design thinking in play - ascdfiles.ascd.org/pdfs/publications/books/design-thinking... ·...

Design thinking is a person-centered, problem-solving process that’s a go-to for innovative businesses and gaining traction with school leaders interested in positive change. But understanding design thinking is one thing; actually putting it in play is something else.

Authors Alyssa Gallagher and Kami Thordarson offer educators a practical guide for navigating design thinking’s invigorating challenges and reaping its considerable rewards. They dig deep into the five-stage design thinking process, highlighting risk factors and recommending specific steps to keep you moving forward. The 25 downloadable and reproducible tools provide prompts and supports that will help you and your team

• Identify change opportunities. • Dig deeper into complex problems.• Analyze topics to isolate specific challenges.• Connect with and solve for user needs.• Apply what you’ve learned about users to design challenges.• Maximize brainstorming power.• Create and employ solution prototypes.• Pitch solutions and secure buy-in from stakeholders.• Organize and analyze user feedback. • Map out a solution’s specific actions and

resource requirements.

Design Thinking in Play is a must-have for education leaders who are tired of waiting for someone else to solve their problems and ready to take action, have fun, and figure out what will really work for their school, their colleagues, and their students.

Education

Alyssa Gallagher is an experienced public school educator, administrator, facilitator, and consultant. She leads leadership teams through the design thinking process and coaches organizational leaders to embrace creativity and the habits of designers.

Kami Thordarson is a former classroom teacher and professional development and curriculum designer. A champion of the design thinking movement in K–12 education, she currently works as an administrator leading district technology integration and personalization efforts.

Alexandria, Virginia USA

Browse excerpts from ASCD books: www.ascd.org/books

DE

SIG

N TH

INK

ING

IN P

LAY

Gallagher | Thordarson

ADVANCE UNCORRECTED COPY—NOT FOR DISTRIBUTION

1703 N. Beauregard St. • Alexandria, VA 22311-1714 USAPhone: 800-933-2723 or 703-578-9600 • Fax: 703-575-5400Website: www.ascd.org • E-mail: [email protected] guidelines: www.ascd.org/write

Ranjit Sidhu, Executive Director and CEO; Stefani Roth, Publisher; Genny Ostertag, Director, Con-tent Acquisitions; Julie Houtz, Director, Book Editing & Production; Susan Hills, Senior Acquisi-tions Editor; Katie Martin, Editor; Judi Connelly, Senior Art Director; Jose Coll, Graphic Designer; Valerie Younkin, Senior Production Designer; Kelly Marshall, Interim Manager, Production Ser-vices; Tristan Coffelt, Senior Production Specialist; Shajuan Martin, E-Publishing Specialist

Copyright © 2020 ASCD. All rights reserved. It is illegal to reproduce copies of this work in print or electronic format (including reproductions displayed on a secure intranet or stored in a retrieval system or other electronic storage device from which copies can be made or displayed) without the prior written permission of the publisher. By purchasing only authorized elec-tronic or print editions and not participating in or encouraging piracy of copyrighted materials, you support the rights of authors and publishers. Readers who wish to reproduce or republish excerpts of this work in print or electronic format may do so for a small fee by contacting the Copyright Clearance Center (CCC), 222 Rosewood Dr., Danvers, MA 01923, USA (phone: 978-750-8400; fax: 978-646-8600; web: www.copyright.com). To inquire about site licensing options or any other reuse, contact ASCD Permissions at www.ascd.org/permissions, or [email protected], or 703-575-5749. For a list of vendors authorized to license ASCD e-books to institutions, see www.ascd.org/epubs. Send translation inquiries to [email protected].

Portions of the text are from the authors’ blog.

ASCD® and ASCD LEARN. TEACH. LEAD.® are registered trademarks of ASCD. All other trade-marks contained in this book are the property of, and reserved by, their respective owners, and are used for editorial and informational purposes only. No such use should be construed to imply sponsorship or endorsement of the book by the respective owners.

All web links in this book are correct as of the publication date below but may have become inactive or otherwise modified since that time. If you notice a deactivated or changed link, please e-mail [email protected] with the words “Link Update” in the subject line. In your message, please specify the web link, the book title, and the page number on which the link appears.

PAPERBACK ISBN: 978-1-4166-2885-9 ASCD product #120030 n4/20

PDF E-BOOK ISBN: 978-1-4166-2886-6; see Books in Print for other formats.

Quantity discounts are available: e-mail [email protected] or call 800-933-2723, ext. 5773, or 703-575-5773. For desk copies, go to www.ascd.org/deskcopy.

Library of Congress Cataloging-in-Publication DataNames: Gallagher, Alyssa, author. | Thordarson, Kami, author. Title: Design thinking in play : an action guide for educators / Alyssa Gallagher, Kami

Thordarson.Description: Alexandria, Virginia : ASCD, [2020] | Includes bibliographical references and index. Identifiers: LCCN 2019045993 (print) | LCCN 2019045994 (ebook) | ISBN 9781416628859 (paper-

back) | ISBN 9781416628866 (pdf)Subjects: LCSH: Educational leadership. | Educational change. | School management and orga-

nization. | Problem solving. | Creative thinking.Classification: LCC LB2805 .G254 2020 (print) | LCC LB2805 (ebook) | DDC 371.2--dc23 LC record available at https://lccn.loc.gov/2019045993LC ebook record available at https://lccn.loc.gov/2019045994

29 28 27 26 25 24 23 22 21 20 1 2 3 4 5 6 7 8 9 10 11 12


List of Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1. Design Thinking: What, why, and how? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

2. Becoming a Design Thinker: How do you learn to see with new eyes? . . . . . . . . . . . . . .27

3. Empathize: What does your user really need? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

4. Define: How do you clarify the problem? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67

5. Ideate: How do you get to a big idea? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85

6. Prototype: What does your idea look like in action? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104

7. Test: How do you improve your solution? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Appendix A: Guidelines and Handouts for a Design Thinking Sprint . . . . . . . . . . . . . . . 137

Appendix B: Design Thinking Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156

About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162


List of ToolsTool # Tool Name Tool Purpose Page #

1 Act Like Sherlock Holmes Investigate a problem. p. 31

2 Bug List Identify change opportunities. p. 33

3 Portrait of Your Inner Kid Reconnect with wonder and joy. p. 36

4 Five-Why Questioning Dig deeper and understand complex problems. p. 39

5 Rose, Thorn, Bud Analyze topics to think through potential opportunities and challenges.

p. 42

6 Empathy Interview Planner Conduct effective empathy interviews. p. 49

7 Who Are Your Extreme Users? Identify potential empathy interviewees with the most valuable perspectives.

p. 51

8 Empathy Interview Prep Sheet

Prepare yourself to conduct an empathy interview.

