Leadership + Design
Published on Nov 21, 2015
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Leadership + Design
Summer lab school
Improv game.
I attended a lab school with Leadership and Design this summer.
workshop at 11:00 tomorrow.
I attended a lab school with Leadership and Design this summer.
workshop at 11:00 tomorrow.
Photo by turiskopio
Format of experience
-
One of 6 teachers. Prior to students arriving, we had a 2 day crash-course in design thinking part of which was to complete a design challenge in the same way it would be presented to students.
I then co-facilitated this group of 6 students through their design challenge. (Which was centered around food system sustainability)
We then de-briefed the process for a day after the students left.
I then co-facilitated this group of 6 students through their design challenge. (Which was centered around food system sustainability)
We then de-briefed the process for a day after the students left.
What is design thinking?
WHAT: To quote the d.school at Stanford:
"design thinking is a methodology for innovation that combines creative and analytical approaches, and requires collaboration across disciplines. This process draws on methods from engineering and design, and combines them with ideas from the arts, tools from the social sciences, and insights from the business world. Our students learn this process together, and then personalize it, internalize it, and apply it to their own challenges."
Photo by gumption
The process
Process as important as the task. Students went through the entire process in a week and it was really transformative for them.
-They can take the process with them.(not a linear process)
-students to care about what they are doing (empathy), given a method to ask beautiful questions (define) in a HMW format, be truly innovative (ideate), create something tangible (prototype) and get feedback. "Bias toward action".
Can use this whole process and can be used piece-meal.
I came away with a toolbox of useful techniques to implement in my class.
-They can take the process with them.(not a linear process)
-students to care about what they are doing (empathy), given a method to ask beautiful questions (define) in a HMW format, be truly innovative (ideate), create something tangible (prototype) and get feedback. "Bias toward action".
Can use this whole process and can be used piece-meal.
I came away with a toolbox of useful techniques to implement in my class.
Role of teacher
Teacher role in process: Mentor, facilitator, coach.
Toolbox metaphor- I observed and helped by providing the right tool for the situation.
Example: If I noticed students were not on the same page, I could suggest the "finding true north" activity to come to a group agreement on goals.
Toolbox metaphor- I observed and helped by providing the right tool for the situation.
Example: If I noticed students were not on the same page, I could suggest the "finding true north" activity to come to a group agreement on goals.
Collaboration
and play
Collaboration and how to work in groups was stressed. Play was an essential part of keeping the group functionality intact and wasn't chided as off-task behavior. Students were put in charge of when their group needed breaks... food or energizers.
(list of energizers, such as 'this is not a stick' 'yes, and', rhythm and improve games).
-improve games act to break up engrained brain connections and give a break
(list of energizers, such as 'this is not a stick' 'yes, and', rhythm and improve games).
-improve games act to break up engrained brain connections and give a break
Photo by D7eame
Student acts of leadership
students learn these as acts of leadership . Example- someone brings food to the table and the group says "maintenance".
sharing 'risky' ideas with the group. calling an energizer.
-use in my class- writing positive comments on the board: "Cindy gave up her idea for the group", "Emma asks others their opinion."
L+D cards
sharing 'risky' ideas with the group. calling an energizer.
-use in my class- writing positive comments on the board: "Cindy gave up her idea for the group", "Emma asks others their opinion."
L+D cards
Pitch
Prototype, feedback, test
Designers from microsoft and Frog (also mentioned in "A more beautiful question). Helped students create prototypes (my group had a food truck/ one group had an app)
-then pitched final idea and received feedback from panel.
(... letting go of precious ideas...
-then pitched final idea and received feedback from panel.
(... letting go of precious ideas...
Photo by Rob Swatski
Ideas for implementation (Science)
- Science project- better question generation, more intrinsic interest
- Energizers
- Design challenges around topics of study (how might we reduce air pollution)
- Explictly teach acts of leadership and group dynamics
science project- empathy - care about question. brainstorm methods- for better questions
leadership acts- task/ maintenance earlier slide
group dynamics example- draw the shape of your group
leadership acts- task/ maintenance earlier slide
group dynamics example- draw the shape of your group
Implementation ideas continued
- Advisory challenges
- Meetings
- River Fellows
- Social entrepreneurship course
A few tools
- d.school Stanford: bootcamp bootleg (and L+D resource book)
- POP- Prototyping on paper
- L+D deck of cards
- Energizer activities list
- Book- Thanks for the feedback
Photo by florianric
Summary/ Final thoughts
- Method is frustrating but rewarding for students and teachers .
- Teacher role is mostly mentor/coach in this process
- Bringing in different viewpoints/ perspectives is helpful (outside professionals)
- Critical friends? I would love to work with others interested in trying these methods.
Photo by My Standard Break From Life
