1. Design
Thinking for
Educators
Version One | April 2011

2. Use your classroom space in
different ways?
Support healthy habits inside and
outside your school?
Are You
Connect more effectively
Looking with parents?
To...? Find new ways to teach old content?
Recruit the best teachers to
your school?
Develop better systems of feedback
between teachers?
Re-envision arrival and departure
procedures at your school?
Then you’re in the right place.

3. This toolkit can help you This toolkit offers you new
create solutions for every- ways to be intentional and
day challenges. collaborative when you are
designing. It hones your
It equips you with the pro- skills and empowers you to
cess and methods of design. create desirable solutions.
Businesses, social entrepre-
neurs and other innovators This is an invitation to
This is a have used them for decades
to create solutions for many
different types of challenges.
experiment with the design
process. Let it inspire you to
approach challenges differ-
Toolkit. In this toolkit, these methods
are adapted specifically for
ently and experience how
Design Thinking adds a new
For You.
educators, because as an edu- perspective to your work.
cator, you design every day.
You design your classroom,
you design curriculum, you
design learning environments
for your students, and you
design experiences and inter-
actions for your colleagues.
Having a process that In some ways, I have Design Thinking has I used to be quick to
brings people together always had elements made me look at our impose restrictions
to create more and of Design Thinking in curriculum in a whole on myself. I could
better ideas has been the way that I have new way. Incorporating easily convince myself
very valuable for us. worked and thought Design Thinking with why a project wouldn’t
about schools, but I Grant Wiggins’ Under- work before ever giv-
Karen, have had no real pro- standing by Design, ing it a chance. Since
Learning Specialist cess to validate some I can research deeper, I have been exposed
of my ideas. I was come up with more to Design Thinking,
looking for approaches ideas and prototype I have made a stron-
that combined the lessons. I have also ger effort to explore
logical rigor of study started to collect ideas. My students
in a traditional dis- feedback as inspira- have become part of
cipline with a more tion to come up with my research team. The
open and creative new lessons or to feedback they provide
approach to thinking. adapt a lesson plan has helped me create
Design Thinking offers for the next time. lessons that are more
a way of problem student-centered.
solving that is more Michael,
integrative of differ- 2nd Grade Teacher Patrick,
ent modes of thought. 3rd Grade Teacher
It validates some of
the things that teach-
ers already do, but
also gives the oppor-
tunity to revisit one’s
practice.
Dominic,
Head of School

4. Guide

5. DT for Ed | Guide | p. 2
Contents
Guide
DT for Ed | Guide | p. 3 It’s Experimental. Design In short, Design Thinking DT for Ed | Guide | p. 4 The design process is what It’s a deeply human approach DT for Ed | Guide | p. 5 The design process may The design process therefore DT for Ed | Guide | p. 6 current students in the year Over the course of the follow-
Thinking creates a real space is the confidence that new, puts Design Thinking into that relies on your ability seem very straightforward integrates various modes 2060. They imagined what ing school year, the teachers
to try something new. It better things are possible action. It’s a structured to be intuitive, to interpret at first glance, but there is of working: some steps are these people had done in tested many ideas in their
gives you permission to fail and that you can make them approach to generating and what you observe and to one important aspect to more reflective, others are their lives and careers. As a classes. One teacher devel-
and to learn from your mis- happen. And that kind of evolving ideas. Its five phases develop ideas that are emo- understand: its real value hands-on, and some encour- group, the teachers then cap- oped new communications
takes, because you come up optimism is well-needed in help navigate the develop- tionally meaningful to those lies in the mix of tangible age interactions with people tured the most interesting for parents. The technology
with new ideas, get feedback education. ment from identifying a you are designing for—all problem solving and abstract outside of your team. To help themes and worked back- team built new tools to sup-
on them, then iterate. Given design challenge to finding skills you are well versed in thinking. The very concrete you know what to expect, ward to understand the skills port teachers in Investigative
What is Design the range of needs your
students have, your work will
never be finished or “solved.”
Classrooms and schools
across the world are facing
design challenges every
The Design and building a solution. as an educator.