p. 53

9 A Day in the Life Of . . . Shadow a user. p. 58

10 Story Share-and-Capture Capture insights after empathy interviews. p. 60

11 Empathy Map Connect with a user’s needs and experiences. p. 62

12 Personas Deepen your understanding of different types of users.

p. 64

13 Putting It All Together Apply what you’ve learned about users to the design challenge.

p. 66

14 POV Statement Template Turn user needs into a point-of-view statement. p. 78

15 HMW Question Template Turn a POV statement into topics for ideation. p. 82

16 Warm-Up: 30 Circles Build creative muscle. p. 90

17 Idea Generator Brainstorm lots of ideas quickly. p. 96

18 Idea Evaluation Matrix Compare and contrast ideas. p. 100

19 Brainstorm Blueprint Maximize your brainstorming power. p. 103

20 Prototype Sketch Sheet Draft a prototype. p. 113

21 Prototype Log Track the prototyping process. p. 117

22 60-Second Story Create the elevator pitch for your design solution.

p. 118

23 Prototype Feedback Sheet Organize your testing feedback. p. 126

24 Feedback Capture Grid Analyze your testing feedback. p. 128

25 Implementation Action Plan Map out your solution’s specific actions and resource requirements.

p. 133

PDF copies of these tools are available for download at www.ascd.org/ASCD/pdf/books/DesignThinkinginPlayTools.pdf and at www.leadlikeadesigner.com.

vi


1

IntroductionMichael Fullan, a worldwide authority on education reform, first published The

Meaning of Educational Change in 1982. By 2016, the book was in its fifth edition

(and retitled The New Meaning of Educational Change). The takeaway here is

that systemic educational change has been on every educator’s radar for a long

time. But despite a few significant shifts and pockets of innovation, our educa-

tion system has been largely immune to change.

Blame ingrained habits and mindsets. Traditionally, the job of educators has

been to dispense knowledge, assess students, and move them along to the next

grade using time-tested “best practices,” many of which were established in the

1860s by Horace Mann (aka Father of the Common School). Let that sink in for

a minute: Many of our current educational practices date to the 1860s. Schools

were set up to teach basic essentials—reading, writing, and math—and to pass

along social values deemed necessary to create responsible, law-abiding citi-

zens able to access work and contribute to nation’s overall economy. Students

were assigned by age to grade levels and batch-processed through each grade

regardless of any personal differences in their aptitude, intelligence, or capabili-

ties. Standardized testing, content standards, curriculum guides, teacher creden-

tialing, college admissions requirements, and textbook industries all became

institutionalized practices within this model of mass education. Along the way,

“learning” solidified in people’s minds as something that takes place within a

classroom, is led and assessed by a teacher, and results in a grade.

In short, public schools were designed to be universal, nonsectarian, and

free; they were not designed to meet the individualized needs of students, close

the achievement gap, or help break the cycle of poverty. In fact, one could argue

that schools today are doing exactly what they were set up to do: meet the needs


2 Design Thinking in Play

of the community and students as they existed back in the 1800s. The problem is

that our needs have changed, and “education as usual” no longer serves today’s

students or today’s society.

We can continue to let inertia have its way, or we can

choose to intentionally redesign our schools and

our students’ learning experiences. The latter

course requires us to collectively figure out

how to change a system designed for the

past so that it serves the students of today.

But here’s the exciting part: Anything

that has been designed can be redesigned,

including an archaic school system and

the learning experiences of students. It’s

an amazing opportunity that nonetheless

comes with significant challenges. The goal

of this book is to help our fellow educators

navigate this journey of positive change; our

means to that end is design thinking.

The Fear FactorFear Factor was a TV game show in the early 2000s that required contestants to

take on scary challenges—everything from public nudity to jumping out of heli-

copters to being covered in spiders—in the hope of winning a monetary prize.

The stunts themselves were memorable, but the contestants’ comments after-

ward were downright instructive: nine times out of 10, the contestants said that

going through with the stunt—facing their fear—wasn’t as bad as they imag-

ined it would be.

Since the publication of our book Design Thinking for School Leaders: Five

Roles and Mindsets That Ignite Positive Change (2018), we have had the privilege

of interacting with hundreds of leaders across the country as they work to adopt

the roles and mindsets it presented. We have been struck by how many of them

seemed to be engaged in their own version of Fear Factor, afraid to take a leap

into significant systemic change because of possible repercussions from school

boards, faculty and staff, families, and the larger community. We can think of

no better way to begin this book than by sharing a few strategies you can use to

push past the fears that might keep you from embarking on the work of change.

We are living at a time of enormous uncertainty. Technology is advancing at an ever- increasing rate, transforming the nature of work and employment. Change is happening at a disorienting pace and our institutions can barely keep up.

—The Brookings Institution, Meaningful Education

in Times of Uncertainty (2017)


3Introduction

• Remember your priorities. As a leader, you will likely be criticized no

matter what you do; taking criticism personally is a waste of energy.

Remind yourself that as long as you ground your work in what is best for

students, you can withstand any criticism that comes your way. Design

thinking supports this fear-management strategy by linking every

change and every solution to unmet needs.

• Change the stories you tell yourself. A lot of fear stems from the stories

we tell ourselves about what might happen if we take this or that action.

The silver lining is that, because we invent these stories, we can change

them. Try completing your fear-based story by identifying the worst-

case scenario. Then flip this approach and imagine the best. Tell a story

of your success. The more you see yourself as capable of creating positive

change, the better prepared you are to take it on.

• Embrace fear and risk as a necessary component of R&D. There are risks

associated with any change, but what are these risks compared to what’s

at stake for our students, our schools, and public education at large if we

don’t pursue change? Fear is what makes bravery possible, and bravery

is what’s required to undertake any significant challenge and make any

lasting impact.

Although it’s never easy to be the one questioning practices

or walking the high wire of innovation, those who act boldly

are more likely to make progress. Far too many in education

are stuck in a holding pattern—waiting for assurance or

the “one best way,” waiting for someone else to solve the

problem, waiting for retirement, waiting for permission to

do something different. It’s time to stop waiting and start

designing. Embracing the habits and mindsets of design

thinking replaces the fear of the unknown with curiosity—

and, thus, changes the approach to solving problems.

The Process of Design ThinkingDesign thinking, a problem-solving process grounded in empathy and popular-

ized by David Kelley of IDEO, has tremendous potential to help us reframe and

solve the wicked, complex problems we are facing in education. Wicked prob-

lems are those that are difficult to solve because of incomplete, contradictory,

Do not fear change. Change fear.

—Karen Salmansohn



and changing requirements that are challenging to recognize. Wicked problems

have no distinct boundaries and, as a result, have no clear solutions. Think of

global warming, poverty, or world hunger. In education, think of delivering per-

sonalized learning, closing the achievement gap, meeting the needs of English

language learners, and other ambitious outcomes that the 19th-century factory

model of schooling wasn’t set up to achieve.

Design thinking channels the habits and mindsets of designers, who are

trained to tackle problems with creativity, curiosity, rigor, and discipline. Design

thinking asks us to bring our whole selves to the problems we face and to focus

on the people our solutions will serve. It is a process that requires both head (the

rational, thinking part of our brain) and heart (our feeling, intuitive side).

The process we use (see Figure A) is adapted from that of Stanford Univer-

sity’s Hasso Plattner Institute of Design (aka the “Stanford d.school”) and breaks

design thinking into five phases: empathize, define, ideate, prototype, and test

(Hasso Plattner Institute, n.d.).

