Nirmoktra toolkit by Kaavya Krishnan

My Toolkit

िनरमोकञा

िनरमोकञा Nirmoktra means solver in Sanskrit. It is an initiative to bring creative problem solving and critical thinking frameworks to different vernacular schools all over the world, starting in India. This is the first version of this toolkit. It will be updated based on various pilot projects run by the initiative.

Contents 1. Introduction to the toolkit 2. Why design thinking? 3. What is design thinking? a. Defining it b. The process

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4. How can we use design thinking? 5. Theater 6. Expression 7. Define the Area of Interest 8. Ripple Effect 9. Six Thinking Hats 10. Mind Mapping 11. Interviewing 12. Define the Problem Statement/ POV 13. Ideating 14. Growing an Idea 15. Prototyping 16. Testing a Prototype 17. Culling the Set 18. Setting an Agenda 19. Writing a Blurb 20. Good Presentations 21. Exhibiting

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22. Workshop Plan a. Teachers b. Students 23. Self Evaluation 24. Impact 25. Resource 26. Acknowledgments 27. Workbook

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This book aims to provide educators with the tools for conducting workshops for both teachers and students on design thinking. This toolkit is particularly tailored to fit the Indian context and to complement the existing syllabi that are in place. Many of the exercises and activities recommended in this toolkits are ones that have been tested by other teachers and students. If you are new to the workshops, before reading ‘How Can We Use Design Thinking’, take a quick look at the ‘Workshop Plan’. The latter will make it easier to understand the stages of the workshop which are detailed out in the former.

WHY DESIGN THINKING?

If you are new to the workshops, before reading ‘How Can We Use Design Thinking’, take a quick look at the ‘Workshop Plan’. The latter will make it easier to understand the stages of the workshop which are detailed out in the former.

THE NEED With increasing number of students and dynamic changes in curriculums, there is very little room for critical thinking in the majority of schools. Rote learning takes over in an attempt to accumulate more information before the finish line and very little attention is paid to how much of that information is retained or useful. In developing and underdeveloped nations the status is even worse. There either arenâ&#x20AC;&#x2122;t enough teachers, or poverty takes over and parents decide for their children that education can take a back seat. What this workshop aims to do, is to break that cycle and enlighten teachers on the value of creative problem solving and critical thinking, and at the same time empowering them with the ability to effect change in the lives of their students.

ASKING THE THREE WHYS? Before we get into design thinking we must understand why this is important to us. We must ask ourselves why are we interested in the field of education? If it is for the students ask again why? If it is to make a change in their lives, why? This toolkit is built on the belief that educators have the ability to make a change and empower their students. With the additional tools we will find in this toolkit, we may be able to effectively lead them toward creating a better future for themselves as well as those around them.

TIP : This method of questioning is proven useful to dive deeper into a discussion in order to arrive at the true answer rather than the one that it is believed to be.

WHAT IS DESIGN THINKING? There may be many beliefs as to what it truly might be, but in the context of this toolkit let us say that it is a step by step process towards creative problem solving and critical thinking, that is essentially human centered at its core.

Empathy

Define

THE PROCESS

Ideate

Prototype

Feedback

Reflect

HOW CAN WE USE DESIGN THINKING? Design thinking is about believing we can make a difference, and having an intentional process in order to get to new, relevant solutions that create positive impact.

Fail fast fail safe Children will trust in the classroom as being a safe zone for them to fail fast and fail safe so they are not afraid to express their ideas

Learning by doing By going through this workshop, students will develop the ability to learn through doing

Collaboration Students will learn the value in collaboration and how they can build off one anotherâ&#x20AC;&#x2122;s strengths not just competing with each other

THEATER

40 minutes 20 - 30 people materials : desired props and materials

To make the most of group exercises it is important that everyone becomes open and free with others. It is important that we set up a ‘safe space’ where everyone can express themselves freely. Movement Everyone must stand in a circle. A volunteer can begin by doing an action, such as clapping your hand. The person to the right will follow and repeat it and like a chain reaction everyone will do the same one after another until everyone is doing the same action. Once the full circle has done the same motion, the person to the right of the first person will do a new action. It may be a moment, a sound or an expression. The process of repeating this will once again be followed throughout the group. This exercise helps individuals free their body and open up to doing a variety of actions in front of other. This helps them move past their self aware space into a group space where they can trust each other to be themselves. Body Begin by standing in a circle. The center of the circle is the ‘stage’ and here there will be a few props (of any kind). A volunteer can pick a topic for a scene, for example on a train. This first volunteer will use the props as needed a stand in a pose that fits in this scene. The next person will come forward to set a pose within the same context and have some sort of relation to the previous person. This will be repeated until everyone has set up a pose. This exercise helps us understand space and body language.