One Thing observations of the first
phase are abstracted as you
define themes and insights.
the following indicators will
guide you through the meth-
ods in the Toolkit section:
Case Study these people would have
needed to develop as chil-
dren to be successful. Armed
Learning. Another teacher
even received a grant to reno-
vate a classroom and create
Thinking? It is always in progress. Yet
there is an underlying expec-
single day, from integrating
technology to increasing par- Process to Keep Only after you have devel-
oped a sense of meaning Reflective Ormondale with this inspiration from
their own experiences, the
a different learning environ-
ment for her students. They
in Mind Elementary
tation that educators must ent involvement to improving and direction do you develop Hands-On group then went to visit out- didn’t go it alone: to build
Design Thinking is a mindset. It’s Human-Centered. strive for perfection, that daily schedules. Wherever tangible solutions. What side organizations that were a network of learning and
Design Thinking begins by they may not make mistakes, they fall on the spectrum of Phases may seem like a detour in Interaction facing analogous challenges. support, the staff dedicated
School
Thinking like a designer can understanding the needs that they should always be scale, the challenges educa- idea development ultimately Through interpreting all this time in their weekly meetings
transform the way you and motivations of people— flawless role models. This tors are confronted with are makes your solutions much This design process can be information, the participants to discuss what was happen-
approach the world when in this case, the students, kind of expectation makes it real, complex and varied. As more meaningful. applied in many forms. The came up with many genera- ing, learn from each other,
imagining and creating new teachers, parents, staff and hard to take risks. It limits the such, they require new per- following pages contain a tive questions, such as “how and help each other through
solutions for the future: administrators who make possibilities to create more spectives, new tools, and new discovery interpretation ideation experimentation evolution It requires taking a step back variety of examples of how might we enable the globally rough patches.
it’s about being aware of up your everyday world. You radical change. But educa- approaches. Design Thinking to reflect, analyze, evaluate, it has been used to create aware student?” and “how
the world around you, talk with these people, you tors need to experiment, too, is one of them. think again and then evolve. new, relevant solutions in an might we provide opportuni- In their second year, the
believing that you play a role listen to them, you consider and Design Thinking is all This takes time—a scarce educational context. ties for interest-driven learn- group got back together
in shaping that world, and how best to help them do about learning by doing. resource—and can be chal- ing?” The brainstorms that for a second workshop to
taking action toward a more good work. Design Think- lenging, as educators are followed started with ideas make sense of all the experi-
desirable future. Design ing begins from this place of It’s Optimistic. Design I have a challenge. I learned something. I see an opportunity. I have an idea. I tried something new. used to solving problems on about tools and classroom ments they had conducted
How do I approach it? How do I interpret it? What do I create? How do I build it? How do I evolve it?
Thinking gives you faith in deep empathy and builds on Thinking is the fundamental the spot in their classrooms. design and expanded out around the school. During
your creative abilities and the power of these empa- belief that we all can create Discovery builds a solid Interpretation transforms Ideation means generat- Experimentation brings Evolution is the develop- But there are no shortcuts. to include curriculum and this session, they shared and
The more abstract
a process to take action thetic questions and insights. change—no matter how foundation for your ideas. your stories into mean- ing lots of ideas. Brain- your ideas to life. Building ment of your concept steps often feel The small, sometimes hidden, the educational system as a discussed their experiences,
through when faced with a big a problem, how little time Creating meaningful ingful insights. Observa- storming encourages you prototypes means making over time. It involves plan- more intense, details often hold the keys to whole. Through prototyping created a typology of Investi-
solutions for students, par- tions, field visits, or just a to think expansively ideas tangible, learning ning next steps, communi-
difficult challenge. It’s Collaborative. Design or how small a budget. No but pay off in solving complex challenges. several of these ideas, the gative Learning methods,
ents, teachers, colleagues simple conversation can and without constraints. while building them, and cating the idea to people the long run.
how might
Thinking requires conver- matter what constraints and administrators be great inspiration—but It’s often the wildest ideas sharing them with other who can help you realize When the teachers and teachers saw a set of similar and developed a framework
sation, critique and all-out exist around you, designing begins with a deep under- finding meaning in that that spark visionary people. Even with early it, and documenting the administrators at Ormondale patterns emerge across all for Investigative Learning
we create
can be an enjoyable process. standing for their needs. ABSTrACT standards and assessments.
teamwork. And that’s some- and turning it into action- thoughts. With careful and rough prototypes, process. Change often elementary, a public K-3 their prototypes: they were
Discovery means opening able opportunities for preparation and a clear you can receive a direct happens over time, and
thing that might be a bit of school in California, wanted all passionate about a teach-
a shift, because despite
up to new opportunities,
and getting inspired to
design is not an easy task.
