Technologies · Foundation

Active learning ideas

Identifying Problems Around Us

When students physically spot and describe problems, they move from vague frustrations to clear, actionable issues. Active learning turns everyday observations into sharable language, which is essential for building problem-solving habits in technology design.

• ACARA Content Descriptions
• AC9TDEFP01

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Walk and Talk
• 30 min · Small Groups

Classroom Problem Hunt: Spot and Sketch

Lead students on a 5-minute walk around the classroom to observe issues like blocked pathways or spilled materials. In small groups, they sketch or dictate one problem and note who it affects. Groups present findings on a shared chart for class discussion.

Identify a problem in the classroom that technology could help solve.

Facilitation Tip

During Classroom Problem Hunt, give each child a clipboard with a simple ‘Problem Spotter’ sheet so they practice framing issues as things that affect people, not just objects.

What to look for

During a classroom walk, ask students to point to one thing that seems like a problem. Then, ask them to explain in one sentence why it is a problem. For example, 'The blocks are all mixed up, it's hard to find the ones I want.'

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

Activity 02

• Walk and Talk
• 25 min · Pairs

Home Problem Share: Pair Talks

Pairs discuss one problem from home, such as wet shoes after rain or hard-to-find toys. They explain the impact on family or pets, then swap and retell partner's problem to the group. Record key ideas on sticky notes for a class wall.

Explain why a particular situation is considered a 'problem'.

Facilitation Tip

During Home Problem Share, sit beside pairs to gently prompt them to compare their examples and agree on whether each issue disrupts play, safety, or sharing.

What to look for

Present a scenario: 'Imagine our classroom has only one crayon for everyone to share. How would this make you feel? What problems might happen because of this?' Listen for students to describe feelings and potential difficulties.

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

Activity 03

• Walk and Talk
• 35 min · Whole Class

Problem Impact Chain: Whole Class Build

Start with a class example like noisy playtime. Students add links to a paper chain showing effects on learning or friends. Discuss if technology, like noise monitors, could help, and why some problems need other fixes.

Analyze the impact of a problem on people or the environment.

Facilitation Tip

During Problem Impact Chain, model the first link aloud so students see how to connect a problem to a person’s feeling or routine before adding their own ideas.

What to look for

Give each student a drawing of a simple classroom object (e.g., a messy bookshelf, a broken toy). Ask them to draw or write one word about why this object represents a problem.

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

Activity 04

• Walk and Talk
• 20 min · Individual

Outdoor Problem Scout: Individual Notes

Students scout the yard individually for problems like puddles or scattered leaves, noting effects with drawings or voice memos. Regroup to categorize and vote on top issues for technology ideas.

Identify a problem in the classroom that technology could help solve.

Facilitation Tip

During Outdoor Problem Scout, ask students to sketch one problem and write a single sentence about why it matters, ensuring they move beyond ‘I don’t like it’ to functional impacts.

What to look for

During a classroom walk, ask students to point to one thing that seems like a problem. Then, ask them to explain in one sentence why it is a problem. For example, 'The blocks are all mixed up, it's hard to find the ones I want.'

• Understand
• Analyze
• Relationship Skills
• Self-Awareness

A few notes on teaching this unit

Teach this topic by starting with concrete objects and spaces students already know. Avoid abstract definitions; instead, use guided language frames like ‘This is hard because…’ or ‘This makes it difficult to…’ to build shared vocabulary. Research shows young learners develop problem-solving skills faster when they attach language to their sensory experiences, so keep discussions tightly linked to what they see, touch, or experience daily.

Successful learning looks like students confidently naming problems, explaining their effects on people or routines, and showing curiosity about possible solutions. They should talk about issues with peers, teachers, and objects, not just list them.

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Watch Out for These Misconceptions

• During Classroom Problem Hunt, watch for students who label any object they dislike as a problem, such as ‘I don’t like the color of the rug.’

  Prompt them to compare their example to the class agreed criteria: Does this disrupt play, safety, or sharing? If not, gently redirect by asking, ‘Does this stop you from playing or make someone unsafe?’

• During Home Problem Share, watch for students who insist only big issues like pollution count as problems.

  Compare their example to a small issue the class found, like tangled cords. Ask, ‘How does this tangled cord make it hard for your sister to use the charger?’ to reveal the functional impact.

• During Problem Impact Chain, watch for students who assume every problem must be fixed with technology first.

  Ask them to add non-tech solutions to the chain, such as ‘We could make a rule to put toys away,’ before offering tech options like a timer.

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Methods used in this brief

• Walk and Talk