize your idea. What
Remember that at this who represent extremes: documentation entirely new information. to your challenge part of your team to read Consider doing these if your idea is creating created in step one of this need differently? How can Prepare various ver- of the idea. load? What can you do ways to hold a fundraiser. capabilities are you look-
point, you are looking for people that are either Immerse yourself in Often, you will find things Revisit the questions your insights and check check-ins on a regular a teachers lounge with method, describing the you work around the con- sions of your prototype with existing materials? Look into applying for a ing for? Who is invested
inspiration, not validation. completely familiar with context that you knew about that you started out with: whether they resonate basis as you move for- large couches, the real core values of your idea. straints you are facing? to encourage people to grant. Consider opportu- in supporting the con-
Spend more time with and involved in your topic, Seek inspiration in new before, but your research how do your findings with an outside audience. ward with idea develop- value is in allowing teach- Think up other possibili- compare and contrast. Reflect on how your nities to tap into existing cept? Do you need to find
a select group of people or dont have anything places may have given you a relate to your challenge? ment. ers to relax. ties that might satisfy the 5. Archive ideas idea will be sustained budgets. Dont forget to someone to champion the
rather than trying to meet to do with it. Extreme new perspective. Dont Narrow down the infor- needs your idea responds Let go of ideas that feel too over time. Can it scale? explore how to realize idea? Capture your needs
many. It will likely help participants will help you be shy about retelling mation to those insights to. Consider facilitating a difficult to create, or that Will it live on without your idea without any on Post-its. Sort them and
you learn more. understand unarticulated these stories. that are relevant and quick brainstorm to come you are not excited about. your involvement? Build money as a brainstorm identify which capabili-
behaviors, desires, and find new clusters. Be pre- up with more ideas. Keep your Post-its and a foundation for longer- challenge. ties you have inside your
needs of the rest of the In the process of identify- pared to let go of details notes so you can revisit term impact. school, and which youll
population that they feel ing insights, you will prob- that are less important. For example: how them later. have to find externally.
or express more power- ably come up with a lot Try to limit your insights might we create spaces Think about leveraging
fully than others. of ideas. Create an idea to the three to five most for teachers to unwind the larger network and
parking lot and revisit important. between classes? including parents, alumni
them later on. and/or neighbors.

3. Gather Inspiration 6. Frame Opportunities

Discovery | 3.2 DT for Ed | Toolkit iNTerPreTATioN | 6.2 DT for Ed | Toolkit

step Mode Time Needed Time Type step Mode Time Needed Time Type
Gather Inspiration Interaction ~1-2 hours Continuous Frame Opportunities Reflective ~45-90 min Continuous

Learn Spending time with people on their

own allows you to deeply engage with
Make Insights only become valuable when
you can act on them as inspiring
From and learn from them. Guide the con-
versation to gain a rich understanding
Insights opportunities. Turn them into brain-
storm questions, the springboard for
Individuals of their thoughts and behaviors. Actionable your ideas.

Team Team
2-3 People 2-3 People

What it gets you 1. create a trusted 3. capture your immedi- What it gets you 1. Develop how might 2. choose brainstorm
An in-depth insight into atmosphere ate observations Brainstorm questions that For example: we statements questions
individuals needs and Start the conversation on Take lots of quick notes respond to the insights Create generative Select three to five of
motivations. a casual note. Talk about in the voice of the par- you found. How might we create a questions around your these questions for your
a subject that is unrelated ticipants. Write down teachers lounge with insights. Start each state- brainstorm session. Trust
What to keep in mind to your research first to interesting quotes. Do not What to keep in mind large couches? implies ment with How might your gut feeling: choose
Field research activities make the participant feel worry about interpreting Avoid brainstorm ques- the solution is a room we...? or What if? those questions that feel
are an opportunity to comfortable. Be consider- them yet. Try to capture tions that already imply with large couches. as an invitation for exciting and help you
take a new perspective. ate of the space you are in your observations in the a solution. Ask yourself: input, suggestions and think of ideas right away.
Treat your conversation and make sure you have moment. Why do we want to do Why do we want to do exploration. Generate Also, select the questions
partner as an expert. Try the appropriate level of that? This will help you that? surfaces the actual multiple questions for that are most important to
not to make participants privacy. 4. Get continuous reframe your question need of a space for teach- every insight. Write address, even if they feel
feel that you are more feedback more broadly. ers to be able to wind them in plain language, difficult to solve for.
knowledgeable than they 2. Pay attention to the Consider making one or down in between classes. simple and concise.
are, particularly when environment some of your research The brainstorm question
you are speaking with Try to meet in the par- participants members of would then be:
children. ticipants contextin their your team to continuously
classroom, home, office or get their feedback and How might we create
Often, interviews will take workplace. During the ideas. a space for teachers to
an unexpected turn and conversation, keep your unwind between classes?
you will learn something eyes open for whats
you did not expect to hear. around. Ask about objects This expands possible
Go with the flow and let or spaces you find inter- solutions beyond the idea
your participant lead the esting, and try to get a of a room with couches.
conversation. tour of the environment.

Look for contradictions.

What people say and
what they actually do is
often not the same thing.
DT for Ed | Toolkit | p. 8

How might we design a new

teaching module?

How might we adapt the school

schedule to the learning rhythms
Prepare of our students?
Choose a How might we engage students
Challenge more deeply in reading?

A design challenge is the How might we build school-family

starting point of every design
process, and the purpose you partnerships?
will work toward. Here are a

How might we create a space for

few examples you can choose
from, or use as inspiration
to come up with a challenge
that matters for you.
teacher collaboration?

How might we design our classroom

space to be student-centered?

How might we connect more with

our neighborhood community?

How might we engage faculty in

the hiring process?

How might we...?

DT for Ed | Toolkit | p. 9

Professional Development Weekly Meetings. Claim a

Day. Transform a profes- common prep period or an
sional development day into after school meeting for work-
a collaborative design working on a design project. Use
shop. To make the most of the methods in this toolkit to
the day, define a challenge, determine the agenda each

Prepare assemble a team and identify

sources of inspiration ahead
of time. The large amount
week. Meet regularly to build
momentum, and provide
opportunities for individual

Integrate Into of time set aside for a PD day

is ideal for working through
work and reflection on the
days in between.

Your Context
Interpretation, Ideation, and
Experimentation. These are Year-Long Commitment.
intense and productive phases Decide what challenge is
of the process, and will leave appropriate for a year-
Once you have decided the team with tangible ideas long commitment. Consider
Continous which challenge to work on, as evidence of your progress. multiple factors, such as
periods of time you can start to plan your A professional development complexity, scope, peoples
design project. The first, day is also an ideal chance involvement and priority.
Intermittent
intervals of and likely quite challenging, to go out into the world and Then make a project calen-
time task will be to find the time seek inspiration. dar and commit to deadlines
for your endeavor. Try to and goals, as they create a
integrate Design Thinking Summer Workshop. Com- sense of progress. Agree
into the existing structures mit time during a prolonged on regular check-ins to keep
of your schools schedule: break to dive into the design the momentum going. Be
That will make it easier to process. A continuous period intentional about how best to
follow through. Here are a of time allows for a deeper match the flow of the project
few examples: engagement with each to the flow of the school year.
phase. Its an opportunity to
experience the progression
between steps. During the
rest of the year, you can draw
on what you learned during
this time.
DT for Ed | Toolkit | p. 10 You can use the pages of
this toolkit to create a visual
overview of the design
process for your team. Then,
choose the methods you
want to use for each step.

Discovery Interpre- Experimen-

tation Ideation tation Evolution

DEFINE TELL GENERATE mAkE EvALuATE

THE STORIES IDEAS PROTOTyPES LEARNINGS
CHALLENGE

PREPARE search REFINE GET buILD

RESEARCH for IDEAS FEEDbACk THE
meaning ExPERIENCE

2 5 8 10 12
DT for Ed | Toolkit DT for Ed | Toolkit

GATHER FRAmE
INSPIRATION OPPORTuNITIES

3 6
DT for Ed | Toolkit | p. 11 Invite variety: select people
who can contribute from
different angles. Consider Spaces. A dedicated space,
involving an administrator, even if its just a wall, gives
or a teacher you have never the team a physical reminder
worked with. Youll have a of their work. It allows them
better chance of coming up to put up inspiring imagery
with unexpected solutions. or notes from their research

Prepare Assign roles: it helps every-

one navigate the project if
and to be continuously
immersed in their learnings.
Shared visual reminders help

Before You there is a clear understand-

ing of what to contribute
track the progress of the
project and stay focused on

Start
to the team. This is particu- the challenge.
larly helpful when you cant
choose who to work with: To spark new ideas and get
make agreements about unstuck when the work gets
Before you begin, here are which responsibilities people more challenging, consider
a few tips that will help you can take on that brings out changing the space from
make the most out of your their strengths. Who will time to time.
experience. be the coordinator, keep-
ing everything organized?
Who will be the enthusiast,
inspiring the team with big Materials. This process
Teams. The team is stronger dreams? Who is the nagger, is visual, tactile and experi-
than any individualyou making sure things keep ential. You often will create
know this well as a guiding moving forward? Who will an overview thats visible
principle of education. lead the team? for everyone on the team, or
And collaboration is inherent come up with a quick sketch
to Design Thinking: having Allow for alone time: while to explain your idea. Make
a team of people who offer most of this work should be sure you have supplies on
different strengths and done as a team, make sure to hand that make it easy to
perspectives will enable you allow for individual work time. work in that fashion.
to solve complex challenges. Sometimes the best progress
But teamwork isnt always comes from solitary thinking, Most of the methods require
easy. Team dynamics can planning and creating. Post-it Notes, large Post-it
be as limiting as they are pads or a flipchart and felt
empowering. Heres how to markers.
build a great team:
Other supplies that will be
Start small: a team will work useful are:
best if it consists of a core Adhesives
group of two to five indi- Construction paper
viduals. The smaller size will Foam core boards
make it easier to coordinate Markers
schedules and make deci- Scissors
sions. Invite others to join for Digital Cameras
brainstorms, give feedback Video cameras
or help you get unstuck when
its most useful.
DT for Ed | Toolkit

Discovery
Discovery DT for Ed | Toolkit

Discovery builds a solid foundation

for your ideas. Creating meaningful
solutions for students, parents,
teachers, colleagues and adminis-
trators begins with a deep under-
standing for their needs. Discovery
means opening up to new opportu-
nities, and getting inspired to create
new ideas. With the right prepara-
tion, this can be eye-opening and
will give you a good understanding
of your design challenge.
DT for Ed | Toolkit

DEFINE
THE
CHALLENGE

1
Discovery | 1.1 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Define Challenge Reflective ~1-2 hours Continuous

Understand A clearly defined challenge will guide

your questions and help you stay on
the track throughout the process. Spend
time with your team to create a com-
Challenge mon understanding of what you are
working toward.

