Four years ago I made a study of Design Thinking, taking courses, reading books and trying to figure out how I could bring it to our youngest learners. (Psst…I think it’s the Secret Ingredient to Student Agency.) My passion for it has not stopped. Beyond projects and products, however, I think schools could use this thinking approach, not just in our classrooms, but in every area of our school. Why? I think often schools make hasty decisions before really taking the time to really brainstorm possibilities and thoughtfully enact change. With a design-led approach, you can improve and amplify collaboration and innovation in schools through human-centered research, starting with empathy, considering the needs of the user or the audience of your “product”. It’s not about YOU–it’s about THEM!! I love that! It’s really the whole point of education–serving the needs of others.

Here is an overview from the d.school in which you can see how design thinking is a major departure from how school leadership might undertake challenges.

Currently, our “MakerSpace Man”, Al Gooding is utilizing this approach with a redesign of our primary playground. He is collaborating with Grade 5 and Grade 9 students to create a more interactive and engaging playground with our students. Although this project is underway, you can see how the primary students are “testing” out the materials, which included bricks, bamboo, tires, and rope. For a week, they collected data of how others used the equipment and what challenges there were to this sort of play.

As you can see in the video, there’s been immense enjoyment and creativity. It’s gorgeous to see how play has been transformed through this project. Now those Grade 5 and Grade 9 students are going back to the “drawing board” to reflect and continue to research ideas before unveiling a reworked design of what our playground could be like.

So if Design Thinking can be applied to our learning spaces, what else can it be applied to?

Hmm…..

I’ve been thinking a lot about report cards lately. It’s a topic that is near and dear to my heart, especially if you read my blog post on #ChangeInEducation: Setting a Match to the Report Card? A Couple of Questions on #Assessment in the #PYP. Naturally, I feel it’s worthwhile to take the time to analyze this entrenched assessment and reporting structure. So how might we approach a redesign of this?

1. Define: Who is the report card for? Is its primary user students? parents? other schools?
2. Empathy: Survey members of the community, such as students and parents FIRST. If they are the intended audience of this important document that provides feedback and articulation of a child’s intellectual and emotional growth, then we need to know their thoughts on it. What do they like and dislike about our report card? What do they wish it had on there? What do they wish we could eliminate?
3. Brainstorm: Have staff get together and examine some of the information gathered. This can be a group of volunteers or this can be whole staff endeavor. We need a diverse group of thinkers and perspectives in the room so we could start playing What If?  This stage takes time–it’s not a 15-minute exercise. Creativity and divergent thinking require research and a touch of silliness so we can break out of the box of convention. We also need to consider how we create “teams of thinkers” so we can have groups that come up with a variety of strategies. We may even want to have students involved in this brainstorm–it’s about them, right?–they might offer some really great insights and ideas so we should value their voice.
4. Iteration: We create mock-ups of what a re-imagined “report card” looks like. (I know in my mind right now, I’d create a more visual report card with infographics or some other visual design that would communicate better than a bunch of educational gibberish that is often put into reports.)
5. Design Sprint: Share our best prototypes with our parents and students. What response do they have to them? What questions do they have? What needs are still not being met? (Can we meet those needs?). Then we go back to the drawing board, armed with their ideas for our staff to reflect upon to create a prototype.
6. Unveil the Prototype (Test): Staff uses the new “report card” to communicate the learning. Teachers meet with parents to discuss the report to ensure they understand the information about their child’s learning. Students need to express their opinions as well. Do they think the report card summarizes their growth and learning well? Why or why not?
7. Feedback and Moving Forward: We analyze various factors within the reporting process, such as how much time it took to “manufacture” the report, how well did the parents understand the report and how meaningful was the feedback system? What other challenges do we need to address? Do we still need to iterations to this or shall we continue with our re-designed report card?

Did you notice?

When we think about the “Enhanced PYP”, a design-led approach naturally cultivates formal and informal leadership within a learning community. There are voice, choice, and ownership on every level–admin, staff, students, and parents (perhaps even others outside our community). I believe that as we move forward in our quest to put “principles into practice”, we prioritize creating new ways in which we deepen our relationships within our schools and create a culture of inclusion.

I hope through these two examples of our playground and the report card, you might begin to see how design thinking can be transformative in leading change and innovation in your school.