Exercise2 for Stanford University MOOC on Design Thinking
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1. The document discusses the role of schools in preparing students for future careers and the disconnect that currently exists between school curriculum and workplace skills. 2. It emphasizes that schools should help students try different activities to gain experience in various fields and determine their interests and strengths, rather than having parents dictate career paths. 3. The document also stresses the importance of schools providing real-world projects, mentorship opportunities, and examples of success stories to help build students' self-confidence in choosing and pursuing their own careers.
Exercise2 for Stanford University MOOC on Design Thinking
- 2. Empathy油Map
- 3. SAY 1. There油is油a油huge油distance油between油a油school油and油working油place,油where油a油person油receives油 the油competence油necessary油for油work,油and油a油school油works油mainly油to油identify油abilities油and油 interests油of油students.油 2. Last油years油we油stop油asking油our油primary油students油WHO油YOU油WANT油TO油BE?油Now油it油is油 senseless,油instead油that油we油ask油them油about油skills油 WHAT油YOU油WISH油TO油LEARN?油And油 strangely,油students油of油the油first油form,油led油by油their油parents,油can油answer油this油question:油I油 want油to油learn油to油read,油to油be油a油leader,油to油speak油油English... 3. advanced油parents油choose油the油people油who油will油teach油their油children. 4. This油is油very油important油 not油only油the油skills油but油also油the油moral油foundations,油role油models油 they油can油follow...people油who油could油train油them油to油such油an油extent油that油they油could油 improve油independently油their油skills油in油the油field油they油choose.油 5. between油school油and油work油is油a油huge油distance,油however,油the油school油must油help油kids油to油 try油plenty油of油different油activities,油so油that油kids油could油油get油their油own油experience油about油 what油is油inside油油this油world油of油the油professions.油 6. And油it油is油very油important油to油get油away油from油parental油ambitions油 I油don't油know油how油in油the油 world,油but油here油in油Russia,油parents油play油an油important油role油determining油the油professional油 direction油of油their油children,油if油only油it油is油not油connected油with油some油sport油or油art油or油 something油else,油what油children油get油used油tosuch油professional油activities油as油ballet油or油 circus...what油is油the油child油engaged油in油from油early油childhood. 7. it油is油very油important油to油give油children油to油try油themselves油in油a油large油variety油of油practices油that油 will油determine油what油they油will油do...if油it油is油a油work油with油people油 we油need油to油practice油 communication,油for油a油work油with油information油 to油practice油communications油 technologies油(ICT),油for油a油work油with油nature油 go油to油expeditions油etcμto油entering油a油work,油 they油already油experience油what油it油means油to油be油a油professional油in油that油field.
- 6. 20. How油could油the油school油solve油the油psychological油task油of油strengthening油selfconfidence?油Most油likely,油by油the油 implementation油of油real油projects油that油students油can油complete油on油their油own油or油with油the油support油of油adult油 mentors.油 21.油油Considering油the油school油as油a油place油of油work,油I油think油that油unfortunately,油80%油of油those油who油come油to油us油after油 receiving油teacher油education,油are油unable油to油teaching ,油and油they油have油to油get油rid油of,油or油it油is油 necessary油to油recommend油them油another油way.油And油those油20%油who油remain,油for油which油you油can油do油 something:油first油of油all,油we油need油mentors,油who油are油painstakingly油interact油with油them油every油day油and油to油lead油 them油all油the油way,油because油communication油with油a油groups油of油油25油students油of油different油ages油not油always油lead油 delight油and油pleasure.油Yong油teacher油have油to油understand油that油there油are油a油lot油of油technologies油associated油 with油attracting油and油retaining油attention,油based油on油teachers油own油life油baggage.油油So油it油is油very油important油to油 have油the油escort油mentor... 22.usually油it油takes油about油3油years油of油additional油internship油until油he油or油she油will油become油an油experienced油 teacher,油capable油first油of油all,油to油interact油with油students油who油are油uneasy. 23. I油think油it油is油the油same油in油any油work.油A油young油man油or油woman油comes,油and油if油you油look油from油the油point油of油view油 of油an油employer,油it油is油always油interesting,油as油a油young油man油or油a油girl油 how油can油they油manifest油themselves.