Figure AThe Design Thinking Process

Figure A gives the initial impression of a neat, tidy, and reliably linear pro-

cess. Look a little closer, though, and you’ll see that it’s more complicated than it

initially appears. Phases overlap, and the progression through them sometimes

loops back before moving forward. The reality of design thinking is even messier

and freer. It is a fundamentally iterative process, and both the order and timing

Produce

StorytellEmp

ath

ize

Ideate

Define

Pro

toty

pe

Test

Notice

Wonder

Question


5Introduction

of the five phases are flexible. Phases can be skipped or repeated several times.

In fact, design thinking, in practice, can look and feel a whole lot more like what

you see in Figure B.

Figure BA Messy and Nonlinear Process

We have organized the content of this book around these formal phases of

design thinking. Much like following a recipe provides a cook assurance that the

end result will at least approximate the desired dish, the five-phase process of

empathize, define, ideate, prototype, and test provides guardrails to steer you

through the resolution of wicked problems. The more comfortable people are in

the kitchen, the more likely they will deviate from a recipe’s strict instructions;

this is true of design thinking as well. When you first try it, you will be well

served by following the steps exactly as outlined in each phase of the process. As

you gain experience, though, you’ll feel more confident improvising.

Design Thinking in the Education SettingDesign thinking can feel counterintuitive in the world of education, where so

much of the work is driven by top-down mandates, prescribed curriculum, and

testing schedules. It’s such a different way of solving problems that it will likely

feel foreign and strange. The first time you solve a complex challenge using

design thinking, you may find yourself questioning not only the process but also

your ability to navigate it (see Figure C).



Don’t be discouraged! If you trust the process and work through each of the

phases, when you look back on the experience, it’s likely to feel more like what

you see in Figure D.

This is hard!

I don’t get it! This is stupid. I got this! Wow!

A-ha!

Figure CFirst Time Using Design Thinking

Courage

Self-reflectionHumilityLove

Sense of Humor

Willingness to look foolish

I can do this again!

Figure DDesign Thinking upon Reflection

In our own design thinking work with school leaders, what stands out is

the number of logistical questions we have received. Where do I start? Can you

provide me with tools, resources, and templates that will help me through the


7Introduction

process, step by step? We have written this book to act as our proxy—a guide on

the side that offers tips and tools to support you on your road to thinking and

leading more like a designer. At the end of each chapter, we highlight potential

risks you might encounter during each phase of design thinking. Our intent is

not to add to your fear factor but to highlight these risks for your awareness and

planning. We trust that after working through the process once or twice, you’ll

feel confident cycling in and out of the different phases and will jump back and

forth within this action guide, as needed.

Changing Mindsets and Establishing NormsFor many educators, design thinking is a brand-new sandbox to play in.

Before you get started, it’s helpful to know the sandbox’s parameters. With that

in mind, we’d like to suggest both mindsets and norms that will enable you to get

the most out of both yourself and your team.

Mindsets first:

• Design thinking is human centered. Everything is grounded in the needs

of the user. This is critical. As the designer, you are always designing for

someone else’s needs.

• Design thinking is biased toward action. The point is not to just talk

about change but to take action to make change happen. At every step,

the process challenges you to turn insight into action and keep moving

forward.

• Design thinking requires radical collaboration. All parties must reach

outside their comfort zone and work with others to solve the wicked

problems they share.

• Design thinking is fueled by prototyping. Building is the way partici-

pants learn, gather feedback, and iterate ideas.

• Design thinking requires courageous curiosity. Participants commit to

being relentless in asking questions, learning, and playing with ideas,

practices, and traditions—even at the risk of upsetting those who are

satisfied with the status quo.

• Design thinking involves mindfulness. Participants are intentional

about balancing process and product. Although design thinking is a way

to solve wicked problems, it’s also a way to develop problem-solving skills

and become better equipped to take on future challenges.



Whenever we work with groups, we always take time to establish norms—

the standards of behavior expected of all individuals participating in the collab-

oration, such as

• Assume best intentions.

• Be a learner, not a knower.

• Take risks.

• Be your authentic self.

• Play hard!

This list is just a starting point; bear in mind that norms are most valuable when

they are co-created by the team that plans to use them.

Keys to SuccessThis book is full of opportunities for skill development, encouragement,

and shortcuts. It is meant to help you question what you have come to know as

“truth” in the world of education and to offer a lens to start viewing your world

through the perspective of a designer. It also points out the risk factors you’ll

want to be aware of and provides suggestions for turning your insights into

action. Here are a few tips that will help you get the most out of what the book

offers:

• Be you. We want you to bring your whole self to the design thinking

process. Yes, bring your education experience and specific professional

expertise, but also bring your passion, your questions, your hopes, and

your dreams. Trust your intuition and try to keep your inner critic from

usurping your seat at the table. Education needs you. It needs your ideas,

your leadership, your mistakes, and your prototypes.

• Do the work. We hope you will experience “a-ha!” moments while read-

ing this book, but the real insights will come from the work this book

inspires. You’ll have to dig in and trust the process. Go ahead and write

in the book, filling out the templates provided. You can access and down-

load clean copies of all of tools at www.ascd.org/ASCD/pdf/books/galla-

gher2020.pdf and at www.leadlikeadesigner.com.

• Grab a buddy or two. This book is best used in a group setting. Wicked

problems are too hard to solve in isolation, so enlist a colleague—or,

better yet, put together a small design team and work through the


9Introduction

process together. Design thinking embraces a commitment to extreme

collaboration.

• Love it, leave it, or use it. Don’t spin your wheels focusing on ideas that

don’t inspire your passion. You should feel excited about the work you

are doing—go where the energy is. Not sure if an idea will work? Look for

simple solutions that create actions, gather feedback, and then decide: Is

this idea worth further exploration and trial? If not, let it go, and move

on to an idea that is.

• Keep going. If you feel stuck at any point in the process, don’t give in.

Simply identify the next smallest move or action you can take. Do that . . .

and repeat. Small actions over time build the momentum necessary to

create big change.

• Share and celebrate your work. Don’t hide the work you are doing—

good or bad, success or failure. All educators benefit when we share the

wicked problems we are tackling and the solutions we are prototyping.

If you are on social media, consider documenting your work-in-progress

using #DT4EduLeaders. You’ll find a community of fellow educators to

cheer you on toward the success you seek.

We all know that “education as usual” is not working.

It’s time for educators everywhere to stop waiting around

for solutions and get busy figuring them out. Design

thinking gives you the power to redesign anything and

everything about your school. Wondering, Where do I

start? What’s the first step? This book is for you.

If the problem affects you, you must solve it. Complaining is not productive.

—Vineet Raj Kapor


11

1

Design ThinkingWhat, why, and how?

Y ou never change things by fighting the existing reality. To change

something, build a new model that makes the existing model obsolete.