It involves storytelling,
set of rules, a brainstorm
session can yield hun-
response and learn how
to further improve and
reminders of even subtle
signs of progress are a 21st century to find ways to bring 21st ing and learning approach Today, the faculty at Ormon-
the fact that educators are that they called Investiga- dale elementary School are
learning expe-
create new ideas. With the as well as sorting and dreds of fresh ideas. refine an idea. important. century skills into their
surrounded by people all right preparation, this can condensing thoughts until classrooms, they knew the tive Learning. This approach continuing to evolve their
rience for
day long, teaching remains be eye-opening and will you’ve found a compelling would address students not approach to Investigative
challenge would take time
give you a good under- point of view and clear
an often solitary profession. and long-term commitment. as receivers of information, Learning. As new teachers
our students?
standing of your design direction for ideation.
Still, addressing complex (or challenge. They chose a year-long time- but as shapers of knowledge. join the school, other faculty
even not-so-complex) chal- frame and used the design At the end of the workshop, help them understand how
lenges benefits significantly process to get started. the teachers planned and to construct these experi-
from the views of multiple Find videos about committed to experiments ences, and they have created
perspectives, and others’ cre- Investigative Learning During the summer, the based on this philosophy that a “Manual of Investigative
at Ormondale at
ativity bolstering your own. pvsd.net. teachers kicked off the proj- they could conduct in their Learning” to keep track of
ect with a two-day Design classrooms. their philosophy and meth-
Thinking workshop. The ods. They have gained sup-
Discovery phase began with port from their school board,
CONCreTe
an activity that asked them and have become recognized
to develop empathy for a as a “California Distinguished
learner in the 21st century: School.”
the exercise entailed teach-
dIsCOvEry IntErprEtatIOn IdEatIOn ExpErImEntatIOn EvOlutIOn
ers imagining one of their
3 4 5 6
DT for Ed | Guide | p. 7 In 2010, the faculty at river- After several experiments DT for Ed | Guide | p. 8 They turned to Design teachers] and the players DT for Ed | Guide | p. 9 enough theory—it’s time It’s Version One: this is not a
dale Country School, an inde- with a few different collabo- Thinking to develop a game [kids] had different needs to take action. The Toolkit finished piece, it’s a foundation.
pendent K-12 school in New ration tools, the riverdale and combined it with the and understood different provides you with instructions The Toolkit will evolve and
York, embarked on a design teachers now have an online Backwards Design method- things. But the game actually to explore Design Thinking change based on your feed-
project to encourage more platform for sharing lesson ology, which begins with had to meet all these needs yourself. back. That’s why we want to
collaboration among teach- plans and activities as well the end goal in mind, to cre- simultaneously.” hear from you. Please send
ers. With three teachers lead- as creating meeting agendas ate the educational content. us comments, stories, photos
ing the process as facilita- to save time. “It seems to Using Backwards Design, Since launching, Motion Math or movies of your experiences
Case Study tors, a group of 15 worked as
a design team to take on the
challenge. They started with
be working for us. We’re shar-
ing more as a team and we’ve
freed up time to get more
Case Study they were able to hone in
on how they could assess
students’ mastery of con-
has been on the “Top 5” list
of educational apps, was fea-
tured in the Wall Street Jour-
This is a Work using this toolkit to create new
design solutions:
DT_ed@ideo.com
Riverdale observations and conversa-
tions—not just in their own
done in our meetings,” said
one of the team members. Motion Math cepts and work from there to
help them get the concepts
nal, and won an excellence in
Design Award from Children’s in Progress.
Country School
school, but also with analo- right. Using Design Thinking, Technology Review. Most
gous environments. Splitting And there’s still a lot more they were able to create rewarding for Adauto and Collaborative
into three teams, they inter- happening: teachers at a game that was fun, engag- Klein was the fact that insti- development of this
toolkit, February-
viewed employees at Sirius riverdale were so energized ing and valued by parents, tutional school purchases
April 2011.
XM, Consumer reports and by Design Thinking that they teachers and students alike. have been very strong.
