Challenge

The challenge I have taken on definitely meets the criteria for design thinking because it surely

qualifies as a “wicked” problem.  I am a middle school teacher in a title 1 school. (Schools having more  than 40% of its student population coming from families functioning under the poverty line) The  challenge I face every day is to help motivate these students to improve their personal chances of  escaping the fixed environment they are now part of.

Most of my students come from single parent households, primarily the mother. Often these

households have no working parent and are supported by federal subsidies.  My students come from  impoverished neighborhoods where positive role models have worked their way out of and are seldom  to return.  The role models they do aspire to are not accessible.   Many of these students cling to the  dream that their only route to success is through athletic prowess or some other aspect of the  entertainment industry.

To work hard in school because that is the route out, is not viable to them. It may not have

worked for anyone they have close contact with.  It is here that my challenge arises from.  I must often  be the one that instills the realization and hope that it is through education we are given the keys to  success.

I came to the realization after participating in the design thinking class that not only would this

process be useful to my challenge, design thinking could also be extremely useful for the education  system as a whole.  I would love to attack the greater challenge of improving the function of education  itself at a district, state, or federal level but in the interest of this exercise I will execute it within my own  school.

Selection

The design thinking tool I utilized is story telling. This is not a new tool for me; as teachers we

often rely on a story to make connections with our students. The fact that I now have a tool box it  belongs in…is novel.   I am in a situation where my class is often seen as a throw away class. It is  commonly referred to as an elective.  I teach technology to 6th,7th and 8th graders.  Since it is regarded as  an elective along with P.E. Music, Art, Home Economics, and Foreign Language, it is not a class that  counts towards student promotion. (it is not required that they pass this class to move on as it is with  History, Math, English, and Science) The Challenge comes in the form of giving this class a distinction of  importance to my clients (students, parents, administrators) By telling the right story I will hopefully be  providing students with the motivation to excel, and convincing parents and administrators as to the  “larger purpose” of an elective class.  As Fernando Johnson from Mars Inc. said “ Story telling makes a  strategy simple and relatable, it gives it color, life, character and plot.” He also explains that the purpose  of a story is to “create a cause.”  I can think of no greater cause than motivating children to take  ownership of their education and learn.

Application

The story I use came to me happenstance but it works perfectly for my situation. As I said many

of my students see athletics as their way out of poverty. It was through an athletic circumstance that I  was provided with my story.  This will be the hook for my audience.

I was accompanying my son to a lacrosse tournament. As parents do I was making small talk

with one of the other parents on the sidelines. The question eventually came around to what I did for a  living, I mentioned I was a teacher.  Invariably he asked what it was that I taught.  I am proud of what I  do and can talk at length about it, as most people can about things they are passionate.  I told him that I  taught technology and this peaked his interest because he owned a company that manufactured signs.  I  started to explain some of the things that go on in a technology classroom.  We do a lot of designing (the  reason this class caught my eye) and getting a design on paper is paramount.  I also vented my  frustrations with students not wanting to put the time into the planning/ drawing stage.  They want it  done now. They think it should be able to go from mind to product, nothing in between. He asked what  kind of drawing we were doing, and I explained we used a product called Google sketch up. His eyes got  big and he became very interested at that moment.

“Really?” he said. “do they get it?”

My response was yes they get it; it is very similar to Minecraft a program they are very adept at

which is also my greatest hurdle to teaching sketch-up.  The students are so into the gaming aspect of  Minecraft that they do not have the patience for a program that does basically the same thing but is  only a design tool.

“That’s a shame” he said,” If I found students right out of high school that were able to use

sketch-up as a design tool, I would have a well-paying job available for them that very day.”

Really? I can show you someone who gets it, but he can only work summers for the next three

years!

Insight/Approach

Even though I use this story to motivate my students, it is the parents and administrators that

really latch on to it.  We all have stories that connect with the personal element of education. So here  lies the potential in using design thinking to better our education system as a whole. The cause is there!  The process needs improvement!

We continue to use this data driven assembly line approach to this “wicked” problem of making

the education system developed at the turn of the century work for today’s children.  Everyday teachers  are using learning launches in their individual classroom to try and spice up the cookie cutter curriculum.  Bring the learning launch out of the classroom and use it district wide, state wide, nationwide.  Our  students are every bit as important as a personal healthcare kit or process to sell financial products. No  wonder our priorities have run amuck. We fail to use the powerful tools we develop on our most  precious investment.

