Curriculum
Course: Doer's Mindset
Login
Text lesson

LEARNING UNIT 2.7 – TEACHING PLAN – GETTING THINGS DONE: IDEATE

INTRODUCTION/MOTIVATION (10 minutes):

The teacher explains that in this lesson they are moving to the IDEATION step of the problem-solving process (showing slide 2 of the PPT). Teacher asks one or two teams present very briefly their persona and describe their How Might We question reminding themselves about who they are solving the problem for and what the problem is.

The teams have then 5 minutes to review the data they got from the DEFINITION phase in the previous lesson, before moving to the next step.

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

 

MAIN PART 1 (20 minutes):

The teacher reminds pupils that up to this point, they were not talking about potential solutions but have focused to research and defining the problem, confirming or adapting the mission and synthesising data into the content they can work with. But now it is time to begin with the search for a potential solution. This step of the process is called IDEATION.

Firstly, the teacher introduces some ground rules (slide 3) and if possible writes these rules in capital block letters on a place where everyone can see them as a reminder throughout the process:

1.      Everybody in the team has a voice and no ideas are stupid (establishes an open and safe collaborative environment).

2.      Build on ideas of others.

3.      Bring forward or revisit learnings from previous steps.

4.      Keep the focus on the problem.

5.      Be visual.

6.      Encourage wild ideas.

After establishing the rules, the students start with ideation. The goal is to generate as many ideas as possible and they will do so following the example from the case study. The pupils are instructed to 3 rounds of brainstorming (Showing slides 3 and 3 of the PPT):

1.      1st round of brainstorming: pupils have 3 min to think, scribble and doodle down ideas on a piece of paper (or post-it notes) and then continue with a brief sharing session where each student has 1 minute to present his/her ideas to others in their team.

2.      2nd round of brainstorming: after hearing the initial ideas they do a 2nd round of brainstorming building on the ideas from the 1st round (it can be shorter – let’s say they take 2 minutes and again 1 minute to present their ideas to others on the team).

3.      3rd round of brainstorming (showing slide 4 of the PPT): To get some wilder ideas the team does a 3rd round of brainstorming using “the Crazy 8” method; brainstorming the ideas of how they would solve the problem if they were Elon Musk, Amazon, Prehistoric people, NASA, Superman, Intergalactic traveller, somebody with limitless technology access and a member of sustainability league. To do so, teacher hands pupils empty A3 papers and instruct them to fold it in half length wise. Then fold it in half again.

 

MAIN PART 2 (10 minutes):

Teams now have many ideas. Each team should proceed with eliminating duplicate ideas, grouping similar ones together and finally, creating categories for different groups or ideas.

The team then ranks the ideas considering the questions (showing slide 5 of the PPT):

          How desirable is the idea for our persona (they can refer to the persona by the name they chose)?

          How well does the idea solve the problem according to the guiding question they formed?

The teacher explains the process of voting:

          Round 1: How desirable is the idea for our persona (they can refer to the persona by the name they chose)?

        Each team member gets 3 votes represented by 3 colour-dots (can be made with a marker), where each dot represents 1 vote.

        Each team member must now place their 3 dots to the most desirable idea for their person.

        They can give all 3 dots to one idea or spread them as they wish.

          Round 2: How well does the idea solve the problem according to the guiding question they formed?

        Each team member gets 3 votes represented by 3 colour-dots (can be made with a marker but of different colour than before), where each dot represents 1 vote.

        Each team member must now place their 3 dots to the idea that best solves the problem according to the guiding question.

        They can give all 3 dots to one idea or spread them as they wish.

At the end of the lesson, each team should have their winning idea.

 

ASSESSMENT (5 minutes):

The teacher asks teams propose a different way they could select the winning idea and discuss the advantages or disadvantages of the proposed way. The teacher explains that next time they will continue with converting their winning ideas into tangible solutions using PROTOTYPING and that they will also do some user TESTING to learn what others think of their solution.   

 

APPENDIX

DM Learning unit 2.7 PPT

Lesson materials

DM Learning unit 2.7 PPT.pptx 1 mb Download
CRIS Doers Mindset - LU 2.7 (Slovenia).docx 5 mb Download
CRIS Doers Mindset - LU 2.7 - PPT (Slovenia).pptx 1 mb Download
CRIS Doers Mindset - LU 2.7 (Italy).docx 5 mb Download
CRIS Doers Mindset - LU 2.7 (Greece).docx 5 mb Download
CRIS Doers Mindset - LU 2.7 - PPT (Greece).pptx 1 mb Download