—R. Buckminster Fuller

In the business world, design thinking has long been touted as a strategic way

to generate innovative solutions. Some go so far as to suggest that design think-

ing is the key to successful innovation. However, design thinking has been

slower to take hold in education settings. Although it is definitely an emerging

problem- solving strategy—and although those using this process are experienc-

ing success—it remains unknown to many education leaders, especially at the

highest levels of organizations. Still, there are pockets across the education

landscape where incredible things are happening as a result of design thinking

and design thinking mindsets.

The University of Calgary has a design thinking-based course for under-

graduate students that is a required component of their Bachelor of Education

degree program. The focus is on the teacher as the designer of learning. Preser-

vice teachers identify problems of practice from their practicum experiences, use

a process of divergent and convergent thinking strategies to explore the possible



underlying causes that manifest as a “problem,” collaboratively identify various

solutions, and test and refine these prototypes in their final practicum. It is a

wonderful process that forces preservice teachers to think beyond the immedi-

ate problem in front of them and to look for solutions that they might not have

considered. This design thinking course is an eye-opener for beginning teachers

and emphasizes the importance of keeping students as the focus of their work.

Think about how powerful this is: every teacher candidate at the University of

Calgary is being taught to solve problems using design thinking.

There are design thinking success stories at every level of education. Har-

risburg School District, a public K–12 school district in Sioux Falls, South Dakota,

has used design thinking to reimagine their elementary schools, creating a per-

sonalized learning program where students are no longer assigned to grade lev-

els based solely on age and have more autonomy in how they are learning. In

May 2019, Amanda Haughes, a 2nd grade teacher from Campbell Union School

District in California, tweeted her students’ reflections about the effects of

design thinking:

We learn empathy by solving problems for other people.

We learn to try new things when something doesn’t work.

We make things we can really use & not all of our projects look the

same.

We figure out the problems we are having.

We get to do what we want and still do what the teacher wants.

We stick with it even when it gets hard.

We solve problems.

There is limited definitive research as to whether students who are taught

design thinking benefit academically or retain the strategies and use them

outside the classroom setting. A study by researchers at the Stanford Gradu-

ate School (Chin et al., 2019), however, found that students performed better

on projects and were able to apply design thinking strategies they had learned

to entirely new problems without any prompting. Doris B. Chin, who led the

research, shared that

the overall takeaway is that we were able, through instruction, to

change the way students were able to approach problems. The strat-

egies we thought would be good are in fact good, and the kids are


13Design Thinking

choosing to transfer them from classroom instruction to a different

environment.” (Quoted in Andrews, 2019, para. 7)

Imagine if every educator had the opportunity to engage with design thinking

and walked away with the ability to approach problems from a different per-

spective, one that is grounded in empathy. We have to believe education would

be in a very different place than it currently is.

Design thinking is well worth exploring; it offers a problem-solving and,

ultimately, a change-management strategy that is grounded in empathy for the

users. Because design thinking embraces the mindset of radical collaboration

and is best embraced as a team sport, it offers many powerful co-creation oppor-

tunities. Top-down mandated change is not sustainable. Most people no longer

want a solution dictated to them; they want to be a part of creating the solution.

Contrary to the belief that people implement decisions they believe in, what we

have come to find is that people implement solutions they understand. There

is no better way to engage people in implementing ideas and solutions than to

have them take part in co-creating new ideas and solutions that are designed

to meet the needs of the end users. To effectively implement solutions, people

need to understand them; because design thinking offers a path for co-creation

of solutions to challenging problems, it promotes buy-in and ownership. Leaders

of this effort also learn a new way of approaching problems and a new way of

working with the people they serve.

Design Thinking 101Design thinking, a process for problem solving and a method for creative action,

dates to the 1960s, when design methods and practices were being investigated

as a way to solve wicked problems. Although wicked problems are often the most

challenging, design thinking can be applied to any problem, whether in business,

in school, or even in your personal life. Because the design process is grounded

in empathy, designers always start by uncovering unmet human needs that may

have otherwise been invisible. Uncovering these needs yields new insights and

valuable information that may lead in new directions and down new problem-

solving paths. Design thinking encourages a shift from an “inside-out” method of

problem solving to an “outside-in” stance. The traditional inside-out method of

problem solving most commonly used in schools prioritizes internal knowledge,

experience, and skills to view and solve problems. Design thinking represents a



shift in problem solving. Its outside-in stance incorporates fresh thinking and

new perspectives and puts the user at the center of the problem to be solved. In

education, that user may be the student, staff member, or parent.

Design thinking requires spending more time with the problem—you may

even hear some designers talk about needing to “fall in love with the problem”

to really understand it. Too often, educators are quick to identify a problem and

move right into solving it, without true clarity. Design thinking challenges many

of the notions around problem definition by suspending certainty. Many a “well-

defined” problem turns out to have an entirely different definition based on

discoveries through design thinking; such discoveries can help education teams

move in completely new directions.

Empathy: Focusing on the UserEmpathy is really what differentiates design thinking from other problem-

solving processes and is often successful when working to shift large systems

that have become path-dependent, so wedded to habit that it is challenging for

anyone to try something different. All systems are layered with ingrained tra-

ditions, habits, and mindsets that create, if not immunity to change, at least a

strong resistance to it. There is a complicated paradox in education: although

education leaders often observe that systems are not working, they are also

comfortable existing in those systems. Let’s face it—for most of us in education,

our “internship” began at the age of 5 or 6. We have spent the better part of our

lives being a part of a system (good or bad) that we have grown up with and,

thus, unintentionally replicate. Collectively, we need a process that will jolt us

out of this normalcy and support us as we work to question the underlying val-

ues and beliefs of the broader education system. Because it is grounded in empa-

thy, design thinking offers an opportunity to completely reframe the education

system and the problems we have been trying to solve for decades.

Empathy places the user in the center of the problem-solving process; rather

than starting with the identification and solving of the problem, design think-

ing requires first seeking to understand more about the experience of end users.

What are they struggling with? Why are they struggling? Empathy enables

speaking in a different language that recognizes others’ long-held ideas and

establishes understanding and common ground. This, in turn, enables really dig-

ging into a problem while seeking to understand both the obvious needs and,


15Design Thinking

more important, the hidden and often unexpressed needs—which offer the

greatest opportunity for change.

As Steve Jobs called out in 1997, “A lot of times, people don’t know what they

want until you show it to them.” We see this a lot in school when we ask stu-

dents questions like What do you want school to be? When you consider that

their conception of school is often limited to what they have experienced, it’s no

wonder they can struggle to articulate what would be better for them. It’s the

job of the designer to propose new solutions based on the needs they uncover.

Homing in on the unexpressed needs of, say, the students who come to school

every day but remain chronically disengaged, or the teachers who feel caught

in a system that prioritizes achievement data over actual learning experiences

challenges entrenched beliefs and helps leaders create sustainable change.

Empathy must be the driving force behind any changes made in our nation’s

schools. Empathy can and should act as guardrails to change, keeping us on the

road to constantly and consistently improving the experience for our users.

Nothing else matters. To effectively move our schools forward, we must be will-

ing to listen, to compromise, and to meet people where they are.

