 Well, I'm afraid it's a bit long this video now. Can you please spend about three minutes talking to your partners? What have you seen in this video? What has caught your attention and what is the connection between this and Design thinking they have your attention, please I'm very sorry to interrupt your lively conversations But a lot of things to do so we have to move on Okay, so what's what's your impression? I'm very curious to know what the impressions are What's going on on this video? Does anything happen at all in this video? But what's going on you've got a group of students a group of kids in Coon the garden great primary education And there's a teacher talking to them and what are they analyzing a Butterfly different versions of the same butterfly. What was the? Instructions that were given to the pupil that through this butterfly. What was the instruction? He was asked to produce an accurate scientific depiction drawing of this butterfly is That's something that you can expect your students to achieve a straight away Now you need to give them explicit training Now let's go back to the fight faces of the design process which Specific phase or stage can you see on this video? Is it prototyping or not? What do you think? Prototyping is coming up with different versions Different solutions to the same problem. The problem was I Have to draw this butterfly as accurately as possible So I'm going to produce different drafts and I'm moving toward excellence That to me makes design thinking extremely powerful The students are moving in the context of what I call a mastery framework You want your students to reach excellence? I don't want my students to achieve just 70% Reach 70% of the curriculum. I wanted to get the full 100% So as you can see students start to think more as if they were scientists That's the point Now try to think about clear You want your students to become more and more perfect with the passing of time and by perfect or perfection I mean you want your students to grasp Content and you want them to express that content both in writing and in speaking With as much perfection as possible accuracy and fluency Both of them and trying to make connections between this and clear So as you can see that there's really a connection between design thinking and clear Well, actually what we see in this video is a teacher developing inquiring minds in class Inquiring minds are minds that know which questions to ask and which pertinent comments to make Did you notice the way the teacher interacted with the students? To me, they were extremely mature very articulate and given feedback to the teacher about the way the butterfly draft improves over time So the draft the first draft has nothing to do whatsoever with the last draft Become a more a more perfect. That should be the philosophy guide in clear practice We're moving towards excellence and that's what I have summarized here as The huge pedagogical potential here in design thinking for a human-centered learning Experiences that seek excellence Design thinking is You start with empathy you start by understanding your users your audiences needs and you start looking for solutions In this video, you can see at least three different concepts big big clusters of concepts Which to me summarize the potential? First it's learner center It's not a teacher-centered experience. It's not the teacher talking of the time students listening taking notes filling the blanks or matching doing Mechanical activities that only activate lots not hearts. That's the problem your students need cognitively demanding tasks challenges and Well, the same thing is Give your students a problem It could be in the form of a project It could be in the form of a problem and they have to look for solutions It fosters cooperative learning It takes into account multiple intelligences the different learning styles cases Of your students and it's closely connected with task-based learning You know the difference between exercise activity task Don't you task is a sort of atom a project is well when you put those atoms together When you put different types together what you get is a project, which is even more ambitious But the interesting thing about this video is that the student these students these kids pre-primer education Pupils are articulating their understanding. They're interacting with each other They're interacting with the teacher trying to make sense of an experience. Now if you think about Plale You have to think of tasks and experiences that give your students opportunities to interact with each other To verbalize their understanding that's of the essence if you don't give your students opportunities To express what they have understood How else can you make sure that they are making progress? But they are moving towards the target that you want them to achieve And as you can see a design thinking experiences design thinking experiences give pupils opportunity to verbalize What they understand from the input that you get them Interdisciplinarity design thinking as we will see in the practical part of this workshop Encourages people to approach a problem from multiple perspectives or multiple angles and Actually designers product designers conform into disciplinary or multidisciplinary teams Each one with their own expertise And when they put those different kinds of expertise and talents together they come up with wonderful solutions Well, I don't have to tell you anything about the competences, but we do live in a key competence model in a competent space paradigm and Entrepreneurship is has nothing to do with setting up a business This morning and they stop Entrepreneurship is about taking agency over the learning process making your own decisions Making mistakes, which might be productive mistakes that puts you towards excellence and then creativity in this video You can also see how analytical and integrative thinking work How they are put in problem-solving skills in into practice and Well, I see tools you can use lots of ice tools in your classroom in sort of design thinking inspired To boost your students creativity. So remember those are five different Stages of the design thinking process And this is the implementation phase which takes you back to the beginning to start looking for new solutions So first you understand your user you understand your users problem You define you frame or reframe the problem You start look coming up with different ideas different solutions to that problem You make a prototype which is usually something visual sound something made up of recycled material or anything You might want to use in your class with your students then you put it into practice you test it and you get fit back At the implementation stage, which takes you back So that's the only thing you have to remember about design thinking five stages that you can apply to any clear situation Okay, and what's the connection between the science and gonna include? Again, this is a very personal Meditation I've been thinking hard about the connection between the science thinking and clear for quite a few months already And these are my findings. This is what I've learned so far and still making progress So first you can apply the tools of design thinking to at least two big areas one has to do with Curriculum design and decision-making in a bilingual school That's what I call a vision of clear in your school and the other area which is susceptible of being approached By means of design thinking is methodology. What happens in the past? So this has to do with the school as a whole as an institution and this has to do with what happens in your classroom So let's focus on This rethinking clear sentence design thinking allows us to explore alternative ways Approach clean implementation in schools You've got to make decisions You need to decide which subjects you're going to teach through the L2 Isn't that one of the earliest decisions you have to make is it gonna be a social sciences? natural sciences physical education It depends on the community, but it's a decision that has to be made by the whole school So it's sort of The philosophy or division of clear in my school. There are certain preliminary decisions Basic decisions which are fundamental to the whole process and those have to be made Collaborative but then when it comes to methodology What happens? It's you as a teacher with your group of pupils in your class And you've got to make lots of decisions you want to foster comparative learning Are your students could be going to be grouped in Groups of four or five heterogeneous groups. Are you really catering for students needs of interest? Are you integrating content and language learning in creative and effective ways? Are you giving your students scaffolding both linguistic and conceptual scaffolding so that they understand? difficult concepts in content Are you also instilling values? Solidarity the importance of constancy and effort in your students Are you practicing any of this? Deciding in strategies such as brainstorming drafting Empathizing even receiving relevant feedback So lots of things that you can think about the way You teach your content So if you look at this again, it sort of summarizes the two big areas where you can do something As a teacher Any questions? I'm going to give you a set of photocopies for a practical session Because we have been looking at designing in front of theoretical perspective But I really want you to see the connection and the potential of design thinking for clear before you leave this room I'm going to give you a set of photocopies We're going to be working in pairs from now on But first I need you I need to give you very precise instructions So let me give you photocopies first. Let me give you instructions. I'll give you time to work in pairs and After let's say 40 minutes no more We are going to discuss the experience together as a whole class It's the timing clear to everyone 40 minutes for pair work And then we're going to discuss the implications of design thinking for clear in very practical terms