I teach in a makerspace each day. Design thinking and the steps of the design process are interwoven into so much of what takes place within my maker classes. During each hour-long class, students learn by engaging in work similar to real-world designers: facing challenges, coming up with creative solutions, and tinkering and experimenting their way towards a finished product.
In this space, I see myself as a coach or a guide, providing assistance, resources, and encouragement throughout the design process. When inevitable frustrations occur, I try to be present and listen to the needs of my students so I can provide a useful perspective to enable them to persist with the problem they’re trying to solve.
Do I see myself as someone who’s teaching children to develop their emotional intelligence? I have to admit that in the past I have not, or at least not in the same way as I see my colleagues, who are directly teaching tools for developing emotional intelligence in the classroom. However, recent events at The Willows have caused me to contemplate the connections between design thinking and the work we’re doing with emotional intelligence within our community.
As we begin our second year of work with Yale’s RULER program, I am reminded that the “R” and “U” in the RULER acronym stands for “recognizing” and “understanding.” Taking a second look at the design thinking process outlined by Stanford’s d.School, the first step, “Empathy” matches perfectly with these ideas.
When designers are beginning a project, it is important that they ask questions like:
- Who am I designing for?
- What are their motivations?
- What needs am I seeking to meet?
Stepping into the shoes of whom you are designing for and understanding the world from their perspective is crucial to the design process. Similarly, successfully navigating our interactions with the members of our community also requires recognizing and understanding the feelings of others. There is a spirit of inquiry and openness that is essential to both, and empathy is a key component to developing collaborative skills across the curriculum.
I give full credit to Christina Kim, our Director of Student Life, for helping me fully connect these ideas together. She was part of a group of Willows teachers and administrators that visited the d.School last spring while in the Bay Area for the NAIS (National Association of Independent Schools) conference, who came back inspired to redesign a space in our Middle School based on what they had observed on their trip.
Shortly after their return, I found myself in a meeting that exemplified for me this intersection of design thinking and empathy. Lisa Rosenstein, our Head of School, brought together an eclectic group of 8th graders, Middle School teachers, administrators, and specialists in IT, ed tech and maker to engage in a dialogue about how to best transform one Middle School classroom into what has now become our designLab.
In a sense, all those assembled were being asked to empathize with the future users of the space – incoming 6th, 7th and 8th grade students (as well as their teachers). I was most impressed in this dialogue by the 8th graders; even with only weeks to go before graduation, they were full of constructive suggestions and comfortable sharing ideas at a large table full of adults. I saw a group of students reflecting on their experiences and imagining how the space could best serve the Middle School after they leave, and I also saw the kind of collaborative effort between different members of our community that makes me inspired to work at The Willows.