GET REAL, FASTService prototyping for innovation

JUSTIN RHEINFRANK // GRAVITYTANK SERVICE EXPERIENCE CONFERENCE OCTOBER 2013

DISCLAIMERDesigners can’t create the experience. They can only design the conditions in which the experience occurs.

Flickr user: Star5112

Flickr user: Star5112

PEOPLE

PERFORMANCE

PRODUCT

PLACE

PROCESS

Evenson, Adapted from Jo Bitner

PEOPLE

PERFORMANCE

PRODUCT

PLACE

PROCESS

Evenson, Adapted from Jo Bitner

THE PROBLEM WITH SERVICE PROTOTYPING

PEOPLE

PERFORMANCE

PRODUCT

PLACE

PROCESS

gravitytank

Evenson, Adapted from Jo Bitner

“ Talking too much about abstract analogies and flows?

“ Talking too much about abstract analogies and flows? F*** it, let’s build it.

games plays pilots

Engage the team into the process of defining a service

TECHNIQUES

games plays pilots

Engage the team into the process of defining a service

TECHNIQUES

immersing the design team in the user’s perspective, generating interesting new ideas

simulating services with limited skills, resources

building services and road-mapping future offerings

games

games

games

I was amazed to learn a few years ago that over 90 percent of teachers get zero feedback on how to improve.-bill gates, 2013 annual letter

OBJECTIVES

Immerse the participants in all of the tools we found in the field

Dig into the scenarios and creatively solve the problems described

games

APPLES TO APPLESteacher feedback edition

games

A FEW EXAMPLES

HOME VISITS

OBSERVATION

COGNITIVE COACHING

FOCUS AREAS

INTERSESSION

TAILORING AND PERSONALIZATION

MANGOSPRING

JOURNALING

An approach where teachers visit parents and students at their homes at the beginning of the school year. The visits help kick the year off on a positive note by building relationships, setting goals with students and parents, and aligning everyone early-on.

A time when a visitor comes to a teacher’s classroom to observe and give feedback on what they notice during the visit. Typical timeframes are between 5 minutes to 1 hour. They’re often followed by an immediate, short, bullet-pointed email and/or debrief where observers detail any questions they have and what they think was successful/unsuccessful.

A question-based feedback technique where the facilitator emphasizes self-reflection. Teachers are guided through the process of asking themselves questions about their intentions and outcomes.

Choosing a few things to focus on – according to what’s important to the teacher and school – to help teachers prioritize and take steps toward positive change.

An entire month off during the school year where teachers collaborate on professional development goals.

Feedback that accounts for a teacher’s experience level and own professional wants/needs, which makes it easier to receive and act on the feedback.

A digital tool that aggregates social networking, team collaboration tools and a school’s intranet into one product — helping teachers communicate, collaborate, and file share more easily (e.g. share lesson plans with each other).

A way for a teacher to self-reflect and review prior classroom experiences.

Growth-based financial rewards like pay raises or bonuses. In some schools, a 1-5% bonus is determined by equally weight from peer/self/admin ratings.

Sharing responsibilities and involving others in decision-making to deconstruct hierarchies and build mutual accountability within a school.

INCENTIVES

DISTRIBUTED LEADERSHIP

HOME VISITS

OBSERVATION

COGNITIVE COACHING

FOCUS AREAS

INTERSESSION

TAILORING AND PERSONALIZATION

MANGOSPRING

JOURNALING

An approach where teachers visit parents and students at their homes at the beginning of the school year. The visits help kick the year off on a positive note by building relationships, setting goals with students and parents, and aligning everyone early-on.

A time when a visitor comes to a teacher’s classroom to observe and give feedback on what they notice during the visit. Typical timeframes are between 5 minutes to 1 hour. They’re often followed by an immediate, short, bullet-pointed email and/or debrief where observers detail any questions they have and what they think was successful/unsuccessful.

A question-based feedback technique where the facilitator emphasizes self-reflection. Teachers are guided through the process of asking themselves questions about their intentions and outcomes.

