This handout was used for a design thinking workshop for school leaders, teachers, and students. It introduces the design thinking process and mindsets. This work was done with the Stanford RED lab on the d.Loft project, funded by the NSF.

1. Innovation
Studio
is
brought
to
you
by
d.Loft,
a
RED
Lab
project
at
Stanford
University
funded
by
the
National
Science
Foundation.
The
summer
workshop
series
is
brought
to
you
by
d.Loft
in
partnership
with
the
Utah
State
Office
of
Education
and
the
Natural
History
Museum
of
Utah.
For
more
information:
• Visit
the
Red
Lab
website
at
http://www.stanford.edu/group/redlab/cgi-­‐bin/
• Email
Dr.
Shelley
Goldman
at
sgoldman@stanford.edu
• Email
Molly
Bullock
at
mbullock@stanford.edu

2. 2
3
4
1
https://dschool.stanford.edu/groups/k12/wiki/17cff/Design_Process_Steps.html
2
http://limedesignassociates.com/ourprocess.html
3
Original
Source:
IDEO,
downloaded
from
–
http://blog.designerfromidaho.com/using-­‐activity-­‐centred-­‐design-­‐for-­‐innovation/

3. 5
6
7
4
http://discoverdesign.org/files/images/general/design_process_0.gif
5
http://facesofdesign.com/content/faces-­‐of-­‐design-­‐academy-­‐design-­‐thinking-­‐process
6
http://blog.designerfromidaho.com/using-­‐activity-­‐centred-­‐design-­‐for-­‐innovation/
7
Original
Source
-­‐
IDEO
educator
toolkit;
Downloaded
from
http://designthinkingforeducators.com/

4. 1. Design
Thinkers
have
Empathy
(Human
Centered):
Design
thinking
is
about
problem
solving
but
not
for
a
math
test
and
not
for
ourselves;
in
every
decision
we
put
our
own
wants,
needs,
and
interests
after
those
of
the
specific
user
being
observed.
2. Design
Thinkers
are
Radical
Collaborators:
If
everyone
on
your
team
thinks
exactly
the
same
way,
you
might
just
miss
out
on
an
innovative
solution.
Different
interests,
backgrounds
and
points
of
view
help
team
members
to
see
things
in
ways
they
hadn’t
thought
about.
Don’t
get
stuck
with
comfortable
friends
when
what
you
need
is
diverse
perspectives.
3. Design
Thinkers
Linger
in
Ambiguity:
Got
a
problem?
Most
people
define
problems
by
offering
solutions.
For
example,
if
many
students
are
tardy,
a
teacher
might
define
the
problem
by
saying
“We
need
a
stricter
tardy
policy.”
Design
thinkers
don’t
assume
they
have
all
the
facts
about
a
problem
and
hurry
to
an
answer,
instead
they
are
comfortable
with
being
uncertain
about
the
best
solution
until
they
have
gathered
more
information
about
users,
needs,
and
many
possible
solutions.
4. Design
Thinkers
are
SCARY
when
they
brainstorm
(state,
create,
accept,
react,
yes
and…)
Brainstorming
must
be
done
without
judgment
of
yourself
or
of
others.
State
solutions
as
a
concise
headline
that
creates
a
mental
picture
for
other
team
members.
When
you
hear
solutions
from
your
team,
accept
them
by
reacting
and
adding
to
them
with
a
yes
and….
STATE:
Olivia
trains
her
kids
to
be
household
energy
police.
CREATE:
Team
members
visualize
the
solution
in
action.
ACCEPT:
Yes!
Interesting!
Oooh!
(Notice
no
one
says-­‐that
won’t
work
or
no
way!)
REACT:
Team
members
show
they
heard
the
solution
with
eye
contact,
nods,
and
approving
murmurs….
YES,
AND…:
Yes,
and
the
older
kids
could
train
the
younger
kids…Yes,
and
they
could
get
badges
after
training….Yes
and….yes
and…yes
and…
5. Design
Thinkers
Show,
they
don’t
Tell:
Have
a
great
idea?
Don’t
just
list
all
of
the
reasons
why
it
is
so
great;
show
others
why
this
is
great
by
sketching
the
plans,
building
a
prototype,
or
acting
it
out.
Listening
and
reading
are
no
enough;
let
people
experience
exactly
what
you
are
thinking.
6. Design
Thinkers
Embrace
Experimentation:
Having
trouble
making
a
decision,
how
about
trying
something
both
ways?
Low
resolution
prototypes
allow
you
to
try
many
versions
of
the
same
outcome
and
decide
what
works
best.
7. Design
Thinkers
Fail
Forward
with
a
Growth
Mindset:
Failure
is
not
the
end
of
the
road;
it
is
the
very
next
clue
towards
success.
Failing
forward
means
embracing
mistakes
as
learning
experiences.
Having
a
growth
mindset
means
using
those
experiences
as
clues
for
what
you
should
do
next.
Analyze
possible
sources
of
a
failure
and
experiement
with
different
ways
to
change
them.
8
The
d.Mindsets
have
been
adapted
from
the
Hasso
Platner
Institute
of
Design
at
Stanford.
Modifications
made
for
uptake
of
d.thinking
into
various
K-­‐12
contexts.