Team
2-3 People

What it gets you 1. Collect thoughts 3. Frame the challenge 4. Create a visible
A clear design challenge As a team, collect and Based on the thoughts reminder
expressed in one sentence. write down thoughts you have collected, frame Post the challenge in a
about your challenge. the challenge as one place that everyone on
What to keep in mind Start with a broad view: sentence starting with an the team can see, to be
A good challenge is ask yourself why people action verb, such as: cre- reminded of your focus
phrased with a sense of might need, want, or ate, define, or adapt. throughout the process.
possibility. Make it broad engage with your topic.
enough to allow you to Or, phrase the challenge
discover areas of unex- 2. Establish constraints as an engaging and imagi-
pected value, and narrow Make a list of criteria and native question starting
enough to make the topic constraints for the chal- with: How might we...?
manageable. lenge. Does it need to fit or What if?
into a certain timeframe?
Can it be integrated with Keep rewriting your
an existing structure or statement until it feels
initiative? approachable, under-
standable and actionable
to everyone on the team.
Discovery | 1.2 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Define Challenge Hands-On ~20-30 min Intermittent

Define A deep understanding of peoples

motivations and needs is the best
Your foundation for any design solution.
Engage with the broad spectrum of
Audience people who will be touched by what
you design.

Team
2-3 People

What it gets you 1. List immediate 3. Build an overview

A visual overview of all contacts Think about the connec-
the people relevant to With your team, col- tions these people have
your challenge. lect and write down the with your topic. Who are
people or groups that are the fans? Who are the
What to keep in mind directly involved in or skeptics? Who do you
There may be groups reached by your topic. need the most? Create a
of people you will not Are you designing for visual overview of those
engage with in your first parents? Will you need to who you consider to be
attempt at approaching connect with administra- your main audience, as
your challenge that could tors? Use Post-it Notes, opposed to more periph-
be important later on. so you can adapt your eral contacts.
Your overview will be a overview throughout the
reminder not to lose sight conversation. 4. Create a visible
of these opportunities. reminder
2. Think more broadly Keep a map of the people
Add people or groups involved in a visible place
who are peripherally for you to revisit over the
relevant, or are associated course of the project.
with your direct audience.
Discovery | 1.3 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Define Challenge Reflective ~60-90 min Intermittent

Build Several great minds are always stron-

ger when solving a challenge than just
a Team one. Put effort into understanding the
skills and motivations of your collabo-
rators to create a strong team.

Team
2-6 People

What it gets you 1. Share who you are 3. Agree on roles

An agreement on the Spend time as a team get- Define each persons
team members roles. ting to know each other. role. Consider letting
Make this a casual and your team members self-
What to keep in mind friendly experience. Give identify how they want
The various phases of everyone a few minutes to contribute. Keep a
the design process to write down his or her visual reminder of your
require different skills skills, one skill on each conversations by taking
and respond to different Post-it Notethen share notes or photos.
passions. Remember back with the team.
to adjust your team struc- 4. Give feedback
ture over time. 2. Define your individual Revisit the agreement
and team goals about your team structure
Talk about the ambitions on a regular basis. Sup-
of each person on your port each other by giving
team. Continue to write constructive feedback
them down and post them about everyones contri-
on the wall. Find out about butions.
your shared goals. Match
both skills and passions
with what your challenge
requires.
Discovery | 1.4 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Define Challenge Reflective ~30-45 min Intermittent

Share Chances are good that you already

have some knowledge about the topic.
What You Share and document this knowledge,
so you can build on it and are free to
Know focus on discovering what you dont
yet know.

Team
2-6 People

What it gets you 1. Share what you know 2. Define what you dont
An overview of the teams Post the design challenge know
knowledge and its open where everyone can see Write down and share
questions. it. With your team, write what you dont know or
down what you know yet understand about
What to keep in mind about the topic. Use one the challenge. Post these
Keep notes and look back piece of information per questions in a different
on how your point of view Post-it Note. Read your area.
has changed after your notes out loud, and post
field research. them under the design 3. Build on your knowl-
challenge. Ask others for edge and fill in the gaps
feedback and discuss any Group the Post-it Notes
of the assumptions that into themes and use them
come up. to plan your research.
Write down questions you
want to explore.
DT for Ed | Toolkit

PREPARE
RESEARCH

2
Discovery | 2.1 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Prepare Research Hands-On ~45-60 min Continuous

Make a A solid plan will help you make deci-

sions along the way. Set goals and
Plan commit to deadlines in order to keep
moving forward. Make agreements so
everyone on the team can organize
their time effectively.

Team
2-6 People

What it gets you 1. Sketch a calendar

A calendar with agree- Sketch out a large paper
ments on team members calendar that everyone
involvement and set can see. Write down tasks,
timing. meetings and finish dates
on Post-it Notes, then affix
What to keep in mind them to the paper calen-
Be prepared to frequently dar to allow for mobility.
adjust your plan. Often,
new ideas will take you 2. Form agreements
in a different direction As a team, define which
from what you initially times you can best col-
anticipated. The process laborate. Put these dates
of planning is as impor- on everyones calendars.
tant as its result.
3. Create a visual
Consider setting up a reminder
regular, informal get- Keep your paper calendar
together for the team to in a space visible for
share thoughts, ideas everyone to see, or create
and concernsfor exam- a shared online document
ple, a weekly, 30-minute, with access for all team
afternoon-tea. members.
Discovery | 2.2 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Prepare Research Reflective ~30-60 min Intermittent

Identify Inspiration is the fuel for your ideas.

Plan activities to learn from multiple
Sources of peoples perspectives and explore
unfamiliar contexts.
Inspiration

Team
2-3 People

What it gets you 1. Imagine interesting 3. Make a list of activities

A research plan listing people to meet you want to do
activities and people you Draw a map of all the Choose which activities
want to learn from. people involved in your will best help you learn
topic. Think of character- and get inspired (find
What to keep in mind istics that would make more information about
Inspiration is found in them interesting to meet. each activity on the
places that excite you. As a team, choose who respective method pages):
Dare to plan activities that you want to learn from. Learn from individuals
will invigorate the team, Plan how to get in contact Learn from groups
even if you are not certain with them. Learn from experts
what exactly you may Learn from peers
learn from them. 2. Think of extremes observing peers
Consider meeting people Learn from peoples self-
Remember that at this who represent extremes: documentation
point, you are looking for people that are either Immerse yourself in
inspiration, not validation. completely familiar with context
Spend more time with and involved in your topic, Seek inspiration in new
a select group of people or dont have anything places
rather than trying to meet to do with it. Extreme
many. It will likely help participants will help you
you learn more. understand unarticulated
behaviors, desires, and
needs of the rest of the
population that they feel
or express more power-
fully than others.
Discovery | 2.3 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Prepare Research Interaction ~30 min - 2 hours Intermittent

Invite People are often your most valuable

source of inspiration. Imagine spe-
Research cific characteristics of the people you
would like to meet. This will help you
Partici- navigate the process of finding and
pants engaging with interesting individuals.

Team
2-3 People

What it gets you 1. Describe the people 2. Plan the interaction 3. Invite participants
Appointments to meet Try to participate in what you want to meet and logistics Connect with the people
and learn from interesting your research participants Create specific descrip- Think about what exactly you want to meet. Prepare
people. do. Ask them to instruct tions of the people you you want to do with each a script for your initial
you and talk to them about want to engage with. participant. Where do conversations that helps
What to keep in mind the experience of their Picture the characters of you want to meet them? them understand the
When planning your activities in the moment. people you are looking How much time will you purpose of your research.
interviews, consider the for. Do you need to speak spend with them? Is there Dont be afraid to tap into
number of people that will You will learn from every- with a quiet child? Is it an activity you can do your personal networks:
be appropriate to attend. one you meet, even if a very dedicated admin- together to enrich the con- people are generally
Too many interviewers everyone does not exactly istrator you are looking versation? What will you happy to share what they
can make people feel fit the descriptions you for? Could you learn the ask them to show you? know.
uneasy, particularly when have thought up. Focus most from someone who Write down your plans for
adults speak with kids. on finding participants just started their career? all research activities. 4. Track your recruiting
who are articulate and Make sure you also progress
It is very powerful to see comfortable with having cover a variety of gender, Take notes when you
people in their own envi- others at their home or experience, ethnicity, speak with people, so you
ronment, as you can learn workplace. etc. Work as a team and remember the details of
a lot from observation. You build a visual overview each conversation. Create
might detect an object or of your thoughts, using a checklist that helps
a note that triggers a con- a large piece of paper or everyone on your team
versation that otherwise Post-it Notes. keep an overview of the
may never have come up. progress and scheduling.
Discovery | 2.4 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Prepare Research Hands-On ~30-60 min Continuous

Build a Having a good conversation with a

stranger is not always easy. When
Question speaking with research participants,
you have to both build trust and help
Guide them feel comfortable while collecting
relevant information. Carefully prepare
for your conversations in order to man-
age this delicate balance.

