Empathizing is the first stage of the design thinking process. Design teams conduct research to get a personal grasp of their users' needs. They set aside assumptions to obtain insights into the users' world by observing and consulting with users. This way, they can understand users' experiences, motivations, and problems.
FOCUS GROUP
This learning design focuses on Form Two students which circle chapter is introduced to them. The most important thing that they need to understand is that they can recognize the terms such as diameter, radius, and circumference of a circle. Then following by knowing the relationship between diameter and radius, the relationship between radius and diameter by measuring the circumference of a circle. This is the basis of the formula for measuring the circumference of a circle. So, it is very essential for them to discover how this formula is formed without memorizing it. It is hoped that this activity allows them to realize that a formula in mathematics is not just appear in the wild but it is formed from a valid argument that can be proven true.
Population: Form 2 students
Topic: Circle (Circumference and diameter)
Goals: To guide students in understanding the relationship between circumference and diameter in a circle
Structure: Inquiry-Based Learning, Constructivism, Mobile technology
Assessment: 1. Problem solving using the gained ideas, 2. Perception on the app
Challenges: No one size fits all, teachers need to facilitate students' learning accordingly. Also, time management is crucial to complete giving lessons while conducting the activity within 60 minutes.
Added value: Apply the principles of Learning Sciences without violating rules and regulations set by Ministry of Education (MoE)
OBSERVATION
Based on our observations, students cannot understand the formula needed, especially in the circle chapter. The students in the class said they didn't know how the circle formula was formed. We have also heard our friends who say that they are weak in math subjects because they tend to forget formulas. We conclude that the cause of this problem is that students are not taught to form the formula of the circle itself. Usually in school students will be fed only with formulas. Students are only told to memorize formulas. The teacher usually says, "this is the circle formula, please memorize it". This is what we believe is the reason why students will easily forget the formula given by the teacher. Because they do not know the origin of the formula. In fact, all mathematical formulas do not need to be memorized. Mathematical formulas need to know how they are formed and from their origin. So here we try to design a way to teach students to make sense the formula of the circle itself.
Instructional designers have been charged with “translating principles of learning and instruction into specifications for instructional materials and activities” (Smith & Ragan, 1993, p. 12). To achieve this goal, two sets of skills and knowledge are needed. First, the designer must understand the position of the practitioner. In this regard, the following questions would be relevant: What are the situational and contextual constraints of the application? What is the degree of individual differences among the learners? What form of solutions will or will not be accepted by the learners and those teaching the materials? The designer must have the ability to diagnose and analyze practical learning problems. Just as a doctor cannot prescribe an effective remedy without a proper diagnosis, the instructional designer cannot properly recommend an effective prescriptive solution without an accurate analysis of the instructional problem.
In addition to understanding and analyzing the problem, a second core of knowledge and skills is needed to “bridge” or “link” application with researchthat of understanding the potential sources of solutions (i.e., the theories of human learning). Through this understanding, a proper prescriptive solution can be matched with a given diagnosed problem. The critical link, therefore, is not between the design of instruction and an autonomous body of knowledge about instructional phenomena, but between instructional design issues and the theories of human learning.
Empathizing with Form Two students in the topic of circles requires understanding the challenges and difficulties they may face in understanding and applying the concepts related to circles. Through research and observation, the following problems have been identified:
Lack of visual understanding: Many students struggle with visualizing the concepts related to circles, such as the diameter, radius, and circumference. They may have difficulty understanding the relationship between these concepts and how they are used to measure a circle.
Difficulty with mathematical formulas: Students may have difficulty understanding and applying the formula for measuring the circumference of a circle (C = 2πr). They may struggle with memorizing the formula and applying it correctly to solve problems.
Limited hands-on experience: Many students may have limited hands-on experience with measuring circles, which can make it difficult for them to understand the concepts and apply them in real-world situations.
Difficulty with problem-solving: Students may struggle with problem-solving related to circles, such as determining the circumference of a circle given a specific diameter or radius. They may lack the skills and understanding to approach these problems in a logical and systematic way.
Limited real-world relevance: Students may not see the relevance of the concepts related to circles in their everyday lives, making it difficult for them to understand why they are important to learn.
To understand these problems more deeply, the design team conducts research by observing students in a classroom setting, conducting interviews with students, and reviewing student work to identify common difficulties and misconceptions. By understanding the students' perspectives and experiences, the design team can develop solutions that address these specific problems.
For example, to address the problem of lack of visual understanding, the design team can incorporate more visual aids and interactive activities in the lesson, such as using a large circle to demonstrate the relationship between diameter and radius or using a real-world example of a wheel to show how the circumference is used to measure the distance traveled.
To address the problem of difficulty with mathematical formulas, the design team can provide more opportunities for students to practice applying the formula for measuring the circumference of a circle in different contexts, and to use logical reasoning to discover the formula without memorizing it.
To address the problem of limited hands-on experience, the design team can provide hands-on activities that allow students to measure circles using different tools, such as a ruler or a compass. This will help them to understand the concepts and apply them in real-world situations.
To address the problem of difficulty with problem-solving, the design team can provide problem-solving activities that guide students through the process of solving problems related to circles, such as determining the circumference of a circle given a specific diameter or radius.
To address the problem of limited real-world relevance, the design team can incorporate real-world examples and applications of the concepts related to circles, such as showing how the circumference is used to measure the distance traveled by a wheel or how the diameter is used to measure the size of a pizza.
By empathizing with the students' needs and problems, the design team can develop solutions that address these specific difficulties and make the learning experience more effective for Form Two students in the topic of circles.