Artifacts

POV madlib:
Enthusiastic Teacher Assistant needs a pre-assessment that helps her to gain
an understanding of what her students know, understand, and are able to do
because she wants to plan activities that show some love to her wobbly white
team homies as well as her gung ho gs on the green team.

POV Critical Reading Checklist

1. Whats the point? (Is it User-centered, Need-based, and Insight-driven?)
a. My POV is focused on the user (myself) by defining what my
needs are concerning this pre-assessment and includes the
insights gained from my Empathy Map.
2. Who says? (Is your position supported by findings from users?)
a. I am the user, but I gained insight from other teacher leaders as
well as to what the purpose of the pre-assessment should be. As
a class we felt that the purpose of the pre-assessment was to
identify what the students knew related to 6.SP.
3. Whats new? (Have you articulated your findings in a new way?)
a. I addressed the fact that Mrs. Steeles two classes mathematical
abilities vary greatly and didnt simply state that we were trying
to find out what the students knew, but presented it in a more
creative and succinct way.
4. Who cares? (Is this work worth doing? If not, ask yourself why?)
a. This work is imperative to the success of our future experiences
with Mrs. Steeles 6th grade class.

Artist Statement
Where it fits in process: Having created an Empathy Map for the first step of
the process, the next step was to define the project. For me, the POV madlib
was a natural extension of my Empathy Map in the design thinking process.
This madlib puts-forth my vision for the rest of the design thinking process.

Who you collaborated with: I wrote this madlib on my own, but used the
class discussions from class to help clarify my thinking. My goal for the POV
madlib was similar to my goal with the Empathy Map. I wanted to address my
feelings concerning the pre-assessment and what I saw the purpose as.

How you did the work: I used the Empathy Map as a guide. I identified the
common threads strewn throughout the Empathy Map, and focused on the
needs and insights I had identified to write my POV. I also used input from
fellow teacher leaders as to what they saw the purpose of the preassessment to be. I used the POV Critical Reading Checklist to ensure I had
created a meaningful POV

What you learned: Before I began this process, I had never thought about or
identified what I felt the purpose of a pre-assessment is. This vision will help
me to create a pre-assessment with my goal in mind, rather than simply
creating a pre-assessment with no clear intentions.