Week7: Final Outcomes & Presentation
2019-11-16/ Sunny
Brief: Design an experience that addresses the democratic process
Partner: Tanvi & Alex & Chuyi & Jiayi
Design Activities
We first did research on our classmates. For Chinese students. The most common reason is that you cannot quickly understand the content of the presentation. it is difficult for them to reflect immediately.
So the first step：
in our design is to make a short introduction. We collected the introductions for each group and typeset and translate them. One Chinese version and one English version. I hope that I can help my students understand the presentation of each group. This session was done by Tanvi, Alex, and Jiayi.
The second step is：
to design some activities to help students actively participate. In this session, there have been differences between our groups. Both Alex and I believe that the performance of democracy is inclusive. Inclusiveness should be the right to give each student feedback and to help those who want to post feedback but cannot do it because of objective factors. For example, some students are shyer, that is, they are not willing to speak in front of many people. Then we should design a way for these students to post feedback without speaking. What Alex and I think is to provide some emoji expressions to express their opinions, or to set up a feedback column. Each group will have a small grid. You can write down your own ideas and put them in each corresponding A set of plaids. But other people in our group believe that we should help the students to get involved, and the meaning of participating is that everyone needs to express their opinions instead of not talking. Finally, our consensus was to design five different activities to help everyone participate in the feedback discussion.
First, let's brainstorm together and list nine different methods. Then we screened it and picked out the five activities we agreed to be the best.
Activity Test
I and Chuyi together painted these five activities in the form of a storyboard. These five activities are：
Then we decided to test the second group of students on the presentation on Tuesday. After each group of students has finished speaking, we will let them use our activities to give feedback.
After the test was completed, we observed that when we divided everyone into small groups, we gave everyone a minute to discuss the time before the feedback. Everyone would speak more positively. Then if you give everyone a question to debate, this way can also make everyone more positively express their views.
Final Introduction
So our process design is to first give each group an introduction before the presentation to help students with poor English to understand. Then classify the classmates in the class by lottery. In the process, there was another disagreement between our groups. I know that I should not divide the group by lottery, because this is not a democracy, which is contrary to the wishes of the students. This is just a fair expression. However, under the strong insistence of the team members, the lottery group was still on the day of the presentation. Then we will give a topic that will allow everyone to debate the issue and give feedback. On the day of the presentation, we completed the design of our process in accordance with this process. And Chuyi and I also made the storyboard into a book and added a cover.
Feedback And Reflection
Next is the time when the classmates drink the teacher to give us feedback. Summarized as follows:
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Our topic is very good.
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but there will be some students who are unwilling to speak. We also need to protect their right to not speak, so that is considered democracy.
Through this process, I found that finding information is a very necessary thing. In the past, because of laziness, I rarely searched for some references. This leads to errors in my understanding of the design theme which may have a bad impact on the next design. When I look at more and more references, I find that my understanding of this thing will become clearer and more comprehensive. I know this is very important.
1. The color code
First box - there are 4 colors to represent one prompt each.
Second box - a person selects a color at random without knowing the prompts.
Third box - Each color has a different corner in the classroom
Fourth box - people have to physically move to the corner of the color they chose.
Fifth box - they discuss between themselves for 2 minutes
Sixth box- As a group, they finally present their ideas to the whole class
2. Drawing
First box - Each person in the class is given a pencil and paper.
Second box - the students can write their thoughts down
Third box- the students can also illustrate their opinions if they have trouble finding the right words.
fourth box - they share their drawings with the whole class
3. The dice
First box - a huge dice intrigues the students
Second box - the student rolls the dice and gets a number
Third box - each number has a prompt.
Fourth box- the person answers to the whole class about their prompt
4. The Ball
First box - students sit in a huge circle
Second box - a ball is passed around and there is music in the background
Third box - suddenly music stops and one student is holding the ball
Fourth box - the person holding the ball shares their opinions
5. Debate
First - pair the whole class in groups of two.
Second- one person speaks the positive points, the other speaks about the negative
Third - discuss and debate for 2 minutes
Fourth - tell the class your ideas
