*This is an online course which will be conducted via Zoom.
dentify strengths and talent in self and in others
Develop multiple perspectives and empathy through active listening
Use Design Thinking to craft a story design brief by uncovering and interpreting the audience needs
Create prototype of stories and test for feedback from authentic audiences, such as with their peers and other adults
Have fun sharing their stories in English
Day 1: Team Building and Design Thinking
This session focuses on team building through collaborative communication. The learning activities promote students' understanding of strengths and talents in themselves and others. By engaging in these experiences, they gain multiple perspectives. The other focus of this session is an introduction to Design Thinking as a tool for crafting stories that create an impact. Design Thinking aims to create a product for specific users or audiences. In this program, the Design Thinking process consists of five stages: empathy, define, ideate, prototype, test. In this program, the product is a story advocating the unique talents of children having special needs.
Day 2: Design Thinking a Story
This session focuses on going through the stages of the Design Thinking process to produce a story. In pairs, students begin with empathy by interviewing each other to find their unique skills and needs. They interpret their interview data to define a big idea for the story. From there, students ideate different possibilities from the big idea. They prototype two possible storyboards for their story. They test both stories to gain feedback from their interviewee. Finally, they revise according to feedback and present their final stories to the teachers.
Day 3: Experience as Children with Special Needs/ Teachers and parents who work with Children with Special Needs
This session focuses on gaining understanding for children with special needs. Students figure out the daily challenge of special needs children/ Special Needs Teachers and their parents through experiential learning. They reflect on their experiences to gain further insight into children with special needs.
Day 4: Empathy by Designing the interview
This session focuses on designing and practicing asking interview questions that would elicit information about children with special needs. Students work with classmates to develop interview questions that elicit much information from the interviewee. They learn to take notes and to ask or probe for more information. Students practice their interview skills by roleplaying with each other.
Day 5: Empathy by Interviewing Children, Parents, with Special Needs
This session focuses on interviews with members of the special needs community, such as children, parents, and educators. Students conduct interviews, take notes, and ask further probing questions. They reflect on their data by discovering insights about their interviewee, such as unique strength and talent. The interview should have uncovered many inspirations for students to craft one story to tell. Finally, students define their final story's big idea.
Day 6: Ideate, Prototype and Test
This session focuses on ideating possibilities for the story's big idea from the previous session. Part of their ideation might include their contribution to the narrative. They create at least two prototypes for their story. These prototypes are in the format of storyboards. They test telling their stories to their peers for feedback. Then they modify their stories accordingly.
Day 7: Digital Storytelling Showtime
This session focuses on producing an audio recording of their story, recommended Apple's Garageband. Teachers guide and give feedback to each student. The whole class shares their final product, and students celebrate each other's stories. Students do a final reflection on this program.
Target Participants / Prerequisite
Students should have a high level of creativity and problem-solving skills. Students should also be proficient in English and Chinese.
Dr. Marlon Ng
Marlon Ng, Ed. D. has over 25 years of teaching, curriculum development, and educational leadership experience. He has worked in schools in Canada, Hong Kong, and Thailand. His research area has been in on educational culture, design thinking and storytelling. During his spare time, he likes to read mystery novels and go jogging.
Ms. Vienne Ng
Ms. Vienne Ng is enthusiastic in learning and teaching languages, and she has years of experiences in teaching students with Special Educational Needs and gifted programmes. She is adept at identifying the academic needs of students, aged from 5 to 17, to help them understand concepts and raise their interest in learning Chinese and English languages through interactive and diversified strategies. She also provides English phonics training for dyslexic learners from local and international schools. Ms. Ng has provided learning support services to students in different primary and secondary schools, and she has also been the trainer and speaker of different workshops to share the skills of learning strategies to help students learn independently.
Medium of Instruction