5.
Design
Process:
Design
Mindsets:
1.
Design
Thinkers
have
Empathy
(Human
Centered).
2.
Design
Thinkers
are
Radical
Collaborators.
3.
Design
Thinkers
Linger
in
Ambiguity.
4.
Design
Thinkers
are
SCARY
when
they
brainstorm.
5.
Design
Thinkers
Show,
they
don’t
Tell.
6.
Design
Thinkers
Embrace
Experimentation.
7.
Design
Thinkers
Fail
Forward
with
a
Growth
Mindset.

6.
What
we
already
know…
Pedagogic
tools,
strategies,
and
process
reminders
for
teaching
design
thinking
New
Ideas:
Pedagogic
tools
and
strategies
for
teaching
design
thinking
Lingering
Questions:
Concepts
or
processes
where
we
need
some
clarity
Build
Empathy:
Define
the
Problem:
Build
Empathy:
Define
the
Problem:
Build
Empathy:
Define
the
Problem:

7.
What
we
already
know…
Pedagogic
tools,
strategies,
and
process
reminders
for
teaching
design
thinking
New
Ideas:
Pedagogic
tools
and
strategies
for
teaching
design
thinking
Lingering
Questions:
Concepts
or
processes
where
we
need
some
clarity
Brainstorm
Solutions:
Prototype:
Test
&
Iterate:
Brainstorm
Solutions:
Prototype:
Test
&
Iterate:
Brainstorm
Solutions:
Prototype:
Test
&
Iterate:

8.
1. Design
Thinkers
have
Empathy
(Human
Centered):
2. Design
Thinkers
are
Radical
Collaborators:
3. Design
Thinkers
Linger
in
Ambiguity:
4. Design
Thinkers
are
SCARY
when
they
brainstorm
(state,
create,
accept,
react,
yes
and…)
5. Design
Thinkers
Show,
they
don’t
Tell:
6. Design
Thinkers
Embrace
Experimentation:
7. Design
Thinkers
Fail
Forward
with
a
Growth
Mindset:
New
Ideas:
Pedagogic
tools
and
strategies
for
teaching
the
DESIGN
MINDSETS
specific
to
your
context.

9.
Directions:
Complete
this
activity
on
a
white
board
where
you
can
try
many
options.
The
space
below
is
for
your
final
draft!
Fill
in
the
users
name
followed
by
a
detailed
description.
Be
as
specific
as
possible
here
as
this
helps
to
remind
you
of
the
defining
characteristics
that
your
team
finds
most
important.
Fill
in
just
ONE
need
of
the
user.
This
part
of
the
statement
MUST
begin
with
a
VERB.
Also,
avoid
embedding
a
solution
at
this
phase
of
the
process.
The
need
should
inspire
multiple
solutions
rather
than
providing
constraints.
Fill
in
some
evidence
gained
from
your
interview
and
empathy
map.
This
is
an
expression
of
where
this
need
fits
into
experiences
that
are
SPECIFIC
to
your
user.
Also,
work
hard
to
uncover
the
unspoken
text
from
the
interview-­‐
what
were
the
emotions,
insecurities,
or
aspirations
that
were
lingering
below
the
surface?
Basic
Point
of
View
Statement:
A
busy
mom
needs
a
way
to
read
her
utility
bills
because
she
wants
to
start
conserving.
Advanced
Point
of
View
Statement:
Olivia,
a
dedicated
mother
of
four
who
worries
about
the
world
that
her
children
and
grandchildren
will
grow
up
in,
needs
a
way
to
seamlessly
integrate
awareness
of
both
waste
and
conservation
in
her
daily
routines
because
she
feels
shame
and
social
pressure
when
other
mom’s
from
the
her
playgroup
talk
about
how
their
contributions
to
the
environment.
Now
it’s
your
turn:

