Sneaky Lil' Experiments: A Coaching Guide

SNEAKY LIL’ EXPERIMENTS a coaching guide

UNIVERSITY INNOVATION FELLOWS TEACHING & LEARNING STUDIO (TLS)

JULY 2019

TIC-TOC Note: These times are suggestions.

Free to improvise and adjust as you go!

GLOBAL 2:00 - 2:30 30 min

Sneaky Lil’ Experiments Studio: Launch + Interactive Example

COACH-LED 2:30 - 2:40 10 min Step 0: Get acquainted + get comfy 2:40 - 3:05 25 min Step 1: Clarify your coachees’ goals 3:05 - 3:25 20 min Step 2: Identify a Sneaky Starting Point 3:25 - 3:45 20 min Step 3: Brainstorm Ideas 3:45 - 3:55 10 min Step 4: Select one idea 3:55 - 4:20 25 min Step 5: Design SLE to test a hypothesis 4:20 - 4:30 10 min Step 6: Fill out the SLE Summary Sheet GLOBAL 4:30 - 4:50 20 min Coach Huddle/Debrief

THIS COACHING GUIDE BELONGS TO:

welcome to

SNEAKY LIL’ EXPERIMENTS STUDIO! Welcome to Sneaky Lil’ Experiments Studio! We are grateful to have you as a coach for our group of educators and administrators from around the world. Some things to note: Sneaky Lil’ Experiments = SLE, for short!

SLE Studio is 120 minutes. We’ll wrap up at 4:30 pm.

If you see a symbol, it means there should be a resource (handout, template) in your coach’s bag

STEP 0: GET ACQUAINTED + GET COMFY We’ve assigned you to two “coachees” who somewhat similar goals. That said, they’re each working on their own experiment!

1) Find a space in Studio 1, Studio 2, the Bay Studio, Studio C, or Huddle 1 you’d like to use as your studio and settle in.

2) Introduce yourself and meet your coachees. We recommend a stoke, energizer, or getting-to-know-you activity, such as asking everyone the last song that was stuck in their head.

Here are some words of wisdom from SLE coaches past: “Take time to establish ground rules and get to know them and how they like working together.” - Ariel Raz “Equip your squad with ALL THE COFFEE + SNACKS.” - Meenu Singh

~ 10 MIN, UNTIL 2:40 PM

~ 25 MIN, UNTIL 3:05 PM

STEP 1: CLARIFY YOUR COACHEES’ GOALS:

Yo (s

Become familiar with what your coachee(s) wants to achieve, while help

Your coachees will be coming in with a mindmap and an opportunity The scope of their opportunity statement might be too broad, too narro

They were also advised to conduct interviews, and they might have inte come up with a way to describe their long-term goal in 7 - 10 words.

Example time!

Erica Estrada-Liou (former d.fellow) has just joined the team at the Univ engaging all 37,000 students in innovation and entrepreneurship. Let’s

FIRST, LET’S TAKE A LOOK AT ERICA’S ORIGINAL OPPORTUNITY STATEMENT:

COACHING H

YIKE broa S. This is. d! Ho ...SU P d.fell w was sh ER ea ow?! ?

TOGETHER, ABLE TO ES A LONG-TER

BY FIGURIN WHAT ERICA TO ACHIEVE A YEAR O is inspiring, Overall, this ht take but it mig rs! a few yea

our coachees should have a good sense of their long-term goal something they would like to make progress on in a year-ish timeline)

ping them gain more clarity around their own goal.

y statement they crafted in the months leading up to the workshop. ow, or, justtttt right! (to be determined!)

erview notes with them. Use these as conversation pieces to ultimately . Then, transfer that long-term goal over to the SLE Summary Sheet.

(PSST...IT’S IN THE BAG!)

versity of Maryland! She’s joined a team that is tasked with s see how we might coach Erica, shall we!?

HE ILL OUT THE F : IP -T O T PR ST-IT ON FIRST POMARY SHEET! SLE SUM

HAPPENS!

, YOU’RE STABLISH RM GOAL NG OUT A WANTS E, IN, SAY, OR SO.

ONE YEAR

NOTE: THE GOAL DOES NOT HAVE TO BE IN THE SAME FORM AT AS THE OPPORTUN ITY STATEMENT!