油 Therefore,油there油is油so油called油rite油of油transition,油something油like油a油series油of油tests,油challenges,油in油a油good油 sense,油connected油with油struggle,油which油they油must油pass油over.油 24.油油At油school油they油have油to油overcome油all油of油that油and油have油to油want油to油continue油the油activities油in油the油work油 which油they油have油chosen.油And油if油in油the油early油stages油they油demonstrate油any油doubt,油then油we油must油part,油and油 if油the油person油shows油油hard油work油and油patience,油we油have油to油do油next,油watching油her,油pushing油and油giving油 opportunities.油Well,油then油she油can油take油care油of油someone油who油is油under.油I油mean油students. 25.油油The油school油can油teach油and油train油students油on油a油special油kind油of油responsibility油for油the油fulfillment油of油learning油 tasks,油and油the油school油evaluates油how油a油student油performs.油The油work油teaches油the油different油responsibility油 associated油with油selfcontained油setting油real油goals,油油real油problems油solving,油expenditure油of油real油resources油 and油obtaining油real油results.油That油is油a油difference.
- 7. DO 1. She油organized油twoyear油pedagogical油internship油at油the油school 2. She油personally油 looks油for油and油selects油teachers 3. She油turned油project油works油in油ubiquitous油students油activities油油and油now油 students'油projects油go油beyond油school 4. She油develops油the油gamebased油learning油at油the油school 5. She油has油organized油children's油summer油programs油and油biological油expeditions油 to油4油national油parks 6. She油collects油data油of油success油of油school油alumni油after油the油first油year油at油 Universities 7. She油invites油alumni油of油past油years油to油the油school 8. She油has油transformed油the油school油to油the油learning油organization,油she油supervises油 the油training油of油teachers油and油she油continuously油learns油herself 9. She油won油several油grants油to油provide油for油each油student油more油than油1油computer油 in油her油school 10. She油works油not油less油than油60油hours油a油week 11. She油is油active油Facebook user 12. During油the油interview油she油had油used油two油smartphones a油few油times
- 11. I have interviewed the Principal of a state school, one of the best in Moscow. She is a young woman firmly standing on her feet, whose face expresses a strange mixture of fatigue, determination and dreaminess. She holds office for 10 years and she has PhD degree, she has no children of their own but she has the school, where study more than 1,700 children from 3 to 18 years. She employs more than 200 teachers, managers and support staff, she spends at work 6 days a week, and her working day usually lasts more than 10 hours. She has to integrate all of school staff, students and their parents in the educational process. She is fond of innovations and especially, ICT and mobile network lifestyle. She is a thoughtful and attentive interlocutor, quite open and sincere.
- 14. Insight
- 15. there is a substantial difference between the interests of the most important stakeholders. Even the Principal of the school, connecting in the one person both school and work, have strikingly changed when I had asked her opinions from that two positions. In confirmation, I present my comments with links to the statements in the sections SAY, DO, FEEL, THINK, labeling them by number (according to their numbers in the sections, for example S3, D2, F5, T8 and so on).
- 16. School and work have different objectives (S1, T11). Ambitions of parents too much influence the professional orientation of children (S6, T1, T2, F3, F6), who actually are not able to consciously choose a direction of the further education (S11, S12, F11). Young graduates from Universities could not immediately start full-scale operation and are in need of socialization and additional training (S8, S21, S22, S23, T4, T8, F8). Unfortunately, many of them are forced to leave the profession (S21). Corporate training is forced to compensate for that was not received by students at the University - mainly in the field of practical activities (S21, D1). School, in turn, limits its role only to formation of common cultural skills (S15, F2), while trying to provide for the students some experience from communicating with people demonstrating examples of professional success (S17, D6, D7).