The Five Phases of Design ThinkingThis book unpacks each phase of the design thinking process (see Figure 1.1):

• Empathize. The empathize phase is all about understanding the needs,

feelings, and experiences of others—and it requires learning about and

directly from the user. Taking the time to develop empathy for the end

user is key to the design thinking process and is what differentiates it

from so many other problem-solving processes. (See Chapter 3.)

• Define. The define phase focuses on more accurately clarifying the needs

identified in the empathize phase, defining the problem, and creating a

point of view from which to identify solutions. (See Chapter 4.)

• Ideate. This is the brainstorming phase. Ideating is all about creativity,

divergent thinking, and coming up with “moon shot” ideas. Understand-

ing and improving brainstorming skills enables teams to develop more

innovative options for prototyping. (See Chapter 5.)

• Prototype. Prototyping is about building to learn by combining and con-

necting different ideas. Instead of sitting around and talking about why

an idea may or may not work, test it! This phase is all about transforming



an idea into a tangible form. Prototypes can be physical, virtual, or expe-

riential, but they are always relevant, rapid, and rough. (See Chapter 6.)

• Test. Design thinking is an iterative process. The first try most likely

won’t be the last try. Iteration is a key component of the entire process.

Testing a solution and gathering feedback reveals whether the solution

meets the users’ needs and solves the problem. Testing and gathering

feedback may result in returning to one of the previous phases. After

cycling through a few rounds of prototyping and testing, ideas will

become more sophisticated and refined—and, ultimately, will result in a

solution. (See Chapter 7.)

IDEO, one of the most well-known design firms in the world, simplifies this

process into three phases: inspiration, ideation, and implementation, defining

inspiration as “the problem or opportunity that motivates the search for solu-

tions,” ideation as “the process of generating, developing, and testing ideas,” and

implementation as “the path that leads from the project stage into people’s lives”

(Brown, 2009, p. 16). Even though the number of phases differs, all of the same

core components and mindsets are embedded in the process we use in this book.

All design processes share the same foundational components (Ertel & Solomon,

2014):

Figure 1.1The Design Thinking Process

Produce

StorytellEmp

ath

ize

Ideate

Define

Pro

toty

pe

Test

Notice

Wonder

Question


17Design Thinking

• Developing a deep understanding of, and empathy for, users and their

needs;

• Cycling through periods of divergent thinking to explore diverse sources

of inspiration;

• Learning through quick cycles of prototyping, gathering feedback, and

making necessary adaptations; and

• Testing solutions with a small group and only scaling up after these solu-

tions have proved effective in meeting the identified needs.

The Power PiecesPower pieces are strategies that are infused and embedded throughout the

entire design thinking process.

Notice, wonder, and question. Learning to notice, wonder, and question as

a part of your daily practice will help create many of the habits and mindsets of

designers and open you up to new possibilities. These skills are built through

reconnecting with your inner child, becoming more curious, and learning to use

questioning in a new way. These strategies are so important that we’ll dive deep

into them in Chapter 2.

Tell a story. Storytelling is one of the most powerful tools leaders have at

their disposal. Telling stories creates connections and provides entry points for

the new solution, vision, or future that is being created. Intentionally telling the

story throughout the process will help create fertile ground for implementation.

Produce. Design thinking embraces a bias to action. After all, coming up

with new solutions doesn’t matter if they are never implemented. Raising aware-

ness of the work of a producer will help you bring hustle to the process, main-

tain momentum, and build the team you need to do the work. Chapter 7 will help

you, as the producer of your project, toggle between creating a compelling vision

and diving into the nitty-gritty details of implementation.

From Good to Great DesignGood design isn’t about making something that looks good or is left up to a

select group to determine. In the context of design thinking, good design solves

a problem for an end user using insights gained from empathy work. Tim Brown

(2009) of IDEO has described good design as the intersection of desirability, fea-

sibility, and viability:



• The solution you create has to be desirable. Your end users have to feel

that the proposed solution meets their needs (perhaps in a way they

never imagined) and solves a problem for them.

• The solution you create has to be feasible. It has to both solve the prob-

lem for the end user and be something that can be implemented within

the constraints of your organization.

• The solution has to be viable. Any solution you create must have long-

term sustainability.

The intersection of these three qualities—desirability, feasibility, and via-

bility—is the sweet spot for innovation and for solving problems in a way that

delights the end user (see Figure 1.2). As you work to create solutions that meet

the needs of your user, test solutions against this intersection of desirability, fea-

sibility, and viability. You’ll know you’ve hit the jackpot of design when all three

are met.

Figure 1.2Great Design

Viability

Great design!

Feasibility

Desirability

The Art of IntentionThe design thinking process involves shifting between divergent and con-

vergent thinking, between flaring and focusing, between problem finding

and solution seeking. Skilled design thinkers are able to intentionally toggle

between these vastly different modes of thinking and working.

The art of intention is not only a key player in many places during the

design process; intentionality is the difference between a good designer and


19Design Thinking

a great designer. At the start of any design project, empathy and need finding

make up the “problem” space. This is in direct contrast to traditional problem

solving, where the “solution” space—searching for an answer before completely

understanding the problem—is the origin point. Intentionality is key to shifting

the origin point from solution seeking to problem finding. The objective in this

early phase is to dig deep into the heart of the problem, identifying the underly-

ing beliefs, values, and habits that are at its core. We want you to fall in love with

the problem you are solving before falling for any potential solutions. It can be

difficult to suspend certainty and resist jumping into solution mode, but with

new strategies to guide you, and with practice, you can approach any problem

confidently from a new direction.

As illustrated in Figure 1.3, empathy and need finding—

the work of understanding the problem from the perspec-

tive of your end user—occupies most of the problem

identification space. This shift in approach often results

in a shift in solution. Being able to name the problem is

a great place to start, but spending time swirling around

in the problem to develop a deeper understanding will

no doubt lead to a more innovative solution.

It’s so much easier to suggest solutions when you don’t know too much about the problem.

—Malcolm Forbes

Figure 1.3Problem Identification Space

Ideate

Define

Prototype & test

Empathy & need finding



VisionSpring, a low-cost eye care provider based in India, had successfully

served adults for years but was interested in improving eye care for children.

(Brown & Wyatt, 2010). Although the company had experienced success with

adults, it had had limited success getting children into clinics. The VisionSpring

team approached this challenge by first exploring the question “How might

we get more parents to understand the importance of eye care?” After engag-

ing with their users, they uncovered new insights and shifted their focus to

“How might we create a clinic experience that children find safe and enjoyable?”

Their first prototype involved an eye care technician doing vision screenings at

schools; children still found it scary. Their second prototype involved teachers

doing vision screenings, and their third and successful prototype had students

involved in helping to screen other students. Had the VisionSpring team not

taken the time to understand the problem of children not getting eye care and

stayed with their original problem definition, they would have likely gone down

a different path of problem solving. Starting with a more interesting question

will help you create a more innovative solution.

The more you learn about the end user’s experience, the clearer the oppor-

tunities for innovative solutions become. Once you have gathered insights and

homed in on the problem definition, you’ll diverge again in the ideation phase.

