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Marketing Part 1 - Design Thinking Project

Basics

  • Project TitleMarketing Part 1 - Design Thinking Project
  • Employer SiteTufts University Venture Accelerator
  • Submitted By (Teacher Name)Michele Harney
  • SchoolSomerville High
  • Brief Description and RationaleStudents will be come familiar with the human centered design process. This will provide students with a structure to develop new products or services by experiencing the full-cycle of this process: empathize, define, ideate, prototype, and test their ideas.
  • Grade LevelHigh School 9-12
  • Materials / Resources-What Kind of Designer Are You? Online quiz
    -Facilitator‘s Guide - Wallet Design Project (source: Institute of Design at Stanford)
    -An Introduction to Design Thinking Process Guide (source: Institute of Design at Stanford)
    -Design Thinking Bootleg (source: Institute of Design at Stanford)
    -Student Handout (English) - Wallet Design Project (source: Institute of Design at Stanford)
    -Student Handout (Spanish) - Wallet Design Project (source: Institute of Design at Stanford)
    -Note-taking Guide
    -Vocabulary Sheet
    -Video: The Design Thinking Process
    -Article: 5 Stages in the Design Thinking Process
    -Infographic: Design Thinking
    -Test
    -Test(key)
  •  /project725_4465/Design Thinking Infographic.png

    View/Download File: Process Guide

    View/Download File: Design Thinking Bootleg

    View/Download File: Student Handout (English)

    View/Download File: Student Handout (Spanish)

    View/Download File: Design Thinking Notetaking Guide

    View/Download File: Vocabulary Sheet

    View/Download File: Vocabulary Sheet (key)

    View/Download File: Design Thinking Test

    View/Download File: Design Thinking Test (key)

    View/Download File: Facilitators Guide Wallet Project

    Web Link: What Kind of Designer Are You? | Take the Quiz Now

    Web Link: The Design Thinking Process - YouTube

    Web Link: 5 Stages in the Design Thinking Process Article

  • Duration of lessonTwo 45 minute class periods
  • Key Vocabulary / Word WallDefine Mode, Design Thinking, Empathize Mode, Ideate Mode, Iteration, Prototype Mode, Radical, Test Mode
  •  

    View/Download File: Vocabulary Sheet

    View/Download File: Vocabulary Sheet (key)

  • Pre-Requisite KnowledgeNone
  • Strategies to promote equitySome equitable practice that can be used in this lesson include:
    -Use proximity and circulate throughout the room to all students
    -Arrange the classroom to accommodate discussion
    -Use a variety of visual aids such as presentations, graphic organizers, or other materials
    -Provide materials in students‘ heritage language
    -Model the use of graphic organizers
    -Use probing and clarifying techniques to assist students to answer
    -Acknowledge all students‘ comments, responses, questions, and contributions
    -Seek multiple perspectives
    -Use multiple approaches to monitor students‘ understanding of instruction, directions, procedure, processes, questions, and content
    -Use students‘ real life experiences to connect school learning to students‘ lives
    -Use wait time
    *****Ask students for feedback on the effectiveness of instruction
    *****Provide students with the criteria and standards for successful task completion
    -Ask higher order questions of all students
    -Provide individual help to all students

    Source: adapted from "A Resource for Equitable Classroom Practice" 2010 Louisiana State Personnel Development Grant.
  •  

    Web Link: Equitable Classroom Practices Checklist

  • Instructional ObjectivesStudents will be able to (SWBAT):
    -Explain the human-centered design process
    -Experience a full design cycle
    -Empathize with a partner to solve a design challenge using interview techniques
    -Define a design challenge and create a point-of-view statement
    -Ideate at least 5 radical solutions to meet their partner‘s needs
    -Solicit partner‘s feedback on solutions to incorporate into final product
    -Reflect on feedback and incorporate into a new product
    -Create a prototype of the product and receive feedback from partner