Tip : If the participants are not opening up very well, try incorporating music & dance into the above exercise.

EXPRESSION

180 minutes 4 - 6 people materials : costumes & any desired props

Take a few minutes to identify one or two problems that is of importance to everyone in the group. Next as a group come up with a short skit to explain to others the problem that has been identified. Aim to keep the length of the skit to about five minutes. Set up roles such as director, props, etc, and assign them to each member of the group. In these roles practice the skit so that it can be presented. Everyone in the team must have a team role and must also act.

DEFINE AREA OF INTEREST

45 minutes 4 - 6 people materials : chart papers /whiteboard

Brainstorm the problems that each member in the group has identified. This process will include accounts of their personal experiences. We must remember that every problem is equally important. Once we have begun coming up with issues, we automatically start thinking of what we can do to solve them. Before jumping into the solution itself, we need to organize our thoughts and consider what are the factors that might affect our solution.

RIPPLE EFFECT

30 minutes 4 - 6 people materials : chartpapers/ whiteboard

Before we create change we need to decide what kind of impact the group wants to have. From improving the lives of individuals in your community to changing your country or the world. On a piece of paper, begin by writing the question the group is trying to work through. Then draw a circle in the center of the page that contains the names of the group members.

Sketch of step one

Theme

Team names

Next write around the first circle the effect the group would like to have on close friends or family. Draw a larger circle around these names and label it ‘individuals’. Continue the exercise for the effects the group wants to have on their country, nation, and world.

Sketch of step two

Theme Team names Community

Ask every group to put up their Ripple Effects on the wall and talk about their similarities and differences. Choose a circle to focus on and the effects the group would like to see. Write this on a clean sheet of paper with when you’d like to see this happen.

TIP : It is a better idea to identify a problem before attempting to understand the ripple effect you would like to have.

SIX THINKING HATS

30 minutes 4 -6 people materials : coloured paper, string

For this exercise each member must pick one colored hat. If the group consists of less than six members those with blue or green hats will pick an additional hat. Each person will take the role thither hat color represents. The roles are as shown below.

THINKING HATS

The white hat calls for information known or needed. This hat only sees the facts.

The red hat is the feelings hat. This hat expresses thoughts on the basis of emotions. Those like fears, likes, dislikes, loves, and hates. The black hat is the judgement hat. Itâ&#x20AC;&#x2122;s a cautious hat that'll always talk about why something may not work. It looks for difficulties and dangers, where things might go wrong.

TIP : Document this discussion in the form of a mind map.

The yellow hat is the one that is bright and optimistic. This hat explores the positives and searches for value and benefit.

The blue hat manages all the other hats. It controls the thought process and ensures all other hats are contributing.

The free hat is the creative hat. It thinks of the possibilities, alternatives and comes up with new ideas.

Each person must stick to their role, unless they are taking up the roles of two hats. In the case that they do, they must say when they are switching roles (either by changing their hat or by simply stating it). Picking a topic, follow this process to discuss ideas and thoughts around it. During this discussion, at intervals of five minutes, exchange your hat with another person and take on their role. Keep doing this until everyone has had a chance to play the role of every hat. The objective of this exercise is to help groups understand problems, discover paths and create solutions that are more holistic. It teaches individuals to take into account all areas of interest in relation to the problem they are attempting to solve. 18

MIND MAPPING

30 minutes 4 -6 people materials : chartpapers/ whiteboard

Mind maps are a clear way of representing your thought process visually. It is a creative and logical process that gives infinite room for ideas. Begin by placing a the key idea or topic that is being explored at the center of the paper. From this topic draw arrows outward. At the end of each arrow, write the sub-topic or the idea that is connected to the mains one. These arrows are branches and can be used repeatedly on main topics, subtopics, and so on and so forth.

Source : Mindmapsunleashed.com

Tip : Think of the mind map as a tree. The topic as the trunk, the sub topics as branches, the topics that come under these as twigs and the ones after as leaves. TIP : Use different colors to represent different concepts bracing from the main idea to better categorize and understand the different ideas that are in the map. 19

INTERVIEWING

120 minutes 2-4 people materials : notepad,pens

With a problem in mind and a good understanding of what it might mean within the group, the next steps are to understand what members outside the group feel about the same topic. Through series of interviews, it becomes easier to understand the problem in the context of a larger group. Begin by setting up a list of question you would like to ask. Through these question we are trying to understand the other personâ&#x20AC;&#x2122;s story and their experience with the same problem better. Try to practice asking these questions with your group members as a test, before going out to ask others. Pick a certain group of people who you would like to talk to. Make sure that they are people who might you think might be able to answer question in relation to your problem. Assign roles amongst the group, such as questioner, not taker, time keeper, etc. Try to rotate these role every few interviews.

