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POV : Reception student

Problem statement : Student is able to 2-foot jump high if there is no obstacle, but when there is a 2-foot jump must pass the obstacle, he cannot do it even though the height of the obstacle is below the height when he does 2-foot jumps without an obstacle.

How might we:
- Ask what he feels when he has to do a 2-foot jump over the obstacle?
- How to convince him that he will be able to do that.

Possible solution:
Encourage him that he is able to 2-foot jump past the obstacle by showing evidence (video) that his jump ability without the obstacle is higher than the height of the obstacle he will pass.

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POV: Preschool students

Problem statement: Children have excessive worry when separating from their introductory / companion.

How might we: how can we reduce their anxiety
Possible solution:
1. Tell stories about their favorite characters and talk about their interests.
2. Play the music they like
3. Have time to play together with students outside before they enter the class.

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POV: Kindergarten students

Problem Statement: A is not able to speak Indonesian or English. (Code-mixing)

How might we: How might we help A to improve his or her ability to communicate?

Possible solution:
1. Discuss with parent about mother language that she or he has.
2. Decide to communicate with her or his mother language.
3. Give him or her exposure to the mother language.
4. Apply variety of teaching strategies to help A to communicate.

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POV: preschool students

Problem statement: Dhony needs a way to communicate because he still cannot speak yet.

How might we: How might we help Dhony to improve his speaking ability?

Possible solutions:
- reading aloud
- talking with him more often
- singing a song

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POV: Preschool student

Problem statement:
Preschool student face difficulties to grasp a pencil correctly.

How might we:
How might we help them to grasp a pencil/colored pencil while  writing or coloring the picture?

Possible solution:
- give them practice of picking grains using the thumb and point finger.
- give them tracing or simple maze worksheet

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POV: Preschool student

Problem statement:
Preschool students have difficulty in reveal their needs and ideas verbally.

How might we help preschool students to reveal their needs and ideas verbally?

Possible solution:
-encourage them to share their needs and ideas verbally, by helping them to find the right vocabulary.
-talk a lot to them, ask simple question, and let them answer it verball

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POV: Reception Students

Problem statement: Kino has difficulty maintaining eye contact with people who talk to him.

How might we help Kino maintaining eye contact when talking with others?

Possible solution:
Verbal prompt such as calling his name when he can't make eye contact.
Physical prompt such as directing his head to people who talk to Kino.

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POV: Lower Primary Students

Problem statement: Lower primary students face difficulties in writing Bahasa Indonesia (missing letters especially vowel)

How might we design learning process to help students improving their letter recognition in writing?

Possible solution:
Provide letter and sound recognition activities in fun ways like song, pictures, and dances.

Introducing reading with syllables (ba, bi, bu, be, bo, etc.)

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POV: Lower Primary Students

Problem statement: Lower primary students tend to show their enthusiasm to share their thoughts and opinion during discussion session by racing to be the one who shares first.

How might we arrange the discussion session into well-adjusted sharing thoughts and ideas session where students can respect others during discussion?

Possible solution:
arrange the discussion session agreements with students to create their own style of raising hand before the session, so each students will aware and respect to listen when someone raise his/her hand

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POV: Reception Students

Problem statement:
Reception students tend to have limited vocabulary when it comes to expressing their emotions.

How might we help reception students improve their level of vocabulary in order to express their emotions appropriately?

Possible solutions:
- familiarize them with different kinds of emotions through songs, dances, and/or videos
- create an engaging story session that uses emotion-related vocabs
- encourage them to share what they feel at the end of every activity/day

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POV: Preschool Students

Problem statements:
Preschool students usually have problem with separation anxiety when they have to be separated with their parents or caretaker within their first school weeks or in the morning of school day.

How might we:
How might we minimize the separation anxiety that students feel in their school day?

Possible solutions:
1. Cheer the students up by giving a hug and being funny.
2. Tell them stories about their favorite characters and talk about their interests.
3. Having time to play together with the students outside before they enter the classroom.

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POV: High School Students

Problem statement:
During weekend, high school students tend to play their gadget, not to play outdoor.

How might we:
How might we create fun outdoor activities so that they feel more engaged?

Possible solution:
*Play an outdoor game which has same characteristic with online games and social media.

*Ask them to create their own game and outdoor activities.

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POV: Lower Primary Students

Problem statement: Lower primary students needs a way to get more stimulus in reading because they still haven't able to finish reading a book.

How might we: How might we design a stimulus to help students improve their reading skill.

Possible solution:
- Provide interactive teaching media and activity to engage them in reading, such as using board game.
- Provide interesting books so they will have higher motivation to read.

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POV: High School Students

Problem statement: Students feel stressful because they will face final exam and university entrance exam

How might we: How might we minimize students' anxiety so that they can focus on learning rather than stressing about the exams?

Possible solution:
* Ask students to do regular exercise together at school, twice a week at least
* DO mindfulness practice in the beginning and in the end of the class
* Advise students/ ask students to seek counselor's help when it gets harder

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Problem statement: Students have an anxiety issue when they have to separate with their parent or caretaker in the morning of school day.

How might we: How might we minimize the separation anxiety that students have in the morning?

Possible solutions:
*Wear a shirt or anything that relate to their favorite character
*Play music they love
*Giving them the information about the exciting activities they will have, a day before.

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POV: preschool students

Problem statement: Dhony needs a way to manage his emotion because he often hits his friend.

How might we: How might we manage Dhony to express his emotion more appropiately?

Possible solutions:
# Use video to show many kind of emotions
# Do dance to express many kind of emotions
# Mimicking animals or vegetables as living creature to let him learn others' perspective

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POV: Reception Year Students

Problem Statement: Reception year students have a difficulty to express their emotions in an appropriate manner.

How might we?: How might we help them to identify emotions and their own emotions?

Possible solutions:
*Use of stories and short clip videos on emotions and illustrations of faces and its emotions as intro to knowing what emotions are and what it looks like
*Use students' recent events to relate to  emotions and how we might express our emotions according to the situation
*Use of mirror and facial expression practices
*Use of 'what if' situations

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"curiousity without consideration"
we might to do to 9-11years old children: imagine if he break himself
how if he broke his part of his body? imagine his family is so sad hearing this situation, and he can not going to school for a long time because have to rest at home, he can not playing with his friend anymore.

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Joella Lumoindong | MODULE 6.9 | Define & Ideate in Design Thinking Process

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Joella Lumoindong | MODULE 6.9 | Define & Ideate in Design Thinking Process

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*Point of View (POV): Middle year students

*Problem statement:
Middle year students have lack of ability to elaborate complex concept.

*How might we?:
How might we develop the middle year students' ability to elaborate complex concept?

*Proposed solution:
-we might develop the students ability to think structurally
-we might break down the complex concept into fractions of simpler concepts to help the middle years understand
-we might give survey question as to why the middle years find it hard, so that the teachers can specify a purposeful solution
-we might give the middle years some examples which showcase methods on how to elaborate a concept, then ask the students to add on theirs to the topic, based on the example