Example Reflection – Mind Mapping 

 Challenge 

 My challenge as a teacher is to make students learn not only from me but from peers too and   this has become more challenging because of online education replaced by physical mode of   education because of pandemic . When group assignments are given to students it is seen that   not all contribute in the assignment equally and most of the work is done by either the most   hard working student or the most dominating one drives the entire assignment . In spite many   repeated instructions the outcome remained the same . 

 Selection 

 I went through several design thinking activities / tools like storytelling , visualization ,   brainstorming etc . to understand and dig deep into the problem but mind mapping is found to   be most workable for the given challenge and it was necessary for me to learn the students   approach towards assignment from the time it is assigned to the final submission . 

 Application 

 One to one discussion was scheduled with each student in the group and they were told to share   how they would complete the assignment in the group . Students shared their fears and   motivating factors and also the problems they face while working in the group . Their responses   were recorded properly and mind mapping was applied to understand their personas . 

 Insight 

 Based on one on one discussion and journey mapping of each student regarding their approach   towards participation and completion of assignment students it was identified many students    were extrovert , introvert , bright , mediocre , and some were shy or dominating . Some students   were identified as team players while others preferred to work on assignment individually even   if it means completing the group assignment alone . 

 Approach 

 Students were divided into groups such that each group has equal representation of students   belonging to different personas . Shy and introvert students were made the group facilitators   and dominating and extrovert students were given responsibilities suiting their personas .   WhatsApp groups were made for each group and Teacher kept an eye on the discussions . 

 Outcome 

 The quality of assignments improved significantly and all students started contributing more in   the group assignments leading to enhanced peer learning . 


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: Example Reflection – Mind Mapping 

 Challenge 

 My challenge as a teacher is to make students learn not only from me but from peers too and   this has become more challenging because of online education replaced by physical mode of   education because of pandemic . When group assignments are given to students it is seen that   not all contribute in the assignment equally and most of the work is done by either the most   hard working student or the most dominating one drives the entire assignment . In spite many   repeated instructions the outcome remained the same . 

 Selection 

 I went through several design thinking activities / tools like storytelling , visualization ,   brainstorming etc . to understand and dig deep into the problem but mind mapping is found to   be most workable for the given challenge and it was necessary for me to learn the students   approach towards assignment from the time it is assigned to the final submission . 

 Application 

 One to one discussion was scheduled with each student in the group and they were told to share   how they would complete the assignment in the group . Students shared their fears and   motivating factors and also the problems they face while working in the group . Their responses   were recorded properly and mind mapping was applied to understand their personas . 

 Insight 

 Based on one on one discussion and journey mapping of each student regarding their approach   towards participation and completion of assignment students it was identified many students    were extrovert , introvert , bright , mediocre , and some were shy or dominating . Some students   were identified as team players while others preferred to work on assignment individually even   if it means completing the group assignment alone . 

 Approach 

 Students were divided into groups such that each group has equal representation of students   belonging to different personas . Shy and introvert students were made the group facilitators   and dominating and extrovert students were given responsibilities suiting their personas .   WhatsApp groups were made for each group and Teacher kept an eye on the discussions . 

 Outcome 

 The quality of assignments improved significantly and all students started contributing more in   the group assignments leading to enhanced peer learning .
### Output: 