Learning Through

Design Challenges
The Tech Interactive
San Jose, California, USA
Your Friends at The Tech

Sherry Burch Shital Patel

Director, Education Resources Director, The Tech Challenge
Kenya Expansion

Rely on your mentor teacher first, but for further or future support you
can email us at [email protected].
The Tech’s Trusted Educators & Staff

Ken Bilha Victor Joseph Lucy Elisha Anna

Maingi Mutola Obeto Mwangi Ndung'u Asir Chari
Agenda

1. What is The Tech Challenge?

2. Design Challenge Learning Online Course
3. Design Challenge Learning Overview
4. Try a Design Challenge
5. Strategies
6. Debrief
The Tech Interactive, San Jose, CA
What we mean by “Tech”
Technology is not only computers and robots.
Technology is the application of scientific
knowledge for practical purposes
The result of solving problems based on science and study
From theory → into practice

Our goal is to inspire the innovator in everyone and

develop the next generation of problem solvers,
inventors of future technologies.
The Tech Interactive and Kenya
💙 Relationship with Kenya began through our director, raised in Nakuru
⭐ Established goal of bringing an engineering experience to Nakuru
using The Tech Challenge
🔧 Design Challenge Learning was used as a tool to prepare students for
the challenge and shown to align well with CBC

Improved academic outcomes for students who participated in The

Tech Challenge using Design Challenge Learning
🌟 The Tech offers TSC an opportunity to train all teachers in Design
Challenge Learning
The Tech Challenge
● Engineering design challenge to inspire
the next generation of innovators,
inspired by a real-world scenario.
● Solutions made from recyclable, free
or low-cost materials.
● The focus is on learning through
experimentation and failure,
challenge over competition
● Final Showcase event: teams present
their project to judges in front of family,
friends and community members.
Design Challenges and CBC
• Student centered, focus Core Competencies
on collaborative learning ● Communication and collaboration
● Critical thinking and problem solving
• Learners brainstorm,
investigate, discuss and PCIs
create projects and ● Decision making based on group
innovations discussion
● Career guidance
• Journaling supports
English composition Core values
skills ● Unity, integrity, peace, responsibility
Connections to Content Areas
Design challenge learning can be used to apply learning in any
subject area.

Math calculating area or creating a budget for production

Science ensuring reliability of testing

Agriculture designing tools and methods for efficiency

Language research, sharing ideas, writing reports and journals

solving historic or regional problems to better understand the

Social Studies experience of other people
Content Connection Examples
Math: Science and Agriculture: Language and Social
Design a low-cost public Design a tool that allows Science:
transport system for livestock to graze and Imagine and design a
carrying water jugs. prevents them from walking device that will allow people
● Considering and onto the road. who speak different
calculating distance, ● Considering the needs languages to communicate.
weight and cost of the animal and ● Conduct translations
farmer ● Research culture in
● Testing reliability another region

● What other academic skills would students need to solve these problems?

● How could we shift the prompts to help students apply other desired skills?
Train the Trainer Timeline
This week: receive an email with instructions for access to online course
By Friday 16th August: complete the online course
End of August: receive information about the schools you will be training
End of September: all teachers will need to complete the online course
October: attend a second training with sample lessons
End of December: complete in-person training with assigned teachers
(This may need to be completed by the end of October, depending of TSC
rules in your sub county)
Design Challenge Learning Course
This “bundle” is made up of mini courses
1. You will be enrolled using the email
you confirmed at check-in today
2. Watch out for an email notifying you
that you have been enrolled
3. Go to courses.thetech.org to log in
Online Learning Portal
Course 1:
Design Challenge
Learning Basics
Agreements
of Innovators
Innovation Design Process

What do you notice about

this graphic?

What do like about it?

What questions do you

have?
A Design Challenge is...

Design challenges use

real-world problems to
engage learners in an
iterative design process.
Key Features of Design Challenges
Solvable by multiple Provide opportunities for
solutions. iteration.
Students can test
and improve designs.

Connect with Make explicit connections to

participant real world problems
interests. and careers.
Paper Engineering
Design Problem: Build a
prototype for a common What did you notice when you tried this
kitchen object out of paper. challenge?
What feelings did you have?
Criteria: Must function like
the actual kitchen item. What questions did you have?
How do you think your students would react to
Time: 5 mins a challenge like this?
Mindsets of
Successful
Innovators

1. Discuss what these

words mean.
2. Choose one to
observe in yourself
today.
Mindsets of
Successful Create a safe
Innovators space to fail,
recognizing
Create a safe failure as part
space for of learning
risk-taking

Ensure that every Teach active

team member listening strategies
contributes to the and to consider the
design and sharing challenges and
needs of others
Let’s Summarize
● What are some of the benefits of design challenge
learning?

