Suggested Session Layout:

Design Thinking: Idea Generation (4A)

5 minutes: Recap

Recap the learnings from the previous session, make any necessary
announcements, and answer any questions that students may have.

15 minutes: How Might We

Start with the “How Might We” questions identified in the last session. Tell teams that
these questions are going to be the input into the brainstorming session and ask
them to revisit their “How Might We” questions to make sure that they’re still happy
with them. It might be useful for you to also check their questions to make sure that
they’ll be generative (e.g. no solutions already embedded in the question, written
from the perspective of the user, are at about the right level to generate a lot of
ideas). It can be useful for students to have multiple questions in case one isn’t
generative.

10 minutes: One-word improv

Ask students to stand in groups of two. They will be “telling a story” with their
partner, one word at a time.

Example:
Student A: Banana
Student B: On
Student A: A
Student B: Tree
Student A: And
Student B: It
Student A: Is
Student B: Too
Student A: High
Student B: To
Student A: Reach.

*This course includes materials licensed by Stanford Center for Professional Development on behalf
of Stanford University. The materials provided herein do not confer any academic credit, benefits, or
rights from Stanford University or otherwise confer a relationship between the user and Stanford
University.
Student B: So
Student A: I
Student B: Built
Student A: A
Student B: Ladder

They should go rapidly; it does not matter if the story makes sense! It might be
helpful for the students to see you demonstrate it first, so that they understand what
is expected. After the pairs are finished, have them join another pair and ask them
to do the exercise again in a group of four. Debrief this exercise by talking about
how important it is to not think too much or worry about mistakes. Idea generation
happens by tapping into a more divergent process.

5-10 minutes: Brainstorming Rules

Show the video that illustrates how to brainstorm (there is also a “bad brainstorming”
video that you could show first for contrast) and go over rules with the class. It helps
to talk about each of the rules to bring them to life.

15 minutes: Brainstorming Exercise

Ask students to reform their groups, then they should choose one “How Might We”
question and brainstorm solutions. It is best if students are standing at a wall or
board and are doing this interactively. Challenge them to generate at least 25 ideas
in 12 minutes.

5 minutes: Brainstorming Downselection

Ask each group (still at the wall/boards) to “downselect,” ideas. It can be helpful to
ask for specific types of ideas for them to select (the best idea, the wildest idea, the
worst idea, the most feasible idea, etc.). This can help students internalize that this
process is not only designed to find the “best” idea, but rather to generate a variety
of potential ideas that can be explored in the next phase. Once they have selected
their ideas, they should carry at least 3 ideas forward.

15 minutes: Share ideas

Have teams share the ideas they’ve selected. Ask them first to share the “How

*This course includes materials licensed by Stanford Center for Professional Development on behalf
of Stanford University. The materials provided herein do not confer any academic credit, benefits, or
rights from Stanford University or otherwise confer a relationship between the user and Stanford
University.
Might We” question that they focused on, then ask them to share the ideas that they
generated in relation to it, especially their wildest idea. This is a great opportunity to
encourage participation from students who might be less vocal. It is also a great
opportunity to encourage creative confidence by praising ideas that are more
unexpected or wild.

15 minutes: Wrap up class

Introduce session 4B and preview reading and video assignments.

Also remind students that their projects that are due in a few weeks. Point out that
the exercises that they are doing in class, and the methods that they are learning,
should be applied to their projects. Answer questions if needed.

*This course includes materials licensed by Stanford Center for Professional Development on behalf
of Stanford University. The materials provided herein do not confer any academic credit, benefits, or
rights from Stanford University or otherwise confer a relationship between the user and Stanford
University.