Divergent thinking in the ideation phase is all about dreaming big and looking

for connections between ideas that might create interesting options to proto-

type. When you finally converge on an idea or two, you’re ready to start building

to learn and testing possible solutions. When testing solutions, be sure to create

space for listening without letting your own judgments, opinions, or emotional

attachment to any of the ideas push you toward favoring a solution that might

not be the best solution to meet the needs of your end user. There must be inten-

tionality every step of the way to create more space, more thinking, less judg-

ment, and less pressure to immediately get it “right.” This space that gets created

is simultaneously a beautiful part of design thinking and a source of frustration

for many the first time they experience it.

Radical Collaboration + T-Shaped ThinkingDesign thinking embraces the notion of radical collaboration, encouraging

collaboration with others both inside and outside an industry. The “T-shaped

thinker” was first mentioned by David Guest in a 1991 article in The Independent

and then embraced by Tim Brown, CEO and head of the design firm IDEO, as a


21Design Thinking

way to find the right workers for that organization (Hansen, 2010). Essentially, a

T-shaped thinker has not only deep knowledge and expertise in his or her field

but also curiosity about and working knowledge of a lot of other areas. This

broad base of knowledge helps circumvent the “paradox of expertise,” where

deep knowledge can sometimes cloud one’s ability to see new ideas (Berkun,

2015).

The world of education is filled with T-shaped thinkers, people who are

both deeply knowledgeable about the craft of teaching and also have expertise

and interest in other topics and disciplines. As you are assembling your design

team, seek out the T-shaped thinkers. They are inventive, intellectually curious,

and highly collaborative, and getting them on your team sets you up to deliver

an interdisciplinary approach to problem solving that can offer more creative

solutions. The entire process will be enriched as a result.

Changing Organizational CultureDesign thinking is much more than a process; it is about learning to think

and problem-solve differently. It has the power to help you solve your wicked

problems and to help transform your culture. Globalization and technological

advances are causing disruptions in many industries; companies that embrace

design thinking as a problem-solving model are better able to connect with cus-

tomers and find a competitive advantage. When Airbnb began in 2009, founders

Brian Chesky, Joe Gebbia, and Nate Blecharczyk were located in Mountain View,

California. In the beginning, they were wildly successful, but then their cus-

tomer base started to flatline. The three owners turned their attention to data

and reworking their website, but when they reached out for business advice,

Paul Graham, the head of startup incubator Y Combinator, sent them in a very

different direction. Graham asked them where the majority of their custom-

ers were located (at the time, New York City) and told them, “Go to your users.”

They followed his words of wisdom, headed to New York, and began interacting

directly with their customers. Through observations, interviews, and conversa-

tions with customers, they were able to develop new creative breakthroughs

that propelled the company forward. They learned that there is power in empa-

thy and have created a company culture that not only relies on data and technol-

ogy but also values the face-to-face conversations that give their insights more

depth. As a result, Airbnb encourages every employee to be part of the process:

to host, travel, and experience the brand from every aspect (Gallagher, 2017).



Airbnb isn’t alone; many corporate leaders are embracing design thinking

to gain insight into how to truly connect and delight their customers. Imagine

the possibilities in education if we were able to uncover new insights and create

experiences that would truly delight our users—students, teachers, and parents.

Organizational cultures that invest in teaching design thinking experience

the by-products of creating a more innovative culture. Put most simply, cul-

ture is a way of thinking, behaving, or working that exists in a place or organi-

zation. When you work to embrace design thinking—both the process and the

mindsets—you are laying the foundation for a design-inspired culture, an envi-

ronment where the mindsets and practices of designers are shared and become

the “new normal.” These new practices and mindsets have the power to shift pos-

tures toward the possible and create space for more creativity and innovation.

There are other tangible benefits that come from design thinking work,

including increased collaboration by all stakeholders. District and school design

teams who dig into empathy work have a greater understanding of purpose and

thus are more connected to the solutions that are being developed. When inter-

viewing leaders successfully using the design thinking process, we have heard

over and over again, “We don’t do things to people; we do things with people.” It’s

a great statement to make as a leader—and a hard statement to put into action.

The practice of empathy, however, makes this statement a reality. Those you are

leading feel heard and that they are part of the decision-making process, even

when the decisions are high level.

Facing the Challenges of Design ThinkingWith all of the design thinking success stories and positive by-products, you

may be wondering why design thinking has been slow to spread in the world of

K–12 education. We have questioned this as well and believe there are four main

reasons design thinking hasn’t yet been embraced.

Design thinking is chaotic and unpredictable. Although the design think-

ing process is often laid out as a linear progression, it is most often messy and

can be challenging to manage. There are many moving pieces (and people!) in

the process, presenting different aspects during the divergent phases. It can be

difficult to predict where the convergence will occur. This unpredictability can

make people uncomfortable and oftentimes frustrated by the lack of a quick

solution.


23Design Thinking

Design thinking is more than just a process. The design thinking process

is a way of being, a way of approaching a challenge, and your orientation to the

world. It requires the ability to change one’s point of view at a moment’s notice.

It is also a practice of visualization and looking forward. As David J. Schwartz

advised in The Magic of Thinking Big (1959/1987), “Look at things not as they are,

but as they can be. Visualization adds value to everything. A big thinker always

visualizes what can be done in the future. He isn’t stuck with the present” (p. 84).

Design thinking is time intensive. There is no quick fix. Because design

thinking is empathy based, it requires time to gain deeper understanding.

Although data and technology can help provide some surface insights, it is the

conversations that stem from curious questions that enable the development

of a more valuable and suitable solution to a challenge. It takes time to have

conversations; it takes time to schedule empathy interviews; it takes time to

observe. Even once you start creating solutions, design thinking is an iterative

process that requires time, something that is in high demand in education.

Design thinking creates tension and challenges the status quo. Because

design thinking has the potential to challenge prevailing practices and culture

in education, the process may create tension between the articulated practices

of an organization and the possible unknown. In addition, the design thinking

process can bring to light additional problems or challenges, creating even more

discomfort with the current status quo. This can be a positive by-product for

those who are ready and willing to tackle challenges, but it can also be over-

whelming. When you dig below the surface, there is a lot of work to be done

and many problems to be solved; for some people, it is simply easier to go about

things the way they always have.

How many parts of the system, however, are no longer working for today’s

students? As Margaret Wheatley (2001) noted,

Sometimes we hesitate to listen for differences because we don’t want

to change. We’re comfortable with our lives, and if we listened to any-

one who raised questions, we’d have to get engaged in changing things.

If we don’t listen, things can stay as they are. But most of us do see

things in our life or in the world that we would like to be different. If

that’s true, we have to listen more, not less. And we have to be willing to

move into the discomfort of uncertainty and confusion. (para. 12)



Change is hard, and design thinking is a messy process that requires a bit of time

in the land of uncertainty. Although this feels uncomfortable at first, the more

you experience it, the more comfortable you will become working within it.

Getting StartedSometimes when school or district administrators get interested in design think-

ing, they believe they have to hire consultants or professional designers. Sure,

there are times when bringing in outside expertise is beneficial for all involved,

but there is also value in building internal capability. We believe educators are

capable of learning how to think and behave more like designers. Design think-

ing is a problem-solving process that is accessible to everyone.