DESIGN WAYS FOR STUDENTS IN PROJECTBASED COURSES TO APPLY DESIGN METHODS TO TEAM PROJECTS

NICE LONG-TERM GOAL! NOW, IT’S ONWARD TO STEP 2!

~ 20 MIN, UNTIL 3:25 PM

STEP 2: IDENTIFY A SNEAKY STARTING POINT

Unpack the longer-term goal and help the coachee get more specific. H with and a specific behavior or skill that they want the stakeholder to Sneaky Starting Point = Specific Sta Questions to help unpack STAKEHOLDER: - Who do you already have access to? (students, a department, etc.)

- Familiarity: Who do you know most about? The least about?

- What is the “baggage” that your stakeholders might bring with them?

- For whom might there exist the smallest resistance?

A good initial stakeholder is:

1) easily accessible and

2) someone the coachee wants to learn more about!

Example time!

PRO-T TO H VISTUA

LET’S HELP ERICA FIND A SNEAKY STARTING POINT! a’s Starting with Ericl... longer-term goa ONE YEAR

k this into We should unpac ders and specific stakehol rs/skills! specific behavio 1) unpacking STAKEHOLDERS: “Students in project-based courses”

DESIGN WAYS FOR STUDENTS IN PROJECTBASED COURSES TO APPLY DESIGN METHODS TO TEAM PROJECTS

Woah –That’s a lot of potential stakeholders!

WHICH SHOULD ERICA PICK? You learn that Erica: 1) already has access to students in living-learning programs - AND 2) she wants to learn how first- and second-year students interact with design thinking topics SO, let’s pick “students in the College Park Scholars Program”

YO

T:

Your coachees should carve out a strategic and “sneaky” starting point that propels them toward a longer-term goal

Have them select a specific stakeholder you can quickly, easily test o develop. THIS is the Sneaky Starting Point. akeholder + Specific Behavior/Skill Questions to help unpack the longer-term goal into BEHAVIORS/SKILLS: - What do you mean by that (a bigger goal)? Let’s break it down!

- What specific behaviors/skills do you want your stakeholders to develop?

- If you were creating a syllabus, how might you frame your goal as a number of “measurable learning outcomes”? (using education terms!)

TIP: IT MIGHT BE HELPFUL HAVE COACHEES CREATE AL MAPS FOR EACH PART! 2) unpacking the longer-term goal into BEHAVIORS/ SKILLS: “apply design methods to team projects”

WHICH BEHAVIOR TO FOCUS ON? Erica has heard from College Park Scholars faculty that their students struggle to talk to people during their capstone project. This leads us to pick “conduct an interview”

3) Putting it all together, Erica’s SNEAKY STARTING POINT is: SPECIFIC STAKEHOLDER: Students in the College Park Scholars Program + SPECIFIC BEHAVIOR: talk to/learn from someone they might not normally talk to

OU’VE IDENTIFIED A SNEAKY STARTING POINT - NEXT, STEP 3!

~ 20 MIN, UNTIL 3:45 PM

STEP 3: BRAINSTORM IDEAS:

Work with your coach based on their “Sneak

Start by creating a “How Might We” (HMW) statement based off your co

Then, brainstorm ideas. Feel free to use this time as you see fit, either s both projects, brainstorm individually in parallel, or some sort of comb during their design challenge the previous day, and should be familiar others’ ideas.

You will also have a set of brainstorm constraint cards that can help

(PSST...IT’S IN THE BAG!)

Example time!

IT’S TIME FOR ERICA TO BRAINSTORM IDEAS. Based on step 2, Erica’s “HOW MIGHT WE” statement would look like this:

STUDENTS IN THE COLLEGE PARK SCHOLARS PROGRAM TALK TO + LEARN FROM SOMEONE THEY MIGHT NOT NORMALLY TALK TO

H ES THROUG E H C A O C R AD YOU PRO TIP: LE AND!”) (LIKE “YES, E K O T S K IC A QU MODE ENERATIVE G A O T IN M TO GET THE G AINSTORMIN BEFORE BR

-

hee to brainstorm ideas ky Starting Point”

(PSST...IT’S IN THE BAG!)

oachee’s Sneaky Starting Point using a blank HMW template.

splitting the time to have coachees collaborate on brainstorming for bination. Note that the coachees will have tried out brainstorming with the process of flaring, deferring judgement, and building on

your coachee generate a diverse set of ideas.

