MIT 2020 - Step 5: Empathy Session
For this part of the design thinking process I teamed up again with my 5 WHYs buddy,Tina. Through role play, we got to bring to life the backstory that had inspired our respective MIT projects. Sharing our experiences with each other (and the rest of the group) helped build a sense of empathy and a deeper understanding of the range of different factors impacting our students and whanau we are seeking to address.
Role Play A: Context: It's week 4 of the new school year - a Year 9 student returns to primary school. He is happy to see his old home class teacher but eventually reveals he is not getting on with his Maths teacher (also the Form Dean) He says 'she thinks I'm dumb Miss!' He is acting up in class, he is on detention and the school will be calling his parents.
Role Play B: Context: A math's lesson in class - a student is trying his best to figure out what do with a maths problem. He shows increasing frustration - he is not able to understand the problem or how to figure out an answer. He complains that it's all too hard - he is convinced he cannot do the work and just gives up.
Role Play A: Context: It's week 4 of the new school year - a Year 9 student returns to primary school. He is happy to see his old home class teacher but eventually reveals he is not getting on with his Maths teacher (also the Form Dean) He says 'she thinks I'm dumb Miss!' He is acting up in class, he is on detention and the school will be calling his parents. 
Role Play B: Context: A math's lesson in class - a student is trying his best to figure out what do with a maths problem. He shows increasing frustration - he is not able to understand the problem or how to figure out an answer. He complains that it's all too hard - he is convinced he cannot do the work and just gives up.
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