Choosing a few things to focus on – according to what’s important to the teacher and school – to help teachers prioritize and take steps toward positive change.

An entire month off during the school year where teachers collaborate on professional development goals.

Feedback that accounts for a teacher’s experience level and own professional wants/needs, which makes it easier to receive and act on the feedback.

A digital tool that aggregates social networking, team collaboration tools and a school’s intranet into one product — helping teachers communicate, collaborate, and file share more easily (e.g. share lesson plans with each other).

A way for a teacher to self-reflect and review prior classroom experiences.

Growth-based financial rewards like pay raises or bonuses. In some schools, a 1-5% bonus is determined by equally weight from peer/self/admin ratings.

Sharing responsibilities and involving others in decision-making to deconstruct hierarchies and build mutual accountability within a school.

INCENTIVES

DISTRIBUTED LEADERSHIP

MORNING MEETING

ÜBER CLASSROOM

STRATEGIC SCHEDULING

SUBJECT TANKS

DEVELOPMENT!FOCUSED ADMINISTRATORS

STUDENT!ORIENTED FEEDBACK

COACHES

COMMENT BOXES

A time where the entire school meets to hear announcements and address any school-wide concerns. Teachers appreciate the time to build community and the elimination of instructional interruptions (i.e. no bells)!

A creative scheduling technique that limits the number of different classes teachers teach and prioritizes open periods so teachers can dedicate more time to planning, collaborating, assessing and reflecting.

An open office space shared by teachers of the same subject. The physical ‘togetherness’ allows constant and informal communication about student status, curriculum development, etc.

A behemoth of a classroom with no divisional walls. The large, open rooms allow a shared learning environment and experience. Schools find both students and teachers grow significantly when classes are merged.

Their primary job description is developing effective teachers. By keeping the admin/teacher ratio reasonable, administrators are able to meet and observe often and/or on request.

Using observational student data to make feedback objective (e.g. 7 hands out of 15 went up when you asked for answer).

The more ‘official’ form of mentoring. Coaches use a specific rubric and have more frequent, scheduled check-ins with teaches. Ideally, coaches are also teachers whose input doesn’t feed into official evaluations. A coach provides one-on-one, individualized and confidential support.

A space at the bottom of a lesson plan or worksheet reserved for qualitative comments where teachers can reflect on how a lesson went and reference their thoughts for future classes.

The less ‘official’ version of coaching. Mentors, usually veteran teachers, provide informal support, usually one-on-one, when another teacher needs it .

A development tool capturing a teacher’s current level of effectiveness, goals for the year and plans for how to achieve them (often created based on desired job competencies).

MENTORS

PROFESSIONAL DEVELOPMENT GUIDES SCENARIO

SCENARIO

SCENARIO

SCENARIO

SCENARIO

SCENARIO

SCENARIO

SCENARIO

SCENARIO

SCENARIO

SCENARIO

SCENARIO

Alex kicked off a unit on the Civil War today. The first part went really well – the second part, not so much. He wants to make sure he remembers what worked and what didn’t for the next time he teaches it... a year from now.

Emilio’s students recently completed a family history project. He’s curious to hear how it went from their perspective and what he could change to make it better next year.

Antonio wasn’t assigned a student teacher this year. He misses the company and reflection that comes along with having another teacher in the classroom.

During a grade level meeting, Jennifer was just informed of the new framework they will be using to receive feedback. Before there was a simple check list. Now it includes 4 rubrics with several subsections and points beneath. She’s very overwhelmed.

After two years of constant feedback on her teaching, Sophie is going through feedback withdrawal. As a third year teacher, she feels left alone and is trying to figure out how she can improve without another set of eyes in the room.

Albert teachers AP physics. His coach has a Ph.D. in English literature and art history. While Albert appreciates an outside perspective on his subject, he wants feedback more relevant to his subject.

Sammy’s grades have been slipping over the last few weeks. Erika, his 3rd grade teacher, is getting a little concerned. She wants to understand what’s wrong and find a way to help him before the situations gets worse.

