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the time to do our prototype

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Love the Prototype session

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Discussion sessions and coming up with ideas etc.

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More time to be considered

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Great effort from the team! Thank you

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Empathy map and 'How might we' statement

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As the process of DT is going to be differentiated for each group, how will the FTs be able to guide every group? Currently, every team has a facilitator and it is not easy going through the program.

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Probably more time and explanation needed to explain several terms e.g. prototype. Pupils may have a closed idea on what prototype means - more varied samples? Also, teachers may need to thoroughly explain/revisit the overview and outline of the programme in order to let pupils know the main purpose of doing it.

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how do teachers manage the different groups working at different parts of the package? today there was facilitator for every team but in class, there will only be 1 or 2 teachers for 6 groups?

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Can I suggest to have 1 FT to helm the facilitation for the class but another non-FT to go around different groups to assist when necessary? (I’m assuming each FT to take half the session each day)

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Could we also have some help for the SEN in the class? It’s difficult to engage students like Luke and Josiah while ensuring a fruitful session with the class.

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Are we going to have equal duration for each segment? Personally I find that the initial stage takes longer time to help students get the idea and the flow going.

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What about the chapters and lessons that were left out from EOY exams? How are teachers going to finish the lessons by the end of the year?

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To prepare our students, we may consider using morning pre assembly periods for warm up eg break the empathy part into small segments and carry out in the morning?

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Empathy map

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Feedback Ladder. It is useful for students and gives them some structure when learning how to give feedback.

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More time is necessary for the implementation. Perhaps also give the groups some buffer time so that those who are redoing some processes will have enough time to catch up. The segment on ideate and the prototype is quite content heavy in terms of the tools used - empathy map, POV, HMW, Decision Matrix. So better to give students some time to digest how to use it rather than rushing through it one after the other. My group of adults also needed some more help and time for these tools. I can only imagine how much more the students might need.

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I feel that it may not be manageable for the students to complete this on their own in their mini groups of 3. It takes a lot of discussion and I believe the facilitation is very important. However, with about 10 mini groups and only 2 Teachers, another big concern is that I think it is a difficult task for the teachers to move around and facilitate all the groups within this timeframe.

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There were many tools put in place to help organise student’s ideas.

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Ideation session to finally come up with 1 solution that the group would like to work on.

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I would like start by commending the team for the time and effort in coming up with the packages for the various stages. While I do agree that Design Thinking is indeed an important skill / mindset that we want our students to have, I think it would be more beneficial to spread out the various lessons consistently over a few months rather than "force feeding" it over 4-5 days. This is especially important if various groups need to revisit / redo earlier processes.