DEFINING THE PROBLEM STATEMENT

45 minutes 4 -6 people materials : paper

Point of view statement Pick out the problems that have the strongest arguments and research from interviews to support them. List these on a paper and try to come up with a statement that addresses these issues. As you proceed some issues may not fit with the written statement, and it is okay to leave them. Try to have a majority of them that do represent the statement though ( a minimum of ten ).

TIP : Pick out the most relevant problems that are on the mindmap and use these.

[USER] needs to [USER’S NEED] because [SURPRISING INSIGHT]

(user)

needs to

(user’s need)

because

(surprising insight)

IDEATION

30 minutes 4 -6 people materials : paper /post-it notes

Having all the information we require around the problem that needs to be solved, we can now find a solution. We begin by ideating in groups, as one idea might be inspiration for another. At this phase, no idea is a bad idea. Say your idea aloud and write it on a piece of paper. Write it as a short phrase and next to it put a small sketch of your idea. Try to come up with as many ideas as possible, and donâ&#x20AC;&#x2122;t pause on any one just yet. These ideas do not have to be realistic at all ( they could involve time travel, space, other planets, you name it.

GROW AN IDEA

30 minutes 4 -6 people materials : paper /post-it notes

Collect all ideas people have so far. Have the group select an idea they think is interesting and look at the following questions: 1. What problem is this idea solving? 2. Who could use this idea? 3. Where will this idea be used? 4. When can this idea be used? 5. How can we make this idea better? 6. What do you need to make it real? Use the answers to the questions above to imagine more ideas.

TIP : A good topic is one that make you think of at least two other ideas very quickly.

PROTOTYPING

60 minutes 2-6 people materials : as available

To know if an idea will solve the problem effectively or not can be determined to an extent by making a rough model of the idea and trying it out. Collect locally available materials such as newspaper and cardboard to make physical forms of some of the ideas that you think might help solve the problem. Present them to your partners or other groups members to talk about the model and take their feedback to improve the model.

TESTING A PROTOTYPE

30 minutes 4 -6 people materials : paper/post-it notes/ video recorder/camera

To truly understand if a prototype works it is good to ask others, who are not familiar with your idea, to try it out. Present the idea to individuals or groups of people and ask each of them to try out the prototype. If you can not find people to test out the prototype, you can ask other groups to test them out instead. Prototypes are rough, so they may break or not work. Be prepared with materials to fix these or make new ones to test them out. If a prototype fails that is progress. It will make sure that the final solutions is very strong. While testing your prototype record the following: 1. How is the person interacting with the prototype? 2. Is the person interacting with your prototype the way you intended? If not what is different? 3. How do they feel about the prototype?

TIP : Try to ask the people you interviewed previously to test out the prototype.

CULLING THE SET

30 minutes 4 - 6 people materials : post-its/paper

Look at all the ideas the group has come up with. While making them all real would be ideal, it may not be possible. Letâ&#x20AC;&#x2122;s take a look at which ones we should make real and why? Place all the ideas next to one another. Ask everyone in the group to take a look at the ideas and place a star next to their three favorite ideas. Gather the ideas with the most number of stars. Place these in groups where the one with similar ideas are next to each other and name each of these groups. Discuss what makes each of these groups successful. Pick out the qualities from these lists that make the idea better than the others. Put these qualities on a separate piece of paper, these will be the success criteria for what makes a good idea. With this list of criteria in mind, pick out the ideas that best fit this description. These ideas are the ones we will be further exploring.

SETTING AN AGENDA

30 minutes 4 -6 people materials : post-its /paper

Identify the most pressing challenge the team needs to tackle, then agree on the steps that need to be taken to address them. Begin by listing down the the challenges that are trying to be solved by the group, to be able to accomplish the per all goal. Try to come up with as many answers as possible and share them as a group. For each challenge try to answer the following: 1. Why is this challenge important to solve? 2. Who needs to be involved to solve it? 3. When do we want to solve it? 4. What hurdles stand in our way? 5. How can we remove those hurdles? Take a step back and look at the answers that everyone came up with. Ask which of these need to be addressed the most urgently? What patterns or themes are visible across all challenges, if any? Can multiple challenges be solved with similar efforts? From the group discussion write down the action items the teams should take next to address theses challenges.