Dayna teaches Special Ed. She finds it frustrating that she only gets feedback through classroom observation when most of her time is spent doing difficult-to-see tasks, like writing reports, assessments and making subtle student-centric modifications.

The school year just started. Zach, a computer science teacher, wants to kick it off by getting to know his students and their learning styles, but there are 105 of them!

The assistant principal stopped by Brett’s classroom for 10 minutes. Brett received a sticky note at the end of class with what he considers negative feedback. He thinks the feedback is not reflective of what really happened — he decides to throw the note away.

Lucy believes that all the students in her class are comprehending the lesson, she just wants to make sure that they are before she moves on.

Jason, a new assistant principal, just joined the high school. He has 20 teachers he’s supposed to give feedback to - but he doesn’t have a relationship with any of them. He knows that teachers get nervous when he walks into their classrooms and wants to do whatever he can to avoid that.

SCENARIO

SCENARIO

SCENARIO

SCENARIO

SCENARIO

SCENARIO

SCENARIO

SCENARIO

SCENARIO

SCENARIO

SCENARIO

SCENARIO

Alex kicked off a unit on the Civil War today. The first part went really well – the second part, not so much. He wants to make sure he remembers what worked and what didn’t for the next time he teaches it... a year from now.

Emilio’s students recently completed a family history project. He’s curious to hear how it went from their perspective and what he could change to make it better next year.

Antonio wasn’t assigned a student teacher this year. He misses the company and reflection that comes along with having another teacher in the classroom.

During a grade level meeting, Jennifer was just informed of the new framework they will be using to receive feedback. Before there was a simple check list. Now it includes 4 rubrics with several subsections and points beneath. She’s very overwhelmed.

After two years of constant feedback on her teaching, Sophie is going through feedback withdrawal. As a third year teacher, she feels left alone and is trying to figure out how she can improve without another set of eyes in the room.

Albert teachers AP physics. His coach has a Ph.D. in English literature and art history. While Albert appreciates an outside perspective on his subject, he wants feedback more relevant to his subject.

Sammy’s grades have been slipping over the last few weeks. Erika, his 3rd grade teacher, is getting a little concerned. She wants to understand what’s wrong and find a way to help him before the situations gets worse.

Dayna teaches Special Ed. She finds it frustrating that she only gets feedback through classroom observation when most of her time is spent doing difficult-to-see tasks, like writing reports, assessments and making subtle student-centric modifications.

The school year just started. Zach, a computer science teacher, wants to kick it off by getting to know his students and their learning styles, but there are 105 of them!

The assistant principal stopped by Brett’s classroom for 10 minutes. Brett received a sticky note at the end of class with what he considers negative feedback. He thinks the feedback is not reflective of what really happened — he decides to throw the note away.

Lucy believes that all the students in her class are comprehending the lesson, she just wants to make sure that they are before she moves on.

Jason, a new assistant principal, just joined the high school. He has 20 teachers he’s supposed to give feedback to - but he doesn’t have a relationship with any of them. He knows that teachers get nervous when he walks into their classrooms and wants to do whatever he can to avoid that.

tools and techniques scenarios

games

games

games

games

games

games

plays

plays

plays

plays

plays

http://www.gravitytank.com/think_say/make_to_learn

plays

plays

pilots

pilots

pilots

pilots

pilots

pilots

Flickr user: Judy **

Flickr user: adwriter

pilots

Flickr user: Ludovic Hirlimann

pilots

pilots

pilots

pilots

pilots

http://workforce.io/

games plays pilots

TECHNIQUES

We live in an interesting moment for design

We need to use our skills to develop ways of engaging a broader audience in the design process.

Thank You!Chris ConleyShelley EvensonGravitytank SF

JUSTIN RHEINFRANK // GRAVITYTANKHTTP://GRAVITYTANK.COM

SERVICE EXPERIENCE CONFERENCE OCTOBER 2013