● What feelings did we have as learners that we want to

support students with when we are facilitating?

● How is this similar to your teaching strategies? How is it

different?
Course 2:
Facilitating Design
Challenges
“Is this right?”
There is no one correct answer, so
students answer this question themselves.
“What do I do now?”
Students drive the direction of their
explorations.
“I’m done!”
The process is the focus. It is engaging
and celebrated.
“What if I fail?”
We can remind our students and ourselves as educators that
failure is a great way to learn.
• If students don’t know how to get started, we can work as
a whole group to brainstorm
• When their designs don’t work, we can be curious and
investigate where the failure points are
• When we (educators) don’t know how to answer a
question, we can be honest and ask the students to
think it through together with us
Stages of a Design Challenge

1. Frame & Introduce

2. Prototype: Imagine, Create, Test & Reflect
3. Share Solutions
4. Iterate
5. Share Solutions
6. Debrief
Let’s Summarize
● What should we aim to do as facilitators of design
challenge learning?

● What should we NOT do as facilitators?

Course 3:
Materials and
Preparations
Materials Exploration
• Choose one item
• What can you observe about this material?
○ Color/pattern
○ Shape
○ Texture
○ Weight
○ Density/structure
○ Can it bend?
○ Does it stretch?

What did you notice that surprised you?

What did you learn about this as a building material?
Materials
Treasure Hunt!

Materials Treasure Hunt

on Tech at Home
Materials Collection

Invite students to collect and items for your classroom supply of materials. When
organizing and sourcing materials it often helps to divide them into categories.

Structural Round Items with Fasteners/ Testing

Items Things Surface Area Connectors Materials

Tip: Use alternatives to tape and glue that facilitate reusability of materials and
promote rapid prototyping and iteration. (e.g., rubber bands, binder clips, string, etc.)
Sourcing Materials
Where might your learners find materials to use in their
designs?

What kinds of recycled materials are available to your

learners? Brainstorm some from each category.

Structural Round Items with Fasteners/ Testing

Items Things Surface Area Connectors Materials
Spaces for Prototyping and Testing
• Multipurpose rooms
• Moving desks into groups
• Hallways
• Outside areas
Example of Classroom Layout
Let’s Summarize
How can we help learners to observe the properties of
materials that they are using?

What strategies will be helpful to you when you are planning

space for learners to build?

What ideas do you have about storing designs between

sessions?
Course 4:
Framing the Design
Challenge
Design Process

Define Your
Problem
 Frame the Challenge

One day while talking to a relative, they tell you

that they aren’t able to reach items stored on
the top shelf anymore. They want to be
independent and are feeling frustrated.

Can you and your team of engineers create a

device to help your relative reach the top shelf?
Engaging Students with Challenges

What strengths do you see in how this

challenge is being presented?

What questions do you have about this

challenge, from the perspective of a
student?
 Introducing Challenges
• Experience - Tie something out of reach and ask
students how they might grab it from the ground.
• Question - Have you ever helped someone to
do something that they couldn’t do alone?
• Video - Find a video of someone struggling to
reach something.
Framing: Context is Best
Design problem only: With design scenario:

Design a device that can help people Lucy likes to take walks in the outdoors,
avoid falling when walking on uneven but the ground can be uneven and she
surfaces. sometimes has trouble steadying
herself. She also likes to keep a hand
free for taking pictures. Help Lucy by
designing a device that will reduce the
risk of falling when walking on varied
terrain.
 Frame the Challenge

Career connections: Who designs adaptive devices?

Adaptive
Occupational Mechanical
Equipment
Therapist Engineer
Designer

helps patients creates tools to designs physical

improve their help people with machines that
ability to perform disabilities live may involve force
daily tasks independently and movement
Defining Problems
Have learners share problems they want to solve

Help them make personal connections to challenges

Consider perspectives and challenges of others

Ask questions to find out more about the problem

Define what it would look like to solve the problem

Presenting the Design Problem

Design Problem:
• Criteria (desired features):
The clear statement that tells what we need to
○ the must-do’s
design.
○ whatever we need to be successful

• Constraints (limitations):
○ Real world limits
Remember: older students ○ Usually budget and schedule,
can be an active part of sometimes size/weight
defining criteria and
constraints.
Design Problem

Design Problem:
• Criteria (desired features):
Design a device that can reach and grab an
○ What must it do or have to be
object.
considered successful?