11. D.Loft
and
RED
Lab
at
Stanford
• Research
Group
Website:
http://www.stanford.edu/group/redlab/cgi-­‐bin/
• Research
Group
Facebook
Page:
http://www.facebook.com/pages/Research-­‐in-­‐Education-­‐and-­‐Design/207452369289711
• Continuing
Support
for
Design
Thinking
from
d.Loft:
http://edmodo.com/join/3680c473ade557b7ada15464a451e1ed
OR
Edmodo.com
using
code
dymcwu
• Prezi
for
Water
Challenge:
http://prezi.com/lme-­‐u_knftbt/utah-­‐workshop-­‐winter-­‐2012-­‐
v7/?auth_key=77285eb3c694d4b0b65535086199c95975692c3c
(Email
mbullock@stanford.edu
for
editable
version)
• D.Loft
Project
Website
(Coming
Soon):
http://www.stanford.edu/group/d-­‐loft/cgi-­‐bin/drupal/
Related
Resources:
Print,
Video,
and
Examples
• The
Stanford
d.School
“bootleg”:
[PDF]
dschool.stanford.edu/wp.../03/BootcampBootleg2010v2SLIM.pdf
• IDEO
Design
Thinking
Toolkit
for
Educators:
http://www.ideo.com/work/toolkit-­‐for-­‐educators
• IDEO
Human
Centered
Design
Toolkit:
http://www.ideo.com/work/human-­‐centered-­‐design-­‐toolkit/
• Fast
Company
Article:
http://www.fastcompany.com/welcome.html?destination=http://www.fastcompany.com/resources/design/dziersk/design-­‐
thinking-­‐083107.html
• David
Kelley
TED
Talk
–
Human
Centered
Design:
http://www.ted.com/talks/lang/en/david_kelley_on_human_centered_design.html
• Tim
Brown
TED
Talk
–
Urging
Designers
to
Think
Big:
http://www.ted.com/talks/lang/en/tim_brown_urges_designers_to_think_big.html
• Cooper-­‐Hewitt
National
Design
Museum:
http://www.designother90.org/cities/home
Useful
Links
for
Facilitators:

12. The
Basics:
☐
pencils
☐
crayons
☐
dry
erase
markers
☐
sharpies
(permanent)
☐
markers
☐
construction
paper
☐
yarn
☐
paper
☐
notebooks
☐
post-­‐its
☐
scraps
of
fabric
☐
pipe
cleaners
☐
tape
☐
scissors
☐
rubber
bands
☐
paper
bags
(lunch)
☐
paper
clips
☐
poster
or
butcher
paper
The
Fun
Stuff:
☐
cardboard
☐
straws
☐
popsicle
sticks
☐
foam,
clay,
and/or
play
dough
Ask
the
Students
to
Help!
☐
paper
towel
rolls
☐
egg
cartons
☐
cereal
boxes
☐
paper
product
rolls
☐
bubble
wrap
☐
packing
material
☐
magazines
☐
paper
grocery
bags
☐
found
objects
of
interest
Context
Speci5ic
☐
Materials
that
represent
student
interests
or
cultural
backgrounds
☐
Project
SpeciXic
Materials
☐
Photographs
of
exisiting
solutions
or
previous
design
experiences
Other
Things
to
Consider:
optional
For
Inspiration
☐
masks
☐
clown
noses
☐
feathers
☐
puffs
☐
googly
eyes
Wild
Ideas
☐
fake
money
☐
tools
(glue
gun,
exacto
knife,
etc)
☐
form
to
collect
user
input
☐
inspirational
quotes
Awards
☐
Best
at
Rapid
Prototypes
☐
Best
at
Getting
User
Feedback
☐
Best
Team
Collaborations
☐
Best
at
Failing
Forward