Lesson #1

  • Lesson Plan 1 TopicMarketing Part 1 - Design Thinking Project
  • Lesson plan 1 objectivesStudents will be able to (SWBAT):
    -Explain the human-centered design process
    -Experience a full design cycle
    -Empathize with a partner to solve a design challenge using interview techniques
    -Define a design challenge and create a point-of-view statement
    -Ideate at least 5 radical solutions to meet their partner‘s needs
    -Solicit partner‘s feedback on solutions to incorporate into final product
    -Reflect on feedback and incorporate into a new product
    -Create a prototype of the product and receive feedback from partner
  • Anticipatory set or lesson opening (to activate students` prior learning or draw student interest or involvement)What Kind of Designer Are You? Online Quiz
    -Provide students with link to the online quiz (source: https://www.whatkindofdesigner.com/take-the-quiz)
    -Ask them to stop when they receive the type of designer that corresponds with their answers.
    -Ask students to share if they are comfortable and discuss as a class. If students are not comfortable, then break students into "elbow" partners to discuss. Provide a link to the 16 different types (source: https://www.whatkindofdesigner.com/design-types).
  • Direct InstructionThis will be the third step in the lesson.

    -Use the Design Thinking Bootleg to formally review the steps in the design thinking process and help students make connections to the Wallet Project.

    -Pass out Notetaking Guide and Vocabulary Sheet
    -Direct students to use at least 2 of the resources listed below to complete the guide and vocabulary sheet.

    >Video: The Design Thinking Process (source: Youtube - https://www.youtube.com/watch?v=_r0VX-aU_T8&t=82s)
    >Article: 5 Stages in the Design Thinking Process (Source: Interaction Design Foundation, https://www.interaction-design.org/literature/article/5-stages-in-the-design-thinking-process)
    >Youth Entrepreneurs Design Thinking Info Sheet: (Source: Young Entrepreneurs website - https://yeacademy.org/lessons/?topic=entrepreneurial-mindset&lesson=design-thinking-how-to-guide&resource=2688)
    >Infographic: (Source: https://venngage.com/templates/infographics/design-thinking-840bab6b-540b-4c07-8c5a-e6a7944bc8e1)


  •  /project725_4465/Design Thinking Infographic.png

    Web Link: The Design Thinking Process - YouTube

    View/Download File: Design Thinking Notetaking Guide

    View/Download File: Vocabulary Sheet

    View/Download File: Vocabulary Sheet (key)

    View/Download File: Youth Entrepreneurs Design Thinking 1 pager

    Web Link: 5 Stages in the Design Thinking Process

    Web Link: 5 Stages in the Design Thinking Process Article

  • Guided PracticeThis will be the first step in the lesson. The objective is for students to experience design thinking in action before providing direct instruction.

    Note: Thoroughly read the Facilitator‘s Guide, Process Guide, and Bootleg before attempting this lesson. It is optimal if you can have another facilitator in the class with you as suggested in the guide as this is a times project with a lot going on.

    Provide each student with a Student Handout (English or Spanish)

    PAGE 1 (false start) Ask/tell students:
    -Turn to the 1st page and design the IDEAL wallet
    -It will feel rushed but it’s ok just roll up their sleeves try

    Stop after 3 minutes and ask:
    -How did that feel? (Probably not great, if you are like me I want to take it
    home!)
    -Explain: that it is a typical problem solving approach--taking on a problem,
    working using your own opinions and experience to guide you. NOW let’s try
    something else--a human centered design thinking approach.

    PARTNER WORK
    STEP 1 - YOUR NEW MISSION - INTERVIEW (4 minutes each/8 min. total) - Tell/ask students:
    -The challenge is to design something useful and meaningful to your partner. The most important part of designing for someone is to gain EMPATHY for that person.
    -To do that you need to have a conversation and you each will have 4 minutes to do this. We will tell you when to switch.
    -Prompts: ask your partner to walk you through the contents of their wallet,when do they carry their wallet?, why do they have a particular card in there?,what do the things in their wallet tell you about their life?
    -Any questions before we start?

    STEP 2 - DIG DEEPER (3 minutes each/6 min. total) - Tell/ask students:
    -This is the time to follow up on things that you are curious about, You will
    each have 3 minutes to dig deeper. We will tell you when to switch.
    -Prompts: ask for stories, feelings and emotions, Ask WHY? often, Forget
    about the wallet, find out what’s important to your partner (why do they carry
    that photo, did they ever carry a lot of cash, what do they remember about
    their first paying job?
    -Any questions before we start?

