Redesigning the Classroom Teaching Experience

Empathize
The goal of the first step is to gain empathy and understand Samsam’s experiences and needs

1. Listen to a teacher’s story

1) First, watch Samsam describe her classroom by clicking the image above, or by following this link. The first time through, just listen.
2) Watch the video a SECOND time, this time jotting down some observations.
2. Dig deeper
1) What did you learn about Samsam from the video? Write down inferences from your observation notes.
a) I learned that Samsam wants to make the best out of her student’s education. She knows that a lot of them have never really been in the classroom setting. Samsam
was talking about how she likes to have models around the classroom instead of just words. For example, she brought up science and the word liquid, her students
may not know the word itself but with the model/image of liquid, it is a way in which her students can understand in a different way. This brings up a word that
Samsam has mentioned, “manipulatives”. This stood out to me because this is a great way to help allow students to show that they understand. Manipulatives don’t
just have to be words or numbers on a page, they can stand out and be seen in different ways.

2) Summarize what aspects of her classroom and teaching are important for Samsam.
a) Samsam was explaining how it can be costly as a teacher to make the environment of the classroom come alive. I think this is really important because even if things
like models/posters, etc. these things can help with allowing her students to understand or try to understand and see/learn things in a different way. Having models
and manipulatives allow for so many possibilities and will help her students that need those different outlets to explain that they understand. Some students think the
same, but it’s always important to find/have those alternative ways to allow them to feel more comfortable in terms of showing that they understand.

3) Insights: What is important for Samsam that you might be able to leverage in your design? Make inferences from what she said.
a) From watching the video, I would think more about models and how I can represent something in multiple ways. For example, “liquid” I would have an image of a
puddle, maybe a glass of water/juice/milk, etc. There are so many things that can be used to help students understand.

Reframe the problem

3. Define the problem

1) Samsam wants her classroom to be (add Samsam’s need): filled with models. Samsam doesn’t just want her students to be learning in a one-dimensional like way, if
anything, she wants to give them more opportunities to learn in other ways that may be more beneficial to them.
 2) Because (add why?): Her students could then use these models and manipulatives to show Samsam that they know and understand what is being learned in the classroom.

Ideate: Generate Possible Solutions

4. Sketch four different ways to meet Samsam’s needs

Mix things up and try to create something visual—a literal sketch, a mind map, a word cloud… Then, write your problem statement.
Note: Make sure at least TWO of the four sketches below are pedagogy/instruction focused (e.g., “have a fundraising to get more supplies” is NOT
pedagogy/instruction-focused).

Sketch 1: I took the idea of having posters around the room that represent more than just words in the classroom. For math and science, I have images that could help students see
what is being taught. A teacher could have these posters around the classroom and can even make them come alive with real models (in this case, base ten blocks for math and for
science, other objects that could represent a solid, liquid, and a gas).

Sketch 2: I decided to represent a word cloud of words that Samsam’s students may have wanted to see/feel in the classroom. This word cloud would be a great thing to have up in
the classroom. Samsam can see if her classroom meets what her students need and her students can see this cloud as a way of how the class is going to be moving forward.
Sketch 3: The classroom is a way for students to feel comfortable while learning. I am going off the word cloud example and suggesting that Samsam might ask her students to work
together or individually to try to act out the emotions of words above. This can involve using props around the classroom and improvising. Students who might not feel comfortable
acting out can work with others and instead draw a representation of how they would like to feel.

Sketch 4: For the last idea, I was thinking about how it would be beneficial to hang up posters of Samsam’s students’ work. For example, they could be split into groups and given a
word. This word might confuse some but if they are given an example to see, they can try to draw/show an example of the word coming to life.
Text: all students get to compare/see other works of flowers drawn. (The students can learn from others and can see how different groups may see an image that differs from the
word given.

Iterate and Build: based on feedback

5. Reflect on these possible solutions, pick one, and finalize it

Sketch your big idea, note details if necessary: I decided to go off of sketch 4 while also incorporating components of sketch 1. By having students work in groups, they will
ultimately get the chance to discuss possibilities of what they want to draw as a group. They also learn from one another of the different ways words can be seen. For my example
below, I went with the word “Time”. The students are in groups and are trying to draw an image that represents the word to them. By the end of the activity, the teacher could collect
students’ works and hang them up around the classroom so that students can see that there are numerous ways to think about things. There is no distinct correct or incorrect
answer because students learn in various ways and are still continuing to grow.
Test
At this point, you are ready to test your solution. As an essential part of testing, you would gather feedback on how it went, reflect on what worked and what could be improved,
make the necessary change, and start the design cycle again.

How would you gather feedback: From this test, I would ask students if they have learned anything new/different from this activity. Some students may be left confused with
having different images to one word. A way to help the students understand is having the teacher make a big poster with all the pictures and the points to show it represents time.
For example, the Teacher would draw out all the students’ images and ask the students why they drew that image/ how it represents time.
If the students are still confused about the process than, this may be an activity that is rarely done. For improvements, the teacher needs to be involved in making sure the students
are comfortable with their understandings. Another way to possibly improve or change the way of this would be to have a group try and connect all the images other than the
teacher). This may help work the students’ brains a little harder to try and “see” how others view the world. Maybe groups would like to have an option to demonstrate the word if
drawing is too complicated. This test could be changed in various ways and it’s always good to see what is effective and what would help benefit the students in the long run.

Equity, UDL, and virtual learning considerations for Samsam

If Samsam had to switch her learning to online, I would suggest that Samsam allows for students to either, come in during a synchronous period and/or have access to this lecture
asynchronous. By having the option of being synchronous or asynchronous, all students will feel a little more comfortable choosing what will prepare them for their best learning
opportunities. Some students enjoy having the time to go through lessons at their own pace and some like having an instructor there to help guide them. Additionally, if Samsam was
able to get more recourses for her students, it would also be a good idea to maybe send a package to students in which have some materials that could help students learn. Just
having a box of materials can help students who need that hands-on experience. In terms of how assignments are turned in, it would be beneficial to allow for Samsam’s students to
in their assignments in form of writing. If a student is more hands-on, they might want to show their understandings through a model. They could take pictures and describe what is
happening in the model or they could record a video. There are many ways to go about how assignments can be interpreted and by giving students their own choice, they can feel
comfortable with the material they are learning and can show Samsam that they understand the material (even if it is different from one another). The great thing about allowing for
students to showcase their works is that students can also learn from others and can be inspired to maybe try something new in the future. It’s amazing that we’re all our own
individuals, letting that show in not only our personalities but our work, is very important for our growth as humans.
Box idea: Here is an example of some items that could be sent to students. Not all students have the same resources, but this is a great way to at least give them something in which
they can make their own ideas, come to life!

Synchronous vs. Asynchronous: In the image above, we can see how students can have the power to choose how they are going to listen to the class information. They’ll be given the
option to either watch the lesson live or to watch it another time. (This might also be a good idea, in case family emergencies occur or if the students want to look back).
Multiple choices: I wanted to show a general idea of allowing students to find their paths that will allow them to be confident and successful in their works. All these paths could be
helping their learning and as teachers are educating their students, teachers need to also take a step back and make sure that they aren’t limiting their students to one solution.

*All pictures are found on Google Images*