1. Design Thinking Guide for Schools teaching and assessing
A structured approach to
teaching and assessing
the 21st century skills
Welcome/ greet

2. Session 3 Let the educators share their insights on the activity.
Ask questions : How they felt when their partner said NO. Ask them what is the difference between saying BUT in every situation? What does it lead to? How does saying AND help collaboration.
Close the loop by saying “how the importance of being open to new ideas and being optimistic and saying AND instead of BUT.”

3. Identifying the hotspots and bright spots CARTOGRAPHY
Video

4. Being a DETECTIVE
Video

5. Being a
REPORTER
Video

6. Getting Closer to the REAL ROOT CAUSE
Video

7. The biggest factor for how innovative your solution will be depends on
Why is it important
The biggest factor for how innovative your solution will be depends on
how you clearly define the opportunity for change. This ensures that you take responsible action for the change.
IMAGINE
What does it develop
What does it cultivate
21ST CENTURY SKILLS
ETHICS
Responsibility
Creative Thinking
Innovation
Adaptability
brainstorm ways to take the
current situation to a preferred
state for self and others
Before we begin, Discuss the why behind the feel. Take a few response as to how their experience have been. Share about the skills that it helps develops and the value that it helps inculcate.

8. Best Case Scenario First step of IMAGINE
Prompt the teachers to recall the vocabulary, then show the response. Ask for their understanding of best case scenario. (1/2 responses)

9. Lets plan a… Family Evening TIME: 5 min Introduce the challenge.
Take 1 or 2 responses on their idea of a family evening.

10. What if…my ideal family evening is like a Game Show
Asking ‘What If’
What if…my ideal family evening is like a Game Show
Show the three strategies and then ask the participants to choose one strategy and apply it on their scenario.

11. Using Verbs (Action Words)
In the family night,
each family member decorates the outside wall together with DIY material
Show the three strategies and then ask the participants to choose one strategy and apply it on their scenario.

12. Keeping the strategies in mind,
come up with a Best Case Scenario as a group
Teacher take 5 minutes to work on their scenario and then share it with the whole group.

13. Strategies to form Best Case Scenario
Asking What If it is like
Using Verbs (Action Words)
Teacher take 5 minutes to work on their scenario and then share it with the whole group.

14. SHARE Let the educators share their insights on the activity.
Ask questions : How they felt when their partner said NO. Ask them what is the difference between saying BUT in every situation? What does it lead to? How does saying AND help collaboration.
Close the loop by saying “how the importance of being open to new ideas and being optimistic and saying AND instead of BUT.”

15. TIME FOR SOME CREATIVITY
Share these examples

16. Share these examples

17. Complete the Image by sharing ideas within your group Time: 5 minutes
This section talks about the next step- BRAINSTORMING.
Creativity activity. Participants work in group of 4/5 and complete the picture. Urge them to brainstorm within the group to complete the picture.

18. SHARE Let the educators share their insights on the activity.
Ask questions : How they felt when their partner said NO. Ask them what is the difference between saying BUT in every situation? What does it lead to? How does saying AND help collaboration.
Close the loop by saying “how the importance of being open to new ideas and being optimistic and saying AND instead of BUT.”

19. Share these examples

20. list down a bank of 30 ideas that can be used to solve the issue
Brainstorm ideas
Keeping in mind the
‘Yes’/ ‘ And’ activity,
list down a bank of 30 ideas that can be used to solve the issue
ASK - How was their experience of brainstorming for the two activities?
Talk about how they were able to come up with ideas by building on each other’s thoughts.
Ask them to apply the same process for their challenge….Give them five minutes to work on the ideas.

21. RULES FOR BRAINSTORMING
One conversation at a time
Go for quantity
Encourage wild ideas
Build on the ideas of others (Yes/And)
Be visual
Vote for the best idea
Reiterate the rules of brainstorming.
ASK - How was their experience of brainstorming for the two activities?
Talk about how they were able to come up with ideas by building on each other’s thoughts.
ASK- Experiences of brainstorming from the classroom.

22. Share your solutions
Let the educators share their insights on the activity.
Ask questions : How they felt when their partner said NO. Ask them what is the difference between saying BUT in every situation? What does it lead to? How does saying AND help collaboration.
Close the loop by saying “how the importance of being open to new ideas and being optimistic and saying AND instead of BUT.”

23. IMAGINE IMPACT Can we make/implement it?
Would we be able to get the resources for it?
Will people find our solution useful?
What do your team-mates feel about the chosen solution?
IMAGINE IMPACT Facilitator asks the participants to analyze their solutions within the group based on these questions. TIME: 5 minutes

25. SESSION 4 Let the educators share their insights on the activity.
Ask questions : How they felt when their partner said NO. Ask them what is the difference between saying BUT in every situation? What does it lead to? How does saying AND help collaboration.
Close the loop by saying “how the importance of being open to new ideas and being optimistic and saying AND instead of BUT.”

26. “Design is how it works.”
-Steve Jobs
Connecting slide to DO.
If best case scenario is our goal, now is the time to take it to action.
IN THIS SECTION: Teachers understand the importance of prototyping, and how to enable children to reflect and share. They will also become aware of the mindset shift in themselves through the design thinking process.