Team
2-3 People

What it gets you 1. Identify topics 3. Organize your 4. Build tangible conver-
A question guide for a As a team, brainstorm questions sation starters
valuable research conver- themes you want to learn Organize your ques- It can be helpful to share
sation. about in your conversations using the following early ideas or concepts
tions with research partic- structure: in your conversation,
What to keep in mind ipants. What do you need S tart specific: begin particularly when you are
The most valuable aspect to learn about your chal- with questions your par- working on an abstract
of a question guide is lenge? What are you hop- ticipants are comfortable challenge. You can create
the thought process that ing to understand about answering. a sketch, build a simple
goes into writing it. During peoples motivations and Go broad: ask more cardboard representation
the actual conversation, frustrations? What do you profound questions or describe a scenario
let the person you are want to learn about their about hopes, fears and that your participants
speaking with lead you activities? Is the role they ambitions. can respond to. Your
to what matters to them. play in their network of P robe deep: explore idea does not have to be
Use the question guide importance? Write these your challenge or any realisticit only serves
as a checklist to ensure topics on Post-it Notes or interesting theme you the purpose of gaining a
you have covered every- a flipchart. picked up on during the better understanding of
thingnot as a script for conversation in more your topic.
the conversation. 2. Develop questions depth. Consider prompt-
Formulate questions ing thoughts with what
that explore these topics. if scenarios.
Frame them as open-
ended questions, such as: Then create a question
Tell me about an experi- guide that is very read-
ence... able, so you can glance
What are the best/worst at it quickly during your
parts about? conversation.
Can you help me under-
stand more about?
Encourage people to tell
you their whole story and
avoid yes/no questions.
Discovery | 2.5 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Prepare Research Hands-On ~45-60 mins Intermittent

Prepare Whether you are meeting a group

of students in the cafeteria or travel-
For ing across town to visit a company,
fieldwork activities run smoother
Fieldwork with thoughtful preparation. Assign
responsibilities to team members
ahead of time so everyone knows
what to focus on.

Team
2-3 People

What it gets you 1. Confirm your plans 3. Assign roles

A solid plan for your field- Confirm date, time and Designate one person
work activities. location for your research to lead the conversa-
activities. Agree on logis- tion. Select a second
What to keep in mind tics, including transporta- person who will focus on
It is important to assign tion, with your team. watching participants
roles ahead of time, how- body language and facial
ever, it feels more natural 2. Prepare your expressions. Decide
for all team members to equipment which team member will
engage in the conversa- Make sure to gather mate- take notes, and choose a
tion to some degree. rials for your fieldwork photographer. Remember
ahead of time: to ask permission before
Question guide taking any photos.
Participants contact
details
Team members contact
details
Directions to location
Notepads and pens
Camera (load batteries!)
Mobile phones
Thank you gifts for par-
ticipants (if applicable)
P ost-it Notes, Sharpie
markers
Discovery | 2.6 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Prepare Research Hands-on ~45-60 mins Intermittent

Practice There are many impressions to take

in during a field visit. Use the following
Research research techniques to draw out
interesting stories and keep track of
Techniques whats important.

Team
2-5 People

What it gets you 1. Establish trust with 2. Get the most out of your N otice workarounds
The skills you need to participants interactions and adaptations people
make the most of your Practice creating an atmo- Encourage people to have made to make a
fieldwork. sphere in which people reveal what really mat- system or tool serve their
feel comfortable enough ters to them. needs better, for example:
What to keep in mind to open up. Build on the A sk participants to show lowering the height of
To be well prepared for skills you have developed you the object or space bulletin boards to make
your field visit, experi- in the school context. they are talking about, it easier for children to
ment with your team first: Listen patiently. Do not or suggest to participate read them.
choose a topic and have interrupt, and allow for in their activities. E xplore things that
conversations with each pauses to give partici- H ave participants draw prompt certain behav-
other or various other pants time to think. what they are talking iors, for example: a line
people around you. Try U se non-verbal gestures, about. printed around a track
to find out something you such as eye contact, nod- Keep asking why? in field that causes people
did not yet know using ding, and smiling, to reas- response to consecutive to run within a certain
these techniques. Con- sure participants you are answers. area.
sider doing a workshop engaged and interested
with your team to practice. in what they are saying. 3. Know what to look for 4. Capture what you see
Look for indications that Take lots of notes and pho-
reveal what people care tos of what you see, hear,
aboutand keep in mind, feel, smell and taste dur-
that they may contradict ing a field visit. Capture
themselves. direct quotes. Write down
Look for cues in the your immediate thoughts
things that people sur- without worrying about
round themselves with an interpretation.
or the way they carry
themselves.
DT for Ed | Toolkit

GATHER
INSPIRATION

3
Discovery | 3.1 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Gather Inspiration Hands-On ~30-60 min Intermittent

Immerse With a curious mindset, inspiration

and new perspectives can be found in
Yourself In many places and without much prepa-
ration. Sharpen your skills in observing
Context the world around you.

Team
2-6 People

What it gets you 1. Plan your observations W hat are peoples mov-
Skills for learning from Choose a place where you ing patterns in space?
whats around you. can have an experience
that is relevant to your Prepare a notebook with
What to keep in mind challenge. For example, prompts so you remem-
A firsthand observation if you are looking for ber what to look for.
is great preparation new ideas on arrival and
for your field interviews departure procedures at 2. Explore and take notes
and a team activity that your school, drive up to Try to blend in with every-
does not require much the drop off area, just as one else during your
preparation. parents do, and try to stop, observation. Find a spot
wait and go. thats out of the way.
Approach your observa- Think of certain aspects Take notes and photos.
tion with an open mind of your experience you Capture interesting
and imagine this as the want to capture, such as: quotes. Draw sketches,
first time of you have gone W hat emotions do you plans and layouts.
through this experience. experience (surprises,
Look for details you may frustrations, motivations, 3. Capture what you
have overlooked before. decision making factors), have seen
and why? Immediately after your
Consider the entire jour- What interactions do you observation, take some
ney of your activity. Think observe, and how do they time to capture the things
about the actual start and feel? you found most interest-
end points of this experi- What is the mood of ing, and write them on
ence, even if they are not the room? What is the Post-it Notes so you will
happening in the space lighting like? What is the be able to reorganize
you are in. temperature? How is it them later.
affecting everyone?
Discovery | 3.2 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Gather Inspiration Interaction ~1-2 hours Continuous

Learn Spending time with people on their

own allows you to deeply engage with
From and learn from them. Guide the con-
versation to gain a rich understanding
Individuals of their thoughts and behaviors.

Team
2-3 People

What it gets you 1. Create a trusted 3. Capture your immedi-

An in-depth insight into atmosphere ate observations
individuals needs and Start the conversation on Take lots of quick notes
motivations. a casual note. Talk about in the voice of the par-
a subject that is unrelated ticipants. Write down
What to keep in mind to your research first to interesting quotes. Do not
Field research activities make the participant feel worry about interpreting
are an opportunity to comfortable. Be consider- them yet. Try to capture
take a new perspective. ate of the space you are in your observations in the
Treat your conversation and make sure you have moment.
partner as an expert. Try the appropriate level of
not to make participants privacy. 4. Get continuous
feel that you are more feedback
knowledgeable than they 2. Pay attention to the Consider making one or
are, particularly when environment some of your research
you are speaking with Try to meet in the par- participants members of
children. ticipants contextin their your team to continuously
classroom, home, office or get their feedback and
Often, interviews will take workplace. During the ideas.
an unexpected turn and conversation, keep your
you will learn something eyes open for whats
you did not expect to hear. around. Ask about objects
Go with the flow and let or spaces you find inter-
your participant lead the esting, and try to get a
conversation. tour of the environment.

Look for contradictions.

What people say and
what they actually do is
often not the same thing.
Discovery | 3.3 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Gather Inspiration Interaction ~1-2 hours Continuous

Learn Bringing together groups of people

allows you to observe the interactions
From between them, to recognize com-
munity dynamics and issues, and to
Groups understand their different opinions.
Arrange group sessions and guide
them with a clear intention of what
you want to understand.

Team
2-6 People

What it gets you 1. Choose the participants 3. Set up for a conversa- 6. Get continuous
An understanding of the Consider what you are tional atmosphere feedback
shared motivations and looking for: to make Prepare a space for an Consider setting up a
differing opinions within participants comfortable informal discussion over panel of participants
a group. enough to share details food and drinks. Start t that you engage with
about their passions, he conversation on a throughout your project
What to keep in mind bring together groups of casual note. Talk about a to continuously receive
Group sessions will give like-minded individuals. subject that is unrelated feedback on your ideas.
you a good overview of To find out about indi- to your research first to
a topic. If you are trying viduals opinions, invite make the participants feel
to gain a deeper under- people with contradict- comfortable.
standing of peoples moti- ing opinions to stimulate
vations, however, choose discussions. 4. Listen to the groups
an individual interview. conversations
2. Plan an agenda with Encourage conversations
Particularly when work- activities between participants and
ing with kids, group Think carefully about consider dividing people
interviews can be a great what you want to achieve into smaller groups to
format to help them feel within the session. better facilitate these
comfortable with an adult Consider involving discussions.
team. the participants in practi-
cal activities. Draft an 5. Capture your immedi-
Facilitating a group ses- agenda. Assign facilita- ate observations
sion and observing partic- tors responsibilities. Take lots of quick notes
ipants interactions at the Prepare materials. in the participants voices.
same time is challenging. Write down interesting
Make sure enough people quotes. Do not worry
on your team can focus about interpreting them
on the observation itself. yet. Try to capture
your observations in the
moment.
Discovery | 3.4 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Gather Inspiration Interaction ~1-2 hours Continuous

Learn Experts can provide in-depth informa-

tion about a topic and can be espe-
From cially helpful when you need to learn a
large amount of information in a short
Experts amount of time.