IDeO—organizations that submitted ideas for several “The most important part of Teachers have emailed them
were noted for their team- design projects. In early merging the two processes videos of kids playing their
work and collaboration. One 2011, they assembled a was iteration, being open to game in the classrooms,
of the teacher-facilitators core team of five teachers to really listening to what people and students from preschool
noted that this inspiration conduct a one-year project want,” observed Adauto. through community college
was important to the team: to revise the school’s pro- are using the game to learn
“It was really provocative. gram in character, conduct, Adauto and Klein started math skills. The founders are Discovery
We saw that people have very and ethics. Another team of the process by defining a currently building on their
different ways of managing teachers is helping to design challenge to create a game success and designing addi-
their time and we developed a smooth transition for the that would address the tional educational games
a new awareness [of these new head of the elementary biggest stumbling block for to address other hurdles in
how might
companies].” school. Teachers are using elementary school kids. They elementary education.
It was the prototyp-
Design Thinking in their went out to talk to teachers.
we create a
ing and feedback that
made me really see Bringing this inspiration classrooms and are sharing how might we When the founders of Motion Over and over, they heard
develop games
back on-site, the team dis- their enthusiasm and ideas that fractions were a huge Interpretation
the value in this pro- Math got together to think
culture of col-
Read more about
cess. We have become cussed their learnings and with their colleagues. The about how to use games pain point. Next, they looked Motion Math at
a more effective team
laboration? that now shares ideas,
resources and feedback
clustered them into three
themes: online tools, faculty
impact has expanded way
beyond the initial design proj-
to tackle the to help kids learn, they knew
that teaching math and
for inspiration from the most
popular games at the time,
motionmathgames.com.
on a regular basis. spaces and team-building ect and continues to spread. toughest learn- designing a product weren’t one of which had a bouncing
activities. They identified device to move a character
ing hurdles?
Michael, the same thing. Both teach-
1st Grade Teacher opportunities for design ers who worked with ele- around a screen. From there,
within these areas, and brain- mentary-school-aged kids, the team started brainstorm- Ideation
stormed dozens of ideas. In Gabriel Adauto and Jacob ing, and generated lots of
smaller groups, they built dif- Klein began their project with ideas for interactive games
ferent prototypes, including an understanding of both that could help kids learn
an online collaboration tool what kids liked and what par- fractions. Many prototypes
to make faculty meetings ents and teachers valued— and feedback sessions later,
more effective, a new faculty but they also recognized that Adauto and Klein launched
lounge, and potluck brunches their experience and intuition Motion Math. “We did lots
to bring teachers together in alone weren’t enough to of feedback sessions with Experimentation
casual settings. design a successful learning paper prototypes. The most
product. valuable feedback session
we had was with parents,
teachers and kids all together.
We saw how the groups inter-
act, and it helped us realize
that the payers [parents and Evolution
7 8 9

6. DT for Ed | Guide | p. 3 It’s Experimental. Design In short, Design Thinking
Thinking creates a real space is the confidence that new,
to try something new. It better things are possible
gives you permission to fail and that you can make them
and to learn from your mis- happen. And that kind of
takes, because you come up optimism is well-needed in
with new ideas, get feedback education.
on them, then iterate. Given
What is Design the range of needs your
students have, your work will
never be finished or “solved.”
Classrooms and schools
across the world are facing
design challenges every
Thinking? It is always in progress. Yet
there is an underlying expec-
tation that educators must
single day, from integrating
technology to increasing par-
ent involvement to improving
Design Thinking is a mindset. It’s Human-Centered. strive for perfection, that daily schedules. Wherever
Design Thinking begins by they may not make mistakes, they fall on the spectrum of
Thinking like a designer can understanding the needs that they should always be scale, the challenges educa-
transform the way you and motivations of people— flawless role models. This tors are confronted with are
approach the world when in this case, the students, kind of expectation makes it real, complex and varied. As
imagining and creating new teachers, parents, staff and hard to take risks. It limits the such, they require new per-
solutions for the future: administrators who make possibilities to create more spectives, new tools, and new
it’s about being aware of up your everyday world. You radical change. But educa- approaches. Design Thinking
the world around you, talk with these people, you tors need to experiment, too, is one of them.
believing that you play a role listen to them, you consider and Design Thinking is all
in shaping that world, and how best to help them do about learning by doing.
taking action toward a more good work. Design Think-
desirable future. Design ing begins from this place of It’s Optimistic. Design
Thinking gives you faith in deep empathy and builds on Thinking is the fundamental
your creative abilities and the power of these empa- belief that we all can create
a process to take action thetic questions and insights. change—no matter how
through when faced with a big a problem, how little time
difficult challenge. It’s Collaborative. Design or how small a budget. No
Thinking requires conver- matter what constraints
sation, critique and all-out exist around you, designing
teamwork. And that’s some- can be an enjoyable process.
thing that might be a bit of
a shift, because despite
the fact that educators are
surrounded by people all
day long, teaching remains
an often solitary profession.