In the world of design thinking, there are several terms that relate to people

within the process. In this book, we use these terms as follows:

• User/end user. The users or end users are the people for whom you are

solving the problem. They are the people with whom you will interact

directly to gather more information during the empathize phase. They

are also the people who will directly benefit from any solutions you cre-

ate as a result of the design thinking process.

• Designer. This is you; you are the designer. Sometimes when we men-

tion the word designer, people automatically remove themselves from

the possibility of being one. They often assume that this role requires

creativity and expression in abundance—and although both of these

traits show up in the design process, they are accessible to everyone. You

may not realize it, but you use the act of design in your life every day.

Working through the strategies in this book will help you build the skills

and experience needed to feel more comfortable calling yourself a design

thinker.

• Design team. This is your team or the team you choose to engage in the

design thinking process. Design thinking is best played as a team sport;

we encourage you to pull together a team and dig in together.

Every time you solve a problem or create a plan, you are designing. Most of

this is done unintentionally; however, with a little awareness and practice, you

can intentionally design everything around you. Design thinking is the process

needed to make the intentionality and process visible. By embracing design


25Design Thinking

thinking, you and your team can become a catalyst for changing the culture of

powerlessness that exists in many of today’s schools. Engaging in this process

will help you look at your leadership, your team, and your school with fresh eyes

and a sense of possibility. You are a designer, capable of solving wicked problems,

and there are a lot of wicked problems in education. We have work to do—let’s

get started!

Design Thinking: Risk Factors

1. Making assumptions. Don’t assume everyone on your team is familiar with design thinking. It is well worth taking time to familiarize your team with both design thinking terms and the process. You might also want to check in on any previous experience they have had with design thinking, negative or positive. Checking the assumptions about your team up front can often save time down the road.

2. Starting too big. We get it—you (and maybe your team) are all in and excited to tackle your wickedest problems. Consider setting those problems aside for a short time and tackling some easier-to-solve challenges first. Successfully navigating the design thinking process with an easier challenge out of the gate will build not only individual skill levels, but also the team’s creative confidence.

3. Exclusivity. Often, a school’s first design team is made of volunteers who already have an interest in design thinking, but as time goes on, there will likely be broader interest in the challenges the design team chooses to tackle and the process they use. In accord with best practice, we advocate for inclu-sive design teams that are open to others and where artifacts of learning along the way are shared with anyone who has an interest.



Design Thinking: Insight to ActionReading is good; putting what you have read into practice is better. Here are three actions you can take now to build momentum and keep moving:

1. Create a design team. There is no “right way” to create the team. One school we worked with invited anyone interested to be a part of the team as long as they committed to doing the work. Although there is no perfect number, either, for the size of the team, we like the advice Tina Seelig shared in a cre-ativity class that Alyssa attended: “You should be able to feed your creative team with two large pizzas.”

2. Share background knowledge with everyone on your design and adminis-trative teams. Consider providing them with an article or book about design thinking or an article of inspiration. This helps in leveling the playing field and provides equal access to information prior to your first team meeting.

3. Engage your teams in a design thinking “sprint.” The best way to engage your team in design thinking is to dive in. We recommend taking your team through a design sprint where everyone gains exposure to the process with-out having to solve a problem that may be near and dear to their hearts. Set aside 60 to 90 minutes and facilitate a design sprint using the materials (facili-tator guidelines and handouts to be replicated) provided in Appendix A.


153

References

Andrews, E. L. (2019, April 17). Will design-thinking strategies benefit students after class is dismissed? Retrieved from https://ed.stanford.edu/news/will-design-think - ing-strategies-benefit-students-after-class-dismissed

Berkun, S. (2015, February 4). The paradox of expertise [Blog post]. Retrieved from http://scottberkun.com/2015/paradox-of-expertise/

Brookings Institution. (2017, August). Meaningful education in times of uncertainty. Col-lection of essays (Skills for a Changing World Project). Washington, DC: Brookings Institution Center for Universal Education. Retrieved from https://www.brookings.edu/research/meaningful-education-in-times-of-uncertainty/

Brown, T. (2009). Change by design: How design thinking transforms organizations and inspires innovation. New York: HarperBusiness.

Brown, T., & Wyatt, J. (2010). Design thinking for social innovation. Development Out-reach, 12(1), 29 doi: 10.1596/1020-797X_12_1_29

Burnett, W., & Evans, D. J. (2016). Designing your life: How to build a well-lived, joyful life. New York: Knopf.

Cambridge Public Schools. (n.d.). Design lab. Retrieved from https://www.cpsd.us/departments/office_of_curriculum_and_instruction/innovation_design_lab

Camper, E. (1993). The honey pot: A lesson in creativity & diversity. Retrieved from http://www.insulators.info/articles/ppl.htm

Chin, D. B., Blair, K. P., Wolf, R. C., Conlin, L. D., Cutumisu, M., Pfaffman, J., & Schwartz, D. L. (2019). Educating and measuring choice: A test of the transfer of design thinking in problem solving and learning, Journal of the Learning Sciences, 28, 337–380. doi: 10.1080/10508406.2019.1570933

Circle-of-Moms-Editors. (2013, March 29). Kids ask HOW many questions per day?! POPSUGAR Family. Retrieved from https://www.popsugar.com/family/How-Many- Questions-Kids-Ask-Mom-28945071

Crampon, J. E. (1988, October 15). Murphy, Parkinson, and Peter: Laws for librarians. Library Journal, 113(17), 41.

Dam, R., & Siang, T. (2019, August). Affinity diagrams: Learn how to cluster and bundle ideas and facts. Retrieved from https://www.interaction-design.org/literature/article/affinity-diagrams-learn-how-to-cluster-and-bundle-ideas-and-facts



Doyle, A. C. (1892/2003). The adventures of Sherlock Holmes. Waterville, ME: Thorndike Press.

Ertel, C., & Solomon, L. K. (2014). Moments of impact: How to design strategic conversa-tions that accelerate change. New York: Simon & Schuster.

Fey, T. (2011). Bossypants. Boston: Little, Brown.Fullan, M. (2016). The new meaning of educational change. New York: Teachers College

Press, Routledge, & Ontario Principals’ Council.Gallagher, A., & Thordarson, K. (2018). Design thinking for school leaders: Five roles and

mindsets that ignite positive change. Alexandria, VA: ASCD.Gallagher, L. (2017, December 22). Airbnb cofounder Joe Gebbia on how “dog- fooding”

leads to great design. Fortune. Retrieved from http://fortune.com/2017/12/22/airbnb-joe-gebbia/

Guest, D. (1991, September 17). The hunt is on for the Renaissance Man of computing. The Independent.

Hansen, M. T. (2010, January 21). IDEO CEO Tim Brown: T-shaped stars: The backbone of IDEO’s collaborative culture. Chief Executive. Retrieved from https://chiefexec-utive.net/ideo-ceo-tim-brown-t-shaped-stars-the-backbone-of-ideoaes-collabora-tive-culture__trashed/

Hasso Plattner Institute of Design at Stanford. (n.d.). An introduction to design think-ing process guide. Stanford, CA: Author. Retrieved from https://dschool-old.stanford.edu/sandbox/groups/designresources/wiki/36873/attachments/74b3d/ModeGuide BOOTCAMP2010L.pdf

IDEO.org. (2018, December 19). This manicure just might save her life. Retrieved from http://www.ideo.org/project/diva-centres.

