This document discusses applying design thinking in education. It begins by outlining the session objective of using design thinking to develop teaching innovations. It then discusses key ideas of design thinking, including demonstrating empathy, defining problems clearly, and solving problems iteratively. Design thinking is presented as a model for reframing methods and outcomes to help students develop skills like critical thinking, creativity, collaboration, curiosity, patience, and reflection. The document provides examples of how these design thinking concepts can be applied in an educational context, such as understanding learners, defining learners' concerns, and brainstorming and prototyping ideas with involved parties.

1. DESIGN THINKING in
EDUCATION:
Empathy, Challenge,
Discovery & Sharing

2. SESSION OBJECTIVE:
Apply DESIGN THINKING in
developing INNOVATIONS in
our teaching strategies

3. A PICTURE IS
WORTH A
THOUSAND
WORDS

5. — ALBERT EINSTEIN
“Everybody is a genius.
But if you judge a fish by its
ability to climb a tree, it will
live its whole life believing
that
it is stupid.”

6. A Picture Always
Reinforces the
Concept
gfycat.com
OPTIONS! OPTIONS!
OPTIONS!

7. WHY DESIGN THINKING (DT)
As a model for reframing
methods and outcomes, design
thinking reconnects educators
to their creativity and aspirations
for helping students develop
as deep thinkers and doers.

8. Fostering Skills
through DT
Critical
Thinking
and
Problem
Solving
Creativity
Skill 1 Skill 2
Collaboration
Skill 3

9. Curiosity
Patience
Reflection
Learning to Learn
through DT
“Passionately
Curious”
“Patience is a
virtue.”
“Constructive
Questioning”

10. WHOA!

11. KEY IDEAS ABOUT DT
Demonstrating
Empathy
Put ourselves in
the shoes of the
intended users.
Set aside our
own
assumptions to
gain insight into
the users and
their needs.
Defining Problem
Clearly
Have a clear
understanding of
what needs to
be addressed.
Align these to
the needs and
wants of the
intended users.
Solving Problem
Iteratively
Developing
ideas,
prototypes, and
eventually testing
solutions does
not end the
process.
Iteration leads to
improvements.

12. KEY IDEAS ABOUT DT
How do we connect this to our teaching context?
Demonstrating
Empathy
 Understand
our learners
 Understand
our milieu /
environment
 Understand
ourselves
Defining Problem
Clearly
 What are our
learners’
concerns?
 What
constraints do
we work with?
 What do we
need to work
on?
Solving Problem
Iteratively
 Brainstorm
with involved
parties
 Prototype and
pilot ideas
 Regroup and
adjust as
needed

13. Many people / things on

14. An empathy map is an illustration
that helps design thinkers more clearly
understand their customers. More than
that, it is a tool to help designers gain a
deeper understanding of their target
audience.
This is useful in design thinking,
where the first stage is discovering how to
empathize with your users.
What is an
Empathy Map?

15. Why is it that ...
Why is it that ...
Why is it that ....
Why is it that ...
Why is it that ...
My students’ problem: Their modules/answer sheets are
NOT submitted on time for monitoring and rechecking.
Start here!

16. 1. Flexible Teaching
2. Home Visitation
3. Time Management
4. Motivational Strategies
5. Maximizing Technology
6. Authentic Assessment
You may add more pages if you have more ideas in mind!

17. Design Thinking in
Learner-Centered Education
Apprehensions arise
in designing
assessments prior to
planning instruction
and basing the latter
Indicators
of
Learning
Success
1 Assessment
Activities
2 Instructional
Activities
3
This does NOT teach
the test --- this avoids
assessing based only
on instructional
activities.
We assess based
on indicators of
learning success.

18. Design Thinking in
Learner-Centered Education
Desired results are
developed with high
regard &
consideration to
what we want our
Desired
Results
1
Evidence
and
Assessment
2 Learning
Plan
3
Developing assessment methods to generate
evidences of learning, as well as the design of
the learning plan, are ideally aligned to the
desired results.

19. Design Thinking in
Learner-Centered Education
This is influenced by our
understanding of the
learners, defining what
needs work, and
brainstorming ideas on
Co-
Planning
1 Teaching
2 Debriefing &
Revision
3
Actual teaching is a live cycle of
prototyping and testing, with the
debriefing and revision supporting the
reiterations that must be done to further
improve.

20. DESIGN
THINKING IN
INNOVATIVE
INSTRUCTION

21. Focus on what will
be the MOST
beneficial and
meaningful to the
learners.
Develop a
meaningful
understanding
of where our
learners are
coming from. Plan to try out the
MOST promising
ideas. Ensure that
these are
purposeful to
learners.
Feel free to
ideate and
innovate. Think
of endless ways
to address the
focus.
See what went right and what
can still be worked on.

23. AWESOME
WORDS!

24. AWESOME
WORDS!

25. AWESOME
WORDS!

26. WATCH OUT &
BE PREPARED
ALWAYS!

28. References:
 Flex2Educate/Thames International Business
School (Templates)
 VIBAL Learn@Home: Design Thinking in the
Education Context (by: Mr. Jejomar Bongat,
Special Science Teacher II)
Link: Learn@Home | Design Thinking in the
Education Context – YouTube
 Edutopia: Design Thinking: A Problem Solving
Framework
Link: Design Thinking: A Problem Solving
Framework - YouTube

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