What you can expect today

10:15–10:25

What we can do now.

Stay with your Forms partner. Work together to create one to three slides representing what your table has learned so far.

1. 5 minutes10:15–10:20

   Create something worth showing.

   • Use a template or create your own design.
   • Make it clear, visual, and easy for your tablemates to read.

   What we can do now

   01Something we created.

   02Something we learned.

   03How we could use it at school.

   Use these three prompts on one slide or spread them across up to three.

2. 1 minuteper pair · 10:20–10:24

   Turn your screen. Share your work.

   • Take turns showing your slides to the other pairs at your table.
   • Tell them what you made, what you learned, and how you could use it.

   Show your slides→One minute per pair

Stuck on a step? Ask Gemini.

10:25–10:30

• Safety and trust · 2 minutes: Do these tools give you a safe, trustworthy way to work in your role?
• Catholic values · 2 minutes: Do today’s conversations align with Catholic values as you understand them?
• Lifelong learning: On three.
• Beginner’s mindset: On three.
• Community and network: Give me five. 1 = very little · 5 = a great deal.

Before you take a restroom break…

1. Agree on a time as a table. Plan a follow-up meeting of at least 30 minutes within the next 30 days.
2. Choose one person to create the Google Calendar event. Add a Google Meet link and invite everyone at your table using their school email addresses.
3. Save the event and send the invitations.
4. Everyone accepts. Check that the meeting and Google Meet link appear on your calendar.

Stuck on a step? Ask Gemini.

Once everyone has accepted, take your break.
Everyone returns at 11:00.

Google guide: Schedule a Meet in Calendar ↗

Applied & advanced AI

12:15–2:30 · With Jason Padgett

Build your design-thinking partner.

Learn the methods. Shape how your partner collaborates. Build knowledge you can use across different challenges.

1. 12:25–12:35

   The Class of 2031

   • Ask Gemini: “What are the essential skills that 2031 high school graduates will need?”
   • Compare responses. What resonates? What is missing? What are we already helping students develop?
   • Bring one observation or question to the room. Treat predictions about 2031 as possibilities to discuss.
2. 12:35–12:45

   Define the partner you want

   Design thinkingAn adaptable, human-centered approach to understanding challenges and exploring possibilities through curiosity, empathy, experimentation, and learning. Its methods adapt to the people and situation.

   • Discuss the definition above. How does this adaptable approach differ from the specific design processes used in software, product, and event design?
   • Choose the qualities you want in your partner. Ask Gemini to turn those choices into clear instructions for how it should think, ask questions, and collaborate.
   • Create and name your Gem. Add your reviewed instructions, try the Preview, and save. We will add its method guides as we go.

   Instructions: how your partner behaves and collaborates.

   Knowledge: the method guides it can draw on.

   Preview: try a conversation, refine, then save.

   Scroll down in the Gem editor to find Knowledge → Add files.

3. 12:45–1:00

   Five Whys

   • Begin with: “What are the Five Whys, and what is their relevance?” Follow up with your school context and questions that help you understand the method.
   • Discuss how the partner should question assumptions, explore possible causes, and recognize what needs evidence. Five answers do not automatically prove a root cause.
   • Ask Gemini to consolidate the conversation into a Five Whys method guide. Review it, save it, and add it under your Gem’s Knowledge.

   Prompt: turn our conversation into a method guide

   Consolidate our discussion into a reusable method guide for my design-thinking partner. Include the method’s purpose, when it is useful, how to guide someone through it, useful questions, limitations, and how to adapt it to different situations. Preserve the choices we made. Label examples as examples, distinguish evidence from assumptions, and include the sources we actually checked. Do not invent citations. Format it in Markdown so I can review and save it.

   Copy prompt

   Review the guide before uploading. Save the Markdown text as a file, or use a document format your account accepts.

4. 1:00–1:15

   Stakeholder identification & mapping

   • Ask: “What is a stakeholder in the design process?” Discuss the answer and redirect it if it is too narrowly tied to a particular industry.
   • Explore stakeholder mapping: who is affected, what matters to them, and how their relationships shape the situation. How should the partner help choose two priority stakeholders for deeper understanding?
   • Create and review a method guide for identifying, mapping, and prioritizing stakeholders. Add it to Knowledge. Keep the wider stakeholder map in view.
5. 1:15–1:30

   Empathy & research

   • Explore what an empathy map helps us understand: what people see, hear, think, feel, and do, along with their pains and gains.
   • Discuss how to learn from people and use research to inform the map. What is observed or sourced? What is assumed? What still needs to be asked?
   • Create a guide that helps the partner ask useful questions, check sources, and label uncertainty. It should help us investigate people’s experiences without inventing them. Review and add it to Knowledge.
6. 1:30–1:40

   Diverge, then converge

   • Ask Gemini to explain divergent and convergent thinking. Discuss when it helps to expand possibilities and when it helps to narrow them.
   • Define how your partner should support both: generate varied possibilities, then help you compare them using criteria you choose.
   • Create a reviewed method guide and add it to Knowledge. The partner should help you make a decision while leaving the choice with you.
7. 1:40–1:50

   Prototype, measure & iterate

   • Explore how a small prototype can help us learn before committing to a full solution. It could be a sketch, a conversation, a draft, or a small trial.
   • Discuss the questions your partner should ask: What are we testing? Who will try it? What would count as useful evidence? What might we change?
   • Create a guide for planning a test, choosing measures, interpreting feedback, and iterating. Review and add it to Knowledge.
8. 1:50–1:55

   Try your partner

   • Give your Gem a fictional challenge. Watch how it starts the conversation and draws on the method guides.
   • Does it ask useful questions, distinguish assumptions from evidence, and let you steer? Does it adapt the methods to the situation?
   • Adjust one instruction if needed. Test again and save your changes.
9. 1:55–2:15

   Table demonstrations

   • Take turns showing your design-thinking partner in action. Keep each demonstration brief so everyone has a turn.
   • Show one instruction you chose, one method guide you added, and a response that illustrates how your partner works.
   • Ask your table for one useful observation. Note something you want to keep or improve.
10. 2:15–2:25

    Room showcase

    • Two or three volunteers demonstrate their partners for the room.
    • Share a useful discovery, a distinctive choice, or a change you made after testing.
11. 2:25–2:30

    Keep your partner growing

    • Confirm your Gem is saved and your method guides are attached and available to you.
    • Choose one way to use your partner after today and one thing you want to improve.
    • Bring what you learn to the follow-up meeting you scheduled with your colleagues.

A partner you can keep learning with, adapting, and improving.