    STEP 3 - CAPTURE FINDINGS (3 minutes total) - Tell/ask students to:
    -Work independently to collect their thoughts and reflect
    -Think about 2 things: your partner’s goals & wishes as well as insights that you have discovered and use verbs to describe them.
    -Any questions before we start?

    STEP 4 - TAKE A STAND WITH A POINT OF VIEW (3 min.) - Tell/ask students to:
    -Pick the most compelling need & most interesting insight and use the fill-in the blank to create their Point Of View Statement.
    -Take a stand!
    -Make sure it is actionable
    -Any questions before we start?

    STEP 5 - IDEATE - GENERATE ALTERNATIVES TO TEST (5 min.)
    -Ask students to sketch at last 5 radical ways to meet their user’s needs
    -Any questions before we start?

    STEP 6 - SHARE YOUR SOLUTIONS & CAPTURE FEEDBACK (5 min.each/10 min. total) - Tell/ask students:
    -Share your sketches with your partner
    -Note both the likes and dislikes
    -Listen especially for any new insights
    -Reminders: This is not about validating your ideas; Fight the urge to explain
    and defend your ideas; This is an opportunity to learn more about your
    partner.
    -Any questions before we start?

    STEP 7 - REFLECT & GENERATE A NEW SOLUTION - (3 min.). Tell/ask students to:
    -Sketch a new idea based on what you learned from your partner & about the
    solutions you generated
    -Explain that the solution may be a variation on an idea from before OR
    something completely new and the problem statement may need to change too
    -Prompts: provide lots of detail and color around the idea; Think how might
    this solution fit into the context of your partner’s life.
    -Any questions before we start?
  • Independent Practice/Differentiated ActivitiesThis will be the second step in the lesson.

    STEP 8 - BUILD YOUR SOLUTION (7 min.). Tell/ask students:
    -Use your idea to create a physical prototype of your solutions
    -Don’t just make it a scale model - make it something your partner can engage with
    -Use whatever materials we have set out for you
    -You have to be quick- you only have 7 minutes
    -Any questions before we start?

    STEP 9 - SHARE YOUR SOLUTION & GET FEEDBACK (4 min. each/8 min. total). Tell/ask students:
    -Now you are going to share and collect feedback
    -Don’t look for validation--let go of the prototype physically & emotionally
    -The goal is to gather new insight and feedback
    -Don’t defend your prototype
    -Watch how your partner uses and misuses it
    -Jot down things that your partner: liked, didn’t like, questions & new ideas
    -Any questions before we start?
  • Reflection on Employability SkillsMA VOCATIONAL TECHNICAL EDUCATION FRAMEWORKS
    Strand 4: Employability and Career Readiness

    4.B Communication in the Workplace
    4.B.01 Demonstrate appropriate oral and written communication skills in the workplace.
    4.B.01.01 Communicate effectively using the language and vocabulary appropriate to
    a variety of audiences within the workplace including coworkers,
    supervisors and customers.
    4.B.02 Demonstrate active listening skills.
    4.B.02.01 Listen attentively and respectfully to others.
    4.B.02.02 Focus attentively, make eye contact or other affirming gestures, confirm
    understanding and follow directions.
    4.B.02.03 Show initiative in improving communication skills by asking follow-up
    questions of speaker in order to confirm understanding.
    4.C.04 Demonstrate motivation and initiative.
    4.C.04.05 Demonstrate the ability to evaluate multiple solutions to problems and
    challenges using critical reasoning and workplace/industry knowledge and
    select the best solution to the problem.
  • Lesson ClosureWHOLE GROUP DEBRIEF
    STEP 10 - GROUP GATHER & DEBRIEF (no specified time). Tell/ask students:
    -This is a really important step!
    -Grab your prototypes and put them on the table in the middle of the room.
    -Who had a partner who created something that you really like?
    -Who sees something that they are curious to learn more about?
    -How did talking to your partner inform your design?
    -How did testing and getting feedback impact your final design?
    -What was the most challenging part of the process for you?
    -Revisit the big ideas:
    ▪ Human-centered design - gaining empathy for the person(s) you are
    designing for and getting their feedback
    ▪ Experimentation & Prototyping - not a way to validate your ideas
    rather part of the process to learn
    ▪ A bias towards action - designing thinking is a misnomer. It is more about DOING than thinking
    ▪ Show don’t tell - create experiences using something visual. Telling a good story helps to communicate your vision in an impactful way
    ▪ Power of iteration - we had to go fast in this project to be able to take you through a whole design cycle. We interviewed twice, designed twice and tested twice to make the end result more successful.