Team
2-3 People

What it gets you 1. Choose the participants

Access to in-depth Choose experts based
knowledge in a certain on your objective: are
area of expertise. you looking to learn
about their field of study?
What to keep in mind Would you like someones
Find the balance between opinion on your topic
using experts to get a who has rich knowledge
good understanding of of its context?
the current situation
and preserving space to 2. Set up for a productive
think beyond the existing conversation
models. Carefully plan how you
want the conversation to
Experts may overstate flow. Consider asking the
their expertise or develop expert to actively help you
their own assumptions. work on an early concept.
Make sure to also learn
from direct interactions
with research participants.
Discovery | 3.5 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Gather Inspiration Interaction ~1-2 hours Intermittent

Learn There is a level of understanding

between peers that you cant imme-
From Peers diately get as an outside observer.
Make select participants part of your
Observing research team. Ask them to speak
Peers with and observe their peers.

Team
2-3 People

What it gets you 1. Select your research 3. Guide their research

Access to opinions that partners Together with your new
would likely not be shared Choose people that are team members, define
with you directly. trusted and respected what you are trying to
amongst their peers as learn about, and think of
What to keep in mind well as articulate and activities to source and
This method is particu- excited to participate. record this information.
larly helpful when you are Invite them to become
trying learn about a group part of your research 4. Meet frequently
that you are not part of. It team. Create regular interac-
can help you learn about tions with your research
children: they will share 2. Decide on compensation team and integrate them
very different information Decide how you will in a structured way.
with each other than with thank your research
an adult. partners, and prepare
accordingly.
Be careful to not create
the impression of your
researchers spying
on their peers. Ask them
to be transparent and
only share what their
peers are comfortable
with. Consider inviting
the entire group to share
each others stories
and make it a fun activity
for everyone.
Discovery | 3.6 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Gather Inspiration Interaction ~1-2 hours Intermittent

Learn From Asking participants to record their

own experiences allows you to learn
Peoples about them over an extended period
of time. Guide participants to capture
Self-Docu- and share their thoughts, decisions
mentation and emotions.

Team
2-3 People

What it gets you 1. Plan the documen- 3. Review with

Insight into peoples expe- tation activities participants
riences over an extended Decide what you would Look at the materials
period of time. like people to document: together with participants
feelings, activities, behav- after their documentation
What to keep in mind iors? Choose the best phase. Ask them not
Often teenagers and mode for collecting that just what the things are
young people find self- information: photographs, that they documented,
documentary exercises diaries, voice recordings, but also why they chose
less intimidating than videos? these details and how
adults and enjoy express- they felt about them.
ing themselves in new 2. Invite and instruct
ways. participants
Give participants tools
Make the documentation and instructions to
as simple as possible document themselves for
for participants. Consider several days or weeks.
using online tools that Explicitly explain why
enable recording impres- and how to record their
sions in the moment. activities. Clarify what
The easier it is to self- you are looking for.
document, the more likely
it is that participants will
complete the exercise.

Consider showing
examples of how other
people have done self-
documentation, or spend
time with participants
to explain how to capture
information.
Discovery | 3.7 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Gather Inspiration Hands-On ~20-90 min Intermittent

Seek Looking for inspiration in a differ-

ent context outside of the education
Inspiration world opens the mind and can help you
find a fresh perspective. Dare to go
In New out of your comfort zone and explore.
Places

Team
2-3 People

What it gets you 1. Think of analogies 2. Make arrangements

A new perspective on the that connect with your for your activities
challenge you work on, challenge Plan the logistics of your
inspiration and energy. With your team, list all activities. Connect with
the activities, emotions, the people you want
What to keep in mind and behaviors that make to visit and explain the
Explore with an open up the experience of purpose of your search
mind, even if you do not your challenge. Next to for inspiration.
immediately understand each of these areas, write
how to apply your experi- down other situations 3. Absorb the experience
ences. After you return, where in similar experi- During your visit, first
spend time relating what ences occur. As a team, observe peoples activities
you found interesting to select the scenarios and their environments.
the challenge you are that you would like to Then, when appropriate,
working on. observe. For example, ask questions about what
if you are looking to you have noticed.
As the number of places re-envision arrival and
you have visited grows, departure procedures
keep a running list of at your school, consider
your favorite destinations observing the lobby of a
and notes on why they busy yet elegant hotel.
stand out to share with
your colleagues. A steady
stream of inspiration is
a great way to continu-
ously rethink and evolve
your ideas.
DT for Ed | Toolkit

Interpre-
tation
interpretation DT for Ed | Toolkit

Interpretation transforms your

stories into meaningful insights.
Observations, field visits, or just
a simple conversation can be great
inspirationbut finding meaning
in that and turning it into actionable
opportunities for design is not an
easy task. It involves storytelling,
as well as sorting and condensing
thoughts until youve found a
compelling point of view and clear
direction for ideation.
interpretation DT for Ed | Toolkit Throughout the Interpreta-
tion phase, your perspective
will evolve and change. As
you gain a clearer under-
standing of what your obser-
vations mean, you can relate
them to your challenge and
use them as inspiration. This

The Evolution part of the process can be

confusing. Use the examples
below to navigate the devel-

of Your Notes opment of your notes from

early thoughts to ideas.

Learnings Themes Insights How Might Wes Ideas

Learnings are the recol- Themes are created after Insights are a succinct How might we questions Ideas are generated
lections of what stood you have organized your expression of what you are the starting point during a brainstorm
out during a conversa- stories from field research have learned from your for a brainstorm session. session. They can be very
tion or observation: into categories. They are field research activities. They are written in direct practical and simple or
direct quotes, anecdotes, the headlines for clusters They always offer a new response to an insight. wild and crazyjudgment
notes on sounds, smells, of similar learnings. perspective, even if they These questions feel opti- is deferred, as the goal is
textures, colors, etc. They are not new discoveries. mistic and exciting and to come up with as many
are communicated in full They are inspiring and help you think of ideas ideas as possible. Ideas
sentences to capture the relevant to your challenge. right away. are best communicated
story. with quick sketches.
DT for Ed | Toolkit

tell
stories

4
interpretation | 4.1 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Tell Stories Reflective ~20-30 min Continuous

Capture When you step out of an observation,

its easy to feel overwhelmed by the
Your amount of information you have taken
in. Use the half hour immediately after
Learnings the session to start capturing what
you have learned.

Team
2-3 People

What it gets you 1. Find a space and time To cover the most impor- 3. Document your
An authentic recollection Plan extra time so that tant topics, consider using thoughts
of your learnings from the you can share your these prompts: Capture your observa-
research activities. thoughts and impressions P ersonal details: who did tions in a notebook or on
right after your observa- you meet (profession, age, Post-it Notes. Writing them
What to keep in mind tion. This may often location, etc)? on Post-it Notes will make
Getting into the habit of happen in a coffee shop I nteresting stories: what them easier to reorganize
capturing highlights while or while in transit. was the most memorable them later. Illustrate your
everything is still fresh and surprising story? thoughts with drawings.
will make it a lot easier 2. Share your impres- Motivations: what did this
to connect and process sions participant care about
your learnings later on. With your team, share the most? What motivates
the things you found him/her?
most interesting. Do not F rustrations: what frus-
worry about interpreting trated him/her?
these stories yet. Listen Interactions: what was
to each others recollec- interesting about the way
tions of the observation. he/she interacted with
Compare experiences his/her environment?
and impressions. Remaining Questions:
what questions would
you like to explore in your
next conversation?
interpretation | 4.2 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Tell Stories Hands-On ~30-60 min Continuous

Share Share what you learned from your

research as stories, not just general
Inspiring statements. This will create common
knowledge that your team can use to
Stories imagine opportunities and ideas.

Team
2-6 People

What it gets you 1. Set up a space Personal details: who 4. Capture the informa-
A shared understanding Plan your storytelling did you meet? (profes- tion in small pieces
of all the stories your team session in a room with sion, age, location etc) Write down notes and
collected. plenty of wall space. Interesting stories: what observations on Post-it
Distribute Post-it Notes was the most memorable Notes while listening
What to keep in mind and markers. Have a flip and surprising story? to a story. Use concise
Tell stories person by chart pad or large sheets Motivations: what did this and complete sentences
person, one at a time. of paper nearby, as well participant care about that everyone on your
as tape to attach these the most? What motivates team can easily under-
Use vivid details and sheets to the wall. him/her? stand. Capture quotes
describe your immediate Barriers: what frustrated they are a powerful way
experiences. This is not 2. Take turns him/her? of representing the voice
the time to generalize or Describe the individuals Interactions: what was of a participant.
judge. you met and the places interesting about the way
you visited. Be specific he/she interacted with 5. Surround yourself
and talk about what actu- his/her environment? with stories
ally happened. Revisit Remaining Questions: Write large enough so that
the notes you took right what questions would everyone can read your
after your observation. you like to explore in your notes. Put all Post-its up on
Print out your photos next conversation? the wall on large sheets of
and use them to illustrate paper. Use one sheet per
your stories. 3. Actively listen story, so you have an over-
While you are listening view of all your experi-
Tell the story of each to each other, compare ences and the people you
person following these and contrast the things have met.
prompts (you may you have learned. Explore
have already used them areas where you find
when capturing your different opinions and
first impressions): contradictions. Begin to
look for recurring themes.
DT for Ed | Toolkit

search
for
meaning

5
interpretation | 5.1 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Search for Meaning Reflective ~45-90 min Continuous

Find After having collected and shared

stories from your fieldwork, begin to
Themes make sense of all that information and
inspiration. This part of the process
can take some time. A good first step
is to identify themes.

