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Course: Doer's Mindset
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LEARNING UNIT 2.6 – TEACHING PLAN – GETTING THINGS DONE: DEFINE

INTRODUCTION/MOTIVATION (5 minutes):

The teacher starts by recalling the outcomes from the previous lesson and asks one team showcase what they did in 2 minutes or less. The teacher then explains that in this lesson, they are moving to the DEFINE step of the problem-solving process (Slide 2). The pupils have 3 minutes to revisit the data they got from the research in the previous lesson before moving to the next step.

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

 

MAIN PART 1 (5 minutes):

After collecting all information and observations, the next step is synthesizing these into meaningful insights and actionable tasks. Next, each group goes back to the information they collected about users to see if there were any correlations, similarities, or differences between the people who faced the same challenge.

The teacher reminds the pupils of the case study they analysed in one of the previous lessons and that they will follow the same example during this lesson. They will complete the following tasks (slide 3):

1.     Define personas for their own case,

2.     Create empathy maps for that persona

3.     Form a guiding question.

 

MAIN PART 2: Defining persona (20 minutes):

Personas are fictional profiles, typically developed to characterise and describe a particular group of people based on its common characteristics and/or interests. They are easy to relate to. It is useful to give a name to the persona. For any decision, the team can always ask themselves, what would this person like, want, need, and quickly step into their user shoes. While some information attached to the persona might seem irrelevant or unnecessary, they help build a more believable profile that the team have easier time to relate to.

Instructions for building a persona:

In the first step participants need to create a Persona for which they will be solving the problem for. A persona represents a segment of similar people and it has the following characteristics which participants need to complete (3 points per section is enough):

          Basic Info: Team first completes the top part (Name, nationality, age, occupation and hobbies) and then quickly sketches profile picture

          Description: Team provides a short description of what their persona is like based on the observations and findings from previous step.

          Values & Interests: Team try to answer in 2 to 4 points what persona values, what they find meaningful  and essential in their life. The team think s about what the moral compass of the persona is, what is close to their hears and what inspires them.

          Behaviours: The team writes down 2 to 4 points that provide insights into their persona’s behaviour. Some guiding questions to help them do that are: Who is the persona, whad do they do in certain situations, what are the things they do during the day, how are they spending the time and what differentiates them from others.

          Gains & Needs: Team notes 2 to 4 characteristics of what their prsona likes, what they need, what amuses them, what makes them laugh and what do they dream about.

          Pains & Fears: Team notes 2 to 4 points about personas fears and dislikes. They can also think about what frustrates the persona and what scares them and puts them off.

     

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MAIN PART 3: Creating an Emapthy Map (10 minutes):

To understand the unique and deeply personal aspects of their persona in relation to the life and problem outlined in the mission statement, the teams will now create an empathy map. Emapthy map is a more personal look on the Persona – it provides the emotional aspect and insights into what is going on in their head.

Instructions for creating an empathy map:

In the first step participants need to create a Persona for which they will be solving the problem for. A persona represents a segment of similar people and it has the following characteristics which participants need to complete:

          What does the persona think and feel in regards to the challenge? The team notes 2 to 4 points answering the questions of what goes through personas mind, what worries them, what excites them, etc.

          What does the persona see in regards to the challenge? The team notes 2 to 4 points answering the questions of what personas sees others are doing, who is doing what, how does the environment looks like, etc.

          What does the persona say and do in regards to the challenge? The team notes 2 to 4 points answering the questions of how is the persona talking about this challenge, what are their views on the challenge, etc.

          What does the persona hear in regards to the challenge? The team notes 2 to 4 points answering the questions of what personas hearts others with the same problem are saying, what media is saying, what influencers and leaders are saying.

          Pain Points: The team brings over 3 most meaningful Pains from the Persona

          Gains: The team brings over 3 most meaningful Gains from the Persona

        

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MAIN PART 4: Creating a Guiding Question (10 minutes):

With the guiding or HOW MIGHT WE question the team transforms their mission into a structured question that demands to be answered, hence providing an actionable momentum that is entirely based on the empirical findings.

 

Instructions for creating a guiding question:

The teacher displays the How Might We question with blank fields on the board and explains to the teams that there will be 3 steps to getting to the final guiding questions. The questions should be simple and not trying to address more than 2 things – ideally only 1, otherwise they become too complicated. The times of this exercise will be short so teams need to be focused.

          Step 01 (3 minutes): Each team member works individually to create as many “How Might We Questions” as they can following the format of the “How might we questions” on the template.

          Step 02 (3 minutes): Each team member quickly reviews all “How might we questions” to created by other team members to familiarize themselves with what others did.

          Step 03 (4 minutes): Now as a team select the best “How might we question” or creates a new by one merging two or more of the existing ones into one. Team needs to write the final “How might we question.

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As a reminder of what information they need for each task, the teacher shows the slides 4, 5 and 6. The slides should stay on display throughout the lesson, if the pupils need to check any of the slides again, the teacher can move the slides back and forth on request.

ASSESSMENT (10 minutes):

The teacher asks pupils how their work is going and if they have successfully defined their personas, empathy maps and guiding questions. Do they feel they can relate to their persona?

The teacher also asks 2 teams to present their personas, empathy maps and guiding question to everyone. Each team presenting should do so in under 3 minutes to keep time and to help pupils get to the points and subconsiusly identify crucial aspecs of their works.

Typically these presentations demonstrate how vastly different problems teams could be solving within the same crisis situation.

Note: if time is left, more teams can present their work

The teacher explains that next time they will continue with IDEATION step.

 

APPENDIX

          DM Learning unit 2.6 PPT

Lesson materials

DM Learning unit 2.6 PPT.pptx 6 mb Download
CRIS Doers Mindset - LU 2.6 (Slovenia).docx 5 mb Download
CRIS Doers Mindset - LU 2.6 - PPT (Slovenia).pptx 5 mb Download
CRIS Doers Mindset - LU 2.6 (Italy).docx 5 mb Download
CRIS Doers Mindset - LU 2.6 - PPT (Italy).pptx 6 mb Download
CRIS Doers Mindset - LU 2.6 (Greece).docx 5 mb Download
CRIS Doers Mindset - LU 2.6 - PPT (Greece).pptx 1 mb Download