Visualization Tool 

 Challenge 

 I ’m the Program Director for a non - profit that works to bring hands - on educational experience in   food and entrepreneurship to under - resourced youth . Our programming takes places at local   schools and community centers , typically after school . One of my primary roles is to train and   mentor 15 classroom facilitators in their planning and execution of high - quality programming   with 19 different cohorts of students . Given the nature of our work , there is significant variability   between cohorts . Some cohorts contain mostly middle - school students , others contain high- school students . Some cohorts have 5 students , other cohorts have 25 students . Some cohorts   have consistent attendance , others are shakier . 

 Given the variability , it can be difficult to train our facilitators on implementing the curriculum   in a consistent way . What looks good on paper often does n’t play out as intended . For example , a   lesson planned with 15 students in mind might not offer enough hands - on opportunities for a   class with 25 . This creates boredom , which in turn leads to rowdy , disruptive students . Or maybe   one smaller cohort has 3 particularly disruptive students 

 Selection & Application 

 In the effort to improve lesson planning , I selected the visualization tool . As mentioned in   Module 1 , visualization uses images and visual thinking as ways of dealing with complex   problems . I chose visualization because I thought it would help our facilitators tailor their lesson   plans to the specifics of their classroom . I introduced the tool during our weekly classroom   facilitator meeting . We typically use this 2 - hour session to both discuss issues that have come up   in the past week and train classroom facilitators on new tools and lesson plans . 

 During the session , I modeled the visualization tool . With input from the audience , I sketched out   an example classroom with 20 students , 10 working tables , and a build - a - smoothie lesson plan . I   sketched out the tables , the produce washing station , the starting location of ingredients and   supplies , the location of each student , etc . Using this technique , we were able to envision the   flow of students through space and time and ensure that each student was engaged with a hands- on activity . 

 I then asked facilitators to pair up with their co - leads and use the visualization tool to plan their   lessons for the following week . Given the aforementioned variability , each cohort is at a different   point in the curriculum schedule , so facilitator pairs were planning a variety of different lessons .   I circulated the room and made myself available as facilitators were excitedly mapping out the   specific details of their classrooms , expected student counts , spatial flow , and lesson plans . After   an hour , we reconvened and discussed the experience . Facilitators reported a rejuvenated level of   confidence in their abilities to execute an excellent lesson and foresee potential issues . 

 Insight & Approach 

 The following week , we reconvened for our weekly classroom facilitator meeting . There was a   certain buzz and excitement in the room as facilitators cited the helpfulness of the visualization   tool in their execution of successful sessions . There were fewer incidents of student disruption   and boredom . Sessions flowed more smoothly , and students were more engaged . There was even   a report of a specific disruptive student who was proactively engaged with a leading hands - on   activity and consequentially thrived . 

 Upon reflection , I believe the visualization tool allowed facilitators to breathe life into the lesson   plan and get a quick practice round in with minimal effort . There are a variety of subtle details   that affect classroom management , and the tool allowed our facilitators to better anticipate and   plan for those details . This experience made me realize the importance of embracing real - world   variability . Rather than shy away variability and pretend our written plans ever function as   intended , we must lean into and actively manage the real - world complexity . Visualization and   other Design Thinking techniques are part of the toolkit and journey to embrace real - world   complexity and to quickly pilot and experiment . 

 In the future , I will ask facilitators to use the visualization tool during all lesson planning .   Because Design Thinking is an iterative process , I intend to continue monitoring its   effectiveness , best practices , and unintended consequences . I also intend to use the Learning   Launch tool to test and roll out brand new lessons . I ’ll start by role playing the new lesson with   just our facilitators . I ’ll play the facilitator , and facilitators will play the students . From there , I ’ll   ask a few facilitators to experiment with the lesson in their classrooms . We ’ll collect feedback ,   document issues and successes , and incorporate the learnings into our living , breathing   curriculum . I ’m excited to see what the future holds . I believe these tools will have an invaluable   and lasting impact on the quality and effectiveness of our programming . 


