Make a Prototype
Activity Summary
Working in groups, the students will build a prototype either presenting a possible solution to a challenge within the topic that the teacher presents, or as a creative format to present a theme within the topic taught.
Activity Plan
1
10 min
After addressing a particular topic in class, the teacher proposes a challenging question or frames a specific topic taught from which students will have to create a creative prototype.
This means that groups will create a prototype to:
- Construct a possible solution to a challenge or problem presented by the teacher within the topic, or:
- Create a visual/physical/auditory/other creative format to represent an area of the topic they are learning about.
Both objectives will end with the presentation of the result of the exercise to the rest of the class.
2
2 min
Divide the classroom into groups of maximum 5 students per group.
3
10 min
Give time for the groups to connect to the intention of the prototype:
- what do they wish to explore and communicate with the prototype they are yet to create?
Let the students reflect for a minute alone, before they share within the group. Take time for a collective but short dialogue to align on the intention of each group.
4
10 mins
Ask the students to brainstorm on potential ideas for the prototype.
(the teacher can choose the format of the brainstorm – see “Additional Resources” section for suggestions).
After the brainstorming, the students will vote for the idea they want to focus on. If alignment is hard to find the teacher can suggest the “Dot Voting” method (see “Additional Resources” section).
5
60 min
Ask the students to build a rapid prototype within a given time constraint. (NOTE: this can be a longer process if relevant for the topic and context).
6
10 min
Allow time for the students to decide internally how they wish to present their creative prototype. Say to the class that each group will have a maximum of 5 minutes to present, so that they don’t overthink the presentation – it is not necessarily meant to be perfect or finished.
7
5 min
The group has an opportunity to reflect on their experience building the prototype both on a topic and collaboration level.
- Topic level:
What did they learn about the topic and/or challenge from building their prototype? Did they gain empathy for certain people within this topic? - Collaboration level:
What did they learn from collaboratively building the prototype? What worked well? What was challenging? What would they do differently if they were to make a new prototype? General reflections? What made the process fun, hard or something else? Other guiding questions?
8
Contextual
All groups present their prototypes for the class. The rest of the class give the group appreciative feedback. (See “Additional Resources”).
Tips & Tricks
- Students work in groups, practising collaboration, idea generation, prototyping, presenting, reflecting and both give and receive appreciative feedback. Importantly, the students will practise putting an idea out in the world and make it a reality, and to let go of perfectionism in the process. This is a fun and alternative way to learn about the topic taught in the subject, and to further present it and communicate knowledge to their classmates.
- As a teacher you can consider giving each group a different theme/challenge within the topic to create a prototype from – e.g. if they are working within the topic of Trigonometrics in the subject math, the different groups may create “products” to present the different ways of calculating the Triangles. In the subject of history the students may be presented with a challenge that they will prototype solutions to.
- The students will not receive a grade from this exercise, as that might restrict and limit their creative process.
- Work with restrictions and frames that fit the context – e.g. give them a time constraint to the creation process, limit their building materials to what they can find in their immediate surroundings. The final prototype created must take no longer than 5 minutes to present.
- Maximum of 5 people per group for engagement – everyone has to participate!
- Encourage a “fail fast, learn fast”-mindset: It is totally okay to make an unfinished or failed prototype!
Additional Resources
Brainstorming methods
- What is HMW-questions?
HMW, short for “How Might We …?”, is an analytical technique relying on actionable questions asked from a particular point of view on a specific problem. They can be used to spur creative problem solving and produce insights, which lead to significant innovation. It can be used for Brainstorming, but is not necessarily a brainstorming approach. HMW is frequently used as part of Design Thinking sessions.
Read more here: How Might We _____ ? (openpracticelibrary.com) - What is Dot Voting?
https://lucidspark.com/blog/dot-voting - What is a mind map?
A mind map is a diagram used to visually organise information into a hierarchy, showing relationships among pieces of the whole. It is often created around a single concept, drawn as an image in the centre of a blank page, to which associated representations of ideas such as images, words and parts of words are added. Major ideas are connected directly to the central concept, and other ideas branch out from those major ideas.
Tip: Google the concept “mind map” and search for “pictures” and you will very quickly get a clear understanding of what a mind map is.
Appreciative feedback
The 3 main steps of appreciative feedback?
Identify the problem, challenge, or opportunity for improvement. …
Reframe the problem as a future opportunity. … Identify what has made success possible in the past.