Fernando Johnson


Challenge The challenge I have taken on definitely meets the criteria for design thinking because it surely qualifies as a “ wicked ” problem . I am a middle school teacher in a title 1 school . ( Schools having more than 40 % of its student population coming from families functioning under the poverty line ) The challenge I face every day is to help motivate these students to improve their personal chances of escaping the fixed environment they are now part of . Most of my students come from single parent households , primarily the mother . Often these households have no working parent and are supported by federal subsidies . My students come from impoverished neighborhoods where positive role models have worked their way out of and are seldom to return . The role models they do aspire to are not accessible . Many of these students cling to the dream that their only route to success is through athletic prowess or some other aspect of the entertainment industry . To work hard in school because that is the route out , is not viable to them . It may not have worked for anyone they have close contact with . It is here that my challenge arises from . I must often be the one that instills the realization and hope that it is through education we are given the keys to success . I came to the realization after participating in the design thinking class that not only would this process be useful to my challenge , design thinking could also be extremely useful for the education system as a whole . I would love to attack the greater challenge of improving the function of education itself at a district , state , or federal level but in the interest of this exercise I will execute it within my own school . Selection The design thinking tool I utilized is story telling . This is not a new tool for me ; as teachers we often rely on a story to make connections with our students . The fact that I now have a tool box it belongs in … is novel . I am in a situation where my class is often seen as a throw away class . It is commonly referred to as an elective . I teach technology to 6th,7th and 8th graders . Since it is regarded as an elective along with P.E. Music , Art , Home Economics , and Foreign Language , it is not a class that counts towards student promotion . ( it is not required that they pass this class to move on as it is with History , Math , English , and Science ) The Challenge comes in the form of giving this class a distinction of importance to my clients ( students , parents , administrators ) By telling the right story I will hopefully be providing students with the motivation to excel , and convincing parents and administrators as to the “ larger purpose ” of an elective class . As Fernando Johnson from Mars Inc. said “ Story telling makes a strategy simple and relatable , it gives it color , life , character and plot . ” He also explains that the purpose of a story is to “ create a cause . ” I can think of no greater cause than motivating children to take ownership of their education and learn . Application The story I use came to me happenstance but it works perfectly for my situation . As I said many of my students see athletics as their way out of poverty . It was through an athletic circumstance that I was provided with my story . This will be the hook for my audience . I was accompanying my son to a lacrosse tournament . As parents do I was making small talk with one of the other parents on the sidelines . The question eventually came around to what I did for a living , I mentioned I was a teacher . Invariably he asked what it was that I taught . I am proud of what I do and can talk at length about it , as most people can about things they are passionate . I told him that I taught technology and this peaked his interest because he owned a company that manufactured signs . I started to explain some of the things that go on in a technology classroom . We do a lot of designing ( the reason this class caught my eye ) and getting a design on paper is paramount . I also vented my frustrations with students not wanting to put the time into the planning/ drawing stage . They want it done now . They think it should be able to go from mind to product , nothing in between . He asked what kind of drawing we were doing , and I explained we used a product called Google sketch up . His eyes got big and he became very interested at that moment . “ Really ? ” he said . “ do they get it ? ” My response was yes they get it ; it is very similar to Minecraft a program they are very adept at which is also my greatest hurdle to teaching sketch - up . The students are so into the gaming aspect of Minecraft that they do not have the patience for a program that does basically the same thing but is only a design tool . “ That ’s a shame ” he said , ” If I found students right out of high school that were able to use sketch - up as a design tool , I would have a well - paying job available for them that very day . ” Really ? I can show you someone who gets it , but he can only work summers for the next three years ! Insight / Approach Even though I use this story to motivate my students , it is the parents and administrators that really latch on to it . We all have stories that connect with the personal element of education . So here lies the potential in using design thinking to better our education system as a whole . The cause is there ! The process needs improvement ! We continue to use this data driven assembly line approach to this “ wicked ” problem of making the education system developed at the turn of the century work for today ’s children . Everyday teachers are using learning launches in their individual classroom to try and spice up the cookie cutter curriculum . Bring the learning launch out of the classroom and use it district wide , state wide , nationwide . Our students are every bit as important as a personal healthcare kit or process to sell financial products . No wonder our priorities have run amuck . We fail to use the powerful tools we develop on our most precious investment . Fernando Johnson