 Okay, let me give you a definition of design thinking. This is a definition by Tim Brown. In 2008, he published an extremely influential article entitled Design Thinking in a magazine called Heartbreak Business Review, and this is what he said. Design thinking is a discipline that uses the designer's sensibility and methods to match people's needs with what is technologically feasible and what a viable business strategy can convert into customer value and market opportunity. It often entails a great deal of perspiration. I'd like to share with you a short video in which Tim Brown himself explains the concept. Right? You know, I'm sure you've all been thinking about one of the main aspects of design. That's probably one of the main aspects. What do you think about that? I think that's what we're talking about. So there are tools that are going to be personalized, particularly in the past one, that it might be countered only with the soul of the company. I'm glad that we're both starting on a couple. We have many people that go to school in many ways, but out of line. We're taking them on the path of so many people. But the money we do is different than that. Often, money is essentially around the means of what we do in terms of thought and how we do it ourselves. The customer, when you think of your professional environment, money is a coin. It's essentially about that. So to start thinking hard, thinking hard, thinking hard, and understanding what's going on in this business, you have to think about what's going on in the company. How do you think about it? How do you think about it? How do you think about it? Okay, did you get what he said? No, you're too tired. Was it difficult to follow? Difficult to understand? Okay, basically what he says is that design thinking is extremely versatile and you can use this in lots of different situations, in your own personal life. And he refers to the five different phases or stages in design thinking. Well, this design process, he says, is best described metaphorically as a system of spaces rather than a predefined series of orderly steps. The spaces demarcate different sorts of related activities that together form the continuum of innovation. Its architecture differs from the linear, milestone-based processes, typical of other kinds of business activities. To put it more simply, he refers to five different phases. The first one is called empathize, which is to say, put yourself in people's shoes, to try to understand their needs, their worries, their interests, so that you can find the best solution to the problems. Define means to frame the problem, that is to say, to shortly describe, what the problem you want to solve is. Just to give you an example, think about your clear classroom. I've got a serious problem, for example, dealing with written texts or oral text in English because lots of the materials I find on the internet are too difficult for my students and I have to simplify them and adapt them to my students' age. That could be a problem that you want to solve in a clear setting. That's defined. Ideate means to look at the problem from multiple perspectives, lots of different angles and that's something that you have to do in a group, collaboratively, because you can come up with lots of different solutions but if you work together with other people, you will find lots of different wonderful solutions to the same problem. At this stage, at the ideation stage, the important thing is to come up with lots of different ideas regardless of whether they are crazy or impossible ideas. Then you've got the prototyping phase. At this stage, the important thing is to make a real solution using your own hands. So you can, for example, use a mind map. You can build a model, different kinds of recycle materials. So the point is to make the solution visible and tangible. We'll look at different strategies to do that. And then you've got the testing phase. So once you have come up with a solution to a problem, you need to put it into practice and see whether it works or not. Are you with me? Very simple, as you can see. You have to tackle a problem. First, you empathize with the audience, the people, the users that you want to find the solution for. Then you define the problem very clearly, briefly. Then you start thinking of different crazy solutions to that problem. Then you start prototyping. You choose just two or three relevant ideas and you start designing a solution. And then you test it. You put into practice and get feedback that is going to take you back to the beginning. This is not a linear process. It goes forth, it goes back. It depends, right? Because creativity is unpredictable. So those are the five stages, the five phases of the design process. Any questions so far? No. Okay. So let's start thinking about the pedagogical potential of design thinking. This is a very personal meditation. This is nothing I've found anywhere, any chapter, any article concerning this. This is my own thinking, so to speak. Well, I would say that there are four basic lessons which have got a tremendous pedagogical potential that we can use in our own clear classrooms. Well, in education, in general. One of them is empathy. The other one is integrity thinking, optimism and experimentalism, and collaboration and active listening. So those are, to me, the four greatest advantages implicit in the whole process of design thinking. Well, design thinking is not a methodology. I would say it's a set of tools, a resource that you can use to solve problems in your classroom practice, but it's not really a methodology, right? So empathy. Empathy is fundamental in education, in clear and non-clear settings. Well, empathy is a virtue. Would you agree with me? It's a virtue, the ability to be able to look at the world from someone else's perspective. And your students need to cultivate empathy in classroom and in their everyday life. They will need empathy when they are doing peer work, or group work, when you're working as a whole class, when they are interacting with their peers, when they are interacting with the teacher. Okay, so empathy is developing a sort of sensibility