Design Thinking Activity
Design thinking enables students to solve complex problems and it usually goes through five stages as illustrated in Figure 1. The stages are Empathize, Define, Ideate, Prototype and Test.
Figure 1: Stages of design thinking.
This activity leads students through these five stages through two classroom sessions and one optional homework assignment.
Activity
Goal
Empathize
Lesson 2
Design and Ideate
Homework
Prototype and Test
Activity
Lesson 2
Goal
Design and Ideate
Activity
Homework
Goal
Prototype and Test
Lesson 1: Empathize
Learning Goals
Develop empathy, specifically the ability to take new perspectives and engage in discussions with contradictory perspectives
Learning Objectives
1
Students will be able to role-play as a character from the character deck during discussions
2
Students will be able to develop a clearer understanding of their character through research
Materials and Prep
Instructor pre-selects character cards relevant to course content and learning objectives
Students have access to the internet via computers or mobile devices
Character profile worksheet will be made available to students in-class or as a pre-class activity
Lesson Description
Activities
Additional Supports/Modifications
Activity
Setting the Scene
- Brief students on the importance of respectful, authentic character portrayal
- Set ground rules for inclusive discussion
Time Expectation: 5 min
Setting the Scene
- Brief students on the importance of respectful, authentic character portrayal
- Set ground rules for inclusive discussion
Time Expectation: 5 min
Character Immersion
- Students are divided into groups of 4-6 and each student picks up a character card.
- Students research their character using credible sources (profession-related data, cultural context, lived experiences from articles or interviews)
Time Expectation: 15 min (can be pre-class work)
Scaffold the Research
Provide a mini character profile worksheet for students to fill in based on their research.
Pedagogical Enhancement
Provide guided Individual reflection prompts:
What are your character’s daily priorities and challenges?
What resources and constraints does your character face in daily life?
Activity
Character Immersion
- Students are divided into groups of 4-6 and each student picks up a character card.
- Students research their character using credible sources (profession-related data, cultural context, lived experiences from articles or interviews)
Time Expectation: 15 min (can be pre-class work)
Additional Supports/Modifications
Scaffold the Research
Provide a mini character profile worksheet for students to fill in based on their research.
Pedagogical Enhancement
Provide guided Individual reflection prompts:
What are your character’s daily priorities and challenges?
What resources and constraints does your character face in daily life?
Structured Debate Activity
- The instructor presents a debate topic aligned with course learning outcomes. For example: “Cities should restrict car entry during work hours.”
- Two options for conducting the debate activity. Instructor advised to pick the one that will work best for their classroom.
Option 1: Use think-pair-share structure- Think: Individual character perspective (3 min)
- Pair: Small group discussion maintaining character roles (10 min)
- Share: Larger debate with character-informed arguments (12 min)
Option 2: Small Group Discussion
- Students share their characters’ perspectives.
- The group identifies points of alignment and disagreement among the characters.
- Encourage students to negotiate a group decision or policy based on all perspectives, documenting compromises or conflicts.
Whole Class Debrief
- Groups present their outcomes and explain the reasoning behind them.
- Discuss patterns: Which perspectives tended to dominate? Which were marginalized? Why?
- Connect insights to course concepts
Time Expectation: 25 min
Integrate Roleplay
Ask students to speak in character during discussions, using first-person language (“I think…”) to deepen immersion.
Pedagogical Enhancement
Provide guided Individual reflection prompts:
How might your character’s cultural, professional, and personal background shape their perspective on this issue?
What values or beliefs might guide your character’s decision-making?
If your character were asked to respond to [course-related issue], how would they react, and why?
Activity
Structured Debate Activity
- The instructor presents a debate topic aligned with course learning outcomes. For example: “Cities should restrict car entry during work hours.”
- Two options for conducting the debate activity. Instructor advised to pick the one that will work best for their classroom.
Option 1: Use think-pair-share structure- Think: Individual character perspective (3 min)
- Pair: Small group discussion maintaining character roles (10 min)
- Share: Larger debate with character-informed arguments (12 min)
Option 2: Small Group Discussion
- Students share their characters’ perspectives.
- The group identifies points of alignment and disagreement among the characters.
- Encourage students to negotiate a group decision or policy based on all perspectives, documenting compromises or conflicts.
Whole Class Debrief
- Groups present their outcomes and explain the reasoning behind them.
- Discuss patterns: Which perspectives tended to dominate? Which were marginalized? Why?
- Connect insights to course concepts
Time Expectation: 25 min
Additional Supports/Modifications
Integrate Roleplay
Ask students to speak in character during discussions, using first-person language (“I think…”) to deepen immersion.
Pedagogical Enhancement
Provide guided Individual reflection prompts:
How might your character’s cultural, professional, and personal background shape their perspective on this issue?
What values or beliefs might guide your character’s decision-making?
If your character were asked to respond to [course-related issue], how would they react, and why?
Reflection & Transition
- Assessment Checkpoint: Students complete exit ticket identifying one insight they gained from their character’s perspective
OR
- Comparative analysis between a student’s real perspective and their character’s.
Time Expectation: 5 min (can be post-class work)
Activity
Reflection & Transition
- Assessment Checkpoint: Students complete exit ticket identifying one insight they gained from their character’s perspective
OR
- Comparative analysis between a student’s real perspective and their character’s.
Time Expectation: 5 min (can be post-class work)