Team
2-5 People

What it gets you 1. Cluster related 2. Find headlines

An overview of the larger information Name the clusters you
themes that you found in Group findings from your have defined, e.g., lack of
your research. field research into catego- space. Continue to sort
ries or buckets. You can and rearrange the infor-
What to keep in mind start by having every team mation until you feel you
Clustering can become member choose three have picked the interest-
difficult when there are Post-its they find most ing bits out.
many people involved. interesting. Place each of
Consider splitting into them on a large sheet of 3. Turn headlines into
smaller groups, or have paper and begin to look statements
a few people work on for more evidence of the Have a closer look at your
the themes first and then same theme. What did themes and the stories
present back and discuss. many people mention? that support them, and
Did someone else say the express them in a mean-
opposite? Are there behav- ingful way, e.g., There is a
iors you saw repeatedly? lack of space for teachers
Which issues were obvi- to do their work. Write a
ous? Rearrange the Post-its full sentence. Use a new
into these new buckets. Post-it and label your clus-
ter with that statement.
interpretation | 5.2 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Search for Meaning Reflective ~45-90 min Continuous

Make Sense Once you have created themes as

an overview of your research findings,
of Findings begin to take a closer look at what
they mean. Sort and analyze them
until they help you build a clear point
of view.

Team
2-5 People

What it gets you 1. Look for links 2. Dig deeper 3. Get input from the
An understanding of what between themes With your team, take outside
your learnings from the Take a closer look at your a step back and discuss Explain the themes to
research really mean. themes and find overlaps, what you have discov- someone who is not part
patterns and tensions ered. Are there themes of your team. Learn from
What to keep in mind as they relate to each that you have different their feedback and try
This part of the process other. Can you group opinions about? What alternative ways of orga-
can feel uncomfortable, several related themes in are you most excited nizing the information.
as you must repeatedly larger categories? What about? Can you begin
question what you have contra-dictions do you to see the relevance of 4. Be prepared to let go
learned in order to get find? What feels surpris- your challenge? Leave behind stories that
to the actual meaning ing and why? dont seem important.
of your findings. Getting Regroup the information Clean up your space and
through this period of Continue to move around and add new versions of only keep the information
ambivalence, however, your Post-it Notes and your headlines until they you are still using.
will give you clear direc- sheets. Make sure to group feel strong. For example,
tion and purpose for the supporting stories with you might group the
next steps. more abstract themes. themes there is a lack
of space for teachers to
Make sure to work as a do their work and tthe
team. Engage everyone faculty room does not
actively in this phase encourage collaboration
so you can benefit from together as there is little
different opinions and consideration for teachers
observations. spatial needs.

Allow for different work

styles and plan for both
individual time and team
time during this part of
the process.
interpretation | 5.3 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Search for Meaning Reflective ~45-90 min Continuous

Define Insights are a concise expression

of what you have learned from your
Insights research and inspiration activities.
They are the unexpected information
that makes you sit up and pay atten-
tion. Insights allow you to see the
world in a new way and are a catalyst
for new ideas.

Team
2-3 People

What it gets you 1. Select what surprised 3. Craft your insights

Insights that concisely you Experiment with the
communicate your Look across your buckets wording and structure to
research learnings. and themes and choose best communicate your
the information that you insights. Create short and
What to keep in mind find most surprising, inter- memorable sentences
It can be a challenge to esting, or worth pursuing. that get to the point. Make
identify relevant pieces What have you learned sure your insights convey
of information. Be patient that had not occurred to the sense of a new per-
and try out various you before? What did you spective or possibility.
versions until you find find most inspiring? What
a satisfying set. sparked the most ideas? 4. Get an outside
perspective
Not every insight is 2. Reconnect the learnings Invite someone who is not
entirely new information. to your challenge part of your team to read
Often, you will find things Revisit the questions your insights and check
that you knew about that you started out with: whether they resonate
before, but your research how do your findings with an outside audience.
may have given you a relate to your challenge?
new perspective. Dont Narrow down the infor-
be shy about retelling mation to those insights
these stories. that are relevant and
find new clusters. Be pre-
In the process of identify- pared to let go of details
ing insights, you will prob- that are less important.
ably come up with a lot Try to limit your insights
of ideas. Create an idea to the three to five most
parking lot and revisit important.
them later on.
DT for Ed | Toolkit

frame
opportunities

6
interpretation | 6.1 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Frame Opportunities Hands-On ~45-90 min Intermittent

Create a Just as you use visuals in the class-

room to make complex information
Visual more accessible, illustrations, dia-
grams and frameworks are great tools
Reminder to communicate your insights.

Team
2-3 People

What it gets you 1. Experiment with Journey map 2. Test your framework
A visual representation various visualizations Share your visualizations
of your insights. Try to express your learn- with someone who is
ings through different not part of your team and
What to keep in mind frameworks. Here are a Venn diagram get an outsiders point
Not every set of insights few examples: of view as to whether they
needs to be represented Journeys are great for make sense.
as frameworks or visuals looking at an experience
use them only if they over time. You can map
make it easier to commu- peoples moods, experi-
nicate your message. ences or needs.
Venn diagrams help you
express a few important
themes and the relation- Two-by-two
ships between them.
T wo-by-twos help empha-
size tensions and create
different categories.
Maps help visually
explain relationships.

Relationship map
interpretation | 6.2 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Frame Opportunities Reflective ~45-90 min Continuous

Make Insights only become valuable when

you can act on them as inspiring
Insights opportunities. Turn them into brain-
storm questions, the springboard for
Actionable your ideas.

Team
2-3 People

What it gets you 1. Develop how might 2. Choose brainstorm

Brainstorm questions that For example: we statements questions
respond to the insights Create generative Select three to five of
you found. How might we create a questions around your these questions for your
teachers lounge with insights. Start each state- brainstorm session. Trust
What to keep in mind large couches? implies ment with How might your gut feeling: choose
Avoid brainstorm ques- the solution is a room we...? or What if? those questions that feel
tions that already imply with large couches. as an invitation for exciting and help you
a solution. Ask yourself: input, suggestions and think of ideas right away.
Why do we want to do Why do we want to do exploration. Generate Also, select the questions
that? This will help you that? surfaces the actual multiple questions for that are most important to
reframe your question need of a space for teach- every insight. Write address, even if they feel
more broadly. ers to be able to wind them in plain language, difficult to solve for.
down in between classes. simple and concise.
The brainstorm question
would then be:

How might we create

a space for teachers to
unwind between classes?

This expands possible

solutions beyond the idea
of a room with couches.
DT for Ed | Toolkit

Ideation
ideation DT for Ed | Toolkit

Ideation means generating lots

of ideas. Brainstorming encourages
you to think expansively and
without constraints. Its often the
wild ideas that spark visionary
thoughts. With careful preparation
and a clear set of rules, a brain-
storm session can yield hundreds
of fresh ideas.
ideation DT for Ed | Toolkit

Defer judgement. There are no bad

ideas at this point. There will be plenty
of time to narrow them down later.

Encourage wild ideas. Even if an idea

Brain- doesnt seem realistic, it may spark a
storming great idea for someone else.

Rules Build on the ideas of others.

Think and rather than but.
These seven rules will make
your brainstorming session
focused, effective and fun. Stay focused on topic. To get more
Introduce them at the start of
every brainstorm, even if they
out of your session, keep your brain-
merely serve as a reminder storm question in sight.
for experience participants.

One conversation at a time. All ideas

need to be heard, so that they may be
built upon.

Be visual. Draw your ideas, as

opposed to just writing them down.
Stick figures and simple sketches
can say more than many words.

Go for quantity. Set an outrageous

goalthen surpass it. The best way
to find one good idea is to come up
with lots of ideas.
DT for Ed | Toolkit

generate
ideas

7
ideation | 7.1 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Generate Ideas Hands-on ~20-45 min Intermittent

Prepare Brainstorming may often be thought

of as wild and unstructured, but it in
for Brain- fact is a focused activity that involves
a lot of discipline. Take the time to
storming set up appropriately in order to get the
most out of your session.

Team
1-2 People

What it gets you 1. Start with a well- 4. Invite a diverse group

The setup for a dynamic defined topic of people
brainstorming session. Think about what you Consider involving people
want to get out of the who are not part of your
What to keep in mind session. Select several team, as theyll have a
When you make brain- focused brainstorm fresh perspective. Include
storming part of another questions. six to eight people.
activity, lesson or meeting,
remember that generating 2. Choose an appropriate 5. Plan for 45-60 minutes
ideas is a mode that par- space Keep brainstorming
ticipants need a little time Reserve a room with suf- sessions to an hour at
to get into. Create the time ficient wall space, where most, to maintain focus
and space for a transition participants can comfort- and energy.
into that mindset. ably get up from their
chairs and move around.

3. Provide tools to capture

ideas
Gather materials like
Post-it Notes, markers,
paper and snacks:
dont underestimate
the power of sugar in a
brainstorming session.
ideation | 7.2 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Generate Ideas Hands-on ~45-60 mins Continuous

Facilitate Brainstorming is a great activity

to generate fresh thoughts and new
Brain- energy. Create a safe and positive
atmosphere for your brainstorm so
storming the team can come up with all kinds
of wild ideas.