27. DO Why is it important What does it develop What does it cultivate
Doing allows one to bridge the gap between intention and action for maximum impact. DO
What does it develop
What does it cultivate
21ST CENTURY SKILLS
CREATIVE CONFIDENCE
Problem Solving
Collaboration
Resourcefulness
Time Management
Stamina
do what it takes to bring
about change with
courage and determination
Again, begin by asking “ Why is Do important? “ Take few response. Call out a few participants who would like to share their experience. Talk about the skills that Do builds and the value it develops “Creative Condition”

28. DESIGN CHALLENGE
In 20 minutes, your team must build the tallest freestanding structure out of 
You are not allowed to tape anything to the ground, and the marshmallow must be at the highest point of the structure.
Introduce the challenge
Observe the way groups are proceeding. Do they start with the marshmallow / lump of clay or they try out various structures before figuring that out.
Observe the strategies they are using during the activity.

29. SHARE Let the educators share their insights on the activity.
Ask questions : How they felt when their partner said NO. Ask them what is the difference between saying BUT in every situation? What does it lead to? How does saying AND help collaboration.
Close the loop by saying “how the importance of being open to new ideas and being optimistic and saying AND instead of BUT.”

30. Did you use any strategy to complete the challenge?
Did you give up at any point of time during the activity? Why?
Do you think the activity is connected to your personal challenge?

31. WATCH VIDEO
Story of change – Small Bench and Long Legs URL:
Video on prototyping- Small bench and long legs -
Ask the teachers to call out instances from the video where they saw prototyping happening.

32. Create a PROTOTYPE DO
What is a prototype? Prototype or prototyping is a process that essentially allows us to test the idea at an initial level before we go out to implement it. It gives an opportunity for feedback from people involved in the problem. It is like an opportunity to understand what our idea actually looks like and could result into.
Lets watch a video

33. Share
Who will be the expert with whom we’ll share our prototype data and refine our solution?

34. Identify the Hot Spots/ Bright Spots
in Your Prototype
Keep in mind the rule from the book:
3 things that worked
2 things that did not work
1 thing you would like to change
Within the group, participants identify the hotspots and bright spots based on the 3,2,1 rule.
Ask them to work on the chart papers
Time: 5 minutes

35. NOW, MAKE YOU PLAN OF ACTION
HOW WILL YOU DO IT?
WHAT YOU NEED?
WHO WILL DO IT?
WHEN?
Based on the discussion on hotspots and bright spots, they make a final plan of action.
Time: 5 minutes

36. Who will be the expert with whom we’ll share our prototype data and refine our solution?

37. Its now time to launch the projectDO
Wrapping up Do: Once the plan is executed it empowers US with the I Can Mindset because we now know that
We are not helpless, Change is possible and We can drive it.
This is the I can Mindset

38. Feelings Actions And while documenting the DO, focus on Changes
Transformations
Dialoguing on what points to keep in mind while capturing your story.
Ask: If you have to capture your family evening, what will you capture in it?

39. Sharing helps to inspire and let others know that it is possible.
Why is it important
Sharing helps to inspire and let others know that it is possible.
SHARE
What does it develop
What does it cultivate
21ST CENTURY SKILLS
SPIRIT OF
ABUNDANCE
Story Telling
Digital Literacy
Effective Communication
Leadership
share my story to
inspire others
to be the change
Begin by asking why is Share important? Talk about the skills it develops and the value it helps inculcate. Let a few participants share their experience.

40. WHAT ARE THE DIFFERENT WAYS TO SHARE?
Create a Storyboard
Small Celebrations
Share in School Assembly
Share with other classrooms/ nearby schools
Sharing in the community
Sharing through media
Take responses from the participants first and then share suggestions from our end.

41. DFC SUBMISSION PLATFORM
A key way to share your story and inspire large number of people – submit it.
Share example of Aura and KC Thackerey.

42. About the Curriculum
Feel: 7 sessions both inside and outside classroom
Imagine: 3 sessions inside the classroom
Do: 16 sessions, outside the classroom except for planning
Share: 4 sessions, both inside and outside the classroom
Get teachers to go through the guide and take them through the over-all plan for the 30 planned sessions.
Ask teachers to plan the different sections in the planner given in the Teacher Guide. Ask them to mark the months when their grade will have exams, sports day, annual day, holidays. Ask teachers who have implemented DTG last year to share their experiences and how can we help them plan better for this year.

43. Celebration- of the change, and how we changed through that story
An important part of celebration is to identify the superpowers we and our students are developing and celebrating it.

44. Unleashing Superpowers:
Introduction to assessment of 21st Century Skills
Get them to go through the assessment metrics designed with the teacher guide. Take them through each section and share with them that after each section, they can mark their students using this tool. It will help them build evidence for each child’s unique strength and their super-power. Ask them how they would like to use it. Also emphasize we will be needing these markings for our own impact assessment.

45. CELEBRATING OUR SUPERHEROES
Identifying Student’s Superpower
Celebration- of the change, and how we changed through that story
An important part of celebration is to identify the superpowers we and our students are developing and celebrating it.

46. Ask if any teacher from the group has tried the reflection tool
Ask if any teacher from the group has tried the reflection tool. Share insights.
Share feedback from other teachers about the assessment

47. ONLINE TEACHER RESOURCE PLATFORM
Videos for each step
Strategies for facilitation
Updates of implementation from schools
Monthly Newsletter
Talk about the online platform and seek responses on who can share what they know about it.
IF they don’t, then we introduce the platform.

48. A WALK THROUGH THE PLATFORM…
Intro page
Talk about each section

49. Questions?
Close the loop by taking the feedback on the workshop. (5 minutes)

50. Feedback
Feedback
One thing from today that you can apply in the classroom.
One feedback for us to work on.