Empathise

Gain a deep understanding of the problem and your audience/consumer.

Wellbeing audit (At school)

8.3.2021

To develop our understanding of how the school impacts on it's community's wellbeing we did an audit. I moved around school with a classmate and took note of things which could positively or negatively impact on well being.


Image carousel of thinking of the audit.

These photos show how I worked collaboratively with my classmates to consider:

  1. What might be the strengths and weaknesses of how BHS with regards to nurturing the wellbeing of its community?

  2. Which of the elements of wellbeing are clearly being thought about?

Think, Feel, Care collaborative thinking

Here is my thinking about how teachers might respond to the idea of the lift being a negatively/positively impacting their wellbeing. I got these ideas by talking to and listening to my group.


Wellbeing audit take 2 (At home)

Here is the results of the audit I carried out at home to consider how the people, places and equipment there impact on the wellbeing of my family.


Kylie Kan- Think, Feel and Care

Think, feel and care

23.3.2021

We were thinking of action ideas and building on to them, thinking of how students would feel or care, and questions we could ask them.

Interview proposal

25.3.2021

Here is my planner for the interview I designed to find out more about how my innovation might impact on other people's well being. To complete this task I needed to use these ATLs:

  • Formulating questions

  • Generating novel ideas

  • Synthesising and interpreting


Interview questions for innovation- Replies - Google Docs.pdf

Interview replies

29.3.2021

These were the answers for my interview questions.

Reflection

  1. Most people I interviewed sometimes needed help with their learning tasks in the afternoon.

  2. All the people I interviewed had learning tasks in the afternoon.

  3. Some thought they didn’t need a reminder since they have a good memory.

  4. Interestingly students felt that having educational games could help them with their learning .

  5. I was surprised to hear that some students didn’t need a reminder for learning, since they remember what they need to do.

  6. These responses made me consider if I should put a reminder for their learning tasks.


Paragraphs and Infographic

12.4.2021

  1. Most people I interviewed sometimes needed help with their learning tasks in the afternoon.

  2. All the people I interviewed had learning tasks in the afternoon.

  3. Some thought they didn’t need a reminder since they have a good memory.

  4. Interestingly students felt that having educational games could help them with their learning .

  5. I was surprised to hear that some students didn’t need a reminder for learning, since they remember what they need to do.

  6. These responses made me consider if I should put a reminder for their learning tasks.