8 min Defining Show the class slides 63-71. You can read them aloud, ask the students to read them silently, or Empathy ask the students to read them aloud. You can also choose any combination of these options. As you move through these slides, ask your students if they have any questions or need clarification of the ideas that are presented. Ask students how they think that people might develop empathy (Slide 72) Show the students slide 73 and tell them that design thinkers have a toolbox that contains ways to develop empathy for their users. 8 min Observation Show the students slides 74-75 and emphasize the importance of observing with fresh eyes, particularly when you are observing a place you are familiar with (e.g. your school or home). Slide 76 contains a brief (1:55 minutes) video that challenges students’ observation skills. After viewing the video, ask students to discuss their reactions to it. Slides 77-82 provide slides for students to practice what they observe. 15 min Inform the students that they are starting the empathy stage of the international design “Living without challenge. Have students sit down at the table in a room that you can make very dark. Hand out the energy resources word search sheets to the students. in the Dark” Start out by turning off all the lights in the room so the room is completely dark. Simulation Have the students attempt to complete the task (i.e. the word search) using just that individual flameless candle, which represents a kerosene lamp. about 2 minutes, turn on small LED lights for the student to use. After about another 3 minutes, turn off the LED lights and turn on the normal room lights and allow students to complete the task. Debrief the experience for another 3-5 minutes: What was it like to do a task in the dark? Was it hard? How did your eyes feel? Did the LED vs. normal lights make a difference in how quickly you completed the task? Did you know that students all around the world have to experience this every night? How do you think students in the developing world feel about doing homework without lights?
8 min Defining Empathy Show the class slides 63-71. You can read them aloud, ask the students to read them silently, or ask the students to read them aloud. You can also choose any combination of these options. As you move through these slides, ask your students if they have any questions or need clarification of the ideas that are presented. Ask students how they think that people might develop empathy (Slide 72) Show the students slide 73 and tell them that design thinkers have a toolbox that contains ways to develop empathy for their users. 8 min Observation Show the students slides 74-75 and emphasize the importance of observing with fresh eyes, particularly when you are observing a place you are familiar with (e.g. your school or home). Slide 76 contains a brief (1:55 minutes) video that challenges students’ observation skills. After viewing the video, ask students to discuss their reactions to it. Slides 77-82 provide slides for students to practice what they observe. 15 min “Living without in the Dark” Simulation Inform the students that they are starting the empathy stage of the international design challenge. Have students sit down at the table in a room that you can make very dark. Hand out the energy resources word search sheets to the students. Start out by turning off all the lights in the room so the room is completely dark. Have the students attempt to complete the task (i.e. the word search) using just that individual flameless candle, which represents a kerosene lamp. about 2 minutes, turn on small LED lights for the student to use. After about another 3 minutes, turn off the LED lights and turn on the normal room lights and allow students to complete the task. Debrief the experience for another 3-5 minutes: What was it like to do a task in the dark? Was it hard? How did your eyes feel? Did the LED vs. normal lights make a difference in how quickly you completed the task? Did you know that students all around the world have to experience this every night? How do you think students in the developing world feel about doing homework without lights?