Being as passionate about education redesign as I am, I’ve been trying to make more of a point to think about ways that design thinking can be incorporated into the classroom, and what struggles I notice occurring around trying to use elements of design thinking.
One of the big things I’ve noticed is that we often spend a really long time on the discovery phase. (Referring to the DEEP process we use at MVPS which stands for Discover, Empathize, Experiment, Produce.) I think this is because teachers, and maybe even some students, feel “safest” in the discovery mode.
Discovery is all about research, and it is really easy to “justify” how the discovery phase is meeting the goals of traditional schooling because we have always done research at school. Teachers and students have always done research and therefore, the discovery phase feels more comfortable because it’s not requiring you to really stretch yourself as a learner in terms of how you act and what you learn. Everyone interprets what they read based on what they want to know and already believe. It is much easier to get a piece of text to support your argument then it is to hear a person speak and try to pick a part their talk to validate your own believes.
While the discovery phase is very necessary to a design process, because you need some background information to know what you are even dealing with, I believe the quicker you can make the leap from discovery to empathy mode, the more things will start to “make sense”. The empathy phase is when you are challenged and get pieces of insight that spark your curiosity and interest. This is where both student and teachers start to light up and find themselves wanting to research more to further understand and question what their user said.
I’ve observed first hand the moment when students find themselves hooked on a design challenge because they realize how much it means to someone else that they spoke to. I’ve also observed how excited teachers get to see their students excited about learning. Once you get to the empathy phase, the rest of the challenge starts to get much clearer, and the question of “what in the world are we doing” starts to become less foggy.
The problem is that while the discovery mode feels very safe and comfortable in the classroom, the empathy mode is far from “safe and comfortable”. To get to the point of interviewing people can be really hard in a classroom environment. One of the biggest struggles being that if students don’t yet care or understand why you are doing what you are doing, it is often hard to get them to find people to interview because they don’t know what to do next.
Design thinking is still pretty new to the education world, and while teachers are learning more and more about how to involve design thinking in their classrooms, students are not necessarily having a parallel introduction to design thinking. If a teacher walks into a classroom full of students that barely (if at all) understand why we do design thinking, they can’t just magically flip on the light switch and expect the students to be able to self guide themselves through a design thinking challenge.
The light switch has to be built before it can be used.
You have to have the tool before you can use it.
Creative confidence is something nurtured and grown, not magically summoned upon when you need it for a class assignment.
I know I haven’t even started to talk about the Experiment or Produce stages, but that’s because I honestly don’t think I’ve had a class where we really and truly reached these stages even.
More often than not, we spend so much time on discovery, that we try to cram empathy in really quickly and then have spent so much time on the project already, that we decide to end after our empathy findings so that we can move on to the next unit. I get why. I mean there is only so much time in the school year, and at this point there are still things that teachers have to teach to meet certain standards by the end of the year. And to be honest, if you spend to much time on a design challenge that isn’t moving anywhere, it can eventually seem tiresome and overdone; there is only so much researching you can do before you want to just drop everything.
However, I think if we could move faster into the empathy phase of design thinking, then we would be more likely to see a challenge all the way through. I believe this because after meeting with users is when things really start to get exciting to the point where you don’t want to stop.
So here are some of my thoughts…
What if teachers took more responsibility over design challenges in the classroom? At least until students start to show a great understanding for the process itself (I imagine a future where by the time students reach high school, they are already at this comfort level; however, with design thinking in the classroom still being relatively new, students are not all ready for this responsibility yet. There is a lack of experience that must be accounted for first.)
What if, rather than going through and entire design challenge, teachers set up more design sprints or just mini design challenges that had a very purposeful flow with time constraints? Maybe these could last a week or two max for these challenges. In this challenge teachers would help facilitate students researching about users that the teacher has already found and set a specific time when they would come in to be interviewed by students. This would eliminate the struggle of students trying to find and communicate with people to set up interview times. While this is a great skill to learn, in the classroom this can get complicated because everyone has different schedules and some students may need more help than others with setting up this interview. So I think this skill is something that could wait to be practiced until students have a better understanding of the design thinking process first.
Then after all of the students have gotten the chance to talk to one or two users, the teacher helps guide the class through a series of tools to help unpack interviews and discover what the how might we statement is.
It’s at this point where I would imagine some of my blog readers may start thinking that this sounds like a very familiar process. That’s because I literally think that teachers could facilitate in their classroom sessions similar to how we run some of our big design thinking events at Mount Vernon like the Council on Innovation or FUSE. Sure there may be a bit more of a challenge with time because the sessions would have to be broken up over multiple days for shorter time periods, but I think it’s conceivable. (I mean we even had students create and facilitate an entire design thinking session with a similar flow to this in Davos this past summer for the Global Leadership Summit.)
Students need time to be creative and explore their passions, but when it comes to design thinking, I think they first need more guidance and closer facilitation in order to learn the ropes before trying to sail alone. The best way to learn how to sail is to actually get in the boat, so why not give students more opportunities to experience design thinking by facilitating lots of mini more guided and focused design thinking sessions in the classroom? This may also help with classroom design challenges leaping over the ditch between the discovery and empathy phases of the DEEP process, and then maybe having the time to then go even further into the process with experimenting and producing. The student boats will capsize a few times, but eventually they’ll get more use to that water, and before you (the teacher) knows it, they’ll be off exploring new lands on their own.