WRITE A BLURB

30 minutes 4 - 6 people materials : paper /whiteboard

An idea is as good as the way we describe it. By crafting a simple story we can explain to other people why your idea is relevant. To tell the story think of the following: 1. What is the idea? 2. Who is the idea for? 3. How will it change the community? 4. Why will it help the community? 5. When will it happen? 6. Where will it be used? Write a single sentence description about why the idea is great. Then write a short paragraph to follow this sentence, and tell a story of the idea. Try to answer the above questions through the story. Tell your story to others, and let them give you feedback on what were the best parts of your story telling and how they think you could improve it further.

TIP : Pretend you are a journalist, the president or even a tv anchor while telling the story. You will make it more lively!

GOOD PRESENTATIONS

30 minutes 4 -6 people materials : none

An idea is as good as you can present it to be. In order to make an idea succeed, we must first understand how to communicate it with others in the most effective manner possible. A good presentation usually has the following qualities - confidence, clarity and coherence. To build good presentation skills, we can begin with our everyday conversations. For this exercise, each member of a group must pick a topic. They can take about five to ten minutes to come up with a speech that lasts a minute in length. After practicing the speech a few times, everyone must present the speech to each other. At the end of each speech team members will provide feedback, which can be implemented in the future by the team members in order present the topics they are talking about in a better manner.

EXHIBITION

90 minutes 2-6 people materials : as required

A good way to receive feedback about all the work that is done is to present it to a larger audience. To exhibit the nature of the work that has been done having the following things is necessary: 1. Problem 2. Process 3. Solution 4. Next steps The problem is where you started. The Process is how you worked through it. These can be select parts of your process rather than ad detailed account of every step. The solution is where you are now. While you final outcome may not be complete, presenting it in the state in which it is, is good enough. The next steps are how you would like to proceed from here. The way this work is exhibited is also important. It maybe in the form of various media, dance, skits, music, sketches, art installations, photos videos, etc. Setting up the work in a different space also allows you to take a step back and truly appreciate the work that has been done.

Thoughts?

WORKSHOP PLAN (Recommended)

The student to teacher/facilitator ratio must always remain at 4:1, teachers to students. It is recommended that the straight of the student groups remain around 25 to 30 students. Different age ranges may be mixed, but keeping the age difference no more than two year between the youngest and oldest is preferred so that all students may participate equally in the workshops. The choice of age ranges may also be based upon the syllabus being taught to the different age groups. The minimum recommended length of the workshop is six days. A shorter time than this will make it hard for key concepts to be understood well. The first three days are for the teachers / new facilitators to understand the process of how this workshop works and the possible obstacle they may tackle while explaining it to the students. The second phase is when the students themselves learn these methods. The details of the workshop phases are as follows:

Refer to attached sheets to view the workshop plans

SELF EVALUATION At every phase of the workshop as well as at the end of each day it is a good practice to reflect on all the activities that we were a part of. This enables us to recollect and remember important skills that we gained. It also helps us realize our potentials and how we may be able to apply these skills in the future.

What I did (activity names in the order wecompleted them)

What I learned (key ahas! from the activities we did)

How I feel

Questions I have

What will I do next (try another activity, clarify our goal, revisit our approach)

IMPACT As we have partnered with Aparajitha Foundation we can see quick scaling of impact to all of their schools. However thereâ&#x20AC;&#x2122;s a far wider reach of the impact as this toolkit has been designed as an open source model that is freely available to educators world over. We have a series of metrics in place to measure impact and evaluate quantitatively as well as qualitatively.

RESOURCES Design toolkits 1. IDEO, 2. Frog 3. Krishnamurthi Foundation India

ACKNOWLEDGEMENTS Aparajitha Foundation Bharath KS - Chairman T.A. Padmanabhan - Head of Educational Initiatives Krishna Patel Dinesh Vyas - Principal of Swami Vivekanand Govt. Model School California College of the Arts Steve Diller - Project Mentor Nathan Shedroff - DMBA Chair Victoria Lam - Center of Art and Public Life Shalini Agarwal - Center of Art and Public Life Director Piramal Foundation Paresh Parasnis - Head of the Foundation Ashish Asawa - Social Change Agent Look at Us Prea Gulati - Founder Mobius Space Consulting Private Limited Bipasha Roy - Managing Director

WORKBOOK

THE RIPPLE EFFECT

The issue/crime/situation

Effect on self - Physiocal - Emotional/ Psychological - Financial

Effect on your family

Effect on the other person - Physiocal - Emotional/ Psychological - Financial

Effect on community & friends

Effect on other personâ&#x20AC;&#x2122;s family

MIND MAPS

SIX THINKING HATS

Factual

Cautious

Emotional

Logical

Management

Out of the box

POINT OF VIEW STATEMENT (POV) [USER] needs to [USER’S NEED] because [SURPRISING INSIGHT]