PANGASINAN STATE UNIVERSITY
Bachelor of Elementary Education – Enhanced General Education
2nd Semester A.Y. 2023-2024
EGE 116
GROUP 8
Lorena M. Leal
Maria Fèlisa Rosario
Stephanie Ancheta
Angeline Maniquez
Delmark Santiago
Lesson 11: DESIGN THINKING
OBJECTIVES
Execute the empathize, define, ideate, prototype, and test stages of the design
thinking process.
INTRODUCTION
• Student find learning mathematics most engaging when they are involved in a
thinking process that results in an output that can be applied to a relevant
context. The design thinking process engages the students in such a thought-
provoking and purposeful activity.
THINK
•Design thinking is a progressive teaching strategy that allows student to look
for real-world problems and finding creative solutions. Students do this by
focusing on the needs of others, collaborating for possible solutions, and
prototyping and testing their creations. This can be summarized in five stages:
empathize, define, ideate, prototype, and test. These stages are adapted from
the Institute of Design at Stanford University.
EMPATHIZE Understand the audience and have compassion for whom you are
designing.
DEFINE Clearly articulate the issue or problem you need to solve.
IDEATE Generate ideas, conduct research, and brainstorm possible solutions.
Develop your solution.
PROTOTYPE Design a prototype to test your solution.
TEST Engage in an iterative continuous improvement process for testing your
innovation
EMPATHIZE
• The goal of design is for students to respond to a particular need (a real-world
problem), so it is fitting that the first stage is empathy. In this stage, the teacher
needs to be explicit in guiding the student to put themselves in the shoes of
other through activities like immersed observation by teachers that students at
these levels often do not realize that their action affect others. So, applying
design thinking in the classroom gives the children the opportunity to cultivate
empathy, and at the same time, develop their problem-solving skills.
DEFINE
• The next stage is for the students to define the specific problem or issue that
they want to address. First, the student will identify-the future users of the
product they will develop. Their audience can be students, teachers, family
members, or just anyone in their community. Then the students will use the
information they gathered from the Empathize stage and focus on one aspect of
the problem. It is important that the student be able to identify a true problem
because it is impossible to successfully complete the design thinking process
without a meaningful problem to solve.
IDEATE
• The third stage of design thinking is the generation of ideas to solve the
identified problem. This involves brainstorming and research. The students are to
be encouraged to think out of the box and produce radical ideas. What sets this
stage apart from the usual brainstorming is that all ideas must be written or
illustrated. Ideas are usually written or drawn on sticky notes and students, later
on, organize them into a mind map. • It is at this stage that the students will be
able to apply their mathematical knowledge and skills. Aside from being able to
operate their problem- solving skills, they will also be able to apply specific
content knowledge like measurement, proportion, geometry, and statistics.
PROTOTYPE and TEST
• Finally, the students go through a repetitive cycle of prototyping and testing. A
prototype is anything that a user can interact with in order to, later on, provide
feedback about it. It can be made easily accessible materials like paper,
cardboard, sticky tapes, recycled plastics, and so on, Once a prototype is
created, they test it or allow user to test it and then make improvements, or
possibly overhaul the design, depending on their observations and the feedback
of the user. In these stages, it is important to emphasize that it is totally fine to
fail at the first attempt of prototyping. The trial- and-error aspect of the design
thinking process is glorified because it is believed that the students learn a lot
through their failures. Even though a physical product is the expected output of
design thinking, it should be emphasized that going through the process is what
is more important because it is where the learning takes place.
