dle-planning-v3
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This document provides terminology and outlines the process for experience mapping classroom experiences. It discusses segmenting lessons into chunks, identifying goals, needs, considerations, actors, activities, touchpoints. The process involves choosing a segment, identifying an experience within it, and unpacking the attributes of the experience including actors, activities, needs, considerations, and touchpoints. Context is also provided about the specific classroom being mapped, including grade level, subjects, class size, available technology, and a sample lesson outline.
dle-planning-v3
- 2. We are Working Towards….. From Mapping Experiences - KalbachFrom Mapping Experiences, by Jim Kalbach, O’Reilly, 2016
- 4. • Learning the toolset/terminology • Labeling/categorizing vs unpacking • Granularity/hierarchy • Chasing ‘disconnects’/developing insights • Separating touchpoint format from intention/benefit • Imperfect process that may need tweaking • Going back to go forward • Fatigue The Challenges
- 5. 5 Unpacking Experience: Cognitive Process General Specific Converge Converge Converge Diverge Diverge Diverge Diverge Converge
- 6. 6 Unpacking Experience: Cognitive Process Choose a ‘slice’ Unpack the ‘slice’ into attributes Categorize and refine
- 7. 7 Stop the pain! Brace yourselves. We are going here.....
- 9. 9 Terminology 1. Segment 2. Goal 3. Need 4. Consideration 5. Actor 6. Activity 7. Experience 8. Touchpoint
- 10. 10 Terminology 1 • Segment (orange) – a durational chunk of a lesson (e.g. warm-up) • Segment goal (dark blue) – the broad intention that underpins the segment (e.g. I need to transition kids from the preceding lesson) • Duration – the amount of time a segment might take to complete • Inputs – the factors that drive a decision • Outputs – the results of that decision
- 11. 11 Terminology 2 • Need – a granular description of the intention behind an action. A need may be: • rational – a logical driver for behavior (I need to determine the performance of a student so that I can determine my next-step) and/or • emotional – a ‘psychological’ driver for behavior (I need to determine the performance of a student because it’s an expectation of my role) • Consideration – a factor that is weighed when an educator is selecting an instructional experience/tactic
- 12. 12 Terminology 3 • Experience – a tactic for meeting a Need that is a combination of: • Actors: the roles that are involved in the experience (e.g. teacher, student) • Activity: a tangible behavior that Actors complete to help meet a Need • Touchpoint: an artifact that might be part of the Experience. A touchpoint consists of: • format • content • benefit. • An Experience/tactic may have a benefit – the tactic was selected by the teacher for a reason…..
- 13. 13 Experience Mapping: Process 1. Choose and label a segment (large orange post-it for label) • indicate duration and goal (blue post-it) 2. Choose an experience/tactic within that segment and label it (dark yellow post-it) 1. Label experience (dark yellow post-it) and unpack attributes: • Actors - red, pink - student does, yellow - teacher does • Activity label – dark yellow post-it • Touchpoints – fuscia, darker yellow – format, purple – benefits, blue – content • Needs – purple, emotional – yellow, rational – blue • Considerations - grey • Place a spot to indicate whether the Experience is unique to math, reading or social studies. • Cross-check against Polly’s Realtime board • Take a photo on the Samsung NX 4. Go back to 2 (or 1).
- 14. 14 The Basics.... We are unpacking: • Who is doing what • When they are doing it • Why they are doing it • What they are using and why
- 15. 15 Process on a Whiteboard
- 16. 16 Quick Example
- 17. 17 • The process is a ‘tool for thought’, we may need to adapt it as we go through • Please try and stick to the color-coding system for Post-its! • Regularly take good photos of the whiteboards using the SAMSUNG CAMERA • Avoid talking about MHE products/services • Focus on teacher need and behavior • The output of the workshops will not be a refined experience map…. Some General Points
- 19. 19 Classroom Context • Time: 9 am • Subject: Reading • Lesson: TBD • Duration: 45 Minutes • Class size: 25 • Grade: 3 • Teacher Tech: laptop, projector • Student Tech: 3 workstations, internet • Students: no ELL, mixed ability • Homework: not planned • Instructional strategy: largely teacher-led • Teacher confidence: high • Teaching assistant: no • Planning is currently OUT OF SCOPE
- 20. 20 Lesson Outline Segment 1: Introduce Segment 2: Model Segment 3: Practice Segment 4: Evaluate