Team
6-8 People

What it gets you 1. Select a facilitator 4. Equip everyone for 6. Move one by one
A lot of fresh, new ideas. Decide on a person to participation Post the question you are
lead the group through Gather your team near brainstorming about on
What to keep in mind the activity. Familiarize a wall or flipchart. Give the wall so everyone can
Brainstorming is a fast yourself with brainstorm- everyone a Post-it Pad see it. Ask participants to
and dynamic activity. ing protocol. and a marker. Encourage take a few minutes and
Have your team stand up people to draw and be write down their first
and encourage people 2. Present your topic visual. Remind them to ideas before starting as a
to speak up and keep it Briefly ntroduce the chal- write in large letters and group. Then facilitate the
short: only take a few sec- lenge you are working on. to note only one idea per brainstorm and capture
onds to explain an idea. Share some of the exciting Post-it. each individual idea.
stories from your Discov-
ery phase. 5. Start with a warm-up 7. Keep the energy high
Choose a fun, easy or Provide encouragement
3. Introduce the rules of even unrelated activity or alternative topics if the
brainstorming to get people in the right flow of ideas slows down.
Explain each rule and mood: Switch to a new brain-
its purpose to set the W arm-up brainstorm: storm question every
right tone for the activity. how might we find a fifteen to twenty minutes.
You can find an over- needle in a haystack? Throw out some wild
view of brainstorming N ever could we ever: ideas yourself. Remind
rules in the beginning brainstorm things you your team of the rules if
of this section. could never do at your needed. Set a goal for how
school. many ideas you want to
G et visual: ask everyone generate in total.
to draw his or her neigh-
bor in a minute. Share.
ideation | 7.3 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Refine Ideas Hands-On ~10-20 min Continuous

Select It is the passion and energy of a team

that makes the development of an
Promising idea successful. To get a sense of
which brainstorming ideas generate
Ideas excitement, let everyone on the team
vote on their favorites while they are
still fresh in their minds.

Team
6-8 People

What it gets you 1. Cluster the ideas 3. Discuss the results

A selection of ideas that Spend a few minutes Count the votes and deter-
the whole team is excited immediately after a brain- mine the most popular
about taking forward. storming session grouping ideas. As a team, take the
together similar ideas. most promising ideas
What to keep in mind and decide which ones to
Dont spend too much time 2. Vote for favorite ideas develop further. Be realis-
trying to identify the best Ask the brainstorm partic about the number you
thing to do. Trust your gut ticipants to each select an can pursueaim for three
feelingas long as there is idea that is their personal ideas to start with.
excitement about an idea, favorite, the one they
it will be a good basis to want to work on, or the
work from. one they believe is most
promising. Give every-
Dare to leave behind one a limited number of
some ideas at this point. choices. Let people decide
You can always come in silence first, so that they
back to your larger pool are not swayed by others
of brainstorm ideas opinions. Vote directly on
and try out a new one the brainstorm Post-its,
if your first choice does either using sticky dots or
not lead to success. simply drawing a dot.
ideation | 7.4 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Refine Ideas Hands-On ~30-60 min Intermittent

Build to Prototypes are a great tool to

learn more about an idea: building
Think even a simple representation of
an idea makes you think through
a lot of details. Prototype early to
decide whether you want to take
an idea further.

Team
2-8 People

What it gets you 1. Pick an idea 3. Share back

A first, tangible expres- Right after your brain- Present your ideas to each
sion of your idea. storming session, form other. Ask the other group
several groups of two to members for feedback
What to keep in mind four people and pick ideas about their favorite parts
Seeing an idea come to to prototype. Provide the of your prototype as well
life, even in a very basic teams with basic materi- as aspects where they see
form, injects enthusiasm als, such as paper, mark- room for improvement.
and energy into a teams ers, scissors and glue.
work. It is an opportunity
to experiment and have 2. Build a prototype
fun while learning about In twenty minutes, create
your idea. a simple expression of
your idea. Draw from
the various prototyping
options in Create a Proto-
type, build a quick paper
model, do a role-play, or
draw a storyboard. Keep
it simple and only focus
on the most important
aspects of your idea.
DT for Ed | Toolkit

refine
ideas

8
ideation | 8.1 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Refine Ideas Reflective ~45-60 mins Continuous

Do a So far, you have (hopefully) been

developing your idea without giving
Reality much thought to the constraints you
may face while attempting to realize
Check it. It makes sense to now do a real-
ity check: look at whats most impor-
tant about your idea and find ways to
evolve and develop it further.

Team
2-4 People

What it gets you 1. Find out what your 2. List constraints Then revisit your list
A first step toward bring- idea really is about Make a list of all the chal- of constraints. Brainstorm
ing your idea to life. As a team, examine whats lenges and barriers you how you might address
at the core of your idea: are facing with your idea. some of these challenges.
What to keep in mind what gets you excited What are you missing? For example: how might
A reality check might about it? What is the Who would oppose the we raise money to acquire
seem discouraging, as most important value for idea? What will be most furniture for our common
you may have to let go your audience? What is difficult to overcome? space?
of some ideas. Focus the real need that this is Put the list up on the wall
on the possibility of actu- addressing? so it is visible to the team. 4. Evolve your idea
ally building an idea in Discuss how you can
the long term to keep up Capture your thoughts 3. Brainstorm new change your concept
your collective energy. on Post-it Notes or a piece solutions based on your new ideas.
of paper. For example, First, start from the list you How can you address the
Consider doing these if your idea is creating created in step one of this need differently? How can
check-ins on a regular a teachers lounge with method, describing the you work around the con-
basis as you move for- large couches, the real core values of your idea. straints you are facing?
ward with idea develop- value is in allowing teach- Think up other possibili-
ment. ers to relax. ties that might satisfy the 5. Archive ideas
needs your idea responds Let go of ideas that feel too
to. Consider facilitating a difficult to create, or that
quick brainstorm to come you are not excited about.
up with more ideas. Keep your Post-its and
notes so you can revisit
For example: how them later.
might we create spaces
for teachers to unwind
between classes?
ideation | 8.2 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Refine Ideas Hands-on ~30-60 min Intermittent

Describe Once an idea has started to evolve,

you may find it helpful to capture your
Your Idea thoughts in a more structured format.
Create a concept description. Con-
sider it a repository for thoughts and
questions rather than a finished piece.

Team
2-3 People

What it gets you 1. Capture your thoughts 2. Evolve your summary

A description of your idea With your team, use a Change and adjust your
that summarizes all of its large sheet of paper to concept description
important aspects. summarize your idea. Use continuously as you pro-
the following structure totype and iterate your
What to keep in mind to describe its most impor- idea. Keep it in a place
While you may find your- tant aspects: that is visible to all team
self creating an extensive Choose a title for your members.
collection of thoughts or idea
questions in the first place, Summarize your idea in a
your concept description single sentence
will become stronger as Describe how your idea
you simplify it to a concise would work
summary. Name the people it
involves, both to build as
well as to use it
Explain the needs and
opportunities identified
through field research
Illustrate the value and
benefit for each person
involved
List questions and chal-
lenges
DT for Ed | Toolkit

Experimen-
tation
experimentation DT for Ed | Toolkit

Experimentation brings your ideas

to life. Building prototypes means
making ideas tangible, learning
while building them and sharing
them with other people. Even with
early and rough prototypes, you
can receive a direct response and
learn how to further improve and
refine an idea.
DT for Ed | Toolkit

make
prototypes

9
experiment. | 9.1 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Make Prototypes Hands-On ~45-90 min Intermittent

Create a Prototypes enable you to share your

idea with other people and discuss
Prototype how to further refine it. You can proto-
type just about anything. Choose
the form that suits your idea best from
the list below.

Team
2-4 People

What it gets you Create a storyboard Create a story Create a model

A tangible representation Keep a parking lot for Visualize the complete Tell the story of your idea Put together simple
of your idea that you can questions that come up experience of your idea from the future. Describe three-dimensional rep-
share and learn from. while you build proto- over time through a what the experience resentations of your idea.
types. Revisit and answer series of images, sketches, would be like. Write a Use paper, cardboard,
What to keep in mind them as you develop your cartoons or even just text newspaper article report- pipe cleaners, fabric and
Prototyping is not about idea further. blocks. Stick figures are ing about your idea. Write whatever else you can
getting it right the first greatyou dont need a job description. Create a find. Keep it rough and
time: the best prototypes Capture the evolution of to be an artist. Use Post-it letter to be sent to parents. at a low fidelity to a start,
change significantly your prototype over time Notes or individual sheets Describe your idea as if and evolve the resolution
over time. Give yourself as you make changes and of paper to create the it were published on the over time.
permission to try, and fail, increase its resolution. storyboard so you can school website.
and try again. rearrange their order. Create a role-play
Create an ad Act out the experience
Sometimes your worst Create a diagram Create a fake advertise- of your idea. Try on the
ideas teach you the most. Map out the structure, ment that promotes the roles of the people that
Prototyping them may network, journey or best parts of your idea. are part of the situation
lead to new inspiration. process of your idea. Try Have fun with it, and feel and uncover questions
different versions of your free to exaggerate shame- they might ask.
Challenge yourself to visualization. lessly.
come up with at least
three different versions of Create a mock-up
your idea to test multiple Build mock-ups of digital
aspects of the possible tools and websites
solutions your team has with simple sketches of
come up with. screens on paper. Paste
the paper mock-up to
an actual computer
screen or mobile phone
when demonstrating it.
DT for Ed | Toolkit

get
feedback

10
experiment. | 10.1 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Get Feedback Hands-On ~30-60 min Intermittent

Make a Feedback is one of the most valuable

tools in developing an idea. Sharing
Test Plan prototypes helps you see what really
matters to people and which aspects
need improvement. Make a solid test
plan to elicit responses that help you
learn how to build on your idea.

Team
2-4 People

What it gets you 1. Define what to test 2. Build a prototype

A prototype and goal to With your team, evalu- to share
receive specific feedback ate your prototype and Create prototypes that
on your idea. determine what kind of communicate a main
feedback you are look- idea and highlight the
What to keep in mind ing for: what is the most aspects you want feed-
Dont invest too much time important question you back on. Prepare various
in perfecting your feed- want to ask? Do you want versions that emphasize
back prototypes. They are to get feedback on the first different facets of your
meant to start a conversa- impression of your idea? idea to find out what reso-
tion about how to change Are you trying to learn nates with people.
and improve them, not to whether people would
prove that they are right. participate in a new activ-
ity you designed? Are you
wondering whether peo-
ple will change behaviors
over time because of your
concept? Capture your
thoughts and create a list
that will remind you of the
goals of your research.
experiment. | 10.2 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Get Feedback Hands-On ~20-30 min Intermittent

Identify Its often eye-opening to see a proto-

type in context. Choose where and
Sources for how you want to receive feedback on
your idea, depending on the resolution
Feedback of its development.