Still, addressing complex (or
even not-so-complex) chal-
lenges benefits significantly
from the views of multiple
perspectives, and others’ cre-
ativity bolstering your own.

7. DT for Ed | Guide | p. 4 The design process is what It’s a deeply human approach
puts Design Thinking into that relies on your ability
action. It’s a structured to be intuitive, to interpret
approach to generating and what you observe and to
evolving ideas. Its five phases develop ideas that are emo-
help navigate the develop- tionally meaningful to those
ment from identifying a you are designing for—all
design challenge to finding skills you are well versed in
The Design and building a solution. as an educator.
Process
PhASeS
dIsCOvEry IntErprEtatIOn IdEatIOn ExpErImEntatIOn EvOlutIOn
I have a challenge. I learned something. I see an opportunity. I have an idea. I tried something new.
How do I approach it? How do I interpret it? What do I create? How do I build it? How do I evolve it?
Discovery builds a solid Interpretation transforms Ideation means generat- Experimentation brings Evolution is the develop-
foundation for your ideas. your stories into mean- ing lots of ideas. Brain- your ideas to life. Building ment of your concept
Creating meaningful ingful insights. Observa- storming encourages you prototypes means making over time. It involves plan-
solutions for students, par- tions, field visits, or just a to think expansively ideas tangible, learning ning next steps, communi-
ents, teachers, colleagues simple conversation can and without constraints. while building them, and cating the idea to people
and administrators be great inspiration—but It’s often the wildest ideas sharing them with other who can help you realize
begins with a deep under- finding meaning in that that spark visionary people. Even with early it, and documenting the
standing for their needs. and turning it into action- thoughts. With careful and rough prototypes, process. Change often
Discovery means opening able opportunities for preparation and a clear you can receive a direct happens over time, and
up to new opportunities, design is not an easy task. set of rules, a brainstorm response and learn how reminders of even subtle
and getting inspired to It involves storytelling, session can yield hun- to further improve and signs of progress are
create new ideas. With the as well as sorting and dreds of fresh ideas. refine an idea. important.
right preparation, this can condensing thoughts until
be eye-opening and will you’ve found a compelling
give you a good under- point of view and clear
standing of your design direction for ideation.
challenge.

8. DT for Ed | Guide | p. 5 The design process may The design process therefore
seem very straightforward integrates various modes
at first glance, but there is of working: some steps are
one important aspect to more reflective, others are
understand: its real value hands-on, and some encour-
lies in the mix of tangible age interactions with people
problem solving and abstract outside of your team. To help
thinking. The very concrete you know what to expect,
One Thing observations of the first
phase are abstracted as you
define themes and insights.
the following indicators will
guide you through the meth-
ods in the Toolkit section:
to Keep Only after you have devel-
oped a sense of meaning Reflective
in Mind
and direction do you develop Hands-On
tangible solutions. What
may seem like a detour in Interaction
idea development ultimately
makes your solutions much This design process can be
more meaningful. applied in many forms. The
following pages contain a
It requires taking a step back variety of examples of how
to reflect, analyze, evaluate, it has been used to create
think again and then evolve. new, relevant solutions in an
This takes time—a scarce educational context.
resource—and can be chal-
lenging, as educators are
used to solving problems on
the spot in their classrooms.
But there are no shortcuts.
The more abstract
steps often feel The small, sometimes hidden,
more intense, details often hold the keys to
but pay off in solving complex challenges.
the long run.
ABSTRACT
CONCReTe
dIsCOvEry IntErprEtatIOn IdEatIOn ExpErImEntatIOn EvOlutIOn

9. DT for Ed | Guide | p. 6 current students in the year Over the course of the follow-
2060. They imagined what ing school year, the teachers
these people had done in tested many ideas in their
their lives and careers. As a classes. One teacher devel-
group, the teachers then cap- oped new communications
tured the most interesting for parents. The technology
themes and worked back- team built new tools to sup-
ward to understand the skills port teachers in Investigative
Case Study these people would have
needed to develop as chil-
dren to be successful. Armed
Learning. Another teacher
even received a grant to reno-
vate a classroom and create
Ormondale with this inspiration from
their own experiences, the
a different learning environ-
ment for her students. They
Elementary
group then went to visit out- didn’t go it alone: to build
side organizations that were a network of learning and
facing analogous challenges. support, the staff dedicated
School
Through interpreting all this time in their weekly meetings
information, the participants to discuss what was happen-
came up with many genera- ing, learn from each other,
tive questions, such as “how and help each other through
might we enable the globally rough patches.
