2 Minute Get To Know Me

Get to know your students in a deep and authentic way in just 2 minutes

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PURPOSE:

The purpose of this exercise is to create an opportunity to allow students and teachers to reflect on and share their story, strengths, skills and stance. Once captured these brief 2 minute stories are shared with peers and/or teachers to then allow the school to begin to understand the whole authentic student/teacher so that it can build personalized learning experiences to bring out their best.

RELEVANT CHARACTER TRAITS:

  • Social Intelligence
  • Curiosity

PRACTICE:

  • Tools needed to capture:
    • Share the purpose of this with the user.
    • Voice recorder
    • 2minKnowMe Sentence Starters (attached below)
    • 5 minutes to record and share digitally
  • Tools to understand your student/teacher’s 2minKnowMe
    • 2minKnowMe Sentence Starters (attached below)
    • 2minKnowMe Empathy Map (attached below)
    • 15 minutes per recording
      • 3 minutes for first listen of recording
      • 5 minutes to note what you hear
      • 5 minutes to what you don’t hear
      • 2 minutes jot down questions for user.

HOW WILL THIS BE USED AT A SCHOOL?

At Design Tech High we have an Advisory program that meets for 30 minutes 3x a week. During this time, each teacher has a case load of ~15 students. This is the time where we get teachers to do the 2minKnowMe exercise with students, with a focus on explaining what the activity is for, and recording.

The teacher must first MODEL for students by sharing their own 2minKnowMe audio recording.

For maximum impact, once every student has an audio recording, have everyone close their eyes, and then take turns going around in a circle and playing the audio recording for each student. It's a very POWERFUL empathy and community building exercise that quickly helps students get to know each other on a deeper more human level. Of course, not everyone will be able to go in one session, so spread it out with the time available.

Place:

The origin of this exercise came from a three day design sprint with the Design tech High design team (Nicole Cerra, Melissa Mizel, and Norman Tran) with the Stanford’s d.school K12Lab Senior Learning Experience Designer, David Clifford. The design challenge was to design a way to help d.tech teacher better understand the whole student in order to create authentic personalized learning experiences with/for their students.

The questions came from work David Clifford had done with design school x (aka, DSX, a K12Lab Reimagine High School initiative project) to help adults capture, see, understand and design with DSX students.

The name was inspired by another K12Lab project by fellow, Melissa Pelochino, called 2minute PD where teachers shared videos of their design thinking learning.

THE SENTENCE STARTERS:

Sentence Starters

Authentic Student Capture

My full name is…..

It comes from (or means).....

I am ______years old, but wish I was________ years old because....

I am __________in my family, and they are....

I identify as....

I see myself as (character, future something, etc.)....

When I walk down the street, I think people see…..

A student’s Story, including self-identification, perception of self, others.

I feel most awesome when…..because....

When the zombie apocalypse hits and I’m only one of twelve people left, I would _____________to contribute to the group.

A Student’s perceived Strengths

I am good at ___________in school.

I suck at ______________in school.

If I could teach anything in school, I would teach…….

A student’s perceived Skills in school and out.

If school was cancelled for the day I would....

Things that hurt my heart right now are...

I wish I could…..

You can help me by…..

A student’s Stance (values, beliefs, passions)


THE EMPATHY MAP:

PART 1: WHAT DID YOU HEAR THE STUDENT/TEACHER ACTUALLY SAY?

SKILLS (academic, vocational, emotional, relational)

STANCE (beliefs, passion, biases, potential purpose)







STORY (identity, values, family, context, truth)

STRENGTHS (intrinsic strengths, place of potential confidence)








PART 2: WHAT COULD YOU INFER FROM WHAT THE STUDENT/TEACHER SAID?

SKILLS (academic, vocational, emotional, relational)

STANCE (beliefs, passion, biases, potential purpose)







STORY (identity, values, family, context, truth)

STRENGTHS (intrinsic strengths, place of potential confidence)







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