Designing a Solution

Active learning works for Designing a Solution because students need to experience the iterative nature of design thinking. Moving from observation to prototyping in one lesson cycle helps them see how ideas evolve when tested with real users and materials.

• Year 1
• Technologies
• 4 activities
• 20 min–35 min

Learning Objectives

1. Analyze a classroom problem to identify specific needs technology could address.
2. Design a simple digital tool prototype to solve an identified classroom problem.
3. Explain how a designed digital tool would improve a teacher's daily tasks.
4. Predict user groups for a digital tool and describe their potential emotional responses during use.

Project-Based Learning

⏱ 20 min·Whole Class

Whole Class: Problem Spotting Circle

Gather students in a circle to share one classroom problem they notice, like lost pencils or noisy transitions. Record ideas on chart paper with drawings. Vote on the top problem to focus the unit using sticky dots.

Prepare & details

Analyze one problem in our classroom that technology could fix.

Facilitation Tip: During Problem Spotting Circle, model how to listen actively by repeating the speaker’s words before adding your own idea.

Setup: Flexible workspace with access to materials and technology

Materials: Project brief with driving question, Planning template and timeline, Rubric with milestones, Presentation materials

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Project-Based Learning

⏱ 25 min·Pairs

Pairs: Teacher Empathy Interviews

Pair students to role-play interviewing the teacher about daily challenges. Ask prepared questions like 'What makes your job hard?' Note responses with drawings. Share one key insight per pair with the class.

Prepare & details

Explain how your new invention would make life easier for your teacher.

Facilitation Tip: When students conduct Teacher Empathy Interviews, provide sentence stems like 'It makes me feel frustrated when...' to guide specific responses.

Setup: Flexible workspace with access to materials and technology

Materials: Project brief with driving question, Planning template and timeline, Rubric with milestones, Presentation materials

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Project-Based Learning

⏱ 30 min·Small Groups

Small Groups: Invention Brainstorm

In groups of four, brainstorm three digital tool ideas using mind maps. Draw features like buttons or screens. Select the best idea and explain who uses it and why it helps.

Prepare & details

Predict who would use your invention and how they would feel using it.

Facilitation Tip: For Invention Brainstorm, give each group a timer card to encourage quick idea generation before narrowing down.

Setup: Flexible workspace with access to materials and technology

Materials: Project brief with driving question, Planning template and timeline, Rubric with milestones, Presentation materials

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Project-Based Learning

⏱ 35 min·Individual

Individual: Paper Prototype Build

Each student draws screens for their tool on folded paper, adding labels for functions. Cut and fold to simulate swipes or taps. Present to a partner for quick feedback on usability.

Prepare & details

Analyze one problem in our classroom that technology could fix.

Facilitation Tip: As students build their paper prototypes, circulate with sticky notes to label each screen’s function before they explain it.

Setup: Flexible workspace with access to materials and technology

Materials: Project brief with driving question, Planning template and timeline, Rubric with milestones, Presentation materials

• Apply
• Analyze
• Evaluate
• Create
• Self-Management
• Relationship Skills
• Decision-Making

Teaching This Topic

Teach this topic by modeling the design process yourself first. Share a real classroom problem you face and think aloud as you sketch a quick prototype on the board. Focus on showing how user needs drive every decision, not just the final product. Avoid letting students rush to drawing before they clarify the problem or audience, as this leads to solutions that miss the mark.

What to Expect

Successful learning looks like students identifying a clear classroom problem, explaining their solution’s purpose, and creating a prototype that shows how the tool would function. Evidence of collaboration and user-centered thinking should appear in every activity.

Watch Out for These Misconceptions

Common Misconception

During Paper Prototype Build, watch for students who create static drawings instead of interactive screens.

What to Teach Instead

Redirect them by asking, 'How will users move from this screen to the next?' and have them add arrows or flaps to show the flow before continuing.

Common Misconception

During Invention Brainstorm, watch for groups that select the first idea without considering user needs.

What to Teach Instead

Pause the activity and ask each member to write one user need on a sticky note, then force a re-vote based on which idea best meets those needs.

Common Misconception

During Teacher Empathy Interviews, watch for students who only ask yes or no questions.

What to Teach Instead

Prompt them to rephrase questions like 'Do you like the way we store supplies?' to 'Tell me about a time you struggled with supply storage.'

Assessment Ideas

Quick Check

After Paper Prototype Build, observe students as they explain their prototype to a partner. Ask, 'What problem does your tool solve?' and 'Who will use it?' Record whether their responses show clear purpose and audience.

Discussion Prompt

After Problem Spotting Circle, facilitate a class discussion using prompts like 'Tell us about one problem you noticed in our classroom.' and 'How would your invention make things easier for our teacher?' Listen for specific examples and clear explanations linking the problem to the solution.

Exit Ticket

During Invention Brainstorm, provide students with a card asking them to draw one feature of their digital tool and write one sentence about how a user would feel when using it. Collect these to assess understanding of user experience and design features.

Extensions & Scaffolding

• Challenge early finishers to present their prototype to another class and gather feedback on one improvement they could make.
• Scaffolding for struggling students: provide pre-printed screenshots of common classroom tools (e.g., timers, checklists) to help them visualize features.
• Deeper exploration: invite a teacher or staff member to visit as a guest user and test prototypes, then have students revise based on real feedback.

Key Vocabulary

Design Thinking	A problem-solving method that focuses on understanding users' needs, brainstorming ideas, and creating prototypes to test solutions.
Prototype	An early model or sample of a product, used to test a concept or process before full development.
User	A person who uses a product or service, such as a digital tool.
Empathy	The ability to understand and share the feelings of another person, important for identifying real problems.