Day 1
01 Welcome 02 Model Lesson 03 Pause 04 Reflection 05 Equity 06 Wrap Up
Day 2
07 Welcome 08 Summary of Curriculum Investigation 09 Pause 10 Unit Planning 11 Wrap Up

Session 2: Model Lesson

30 minutes

lesson exploration

Purpose

This model lesson is intended to model effective management of group work and supporting positive group dynamics while participants engage in the Problem Solving Process for Design.

Objectives

  • Participants are introduced to essential content knowledge necessary to plan and implement Lesson 3 of Unit 4, Chapter 1
  • Participants engage in breaking a large problem down into smaller components in order to begin taking small steps towards a larger goal
  • The facilitator models project management strategies

Supplies & Prep

Workshop Modality:

  • Whole Group
  • Individual
  • Breakout Rooms

Facilitator Supplies:

Teacher Supplies:

  • Computer with webcam
  • Video conferencing software
  • Paper and writing utensil

Agenda

Warm Up (3 minutes)

Activity (21 minutes)

Wrap Up (6 minutes)

Facilitation Guide

Warm Up (3 minutes)

Remarks

Let’s put our learner hats on!

Designing for Others

  • Lessons 1 and 2 showed products are designed with a purpose and that different designs are more useful or pleasing to different people. Provide participants a minute to think silently before having them share out.

  • Prompt:

    • Since different people have different needs, interests, etc. what might be some of the challenges if you're trying to design a product for someone else?

Discussion Goal

This should be a very quick introduction to the lesson. You are looking to call out that designing for other people requires empathy and consideration for the needs of others instead of your own, which can often be challenging.

Whole Group Share Out: Share and discuss the prompt with whole group

Introduce the Question of the Day: How can we design for people other than ourselves?

Remarks

Designing for other people can be challenging for a lot of reasons, but one of the most important is that it challenges us to consider what another person values, likes, or is concerned about. In other words we need to have empathy for someone else. Today we're going to do a mini-design activity to help us practice the entire Problem Solving Process ourselves.

Activity (21 minutes)

(4 minutes) Introduce Design Thinking

Either show or have participants individually watch the video, Design Thinking Process, and stop the video after Step 5 (around 3:10).

Remarks

The Design Thinking Process is very similar to our Problem Solving Process - both are centered around empathy, and both have a similar cycle for defining, preparing, trying, and reflecting. Over the next few weeks, we’re going to practice this process so we can design products and apps for people in our communities and around the world. Today and tomorrow, we’re going to practice a shorter version of this process by brainstorming different groups of people and their needs, then designing smart clothing products to meet those needs.

(2 minutes) Introduce the Activity

Remarks

We will begin today’s lesson by reading the “Overview” section of the activity guide together for Lesson 3. Then, you will go into breakout rooms and work as a team using the Problem Solving Process. You will work with the Define and Prepare phase as you design smart clothing.

Lesson Overview:

  • As a class, read through the "Overview" slide to make sure groups understand the goal of the activity.
  • Address and clarify any questions for learners.

(15 minutes) Breakout Rooms: Problem Solving Process

(1 minute) Overview of Breakout Room Activity

Participants will be working in teams to design an item of smart clothing. Briefly walk participants through their time in the breakout room and what they will be doing during each step of the Problem Solving Process - Define and Prepare (see Learner Instructions for each step, below).

Participants will have a total of 14 minutes to work together as a team on their design. Participants will write on designated slides as they go through the Problem Solving Process.

After 14 minutes of working on their design, the whole group will come back together and get paired up with another group to present their product, as well as give each other feedback.

  • Define (7 minutes)
  • Prepare (7 minutes)

This lesson provides an activity guide for students to write on. The slides used in this model lesson are based on this activity guide and modified for participants to engage with in a virtual workshop. Each breakout room has two slides to type on (Define, Prepare). Also, each slide provides directions for participants to follow.

(7 minutes) Define

Teams have seven minutes to identify a user and user needs for a smart clothing product. Be sure to remind participants to have a timekeeper as this time may go quickly.

Learner Instructions:

  • Identifying a User (4 minutes)

    • Individually, Brainstorm Users: Individually brainstorm as many different kinds of people as you can who might benefit from smart clothing. (< 1 minute)
    • As a Group, Brainstorm Users: As a group, brainstorm as many different kinds of people as you can who might benefit from smart clothing.
    • Categorize Users: Group together similar types of users.
    • Choose Specific User: Write on the slide a specific category of user to design for.

  • Identify the User’s Needs (3 minutes)

    • Brainstorm Needs: Brainstorm the needs, interests, and concerns of your user.
    • Categorize Needs: Group together similar types of needs.
    • Choose a Specific Need: Write on the slide the specific need selected.

(7 minutes) Prepare

Teams have seven minutes to identify how smart clothing can help address the need identified and discuss pros and cons.

Learner Instructions:

  • (2 minutes) Brainstorm Solutions: Brainstorm ways smart clothing could be used to help address the need identified during the Define phase.

  • (3 minutes) Discuss the Pros and Cons: Discuss the pros and cons of the ideas brainstormed. Keep in mind the specific needs of your user.

  • (2 minutes) Choose Specific Solution: Each group chooses a specific solution they will focus on. The decision will guide the product they create.

Transition to Breakout Rooms: Refer to designated slides for participants to type on.

Producer Instructions: Send participants to breakout rooms with three to four participants in each room.

  • After seven minutes, broadcast to participants they should transition to the Prepare phase.
  • They will have five minutes to work on the Prepare phase.
  • Participants will be in breakout rooms for a total of 14 minutes.

Circulate Breakout Rooms:

  • View the progress made on designated slides
  • Identify common or key ideas to share in closing remarks

Wrap Up (6 minutes)

(1 minute) Journal

Prompt:

  • Today’s activity involved a lot of brainstorming with your group.

    • What is one example from today where a group member had an idea that you hadn’t considered before? How did that idea affect some of the decisions you made?

  • (After 1 minute of journaling, provide a closing phrase such as “Class is dismissed. Hope you have a great day!”)

(5 minutes) Share Out

Invite a few participants to share their journal response with the whole group.