Design Thinking Assignment 

 Teaching Young Children To Read 

 Challenge 

 Children tend to begin to read , in earnest , when they begin school around the age of 5 .   Different   children develop their reading skills at different rates .   Many will develop a love a reading , whereas   others will struggle and hate it .   Several reading methods and tools have been developed over the   years with various success .   New digital technologies may offer new tools and methods to help find   new ways to engage young readers ; particularly those children who traditionally struggle with   learning to read . 

 I have chosen as my challenge identifying some new tools and/or methods for teaching young   children to read .   The focus for this assignment is the end of the “ What Is ” and “ What If ” stages of   Design Thinking . 

 Selection 

 I have selected the Mind Mapping Tool for this assignment .   The Mind Mapping Tool would be used   to make sense of all the data gathered in the research phase .   It helps key stakeholders look for   patterns and insights into that data , which would help give me an idea of where some of the   problems and successes are with tools for teaching kids to read . This can then feed into the “ What   If ” stage . 

 Application 

 Firstly , I would conduct desk based background research to gather as many examples as possible to   identify all the current and past methods and aids for teaching beginner readers how to read .   I   would also conduct research on new methods and aids being proposed , and conduct some teacher   interviews to help put some of the research into context .   I would compile all this information   visually .   That is , construct flow diagrams , where appropriate , gather actual examples of teaching   and learning aids , get photos of some in use , etc . 

 Once all this data is compiled , I would conduct a Mind Mapping exercise .   All this data and learning   will then be collated and the mind mapping exercise can begin .   I would have all the visual aids   representing the data from the research exercise displayed around the room and invite a group of   stakeholders to come and “ view ” the information , collated in like - information sections .   The   stakeholders in this case would be teachers , parents and children who have been reading for several   years already . 

 I would ask the participants to make some notes on sticky notes about the “ good stuff ” – the   information they think might inform new ideas for learning to read .   I would take all the sticky notes   and collate them in themed clusters on a common wall for sorting , etc . 

 Insight 

 Note that this work is yet to be carried out .   However , this is a problem I have worked on ( indirectly )   in the past .   Previously , new teaching aids were proposed without a proper understanding of the 

 pros and cons of what already existed .   My insight gained from doing this course is that using the   Mind Mapping Tool during the What Is stage should help gather far richer information than mere   researching alone .   This is because it can help cut through a lot of the noise of a high volume data set   to get to the heart of where opportunity lies for improvement . 

 Approach 

 An alternative approach would be to rely more on interviews with key stakeholders , making use of   the Visualization Tool .   This might cut down on the number of people required for the Mind Mapping   exercise ( improving logistics ) and also gain more indepth insight from key stakeholders . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Design Thinking Assignment 

 Teaching Young Children To Read 

 Challenge 

 Children tend to begin to read , in earnest , when they begin school around the age of 5 .   Different   children develop their reading skills at different rates .   Many will develop a love a reading , whereas   others will struggle and hate it .   Several reading methods and tools have been developed over the   years with various success .   New digital technologies may offer new tools and methods to help find   new ways to engage young readers ; particularly those children who traditionally struggle with   learning to read . 

 I have chosen as my challenge identifying some new tools and/or methods for teaching young   children to read .   The focus for this assignment is the end of the “ What Is ” and “ What If ” stages of   Design Thinking . 

 Selection 

 I have selected the Mind Mapping Tool for this assignment .   The Mind Mapping Tool would be used   to make sense of all the data gathered in the research phase .   It helps key stakeholders look for   patterns and insights into that data , which would help give me an idea of where some of the   problems and successes are with tools for teaching kids to read . This can then feed into the “ What   If ” stage . 

 Application 

 Firstly , I would conduct desk based background research to gather as many examples as possible to   identify all the current and past methods and aids for teaching beginner readers how to read .   I   would also conduct research on new methods and aids being proposed , and conduct some teacher   interviews to help put some of the research into context .   I would compile all this information   visually .   That is , construct flow diagrams , where appropriate , gather actual examples of teaching   and learning aids , get photos of some in use , etc . 

 Once all this data is compiled , I would conduct a Mind Mapping exercise .   All this data and learning   will then be collated and the mind mapping exercise can begin .   I would have all the visual aids   representing the data from the research exercise displayed around the room and invite a group of   stakeholders to come and “ view ” the information , collated in like - information sections .   The   stakeholders in this case would be teachers , parents and children who have been reading for several   years already . 

 I would ask the participants to make some notes on sticky notes about the “ good stuff ” – the   information they think might inform new ideas for learning to read .   I would take all the sticky notes   and collate them in themed clusters on a common wall for sorting , etc . 

 Insight 

 Note that this work is yet to be carried out .   However , this is a problem I have worked on ( indirectly )   in the past .   Previously , new teaching aids were proposed without a proper understanding of the 

 pros and cons of what already existed .   My insight gained from doing this course is that using the   Mind Mapping Tool during the What Is stage should help gather far richer information than mere   researching alone .   This is because it can help cut through a lot of the noise of a high volume data set   to get to the heart of where opportunity lies for improvement . 

 Approach 

 An alternative approach would be to rely more on interviews with key stakeholders , making use of   the Visualization Tool .   This might cut down on the number of people required for the Mind Mapping   exercise ( improving logistics ) and also gain more indepth insight from key stakeholders .
### Output: 