aware student?” and “how
might we provide opportuni- In their second year, the
ties for interest-driven learn- group got back together
ing?” The brainstorms that for a second workshop to
followed started with ideas make sense of all the experi-
about tools and classroom ments they had conducted
design and expanded out around the school. During
to include curriculum and this session, they shared and
the educational system as a discussed their experiences,
whole. Through prototyping created a typology of Investi-
several of these ideas, the gative Learning methods,
how might
When the teachers and teachers saw a set of similar and developed a framework
administrators at Ormondale patterns emerge across all for Investigative Learning
we create elementary, a public K-3
school in California, wanted
their prototypes: they were
all passionate about a teach-
standards and assessments.
a 21st century to find ways to bring 21st ing and learning approach Today, the faculty at Ormon-
that they called Investiga- dale elementary School are
learning expe-
century skills into their
classrooms, they knew the tive Learning. This approach continuing to evolve their
rience for challenge would take time
and long-term commitment.
would address students not
as receivers of information,
approach to Investigative
Learning. As new teachers
our students? They chose a year-long time- but as shapers of knowledge. join the school, other faculty
frame and used the design At the end of the workshop, help them understand how
process to get started. the teachers planned and to construct these experi-
Find videos about committed to experiments ences, and they have created
Investigative Learning During the summer, the based on this philosophy that a “Manual of Investigative
at Ormondale at
pvsd.net. teachers kicked off the proj- they could conduct in their Learning” to keep track of
ect with a two-day Design classrooms. their philosophy and meth-
Thinking workshop. The ods. They have gained sup-
Discovery phase began with port from their school board,
an activity that asked them and have become recognized
to develop empathy for a as a “California Distinguished
learner in the 21st century: School.”
the exercise entailed teach-
ers imagining one of their

10. DT for Ed | Guide | p. 7 In 2010, the faculty at River- After several experiments
dale Country School, an inde- with a few different collabo-
pendent K-12 school in New ration tools, the Riverdale
York, embarked on a design teachers now have an online
project to encourage more platform for sharing lesson
collaboration among teach- plans and activities as well
ers. With three teachers lead- as creating meeting agendas
ing the process as facilita- to save time. “It seems to
Case Study tors, a group of 15 worked as
a design team to take on the
challenge. They started with
be working for us. We’re shar-
ing more as a team and we’ve
freed up time to get more
Riverdale observations and conversa-
tions—not just in their own
done in our meetings,” said
one of the team members.
Country School
school, but also with analo-
gous environments. Splitting And there’s still a lot more
into three teams, they inter- happening: teachers at
viewed employees at Sirius Riverdale were so energized
XM, Consumer Reports and by Design Thinking that they
IDeO—organizations that submitted ideas for several
were noted for their team- design projects. In early
work and collaboration. One 2011, they assembled a
of the teacher-facilitators core team of five teachers to
noted that this inspiration conduct a one-year project
was important to the team: to revise the school’s pro-
“It was really provocative. gram in character, conduct,
We saw that people have very and ethics. Another team of
different ways of managing teachers is helping to design
their time and we developed a smooth transition for the
a new awareness [of these new head of the elementary
how might
companies].” school. Teachers are using
It was the prototyp-
Design Thinking in their
ing and feedback that
we create a made me really see
the value in this pro-
Bringing this inspiration
back on-site, the team dis-
classrooms and are sharing
their enthusiasm and ideas
culture of col- cess. We have become
a more effective team
cussed their learnings and with their colleagues. The
impact has expanded way
laboration? that now shares ideas, clustered them into three
resources and feedback themes: online tools, faculty beyond the initial design proj-
on a regular basis. spaces and team-building ect and continues to spread.
Michael, activities. They identified
1st Grade Teacher opportunities for design
within these areas, and brain-
stormed dozens of ideas. In
smaller groups, they built dif-
ferent prototypes, including
an online collaboration tool
to make faculty meetings
more effective, a new faculty
lounge, and potluck brunches
to bring teachers together in
casual settings.