In our second innovation project session today we worked on investigating and aligning our views of our students’ classroom experiences. To that effect, we created our CSD Matrix (Matriz CSD in Portuguese), in which ‘C’ stands for certainties, ‘S’ for suppositions, and ‘D’ for doubts. We probed into our views and beliefs regarding the quality of the experience our students have in our classrooms. Individually, each team member wrote down their perceptions onto post-its (one perception per post-it) within a few minutes for each of the three categories. Once everyone was finished recording their views, it was time for us to process what we came up with. Going over everyone’s contributions generated some interesting conversations on our beliefs, and we concluded that we are pretty much aligned in our views of the kind of experience we think our students have in our classroom.
Team members were now ready to process a set of students’ responses to a brief questionnaire, a google form containing the following questions: 1. Tell us about a memorable English class you had at Thomas. Why was it a memorable experience?; 2. Considering all your trajectory at Thomas, in different levels with different teachers, what is it that you like the most about our classes?; 3. What is it that you like the least about our classes?; and 4. Write a word that represents your experience in your classes at Thomas. We managed to get responses from a mix of teenage students from different levels. We worked in two trios, and each trio looked at the responses to questions 1 and 2. What we did was go over students’ responses, which had been compiled into post-its, and try to identify patterns, tendencies or even categories that would emerge from their responses. The idea was to reach a more synthetic understanding of students’ perceptions and see if any insights would spring up in the process. As we shared our findings, we were able to make connections and identify some ideas which we felt were in the core of students’ responses. We took notes of those core findings so that they can inform actions ahead.
We wrapped up the session with some analysis and discussion around how our findings regarding students’ responses aligned with or somehow validated our own perceptions in our CSD Matrix, and we concluded that perceptions were quite aligned and coherent. As a result of this session, we were able to see a teenage student persona taking shape. A persona who has very specific perceptions of the classroom experience, who has particular needs and desires. The next step is to deepen the insights and prototype solutions to be tested in the classroom. This was quite a productive and inspiring session, and it feels like each one of us is gradually gaining a new sense that we go beyond being teachers, we are learning experience designers.
Would you like to know more about this project? Check out our site: bit.ly/thomasinnovationmentors