Team
2-4 People

What it gets you 1. Consider the setting 2. Define feedback

A plan for your feedback Decide what context you activities
activities. want to share your idea in. Based on what you are
Is it helpful to first show a trying to learn, carefully
Keep in mind rough idea in an informal plan your feedback
The direct interaction setting you are familiar activities. Arrange for
with a feedback par- with? Will you learn the a conversation if you
ticipant in a conversation most from seeing your are interested in a first
enables you to ask ques- prototype in the context impression. Set up an
tions immediately, and it will be used in? Can activity or service as if it
to test changes to your you let people experience were real if you want to
prototype on the spot. your prototype without observe peoples actual
This is particularly help- further explanation in behaviors. Consider
ful when you are trying various places? letting people use a proto-
to move fast. type over a period of
time if you are interested
The responses you in its longer-term impact.
receive from participants
using your prototype Revisit the following
and self-documenting research activities (find
their experience over more information on their
a period of time can respective method pages):
help you understand the Learn from individuals
longer-term impact of Learn from groups
your concept. Learn from experts
Learn from peers observ-
ing peers
Learn from peoples self-
documentation
experiment. | 10.3 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Get Feedback Hands-on ~30-60 min Intermittent

Invite People who have continuously seen

the development of your idea can pro-
Feedback vide detailed feedback, while those
new to the concept can help you
Partici- understand which aspects are most
pants appealing and/or difficult. Consider
which perspectives are most impor-
tant to evolve your idea.

Team
2-4 People

What it gets you 1. Decide on who to 3. Invite participants

Activities and appoint- involve Reconnect with partici-
ments to get feedback on Create a list of people pants you met earlier in
your prototype. you want to engage in the the process. They are
feedback process. Revisit generally excited to see
What to keep in mind the overview of your the progress of your idea
Feedback is helpful even audience. Discuss whom development. Identify
if your idea is still rough. you will learn the most new participants within
Its easier to informally from. Include people you and outside of your
share early prototypes have met during your field network.
with friends and col- research as well as new
leagues first, before set- participants. 4. Track your recruiting
ting up feedback sessions. progress
2. Plan the interaction Create an overview that
Dont be afraid of the and logistics helps everyone on your
skeptics: often, you will Determine a meeting team keep track of the
learn the most from your place and timeframe activities, progress and
worst critic. for your feedback ses- scheduling.
sions. Consider asking
participants to use your
prototype ahead of meet-
ing you.
experiment. | 10.4 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Get Feedback Hands-On ~30-60 min Continuous

Build a A good feedback conversation is

a mix of spontaneous reactions to
Question your prototype as well as structured
questions designed to compare
Guide various peoples opinions about the
same topic. Prepare a question guide
that helps you navigate both sides.

Team
2-4 People

What it gets you 1. Choose open questions 3. Arrange your question

A guide to getting the Revisit questions that guide
most out of your feedback came up during the Organize your questions
conversations. development of your idea. according to the following
Pick those that you want structure:
What to keep in mind to include in feedback Start with general
Create the sense of a sessions. With your team, impressions. Let the
collaborative work discuss other areas to participants share their
session to build on and explore. initial thoughts about
develop your prototype, your concept.
rather than a critique. 2. Frame questions to Ask for specific feedback
Avoid yes/no questions encourage build about your idea.
and invite people to think Formulate your questions Open up the discussion
of improvements. so that they lead to con- and encourage a broader
structive feedback and conversation.
encourage participants to
build on your idea, such Create a readable format
as: of the question guide,
Can you describe what so you can glance at
excites you the most it quickly during your
about this idea, and conversation. Be mindful
why? of the timing of your con-
If you could change one versation.
thing about this proto-
type, what would it be?
What would you like to
improve about this idea?
experiment. | 10.5 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Get Feedback Interaction ~30-60 min Continuous

Facilitate The most important ingredient in a

feedback conversation is honesty:
Feedback people may feel shy about telling you
what they really think of your idea if
Conversa- they know that you are very invested
tions in it. Create a setting that encourages
an open conversation.

Team
2-4 People

What it gets you 1. Invite honesty and 3. Stay neutral

Constructive feedback on openness Present all concepts with
your prototype. Introduce your prototype a neutral tone. Dont be
as a sketch that you are defensivelisten to all the
What to keep in mind working on. Make it clear feedback and take notes
Try to let participants that the development of both of the positive and
experience your concept, your idea is still in prog- negative comments.
rather than just talking ress, and that you have
about it: let them interact not spent much time on 4. Adapt on the fly
with a prototype in their building the prototype or Encourage participants
own context, or integrate refining the details. to build on the idea, and
them into a roleplay. change your prototype
2. Provide multiple right away. Be ready to
prototypes eliminate or change parts
Prepare various ver- of the idea.
sions of your prototype
to encourage people to
compare and contrast.
experiment. | 10.6 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Get Feedback Reflective ~30-45 min Continuous

Capture Feedback conversations are rich in

information, and the subtle impres-
Feedback sions of a participants reactions are
often most important to remem-
Learnings ber. Take some time right after your
session to capture what you have
observed.

Team
2-4 People

What it gets you 1. Find a space and time 2. Share your 3. Capture your ideas
A summary of new ideas Plan for some extra time impressions and design iterations
and perspectives on how after a feedback session, Discuss the conversation Discuss how to improve
to improve your concept. so you can share your with your team. Compare your prototype and
impressions right after each others learnings. capture ideas for a next
What to keep in mind your conversation when Take notes on your con- iteration immediately.
Dont shy away from they are still fresh in versation. Consider using
changing your prototype your mind. the following prompts:
in between feedback W hat did participants
conversations. Test your value the most?
iterations right away. What got them excited?
What would convince
them about the idea?
Which parts would par-
ticipants like to improve?
W hat did not work?
W hat needs further
investigation?

DT for Ed | Toolkit

Evolution
evolution DT for Ed | Toolkit

Evolution is the development of

your concept over time. It involves
planning next steps, communicat-
ing the idea to people who can help
you realize it, and documenting the
process. Change often happens over
time, and reminders of even subtle
signs of progress are important.
DT for Ed | Toolkit

evaluate
learnings

11
EVOLUTION | 11.1 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Evaluate Learnings Reflective ~30-60 min Continuous

Integrate Feedback is invaluable to developing

an idea, but can also be quite confus-
Feedback ing. It may be contradictory, or may not
align with your goals. Sort through the
responses you receive and decide on
what to integrate in your next iteration.

Team
2-4 People

What it gets you 1. Cluster the feedback 2. Evaluate the relevance 3. Iterate your prototype
Iterations of your concept As a team, discuss the Take a moment to revisit Incorporate valuable
based on feedback. reactions you received where you started. Look feedback into your
to your prototypes. Start at your earlier learnings concept. Make changes
What to keep in mind by sharing the impres- and ideas. What was where people saw bar-
Do not take feedback sions you captured right your original intent? Does riers. Emphasize what
literally. You dont need to after your feedback con- it still hold true, based on was well received. Then,
incorporate every sugges- versations. Take notes on the feedback you have create a new prototype
tion you receive. Look at Post-its. Sort and cluster received? that you can share. Go
feedback as an inspiration the feedback: what was through feedback cycles
for better ways of solving positively received? What Prioritize the feedback: repeatedly and continue
the problem. For example, concerns came up? What what is most important to improve your concept.
instead of reasoning that suggestions and builds to making it a success?
The participants didnt did you find? Sort your notes and create
like the couches, so we an overview of which
shouldnt have any, think feedback you want to
of it as They didnt like respond to.
the couches so maybe the
space should offer a more
active feel. Then explore
what that means and find
new ideas.
EVOLUTION | 11.2 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Evaluate Learnings Reflective ~30-45 min Continuous

Define As your concept evolves, you can

begin to measure its impact. Define
Success a set of criteria for success to help
guide and evaluate the development
as you scale and build on your idea.

Team
2-4 People

What it gets you 1. Consider the people 2. Identify measures 3. Track what happens
Criteria to evaluate the involved for success Think about how you
success of your concept. Make a list of all the people As a team, discuss what want to measure the
your concept touches. success means for you: impact. Will you actively
What to keep in mind Revisit your initial over- A re you hoping to count ask people? Are you
Consider your criteria view of the audience. on a large number of waiting for a parent to
for success a tool that Consider which values colleagues attending an approach you? Can you
helps you identify which your concept has for each event? count numbers?
parts still need further of these groups of people: W hich stories would you
improvement. Dont just is the prototype being like to hear parents tell? Plan how to track these
rule out ideas. used by the people you W hat would a report on indicators. Observe and
intended it for? What do the school website say? take notes on the impact
You might find that a pro- they appreciate about W hat would you tell the over time.
totype offers some added your concept? schools leadership in
benefit that you hadnt order to receive more 4. Continue
intentionally considered. funding? Monitor the progress of
Take note of that and con- W hat would you like to your idea, periodically
sider refining that feature. hear a student say about reconsidering these
your idea? criteria.

Write down what kind of

impact you are looking for.
DT for Ed | Toolkit

build
the
experience

12
EVOLUTION | 12.1 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Build the Experience Hands-On ~30-45 min Intermittent

Identify In order to realize your concept, you

will need various resources and capa-
Whats bilities, namely materials, money, time
and people. Specify what exactly it will
Needed take to make your idea come to life.

