Day 1
01 Workshop Opener 02 Previously, on 03 Break 04 Model Lesson 05 ML Reflection 06 Group Dynamics 07 Lunch 08 Curriculum Investigation 09 Conclusions and Connections 10 Break 11 Unit Planning 12 Wrap Up 13 Debrief

Session 2: Previously, on Unit 4

10 minutes

facilitator presentation

Purpose

This session introduces participants to the “Problem Solving Process for Design” that is used in Unit 4. The session sets the stage for the model lesson by exposing participants to the essential content in lessons 1 and 2.

Objectives

  • Participants have been exposed to the essential content knowledge necessary to plan and implement Lessons 1 and 2 of Unit 4
  • Participants understand the steps in the “Problem Solving Process for Design”. As a result, students should be able to use the “Problem Solving Process for Design” as a structured process to help address new problems.

Supplies & Prep

Room Set Up:

  • Participants are seated in pods

Facilitator Supplies:

Teacher Materials:

Agenda

Facilitator Note (0 minutes)

Unit 4 Introduction (8 minutes)

Model Lesson Context Setting (2 minutes)

Facilitation Guide

Facilitator Note (0 minutes)

The high level overview of Unit 4 has been moved to the Unit 4 Conclusions and Connections session later in the day. This session is intended to provide context for the model lesson.

Unit 4 Introduction (8 minutes)

(4 minutes) Problem Solving Process for Design

  • The facilitator displays the “Problem Solving Process for Design” diagram and asks participants to open to page 53 (the last page) of their curriculum guide.
    • (2 minutes) Participants are asked to read the section titled “The Problem Solving Process for Design”
    • (2 minutes) Quick popcorn style share out

Discussion Goal

The goal here is for participants to recognize “Problem Solving for Design” process. This is simply a new application of a process that they, and their students, are already familiar with. This process is central to Unit 4, so it is important to draw attention to the process throughout the workshop.

  • Prompt: How is this application of the “Problem Solving Process for Design” different from the process students have used in previous units?

Remarks

As we can see, the four major steps of the problem solving process will be familiar to students. However, the way students engage with this process in Unit 4 will be different. By the end of Unit 4, students should see the design process as a form of problem solving that prioritizes the needs of a user. This process is important as it provides students with a structured problem solving process to help address new problems.

Facilitator Tip

This is a high level overview of the content in the first two lessons of Unit 4. It is intended to provide background context for the following model lesson. Mastery is not an expectation here.

(2 minutes) U4L1 - Analysis of Design

Lesson Overview: The class explores a variety of different teapot designs to consider design choices. Building on this, students explore the relationship between users, their needs, and the design of objects they use.

Lesson Objectives:

  • Critically evaluate an object for how well its design meets a given set of needs
  • Identify empathy for the user as an important component of the design process

(2 minutes) U4L2 - Understanding Your User

Lesson Overview: Using user profiles, the class explores how different users might react to a variety of products. Role playing as a different person, each member of the class will get to experience designs through someone else’s eyes.

Lesson Objectives:

  • Critique a design through the perspective of a user profile
  • Design improvements to a product based on a user profile

Model Lesson Context Setting (2 minutes)

(1 minute) Set the Scene

Remarks

When we return from break we will be engaging in a model lesson. In the same way we did in academic year workshop 1, we will be focusing on two “hats”. I will be wearing the “teacher hat” and you will be wearing the “learner hat”. After we finish this model lesson, we are going to have a conversation about some of the teaching strategies you experienced in the model lesson with a focus on the “role of the student”.

During the break I will be distributing materials for our model lesson. For context, our classroom norm is learners do not engage with materials until instructions are given. I have also pre-selected groups. I will project these groups on the screen. Please sit with your group when you return from break.

Facilitator Note There is a note about grouping in the set up instructions of the Model Lesson session agenda.

(1 minute) Pre-Break Reminders

There is a 10 minute break between this session and the next session. The facilitator should remind the participants of how long they have for break along with any pre-break announcements before the break begins.