Design thinking is a problem-solving approach that focuses on understanding users’ needs, generating creative solutions, and iterating based on feedback. In the context of using Clicker-based Student Response Systems (SRS) to comprehend student needs and identify areas requiring more assistance, design thinking principles can be effectively applied through survey assessment sessions conducted before the start of the semester. The following are the various steps involved in the process:

Empathize

In the empathy stage of design thinking, the goal is to gain a deep understanding of students’ motivations, apprehensions, frustrations, goals, and level of knowledge prerequisites related to the course content for which the lesson plan is being prepared. Clicker-based assessments can be effectively used to gather this valuable information and provide instant insights. Here’s how clicker questions can be designed to achieve empathy with students:

Motivations

Clicker Question Example: “What aspect of the course excites you the most?”

a) Learning new problem-solving techniques

b) Gaining proficiency in Python programming

c) Building real-world applications with Python

d) Understanding the theoretical concepts behind programming

Based on the responses, the teacher can identify the main motivations of the students and incorporate engaging activities that align with their interests.

Apprehensions and Frustrations

Clicker Question Example: “What challenges do you anticipate in learning Python programming?”

a) Understanding the syntax and logic

b) Debugging code errors

c) Managing time for coding assignments

d) Integrating programming concepts with problem-solving

The responses provide valuable insights into students’ concerns, allowing the teacher to address specific challenges and offer the necessary support throughout the course.

Goals

Clicker Question Example: “What do you aim to achieve by the end of this course?”

a) Building a personal Python project

b) Scoring well in programming assignments

c) Applying Python skills in other disciplines

d) Pursuing advanced courses in programming

Understanding students’ goals helps the teacher tailor the lesson plan to ensure that each student’s objectives are met.

Level of Knowledge Prerequisites

Clicker Question Example: “How confident are you with basic programming concepts?”

a) Very confident

b) Somewhat confident

c) Not confident

By gauging students’ confidence levels in prerequisite knowledge, the teacher can adjust the course pace and provide additional support to those who need it.

Course Content Understanding

Clicker Question Example: “What topics covered so far do you find most challenging?”

a) Variables and data types

b) Loops and conditional statements

c) Functions and modules

d) File handling and data manipulation

This question helps identify areas where students may need extra attention and reinforce these topics during the lesson plan.

Using clicker-based assessments, teachers can gather real-time data on students’ motivations, apprehensions, frustrations, goals, and knowledge prerequisites. The instant reporting feature of SRS allows the teacher to analyze the collective responses and make informed decisions to address the unique needs of their students effectively. This approach fosters empathy and ensures that the lesson plan is designed to create a positive and supportive learning environment, leading to better engagement and academic success for the students.

Define

Based on the responses obtained from the clicker questions, the teacher analyzes the data to define the specific areas where students may have knowledge gaps or misconceptions. This step helps identify the topics that students might struggle with during the course.

Specific instance: The survey data reveals that a significant number of students have little or no prior programming experience and struggle with understanding basic programming logic and syntax.

Ideate

During the “ideate” step of design thinking, forming teams in a class and asking questions using clicker-based Student Response Systems (SRS) can foster a collaborative and creative environment for understanding student requirements. Here’s how this process can be carried out:

1. Form Teams: The teacher divides the class into small teams, ensuring each team comprises diverse perspectives and skills. This encourages cross-collaboration and allows students to leverage each other’s strengths during the ideation process.
2. Display Shared Clicker Question: The teacher presents a clicker question on the classroom screen using SRS. The question is carefully crafted to gather insights into the kind of support and services the students may require.
3. Collaborative Response: Each team is equipped with a clicker to submit their answers to the MCQ. For single-choice questions with “N” alternatives, teams select one response choice using the clicker. For multiple-choice questions with “N” possibilities, teams collaborate internally and outside, engaging in discussions and debates to arrive at a consensus for their chosen alternatives.
4. Brainstorming and Creative Solutions: To encourage ideation and creativity, the teacher sets a countdown timer for each clicker question. The amount of time allocated for discussion is based on the complexity of the question and the need for brainstorming and developing creative answers.
5. Data Collection and Analysis: Once all teams have responded to the clicker question, SRS collects and analyzes the data, providing the teacher with valuable insights into the collective ideas, preferences, and needs of the students.

Specific Instance: Let’s consider a “Problem-Solving and Python Programming” class. The teacher displays a clicker question that asks,

“What type of additional support would be most helpful for you to understand Python programming concepts better?”

a) More interactive coding exercises

b) One-on-one coding assistance from the teacher

c) Group discussions and peer learning activities

d) Extra online tutorials and resources

Each team collaborates and discusses their preferences based on their collective understanding of their learning needs. They use the clicker to submit their choices, and the countdown timer allows sufficient time for thoughtful consideration.

The teacher then analyzes the responses and identifies trends in the data. If a large number of teams have selected option “c” (group discussions and peer learning activities), the teacher may consider incorporating more group-based activities in the lesson plan to address students’ requirements effectively.

By engaging students in team-based clicker question sessions and encouraging collaboration during the ideation process, the “ideate” step of design thinking becomes dynamic and interactive, providing valuable data to shape a more customized and effective lesson plan that caters to students’ needs and preferences.

Prototype

In this stage, the teacher creates a preliminary version of the lesson plan, integrating the new teaching strategies and resources identified during the ideation process. The plan is designed to address the specific needs of the students and bridge the knowledge gaps.

Specific instance: The teacher creates a detailed schedule with dedicated class sessions for hands-on coding practice, group discussions, and peer learning activities to reinforce programming concepts.

Test and Iterate

The teacher implements the prototype lesson plan during the semester. Throughout the course, clicker-based surveys are conducted periodically to collect feedback from students on the effectiveness of the new teaching strategies and resources.

Specific instance: After a few weeks, the teacher administers a clicker survey to evaluate students’ comfort level with Python programming and problem-solving. Based on the feedback, the teacher fine-tunes the lesson plan, making necessary adjustments to improve student understanding further.

By using design thinking principles and integrating clicker-based surveys into the course preparation process, teachers can gain valuable insights into students’ needs and misconceptions. This approach allows educators to tailor their lesson plans and teaching strategies, ensuring a more engaging and impactful learning experience for students in “Problem-Solving and Python Programming” and other similar courses.

To witness the power of SRS or to purchase the Student Response System from LearnGlobe, kindly click on the provided link and register your requirements.

Author:

Dr R K Suresh M.E., Ph.D., F.I.E., C.I.E., P.G.D.M.M.

Founder and CEO

LPP Learning Technology Solutions Pvt. Ltd., Coimbatore-4

rk.suresh@learnglobe.in