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: Visualization Tool 

 Challenge 

 I ’m the Program Director for a non - profit that works to bring hands - on educational experience in   food and entrepreneurship to under - resourced youth . Our programming takes places at local   schools and community centers , typically after school . One of my primary roles is to train and   mentor 15 classroom facilitators in their planning and execution of high - quality programming   with 19 different cohorts of students . Given the nature of our work , there is significant variability   between cohorts . Some cohorts contain mostly middle - school students , others contain high- school students . Some cohorts have 5 students , other cohorts have 25 students . Some cohorts   have consistent attendance , others are shakier . 

 Given the variability , it can be difficult to train our facilitators on implementing the curriculum   in a consistent way . What looks good on paper often does n’t play out as intended . For example , a   lesson planned with 15 students in mind might not offer enough hands - on opportunities for a   class with 25 . This creates boredom , which in turn leads to rowdy , disruptive students . Or maybe   one smaller cohort has 3 particularly disruptive students 

 Selection & Application 

 In the effort to improve lesson planning , I selected the visualization tool . As mentioned in   Module 1 , visualization uses images and visual thinking as ways of dealing with complex   problems . I chose visualization because I thought it would help our facilitators tailor their lesson   plans to the specifics of their classroom . I introduced the tool during our weekly classroom   facilitator meeting . We typically use this 2 - hour session to both discuss issues that have come up   in the past week and train classroom facilitators on new tools and lesson plans . 

 During the session , I modeled the visualization tool . With input from the audience , I sketched out   an example classroom with 20 students , 10 working tables , and a build - a - smoothie lesson plan . I   sketched out the tables , the produce washing station , the starting location of ingredients and   supplies , the location of each student , etc . Using this technique , we were able to envision the   flow of students through space and time and ensure that each student was engaged with a hands- on activity . 

 I then asked facilitators to pair up with their co - leads and use the visualization tool to plan their   lessons for the following week . Given the aforementioned variability , each cohort is at a different   point in the curriculum schedule , so facilitator pairs were planning a variety of different lessons .   I circulated the room and made myself available as facilitators were excitedly mapping out the   specific details of their classrooms , expected student counts , spatial flow , and lesson plans . After   an hour , we reconvened and discussed the experience . Facilitators reported a rejuvenated level of   confidence in their abilities to execute an excellent lesson and foresee potential issues . 

 Insight & Approach 

 The following week , we reconvened for our weekly classroom facilitator meeting . There was a   certain buzz and excitement in the room as facilitators cited the helpfulness of the visualization   tool in their execution of successful sessions . There were fewer incidents of student disruption   and boredom . Sessions flowed more smoothly , and students were more engaged . There was even   a report of a specific disruptive student who was proactively engaged with a leading hands - on   activity and consequentially thrived . 

 Upon reflection , I believe the visualization tool allowed facilitators to breathe life into the lesson   plan and get a quick practice round in with minimal effort . There are a variety of subtle details   that affect classroom management , and the tool allowed our facilitators to better anticipate and   plan for those details . This experience made me realize the importance of embracing real - world   variability . Rather than shy away variability and pretend our written plans ever function as   intended , we must lean into and actively manage the real - world complexity . Visualization and   other Design Thinking techniques are part of the toolkit and journey to embrace real - world   complexity and to quickly pilot and experiment . 

 In the future , I will ask facilitators to use the visualization tool during all lesson planning .   Because Design Thinking is an iterative process , I intend to continue monitoring its   effectiveness , best practices , and unintended consequences . I also intend to use the Learning   Launch tool to test and roll out brand new lessons . I ’ll start by role playing the new lesson with   just our facilitators . I ’ll play the facilitator , and facilitators will play the students . From there , I ’ll   ask a few facilitators to experiment with the lesson in their classrooms . We ’ll collect feedback ,   document issues and successes , and incorporate the learnings into our living , breathing   curriculum . I ’m excited to see what the future holds . I believe these tools will have an invaluable   and lasting impact on the quality and effectiveness of our programming .
### Output: 