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have also generated ideas that address the core knowledge, skills, and traits needed
                             by school personnel working in diverse schools, such as professional learning about
                             underserved populations, removing structural barriers, and understanding cultural
                             and language differences. Later, in the prototyping phase, students have developed
                             prototypes for specific innovations such as redesigned parent-teacher associations,
                             new approaches to student discipline, and parent forums to discuss equity issues.
                             According to students’ reflections, this design-thinking learning experience helped
        Figure 1             them reconceptualize how to address equity issues and disparities in the educational

        Sample Array of      outcomes. See Figure 2 for some students’ comments on the design-thinking process
        Student Responses    and this unit.

        Figure 2

        Student Reflections

         This process really broadened my own views and helped me explore and understand implicit bias more
         as well. -Rose
          I learned equity issues are present in so many facets of a school, and that was alarming to me. -Nicole
         The  Design  Thinking  Process  was  a  strong,  safe  way  to  understand  oneself,  learn  about  common
         assumptions, and build powerful solutions or strategies. -Michelle
         Working in groups of diverse people helped me see different perspectives and work through problems in
         a different way than I would have if I were to be tackling equity issues alone as an individual. -Jessica
         I learned the huge value behind using the design thinking model to problem solve. This allows equal
         voice on a team and opens the way for wonderful and unique solutions that, more than likely, never
         would have been otherwise brought to light. -Dave

                                This  learning  experience  embodied  many  design-thinking  principles.  First,
                             students were pushed to move beyond theory about equity and generate possible
                             strategies  for  action.  Second,  students  were  forced  to  “break  out”  of  their  own
                             perspectives,  learn  about  others,  explore  empathy,  and  design  for  underserved
                             students.  Next,  the  inquiry  integrated  informed  improvisation  and  risk-taking:
                             Participants read and discussed theory, developed norms for a learning community,

        10                                            The Delta Kappa Gamma Bulletin: International Journal for Professional Educators
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