Defining the Problem

Active learning works for defining problems because young designers need concrete experiences to see why slowing down matters. When students interview real users or analyze problems through structured prompts, they move from vague wishes to clear needs, which research shows leads to more meaningful solutions.

• Year 3
• Technologies
• 3 activities
• 25 min–45 min

Learning Objectives

1. Analyze the needs of a specific user group for a given design challenge.
2. Articulate a clear and concise problem statement based on user research.
3. Construct measurable success criteria for a proposed design solution.
4. Justify the importance of user needs in the problem definition stage.
5. Compare different user needs to identify the most critical problem to solve.

Inquiry Circle

⏱ 45 min·Pairs

Inquiry Circle: The User Interview

Students 'interview' a peer or teacher about a daily frustration (e.g., losing their hat). They take notes and then work in pairs to write a 'Problem Statement' that starts with 'How might we...'

Prepare & details

Analyze the needs of the target user for a given problem.

Facilitation Tip: During the Collaborative Investigation, assign clear roles (e.g., interviewer, note-taker) so every student contributes to gathering user insights.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Think-Pair-Share

⏱ 25 min·Pairs

Think-Pair-Share: The 5 Whys

The teacher presents a simple problem (e.g., 'The bin is full'). Students work in pairs to ask 'Why?' five times to get to the root cause, helping them see that the first problem isn't always the real one.

Prepare & details

Justify the importance of clearly articulating a problem statement.

Facilitation Tip: When doing the 5 Whys, model how to gently push students to ask 'why' again when answers sound too simple or personal.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Gallery Walk

⏱ 40 min·Whole Class

Gallery Walk: Problem Brainstorm

Post large sheets of paper around the room with different 'users' (e.g., a gardener, a pet owner, a librarian). Students walk around and write one problem each of those people might face that technology could solve.

Prepare & details

Construct success criteria for a proposed solution.

Facilitation Tip: For the Gallery Walk, provide sentence stems on posters to help students frame their problem statements during the brainstorm.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Teaching This Topic

Approach this topic by making the abstract concrete. Use familiar scenarios first (e.g., 'Why is it hard for someone to tie their shoes?') to demonstrate how many layers a problem has. Avoid rushing to solutions by explicitly teaching that defining the problem is a separate skill from solving it. Research in design education shows that students who practice problem definition early create more thoughtful and effective final products.

What to Expect

Successful learning looks like students articulating a specific user’s need and framing it as a focused problem statement. They should show curiosity about others’ experiences and use evidence from research to support their thinking. Confusion is normal at first, but by the end, they should be able to explain why a well-defined problem matters.

Watch Out for These Misconceptions

Common Misconception

During the Collaborative Investigation, watch for students who ask closed questions or lead the user toward their own ideas.

What to Teach Instead

Model open-ended questions like 'What makes that part of the activity hard for you?' and have students practice phrasing questions that avoid yes/no answers.

Common Misconception

During the Gallery Walk, watch for students who write problem statements that sound like wishes or assumptions rather than clear needs.

What to Teach Instead

Prompt students to use evidence from their brainstorm notes by asking, 'What did you observe that makes you say this is a problem?'

Assessment Ideas

Exit Ticket

After the Collaborative Investigation, provide a scenario like 'A student finds it hard to sit still during independent reading.' Ask students to write: 1. Who is the target user? 2. What is one specific user need you learned from your interview? 3. Write a problem statement based on that need.

Discussion Prompt

During the Gallery Walk, circulate and listen for groups to explain who their user is and what problem they are trying to solve. Ask, 'How did your brainstorm help you define the problem more clearly?'

Quick Check

After the 5 Whys activity, ask students to list the five 'whys' they uncovered for their initial problem. Then have them circle the last 'why' and write one sentence explaining how it changes their understanding of the problem.

Extensions & Scaffolding

• Challenge a student who finishes early to write a problem statement for a new scenario they invent, using the '5 Whys' structure.
• Scaffolding: Provide sentence frames for problem statements during the Gallery Walk, such as 'My user struggles with ____, so I want to help them ____ because ____.'
• Deeper exploration: After the Collaborative Investigation, have students compare their interview notes and identify the strongest user need to refine their problem statement together.

Key Vocabulary

User Needs	The requirements, desires, and challenges that a specific person or group experiences, which a design aims to address.
Problem Statement	A clear, concise description of the issue that needs to be solved, focusing on the user and their specific challenge.
Target User	The specific person or group of people for whom a product, service, or system is being designed.
Success Criteria	Specific, measurable conditions that a solution must meet to be considered effective and successful.