-

WOW, that’s a lot of ideas! It looks like some of the ideas came from using the SLE Contraint Cards.

Well done, coach + Erica!

WAY TO GO, IDEA-GENERATING MACHINES! BUT HOW TO SELECT ONLY ONE...

~ 10 MIN, UNTIL 3:55 PM

STEP 4: SELECT ONE IDEA:

Your coachee should selec to develop into a Sneaky L

The idea your coachee(s) should select should be: • •

SNEAKY: Which idea can the coachee set into motion most quickly, INSIGHTFUL: Which idea will help the coachee learn the most? (you

Before selecting, have coachee(s) identify what they’ll learn from each i

You could use a 2X2 to help sort ideas, with one axis as “learning poten

Example time!

IT’S TIME FOR ERICA TO SELECT AN IDEA. We can use a 2X2 to help Erica sort the ideas she generated:

ct one (!) idea Lil’ Experiment.

with the least amount of money & resources? might consider their longer-term goal, here)

idea. This will uncover assumptions or hypotheses they should test.

ntial” and the other as “degree of sneakiness.” (See example, below!)

You coach Erica to select an idea in the top left quadrant, an idea that is both “sneaky” AND will help her learn a lot about the stakeholder!

this idea is the

winner!

WITH AN IDEA SELECTED, IT’S TIME TO BRING IT TO LIFE! ...

~ 25 MIN, UNTIL 4:20 PM

STEP 5: DESIGN A “SNEAKY LIL’ EXPERIMENT” TO TEST A HYPOTHESIS (Reminder: “Sneaky Lil’ Experiment” = SLE) Your coachee should flesh out their SLE to leave with a detailed-enough plan that lowers the barrier to action.

1) Help them come up with a flow of the activity(*) on post-its.

You can use the activity worksheet for this.

(PSST...IT’S IN THE BAG!) *activity: could be a workshop, class session, meeting, etc.

2) Have them revist what they want to learn by conducting the SLE. How will they gather this data and assess what they learn?

Example time!

TIME TO WORK WITH ERICA (USING POST-IT NOTES) TO MAP OUT THE FLOW OF THE EMPATHY SESSION.

Interesting! It looks like this will be an audioguided activity

Students do an activity first, and then they reflect!

~ 10 MIN, UNTIL 4:30 PM

STEP 6: FILL OUT THE SLE SUMMARY SHEET Each coachee should fill out the rest of their SLE Summary Sheet (they already have their “long-term goal” filled out from Step 1). They will use these summary sheets to share out their experiment with other participants!

Don’t worry about word-smithing too much! Encourage coachees to be concise and get the main idea across.

startING WITH ERICA’S

ALMOST DONE! JUST ONE MORE THING...

AT 4:30 PM

STEP 7: GO TO COACH HUDDLE From the words of Andrea Bocelli, it’s “Time to Say Goodbye” to your coachees! What a journey it’s been. Coachees should be directed to Studio 2, and coaches should head to the huddle rooms downstairs for a wrap-up/debrief.

On behalf of the entire team, THANK YOU for being a wonderful coach to our TLS participants!

Example time!

ERICA SAYS “THANK YOU” FOR ALL OF YOUR HELP! Check out “How to talk to strangers,” the latest version of erica’s “Sneaky Lil’ Experiment”:

link to audio: http://ter.ps/strangers

K C A B D E E F E L B A R TEA A

me

own so

o jot d place t

Use this page to jot down any feedback you have on the session, the process, this guide, and/or your coachees!

We will collect these during the coach huddle.

RED FLAGS

If you have any concerns about your coachee(s), please let us know here. What should we pay extra attention to? What should look out for? Do you have ideas on how we might support them?

Sneaky Lil’ Experiments Studio “IT’S SNEAKY! SNEAKY! SNEAKY!” University Innovation Fellows

TEACHING AND LEARNING STUDIO JULY 2019