Technologies · Year 1

Active learning ideas

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.

• ACARA Content Descriptions
• AC9TDE2P01
• AC9TDE2P02

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

Activity 01

• Hundred Languages
• 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.

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.

What to look for

Observe students as they sketch their prototype. Ask: 'What problem does your tool solve?' and 'Who will use it?' Record student responses to gauge understanding of purpose and audience.

• Understand
• Apply
• Create
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Hundred Languages
• 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.

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.

What to look for

Facilitate a class discussion using prompts: '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.

• Understand
• Apply
• Create
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Hundred Languages
• 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.

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.

What to look for

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.

• Understand
• Apply
• Create
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Hundred Languages
• 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.

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.

What to look for

Observe students as they sketch their prototype. Ask: 'What problem does your tool solve?' and 'Who will use it?' Record student responses to gauge understanding of purpose and audience.

• Understand
• Apply
• Create
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

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

  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.

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

  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.

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

  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.'

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Methods used in this brief

• Hundred Languages