    Student Reflection Questions (handout, Google Form, or attached in a learning platform):
    -How would you describe the human centered design?
    -How did you enjoy the partner interview process?
    -Did you find the overall process enjoyable?
    -What did you like about this lesson?
    -What would you change about this lesson?
    -How do you rate the facilitators?

  • Summative/end of lesson assessment-Design Thinking Test
  •  

    View/Download File: /project725_4465/Design Thinking Test .docx

    View/Download File: /project725_4465/Design Thinking Test (key).docx

  • References / Resources / Teacher Preparation-Internet connection for online quiz
    -SmartBoard or Projector to display the Student Guide steps as the project moves along
    -Timer - online, on mobile device or other
    -Student Handout (English & Spanish)
    -Notetaking Guide
    -Vocabulary Sheet
    -Craft materials for wallet - fabric, embellishments (buttons, ribbon, etc.), glue/hot glue gun/fabric glue/staples/needle & thread/stitch witchery, iron, scissors/paper cutter

Recommended Strategies / Instructional Techniques

  • Reading StrategiesActive reading techniques can be reviewed with the students. Some to point out might be:
    -Annotating - marking and highlighting
    -Making connections
    -Previewing
    -Skimming
    -Summarizing
    -Questioning
    -Re-reading
    -Thinking about prior knowledge
    -Paraphrasing
  • Multimedia/Visual Strategy (f.e. slides)-The Design Thinking Process Video - 3.56 min. Source: MinuteVideos https://www.youtube.com/watch?v=_r0VX-aU_T8&t=7s
  • Graphic organizers or handouts-Student Process Handout (English)
    -Student Process Handout (Spanish)
    -Note-taking Guide
    -Vocabulary Sheet
  • Writing Strategies-Completion of handouts
    -Final Reflection Questions (Lesson Closure section)
  • Speaking and Listening Strategies-Partner work which incorporates both speaking and listening skills
    -Optional - oral presentation of final creation
  • Family: Any opportunities to involve parent/guardians and other family members in this project?Extra credit assignment can be given. Challenge students to use the design thinking process to come up with a creative solution for a problem at home.

Frameworks / Skills

  • VTE Strand 2 - Technical - Design and Visual Communications
    2.C.01
    Employ design strategies.
    (VTE Strand 2 - Technical - Design and Visual Communications)
  • VTE Strand 2 - Technical - Design and Visual Communications
    2.C.02
    Apply concept development.
    (VTE Strand 2 - Technical - Design and Visual Communications)
  • VTE Strand 2 - Technical - Design and Visual Communications
    2.C.03
    Employ design execution/production practices.
    (VTE Strand 2 - Technical - Design and Visual Communications)
  • VTE Strand 2 - Technical - Design and Visual Communications
    2.C.04
    Demonstrate presentation skills.
    (VTE Strand 2 - Technical - Design and Visual Communications)
  • VTE Strand 5 - Management and Entrepreneurship
    5.A.01
    Demonstrate an understanding of the practices required to start a business.
    (VTE Strand 5 - Management and Entrepreneurship)
  • VTE Strand 5 - Management and Entrepreneurship
    5.B.01
    Demonstrate an understanding of managing a business.
    (VTE Strand 5 - Management and Entrepreneurship)

Subject = CVTE | Grade Level = HS | Time Period = School Year | Program/Funding = | Externships-2020 |
Direct website link to this project: http://resources21.org/cl/contextual.asp?projectnumber=725.4465