Kelley, T., & Kelley, D. (2015). Creative confidence: Unleashing the creative potential within us all. New York: Crown Business.

Konrath, S. H., O’Brien, E. H., & Hsing, C. (2011). Changes in dispositional empathy in American college students over time: A meta-analysis. Personality and Social Psy-chology Review, 15, 180–198. doi: 10.1177/1088868310377395

Köppen, E. (2015, July 6). Changing experiences through empathy—The adventure series [GE Healthcare Adventure Series]. Retrieved from http://thisisdesign thinking.net/2014/12/changing-experiences-through-empathy-ge-healthcares-adventure- series/

Lapowsky, I. (2015, May 8). What schools must learn from LA’s iPad debacle. Wired. Retrieved from https://www.wired.com/2015/05/los-angeles-edtech/

Leonard, K., & Yorton, L. (2015). Yes, and: How improvisation reverses “no, but” think-ing and improves creativity and collaboration—Lessons from The Second City. New York: HarperCollins.

McKim, D. (Producer), & Anderson, S. (Director). (2007). Meet the Robinsons [Motion pic-ture]. United States: Walt Disney Pictures.

Medline Plus. (2019). Aging changes in the senses. Retrieved from National Insti-tutes of Health, U.S. National Library of Medicine, at http://medlineplus.gov/ency/ article/004013.htm

Miller, T. (2011, July 7). Partnering for education reform. Remarks by U.S. Deputy Sec-retary Tony Miller at the Church of God in Christ’s International AIM Convention


155References

in Houston, Texas. Archives of the U.S. Department of Education. Retrieved from https://www.ed.gov/news/speeches/partnering-education-reform

Mondovo. (2019). The most asked questions on Google. Retrieved from http://www. mondovo.com/keywords/most-asked-questions-on-google

NBC29.com. (2018, April 25). Albemarle County elementary students help out nonprofit. Retrieved from https://www.nbc29.com/story/38041496/baker-butler-elementary- school-students-helping-pan-04-25-2018

Norman, D. A. (2013). The design of everyday things. Philadelphia: Basic Books.Patnaik, D. (2009). Wired to care: How companies prosper when they create widespread

empathy. Upper Saddle River, NJ: FT Press.Robinson, K. (2006, February). Do schools kill creativity? [Video file]. Retrieved from

https://www.ted.com/talks/ken_robinson_says_schools_kill_creativityRosenthal, A. K., & Lichtenheld, T. (2011). Yes day! New York: Scholastic.Schwartz, D. J. (1959/1987). The magic of thinking big. New York: Simon & Schuster.Smashing Ideas. (n.d.). Five warm-ups to ignite your design thinking workshop. https://

smashingideas.com/five-warm-ups-ignite-design-thinking-workshop/Stanford d.school. (2019). A virtual crash course in design thinking. Retrieved from

https://dschool.stanford.edu/resources/virtual-crash-course-videoTinsley Voluntary Transfer Program. (2018, September 7). In Wikipedia. Retrieved from

http://en.wikipedia.org/wiki/Tinsley_Voluntary_Transfer_ProgramWheatley, M. J. (2001, November). Partnering with confusion and uncertainty. Shamb-

hala Sun. Retrieved from http://www.margaretwheatley.com/articles/partnering-withconfusion.html

Wilson, M. (2018, September 25). The untold story of the vegetable peeler that changed the world [Blog post]. Fast Company. Retrieved from http://www.fastcompany.com/90239156/the-untold-story-of-the-vegetable-peeler-that-changed-the-world


162

About the Authors

Alyssa Gallagher is an experienced public school

educator, school and district administrator,

facilitator, and educational consultant.

She has successfully led school leader-

ship teams through the process of using

design thinking to solve wicked problems,

launched strategic plans using design

thinking, and coached leaders (at all lev-

els of an organization) to embrace the hab-

its and mindsets of designers to lead more

creatively. Having worked in a variety of roles

from school principal to assistant superintendent

of schools, Alyssa understands firsthand the complexity of education leadership

and is passionate about improving the learning experiences created in schools.

She is constantly exploring “What if . . .?” with school leaders and works to sup-

port radical change in education. You can contact her at alyssalagllagher@gmail.

com, follow her on Twitter @am_gallagher, and learn more about her work at

www.leadlikeadesigner.com.


163About the Authors

Kami Thordarson has worked in many roles as a pub-

lic educator, from classroom teacher to profes-

sional development and curriculum designer.

She enjoys engaging students and teachers

with learning experiences that focus on

authenticity and relevance. Kami is involved

with the design thinking movement in K–12

education; in her current role as an adminis-

trator, she works to lead a district in integrat-

ing not only technology but also innovative

practices that fully move students into more per-

sonalized learning experiences. She values the chal-

lenge of helping school leaders develop real-world classrooms in which teachers

facilitate and lead students through work that empowers them to have an effect

on the world. You can contact Kami at [email protected], follow her on Twit-

ter at @kamithor, and learn more about her work at www.leadlikeadesigner.com.

Alyssa Gallagher and Kami Thordarson are the coauthors of Design Think-

ing for School Leaders: Five Roles and Mindsets That Ignite Positive Change, pub-

lished by ASCD.



Related ASCD ResourcesAt the time of publication, the following resources were available (ASCD stock

numbers in parentheses):

Design Thinking for School Leaders: Five Roles and Mindsets That Ignite Positive

Change by Alyssa Gallagher and Kami Thordarson (#118022)

Designed to Learn: Using Design Thinking to Bring Purpose and Passion to the

Classroom by Lindsay Portnoy (#120026)

Dream Team: A Practical Playbook to Help Innovative Leaders Change Schools

by Aaron Tait and Dave Faulkner (#119022)

Facilitating Teacher Teams and Authentic PLCs: The Human Side of Leading Peo-

ple, Protocols, and Practices by Daniel R. Venables (117004)

Fighting for Change in Your School: How to Avoid Fads and Focus on Substance

by Harvey Alvy (#117007)

Measuring What We Do in Schools: How to Know If What We Are Doing Is Mak-

ing a Difference by Victoria L. Bernhardt (#117021)

For up-to-date information about ASCD resources, go to www.ascd.org. You can

search the complete archives of Educational Leadership at www.ascd.org/el.

ASCD myTeachSource®

Download resources from a professional learning platform with hundreds of

research-based best practices and tools for your classroom at http://myteach-

source.ascd.org/

For more information, send an e-mail to [email protected]; call 1-800-933-2723 or

703-578-9600; send a fax to 703-575-5400; or write to Information Services, ASCD,

1703 N. Beauregard St., Alexandria, VA 22311-1714 USA.

164


design thinking in play - ascdfiles.ascd.org/pdfs/publications/books/design-thinking... ·...

Documents