Lhio Roem R.

Dela Cruz, ECE, PhD

-at the end of the discussion everyone will work on the empathy map
having learners in Math/Science as the users.

-Use the insights obtained in the next part/s of the design thinking
until the final output which is crafting lesson plan.
WHAT IS EMPATHY?

Empathy is the ability to emotionally understand what other

people feel and see things from their point of view and imagine
oneself in their place.

Follow the “Platinum Rule,” not the “Golden Rule.”

You’re probably familiar with the Golden Rule: Treat others the
way you want to be treated. But empathy relies on the Platinum
Rule: Treat others the way they want — and need — to be
treated. This approach puts the focus on understanding what
students need from you instead of what you think they need.
In immersing in our
learners as the user, we
must consider their holistic
aspects. This may appear to
be difficult since we have
different learners, how ever
upon empathizing them we
can produce common
concerns applicable to our
handled learners.
Let us learn from people around
us, we can do brainstorm with
them, if we want to know
something about learners of
specific key stage and understand
their lifestyle, culture, type of
living and other.

We must set plans on how can we

interact with them, like in dealing
with them in a forum, seminars
etc.
Problem Space is a
framework inside of
which lies various
components that go into
creating a resolution for a
problem.

the problem space

contains all the
observations to user in
relation to context
As the person to
empathize with, we
may be inspired of
considering our user
in another context.
Like for example,
we want our learners
to be the users,
initially the context
evolve with in the
classroom, in this
case we may invite
them or have new
set-up like for
example, under the
tree or other place
inside the school
Step 1: Establish Focus and Goals

Who is the person for the map?

This is the user who you want to understand and
empathize with. Summarize his or her situation and
role.

What is the desired outcome?

This is what you hope the user will do. What does
success look like?
 Let us Empathize

• Meet Clara. She is often seen restless or unfocused in class. She

also has troubles following instructions and skips activities when
left unsupervised. Her adviser often talk to her about her attitude.
Her mother regularly accompany her in going and leaving school.
 Let us Empathize

• Her parents must have conference with the adviser about

• She must completely know what is the problem with her
• She must be taken to the guidance teacher/ counselor
• She must also be referred to school nurse
• She must have different treatment as compared to her classmate
• She should have other lesson design.
Step 2: Capture the Outside World

Participants often generate these more easily than

the more introspective steps. Start by examining the
user’s experience and imagine what it is like to be
him. Complete the sections of the map to capture
what he sees, says, does, and hears.
 Let us Empathize

• She sees her classmate is playing with her.

• She sees her teacher stares at her most of
the time.
• She sees her teacher do not mind what she
is doing during the class activities
• She sees her parents scolded her most of the
time
 Let us Empathize
• “I don’t like my teacher”
• “I don’t want to listen to my teacher”
• “I want attention!”
• “I am bored when my teacher is
discussing”
• “I want to learn but I don’t know how
to start.”
 Let us Empathize
• She wants her teacher to pay attention on her.
• She wants to play with her classmates most of the time even during class hours.
• Her feet wants to roam around the room
• She wants exclusive treatment.
• She will do what she wants to do as long as it will satisfy her.
• She cries when she is being counselled.
Let us Empathize
• She hears her teacher talking to her most of
the time.
• She hears her teacher asking her about what
is her problem.
• She hears her teacher asking her if she
understand their lesson.
• She hears her teacher asking her if she wants
the game during their classes.
• She hears other classmates bullying her.
• She hears her other classmates crying
because she bullied them”.
Step 3: Explore Inside the Mind

After completing the outside elements, the focus

moves inside the mind to explore the thoughts and
feelings that are internal to the user and not
observable. These might be inferred, guessed, or
captured in direct quotes during research. This is the
central point of the exercise, as teams imagine what
it is like to be in someone else’s head.
• She thought what she was doing was normal.
• She thought that her teacher is grateful in what she was showing.
• She thought her teacher paid attention on her that she will have exclusive treatment.
• She thought that the school is her outlet in her problems at home.
• She felt anxious when her teacher talk to her parent.
• She felt sad that she always got scolded by her parent.
• She felt free when she was at school.
• She felt comfortable when her teacher prioritized her academic needs.
• She felt bad when she don’t understand the flow of the lessons.
 • Exclusive treatment and attention until
• Afraid that she is not welcome in the
become normal to the classroom set up.
school.
• Hopes to know what is wrong with her and
• Difficulties in understanding the lesson. have necessary treatment.
• Wonder why she was always counselled • Dream of finishing schooling despite of her
by her teacher. special needs
• Frustrated when no one explains the • Have teacher/s with patience and
assessment direction. understanding, giving her equitable
• Felt that she needs supervision most of educational needs specially designed for her.
the time. • Self-satisfaction based since she was given
• Anxious that her parent was always freedom of her own with limitations through
called by her teacher for conference. monitoring.
Step 4: Summarize and Share

When all the sections are complete, take a moment

to reflect. Have participants share their thoughts on
the experience. Ask how it changed their perspectives
or if it produced new insights.
Share with other participants through available
platforms and/or face to face group sharing methods.
 Workshop No. 1
Empathy Map
Create Empathy Map to identify different insights using
learner/s as the end users in the context of dealing with
Math/Science in classroom set-up appropriate in the
respective key stage. Use these insights in the next stages,
that will be helpful in crafting Lesson Plan focusing on
critical thinking as an output in the parallel session.