Team
2-4 People

What it gets you 1. Specify materials 3. Estimate timeframes

An overview of what it Make a list of all the mate- Specify the amount of
takes to realize your idea. rials you will need to build time that youll need to
your concept. Are these create your concept. Do
What to keep in mind supplies available at your you need time for prepa-
Your needs may be larger school? Will you need to ration? Does anyone need
than the support you purchase any new assets? to be trained? Do you
can receive from your want to use an existing
school. Dont give up. Find 2. Calculate funds meeting time differently?
ways to creatively make Money will always be
your concept work within a scarce resource in an 4. Identify people
those constraints. Can educational context. Dont Create an overview of
you involve an extra let this discourage you. people who can help
person to lessen the work- Think about creative realize your idea. What
load? What can you do ways to hold a fundraiser. capabilities are you look-
with existing materials? Look into applying for a ing for? Who is invested
grant. Consider opportu- in supporting the con-
Reflect on how your nities to tap into existing cept? Do you need to find
idea will be sustained budgets. Dont forget to someone to champion the
over time. Can it scale? explore how to realize idea? Capture your needs
Will it live on without your idea without any on Post-its. Sort them and
your involvement? Build money as a brainstorm identify which capabili-
a foundation for longer- challenge. ties you have inside your
term impact. school, and which youll
have to find externally.
Think about leveraging
the larger network and
including parents, alumni
and/or neighbors.
EVOLUTION | 12.2 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Build the Experience Interaction ~45-60 mins Continuous

Pitch Your A credible and inspiring story will

help convince others to support your
Concept concept. Build your pitch to motivate
others to help bring the idea to life.

Team
2-4 People

What it gets you 1. Know your audience 2. Highlight the potential 5. Be specific about
A story that can convince Think about who you are Create a provocative your needs
potential supporters of trying to get excited about statement for your idea. Be clear about what you
your concepts strength. your idea. Put yourself in Get your audience excited want from your audience.
the shoes of the listener: about the opportunities Draw from your list of
What to keep in mind what will get them inter- you see. Frame it as What needs and communicate
Begin by communicating ested in your idea? What if? what support you need.
what excites you the most will they be motivated by?
talk about the opportunity For example: 3. Build a narrative 6. Encourage
and the bigger ideas For educators: how is it Tell a brief and engaging contribution
rather than small details. going to help me do my story, focusing on the most Invite others to join the
This enables others to see job? How is it going to important aspects of your conversation or help build
the value and contribute help my students suc- concept. Describe what the concept. Consider
to the concept. ceed? inspired your idea, and engaging your audience
For administrators: How how it responds to the in an activity that lets
does this affect the way needs you learned about. them experience and
our school is viewed? participate in the design
For parents: how is this 4. Communicate the value process.
going to help my child Explain the value your
succeed in school? idea provides for the vari-
For students: how is it ous people involved. Be
going to make learning explicit and illustrative in
more fun? your descriptions.
For potential team mem-
bers: why would I want
to be part of this? Whats
in it for me?
EVOLUTION | 12.3 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Build the Experience Interaction ~30-45 min Intermittent

Build Often you do not have all the capabili-

ties or resources available to realize
Partner- an idea. Look outside and find part-
ners who can help you bring a concept
ships to life.

Team
2-4 People

What it gets you 1. Specify your needs 3. Structure the

Additional resources, Revisit the list of needs collaboration
capabilities and inspi- you created for your Adapt your pitch story
ration to realize your concept. Consider which to share the excitement
concept. needs you have the about an idea with new
resources for, and which partners and clearly com-
What to keep in mind you cannot do yourself. municate your hopes for
Dont be intimidated by the collaboration. Write
different work styles that 2. Identify partners down goals, meeting
you encounter from your Create an overview of times and responsibilities
partners: every educa- organizations or individu- to build a common under-
tional institution has its als that have capabilities standing of everyones
particular character, and you are missing. What contributions.
corporate or private orga- is your relationship with
nizations operate in their them? How can you reach 4. Learn from each other
own ways. Look at these out to them? Make a list Make your interactions
differences as a learning of who will contact these with a partner a true
opportunity. potential partners. exchange of meaning-
ful ideas. Have an open
dialogue about your
progress, ask lots of
questions and actively
encourage partners to
share their thoughts.
EVOLUTION | 12.4 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Build the Experience Hands-On ~30-45 min Continuous

Plan Next The implementation of an idea

requires a different approach from
Steps its generation. When your idea has
evolved into a solid concept, its time
to plan the next steps. With your
partners and team, create a timeline
for bringing the concept to life.

Team
2-4 People

What it gets you 1. List tasks 3. Identify gaps

A calendar outlining team Create an overview of all Are there activities that
members involvement in the actions that need to you cant assign to any-
realizing your concept. be taken to build your one, or open questions
concept. Write them down you cant find an answer
What to keep in mind on Post-it Notes. Use dif- to? Create a list of tasks
An idea often changes ferent colored Post-its to that you need to seek
significantly when people capture open questions. help with.
start using it and adjust
it to their own needs. 2. Assign champions 4. Create a timeline
Consider adaptations Appoint a person on your Map all the tasks to a time-
as yet another learning team or a partner to each line. Form agreements
opportunity. of the tasks you have iden- about the timing and com-
tified. Review the ques- mit to certain dates.
The success of a concept tions. Decide who will be
largely depends on the responsible for finding an 5. Plan regular check-ins
people who are invested answer. Write the name of Set up a time for a regular,
in bringing it to life. Build the person responsible for informal team meeting
a strong team and let a task on that Post-it Note. (for example, a weekly
people feel ownership of breakfast check-in of
their contributions. 30 minutes) to keep the
momentum going. Use this
time to share thoughts,
ideas and concerns.
EVOLUTION | 12.5 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Build the Experience Hands-On ~30-60 min Intermittent

Document Once an idea has been implemented

and become a part of everyday
Progress life, it is easy to lose sight of its impact.
Change often happens slowly, and sub-
tle reminders of success are important.

Team
2-4 People

What it gets you 1. Track signs of change 2. Share stories 4. Celebrate achievements
Evidence of the impact Use the research skills Arrange reflection meet- Build an awareness
your concept is creating you acquired during ings with your team. of the changes that have
over time. the Discovery phase to Tell each other stories come from your concept.
observe indicators of of your observations. Even if incremental, cele-
What to keep in mind change over time. Have Write down quotes brate with your colleagues
Make sure to keep your you noticed different and observations and and encourage their con-
eyes open for both behavior? Have the rela- identify common themes. tinued involvement.
positive as well as unin- tionships between people
tended signs of impact. changed? Did you notice 3. Discuss effects
Its often the workarounds comments from your As a team, reflect on
and unintentional use of students? Ask questions, the changes you have
concepts that inform new listen to stories and take noticed. Compare
design challenges. notes and photos. your impressions with
initial circumstances.
Revisit the learnings
from your early discover-
ies. Consider creating a
before/after overview.
EVOLUTION | 12.6 DT for Ed | Toolkit

Step Mode Time Needed Time Type

Build the Experience Reflective ~60-90 min Continuous

Share Stories are the most powerful way to

communicate the experience of the
Your design process. Craft a story that can
be shared broadly.
Story

Team
2-4 People

What it gets you 1. Collect memories Talk about interesting 3. Spread your story
A compelling story com- With your team, spend experiences: Consider various meth-
municating your experi- time recollecting the W
hat was the most ods of sharing your story.
ence and result. experience of this pro- surprising thing you Create materials that
cess. Remember favorite learned while looking help your team members
What to keep in mind moments, surprising for inspiration? communicate the story.
Adapt your story based encounters and the most W
hat was your most Craft an email that can
on which audience you challenging days. Take absurd brainstorm be forwarded. Write a
are telling it to. What notes on Post-its. idea? The most creative short description that can
would you tell your prototype? be integrated in a letter to
headmaster? What do 2. Build a narrative parents or an article for
you want parents to Create a story about Share your impressions: the schools website.
take away from it? How your experience. Use the W
hich moments of the
would you present this prompts below to struc- experience were most
to the school board? ture your thoughts. rewarding?
W
hich part of the pro-
Create an overview: cess was most difficult?
What challenge did you
start out with? Use photos to illustrate
Who was part of the your story.
team?
What partners did you
integrate?
What needs did you find
out about?
How did you respond to
what you learned?
What experience did you
create?
DT for Ed | Toolkit
Phase (Circle one) (Circle one) (Shade in) (Circle one)

Step Mode Time Needed Time Type

(Method title) (Overview)

(Circle number)

Team

Where it gets you (Instructions)

What to keep in mind

DT for Ed | Guide | p. 82 Team Thank You
Riverdale Country School Yvette Allen
Karen Fierst Lakmini Besbroda
Patrick Murray David Bill
Dominic Randolph Neal Bluel
Michael Schurr Leyla Bravo-Willey
Tom Brunzell
IDEO Maria-Teresa

Design Annette Diefenthaler

Adam Geremia
Capelle-Burny
Rebtecca Cohen

Team
Ellen Sitkin Frank Corcoran
Sarah Soffer Rich Crandall
Sandy Speicher Tyshawn Davis
Jackie Steck Design4Change
Students
Contributors Laura Desmond
Ellen Greengrass David Hayes
This toolkit is the
Ryan Jacoby Mark Hostetter
result of a close
collaboration between Ben Lesch Bob Hughes
Riverdale Country Sarah Lidgus IN-Tech Academy MS/HS 368
School and IDEO from
February-April 2011.
Tatyana Mamut Carmen James
Amanda Rebstock Danny LaChance
Riverdale Country Emily Sheehan David Levin
School is an indepen-
dent Pre-K through Maggie Siena Jane Lisman Katz
Grade 12 school Dan Wandrey KIPP Infinity Faculty
in New York City. Mary Ludemann
www.riverdale.edu Don Ostrow
P.S.150
IDEO (pronounced Kris Randolph
eye-dee-oh) is
an award-winning Riverdale Country School
global design firm Teachers and Students
that takes a human-
Adam Royalty
centered approach
to helping organiza- Paul Rozenfeld
tions in the public Natasha Schmemann
and private sectors
Christina Seda
innovate and grow.
Sandy Shaller
www.ideo.com Jed Silverstein
Aparajita Sohoni
Stanford d.school,
k-12 lab

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