Course: Doer's Mindset
Text lesson




The teacher invites one team to present their work from the previous lesson (the selected team should be different than the ones who presented in the previous class) to the class, and then recaps for the entire class in general what was done in the previous lesson. The teacher encourages them to continue with the next phase – the research (showing slide 2 of the ppt**).

** The ppt is an attachment to this learning unit.


MAIN PART 1 (15 minutes):

Each team should have a computer, tablet, or at least a smartphone available to do their research; ideally one per person or one per team if not possible otherwise. They should be discovering, whether their thinking has some solid ground or not.  

        OK TO USE: information found in an article of a reliable media source discussing local politics, including the opinions and statements of relevant stakeholders

        NOT OK TO USE: a gossip between two neighbors about bad political decisions of the current major, social media posts (except if linking to a trustworthy source)

Show slide 3 and 4 of the PPT


The teams collect:

        Stories, data, and information about all different types of challenges concerning the selected problem and mission

        What measures are already being implemented, and what are best practices (this findings might be useful to help identify any additional problems, ineffective measures and practices, etc. but they will also be useful later on, when teams will start looking for ideas and solutions to their identified problem)

Please have in mind that at this point, no solutions are being looked for or developed. The purpose of the research is to get unbiased look at the situation and spot any interesting things.

To keep the proper focus while researching, the pupils should have the following in mind:

        Pupils need to discover what type of problems people may have in the situation, not to solve any particular problem just yet.

        Research must always be twofold:

1.     Focused on understanding people in the crisis (see their point of view)

2.     Building the knowledge to understand the problem, the underlying reasons behind the problem, and what implications the problem has on people, economy, society,  and the environmental landscape

The teacher continuously participates in research by reviewing findings and monitoring that the sources are trustworthy, that they are asking themselves the right questions, etc…. Always encourage pupils to search for more information.

The pupils write down the information and  list key findings to keep for further work.


MAIN PART 2 (20 minutes)

Teacher encourages that students also do interviews with people who might be impacted by the problem they identified. This is not possible in class, this is why students cross-interview in groups.

This is a mega useful exercise (in reality, no project should ever move from research to define stage without this activity) for students to practice communication and listening skills, interviewing skills and then understanding what was told to them during interviews and make a meaning out of it.

Activity 1 (5 min)

In groups: Students develop develop 3-5 demographic questions (female/male, location, job/education, age group, marital status, kids?, etc…) and 3-5 core questions (related to the problem they are researching) which could be:

        How would you feel knowing asteroid would hit the earth and you lived in California?

        What would concern you the most?

        How would the event impact life as we know it?

        What would change in your opinion?

        What aspects of your life would/could be impacted (lifestyle, health, economy, food production, globalization, air/water pollution, etc.)?


Activity 2 (10 min)

Cross-interviewing with other teams. The rules are:

        Participants form pairs with a person from another team and interview each other – they need to ask questions that will help to elicit meaningful insights.

        Students must take notes of the key observations, insights, and messages on sticky notes

        One insight per sticky note or one line per insight if sticky notes are not available

        Encourage participants to use smiley emoticons to note emotions of the interviewee on particular question

        The interviews should not take more than 10 minutes.


Activity 3 (5 min)

When all team members carried out interviews, the team would then connect to briefly present to eachother the findings and group similar answers, observations, info together. One minute per person.


ASSESSMENT (5 minutes):

The teacher asks pupils how far they are with the research and if they had enough time to collect the information. If they feel they need more, the teacher advises doing that at home before the next lesson since they will continue with the next step – DEFINITION.  



        DM Learning unit 2.5 PPT

Lesson materials

DM Learning unit 2.5 PPT.pptx 917 kb Download
CRIS Doers Mindset - LU 2.5 - PPT (Slovenia).pptx 981 kb Download
CRIS Doers Mindset - LU 2.5 (Slovenia).docx 5 mb Download
CRIS Doers Mindset - LU 2.5 (Italy).docx 5 mb Download
CRIS Doers Mindset - LU 2.5 - PPT (Italy).pptx 918 kb Download
CRIS Doers Mindset - LU 2.5 (Greece).docx 5 mb Download
CRIS Doers Mindset - LU 2.5 - PPT (Greece).pptx 618 kb Download