Day 1
01 Workshop Opener 02 Previously, on 03 Break 04 Model Lesson 05 ML Reflection 06 Equity 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

Unit 4 Introduction (8 minutes)

Model Lesson Context Setting (2 minutes)

Before the Model Lesson

Facilitation Guide

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 64 (the last page) of their curriculum guide.
    • (2 minutes) Participants are asked to read the section titled “Using resources as problem solving”
    • (2 minutes) Quick popcorn style share out

Discussion Goal

The “Problem Solving Process for Design” is a representation of a process that they and their students may already be familiar with. This process is central to Unit 4 and the goal is to draw attention to the steps of the process for design, here in this context.

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.

(2 minutes) U4L1 - Designing with Empathy

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.

Lesson Overview: The class explores a variety of different shoe designs in order to explore the relationship between users, user needs, and the design of objects used.

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: The class uses user profiles to explore how different users might react to a variety of products. Students role play 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)

(2 minutes) Setting the Scene

Facilitator Tip

Remind participants of any pre-break announcements before the ten minute break begins.

Remarks

We will soon be going on a ten minute break. When we return from the 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” and inclusion.

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.

Before the Model Lesson

Group: Learners should be in teams of three to five.

  • Prior to the lesson the “teacher” should separate the learners into groups. The way learners are grouped is up to you as the facilitator (random groups, participants that don’t normally sit together, etc.)
  • It is important to highlight you have considered grouping before the lesson and implemented a plan to get learners into their groups before the lesson begins. In the model lesson reflection, the facilitator will call out the importance of having a plan for grouping prior to implementing a lesson.

Facilitator Tip

If you do not have the ability to print the activity guide, the link is provided on the accompanying slide. If participants are using the electronic version, ask them to lower their screens during group discussions. Alternatively, you might also have participants respond to the activity guide prompts in their journal instead of using the electronic version.

Distribute: Place the appropriate number of activity guides face down for each group. Also distribute markers, post-it notes, and chart paper to each group.

Major topics within this workshop are inclusion and group dynamics. Take any opportunity you can to model a teacher establishing inclusion by supporting effective group dynamics with at least one of the following approaches during the model lesson:

  • Solution Oriented: Group members developing solutions that incorporate ideas from multiple perspectives.

    • Example: Group members first brainstorming ideas individually and then each group member sharing their idea with the whole group.

  • Resolve Conflict: Group members mediating their own group conflict.

    • Example: Group members first acknowledging all ideas and then going through pros and cons for each idea.

  • Contribution: Group members, whatever their prior knowledge, having opportunities to contribute to the success of the group.

    • Example: Group members sharing different roles throughout a project.

  • Strengths: Group members identifying and utilizing other group members’ strengths.

    • Example: Group members briefly sharing preferences for tasks before working on a project.