towards perspectives and worldviews and points of view other than your own. For me, it's the basic ingredient, the basic prerequisite for learning to happen. This is the second advantage, developing what I call non-linear forms of thinking. You've got analytical and integrity thinking. Analytical thinking is looking at one object, at one problem, at one phenomenon in the world, and divided into constituent parts. So you sort of draw an anatomy of the object or the phenomenon or the problem. Whereas integrative thinking means approaching an object, a phenomenon or a problem in a much more holistic way from different angles, from different perspectives. And while it seems to me that design thinking helps develop both kinds of thinking, both analytical thinking, which is necessary, particularly when you want your students to assimilate, to absorb curriculum knowledge or disciplinary knowledge, and integrative thinking as well. Cultivating optimism and experimentalism in class. Design thinking or designers in general believe in the power of the human creativity and intelligence to come up with wonderful solutions, no matter whether it's a serious problem or not. So no matter what the problem you have to tackle is there will be a solution. And sooner or later you come up with a solution to that problem. And then collaboration. I don't know whether you use comparative learning in class, but comparative learning is a good example of what I mean by collaboration, right? I'd like to share one more video with you. You're going to watch the video. It's called Austin's Butterfly. And after watching the video, I'm going to give you a couple of minutes to talk to the people sitting next to you on your right and on your left. And you're going to put into practice one strategy that designers use very often, which is brainstorming. Do you know what brainstorming is? So just watch the video. Let yourselves be impressed by what happens in this video. And then spend about three, four minutes talking to the people next to you. And one person in the group of three, for example, is going to be the secretary, and he's going to write down the brainstorm ideas. Right? So here's Austin's job. He was supposed to do a scientific drawing of that butterfly. But remember, Austin was only a portrayal. And you know what he did? Austin had to do this photograph as a model, and he had to draw after a scientific drawing of this butterfly. This is called the tiger swallow tail. Wait, wait, wait. Wait, wait, wait. Wait, wait, wait, wait. Wait, wait, wait, wait. Wait, wait, wait, wait. Okay. And you only just evenly look like a scientist. Carefully. He judge me, and please tell me if you all used to do the butterfly. It didn't have a effect. And he wasn't looking like a scientist. And so this was real. It's not bad, and it is a butterfly. But does it look exactly like this? No, it doesn't yet. It doesn't look exactly like this yet. Luckily, this wasn't originally school were also meant. It was a exclamationary learning school, because I was in that school. And so they did look at this and say, good, often they're not. They said, often really start. And now we can start creating a screen that we want to have a black, white, black and yellow player, and we know that it's much, much closer to this than we really are. All of the first graders were in the 2000s or a lot of you guys were. And they decided to split their children. First, just to shake off their names. And then on the chain with the black, they hid from the black side. Inside the black. How little did you say? Good. These ones would be much much better. Who else would have something? How little did you say? A little. A little. A little. A little. A little. A little. Just, you're not exact. So, okay, so don't need a lot of their time. Don't need to really ask them to do what you need to do. Well, we're aware. Okay, so pull this out more. That's very specific. You know, I love that. So you're saying more like a kind person. And I agree. Well, you know that those first graders came up with most of those same ideas. You know what I often said? That, okay, how long have you been in school? And you went back to the school when you were young. Does this look more like a triangle? Yeah. Do you go out further? Do you have a positive impression? Do you add some gadgets here? Did you get rid of that body thing? So if you're going to listen to your friends and they, that is not perfect. How do you show when you show them that you're going to listen to them? Okay. You listen to your friends and they say this is usually a lot better often. That's how the graph really is better. And so with this graph, as you spin that graph that graph just right, oh, I don't even notice that. Well, one point is more about what you're doing right now. And that sign is going to work. Which here it doesn't have the inside of it. Okay. You need a little bit more of that now. So, do you think you should do a work graph? Yeah. Well, that's just what he said. Okay, about that one. I'm going to go back and do a work graph. Do you listen? Does it look more even like a life of a subject? No. And does it look like it's a life of a subject? And what the graph is saying is a little bit of an angle of the work graph. So now Austin was doing a really good work. He said, am I really going to add some pattern? Some of the pattern? And then he said, Austin, you're going to do a work graph. Let's look at his last graph. And what do you think? Is it going to look really good? Yeah. Let me show you where to start. I'm just going to give you a quick reminder. And then, what do you think about how much progress we've made? How long would you say that? We've put a lot of progress. It was really good. Oh, these friends were honest with us. What wasn't that kind of advice that they gave you, that allowed me to get better with my work? What? What? What was going on? And were more specific about where to start? The士 graph. And so does that something that other patients learned from? Or was it even from that? So if it's not right, then you can do a more graph than they'd like. We had a lot of work. We used the eyes in the sun.