Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52ISSUE THREE October 2016 15 ? Leading the Way This word provides students with a clear direction in which their innovative solution will take place. The main idea of a ‘How might we…’ question and also a design thinking process is empathy. Empathy is a critical part of a design thinking process as it makes us focus on the impact that our solution will have on the end user. Each one of our students’ solutions had to make an impact on a person or community. This was an integral part of their non- Googleable question. After an immersion activity where our students brainstormed and gathered their ideas they came up with these problems. Some examples of student questions: • How might we design a learning space at The Peninsula School that enables kids to learn while they have fun? • How might we put healthy food in our school tuck shop? • How might we educate children about cyber bulling by making a T.V show and help put an end to Cyberbullying? • How might we design a solution to prevent rabbits eating farmer’s crops? • How might we design equipment to help mankind settle on Europa? • How might we create a solar-powered watch to charge your phone when your outside? • How might we redesign a boat that doesn't use petrol or diesel but water and solar power? • How might we deign an eco-friendly hands on but clean garden area for the school courtyard? • How might I make a Sphero program for Year 5 students? • How might we make a safe and comforting environment for Hooded and Red Capped Plovers? From this our students worked their way through different stages of the design thinking process. They thoroughly researched their ideas, gathering information and insights from a variety of sources. They then used brainstorming techniques to think of innovative ways they could solve their question. They worked on developing different prototypes and received feedback for their ideas. Genius Hour has allowed our students to continue their learning journey in a more innovative way; to problem solve solutions to a complex problem they identified; to allow their passions and interests to drive their learning. It has been a very successful project, one which has certainly allowed our students to be owners and drivers of their own learning. Dean Pearman Director of Learning Technologies and Innovation.