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The Design Heros!

About Us

Hi! We are a second grade team of Carnell students. Our team name is The Design Heros! We picked that name because we will be designers and we will problem solve! Our team members are Dylan, Sela, Radiya, Aubrey, and Jihsir. Here are the most interesting things about us. Jihsir can do a backflip. Dylan loves to play football. Sela can do a handstand. Aubrey likes pickles. Radiya loves to make art. We are so excited to participate in DT Philly!

Our Progress

Due Assignment Max Points Our Points
Mar 23
Great job! Did you know you can play this game with any old object you have laying around? If you're ever bored, just pick out something nearby and get your creative juices flowing by coming up with lots of fun and imaginative ways to use it.
Jan 12
1Welcome to DT Philly! We're so glad to have you, and we can't wait to see all the great work you do. We also love that you made your own logo--very creative!
Jan 19
1Nice job! You might use one of these types of design for your own DT Philly project, so we're glad you're learning and talking about different kinds of design. We also like that you collaborated--that's an important skill for designers to have. Did you get a chance to come up with your own examples of design for the blank cards?
Mar 23
Jan 26
1These definitely sound like frustrating experiences, and the one you chose for your project is an important one! As you work on your project, remember all the different types of design you learned about in the Wonderful World of Design video. There might be things you can make, systems or experiences you can design, or things you can do with your classroom to help you solve your problem! Let us know if you need any help. As you get started, it might be interesting to count how often your problem occurs in a typical day...or if it occurs more at certain times of day than others...or if certain students create more interruptions than others. These types of insights you can get from your research will help you design a great solution!
Feb 2
1It seems like you've identified lots of different things and people that your problem affects--unfortunately, your picture is fuzzy, so we can't see what you drew. It's a great idea to check your photographs before uploading them to see if they are clear enough to read. If you have your exploration plan completed, could you upload that as well? We would love to see how you tackled your research.
Mar 23
Feb 9
1Wow--you observed a lot of different times and ways that this is a problem--nice work! The secret to designing a great solution lies in discovering the "whys," so we were excited to see that one "why" you identified is that the problem happens when students are bored. We're also intrigued by your observation that it happens when they are not in their regular classroom. Why do you think being in another location makes the problem happen more...are there certain routines, or signals, or things that help students quiet down in their normal classroom? Your research also showed us that this is a really big problem that happens in a lot of places under a lot of different circumstances. It might make your project more manageable if you focus on one place or time where it happens--this will make it easier to develop prototypes for that specific situation and experiment with what works best to improve the problem. Keep up the great work!
Feb 16
1Wow--you drew some great conclusions from your research! It was wonderful to see how these conclusions helped you brainstorm tons of creative ideas when we came out to see you this week. Have you decided to focus on addressing this problem in one specific place (like your classroom)? Focusing on one place will make it easier to prototype and test your ideas for solving this problem.
Mar 23
Nice work finding hidden faces around your classroom! It was fun to get to see your team work through this activity and find faces in all sorts of places. This activity is a great way to practice different ways of seeing things and build your creativity!
Feb 23
Mar 23
Mar 2
1Your team came up with creative designs--nice work! We would love to know more about how your watermelon squishy works. Does the squishy sit on every desk, so students can play with it instead of talking? Is it like a talking stick--whoever holds the squishy gets to speak? Does it squish over to someone who is talking to get them to quiet down? Or is it something entirely different? The reward chart is a very visible way to remind students how they are doing and use incentives to help keep kids quiet during class students mind their behavior. Would you have a new chart each day, or each week? And your bell design is an interesting way to get students' attention and re-focus the classroom. We would love to see the reaction when a prototype of this gets tested! As you start to prototype and test these ideas, remember to check back with the goals you identified in your design challenge question and as you moved from your empathy map into brainstorming. You’ll want to see how well your prototypes help you achieve these goals!
Mar 9
1Nice work! Your team created some awesome prototypes, and we like how you used materials around you, like the tissues as stuffing, to make your ideas come to life! We would still love to hear more about how both of these prototypes will work since it seems like they are parts of a system, and to finish your prototypes you'll need to think through all the steps or rules that will part of the system(s). For example, what are you tracking on the chart, and how often can students earn candy? How will your classmates know the rules and expectations for earning candy? How does a student get a watermelon squishy (why is it a watermelon?), do they get to keep it, and how does that help solve your problem? Once you work out the details for how your prototypes will work, you'll want to test your them with your classmates and see how well they solve your problem and meet the goals you identified on your empathy map.
Mar 23
Mar 16
1Nice work--it looks your team got some great feedback that will help you improve your prototypes. Are there ways you could adjust your prototype to tackle the other issues that were brought up? How could you keep people from taking others' squishies? Could you offer different types of squishies that would appeal to both boys and girls? Are there ways to make your design more durable, so that it is less likely to get broken? Would some training help students develop good habits (not talking or interrupting the class) when using the squishy? For the candy chart, you got some important feedback: that your reward--candy--is effective! How did managing the chart work? Did all the students understand the new system? While getting a sad face could cause students to be upset, it could also motivate them to improve their behavior to avoid getting a sad face in the future. As you adjust this prototype, you may want to consider whether you want a "punishment" (a sad face) as well as a reward (candy), or just a reward on your chart. As you start to put together your design story, think about how well your prototypes worked, and how you could improve them to best solve your problem of students talking out of turn in class.
Mar 23
Mar 23
Feb 23
1Thank you for your feedback! We use this when we design our program for the next group of students, and as designers ourselves, we love user input.


Design Thinker

An intrepid explorer, equipped with the skills and tools to conquer challenges large and small.


A perceptive observer and thoughtful listener, adept at understanding how other people think and feel.


An inquisitive investigator, driven to dig deeper and discover hidden 


A creative and flexible thinker, brimming with imaginative ways to solve tricky problems.


An inventive builder, able to transform ideas into real objects or experiences with his own two hands.


An open-minded experimenter, dedicated to improving solutions through trial and error. 


A mesmerizing storyteller, inspired to engage and inform audiences through words and pictures. 

DT Philly Puzzle 4