• Constraints (limitations):
○ What will limits students as they
work?
○ What must the design NOT do?
What criteria and constraints would you
want to consider for this problem?
Grabbing an Object

Design Problem:
• Criteria (desired features):
Design a device that can reach and grab an
○ Must be able to reach object 1m away
object.
○ Must be able to hold object while lifting
it off of the table
○ Must be able to replace the object
Set up your testing area: safely on the table
○ Find 3 objects to move with your ○ Only the device may touch the object
device
○ Measure a 1 meter area to reach • Constraints (limitations):
across ○ Use only materials available
○ Spend no more than 10 minutes
building
 Review: Framing the Challenge
Goals: Strategies include:
• Activate prior ❏ Video
knowledge ❏ Story/Scenario
• Connect to participant ❏ Guiding Question
interests ❏ Discussion
• Build engagement

Tech Tip: Framing the Challenge (PDF/Video)

Let’s Summarize
Why is it so important to frame the challenge in an engaging
way?

How can we help learners to make connections between the

problem and their own experience?

How can we help learners understand the parts of a complex

problem?
Course 5:
Leading a Brainstorm
Brainstorming
Goal:
To uncover many ideas from all team members.

Characteristics of strong brainstormers:

Brainstorming
Start with short descriptions for the
idea, like ‘build a bridge.’
Then others can add on to it, like
‘yes and the bridge is made of old
fence posts.’

During brainstorming, sharing ideas

is more important than having the
best idea.
Purpose of Brainstorming
Brainstorming
Strategies include:
Goals:
❏ Quick noting
• Creative ideation ❏ Free write/Free draw
• Break-down the ❏ Mind maps
design problem ❏ Storytelling
❏ Materials investigations
❏ Superhero Brainstorm
❏ Mash-up

Tech Tips: Brainstorming (PDF/Video)

 Picture Brainstorm
1. Choose a picture:

2. Come up with any idea inspired by that picture.

3. Repeat. Write down as many ideas as you can!

Problem:
A relative cannot reach the tallest shelf and wants
to be more independent.
Let’s Summarize
How can we help our learners to be brave and share their
ideas?

How will formal brainstorming sessions benefit our learners?

What ways will you practice brainstorming with your learners?

Course 6:
Prototyping Design
Challenges
Design Process

Prototype:
Imagine, Create,
Test and Reflect

Tech Tips: Prototyping (PDF/Video)

Data Collection (PDF)
 Remember the Design Problem

One day while talking to a relative, they tell you

that they aren’t able to reach items stored on
the top shelf anymore. They want to be
independent and are feeling frustrated.

Can you and your team of engineers create a

device to help your relative reach the top shelf?
Testing Area
What will our testing area need if this is our criteria?

• Criteria (desired features):

○ Must be able to pick up 3 differently shaped or weighted objects
○ Must reach a distance of at least 1 meter without forcing the user
to lean forward
2m 1m
Keep a Journal
Characteristics of a useful journal:
• Detailed diagrams (with measurements when possible)
• Labels
• Ideas and brainstorming
• Testing results
• Decisions
• Reflections
Grabbing an Object
Design Problem:
• Criteria (desired features):
Design a device that can reach and grab an
○ Must be able to reach object 1m away
object.
○ Must be able to hold object while lifting
it off of the table
○ Must be able to replace the object
safely on the table
Set up your testing area: ○ Only the device may touch the object
○ Find 3 objects to move with your
device • Constraints (limitations):
○ Measure a 1 meter area to reach ○ Use only materials available
across ○ Spend no more than 10 minutes
building—> GO!

*Journal about your design and process!

 Questions for Prototyping Time
• What kind of item does your
• Criteria (desired features):
design need to move? ○ Must be able to reach object 1m away
• What kinds of objects might ○ Must be able to hold object while lifting
it off of the table
inspire your design? ○ Must be able to replace the object
safely on the table
• What materials would be ○ Only the device may touch the object
helpful for this design?
• Constraints (limitations):
• How do the parts of your ○ Use only materials available
design work together? ○ Spend no more than 10 minutes
• What do you notice when you building
test your design?
Time for sharing…
 Share Solutions
● Tell us about your design so far. (Test if you can)
● What changes did you make as you were building?
● What will you try next?
After they’ve had a chance to build…

What features do these objects have that might

improve our current designs?
Iteration
Learners will often spend all the building time they are
given improving upon one design, sometimes without
even testing to see if it works.

Stopping build time to discuss forces them to test

and analyze their design.

We must offer an opportunity to redesign after this

discussion so that students can apply what they have
learned.
Iteration
The second build time can also be a great time to
reveal additional criteria or constraints, especially if
learners were successful in their tests.

These additional challenges often fall into one of these

categories:
- faster or slower motion
- carry more weight
- bigger or smaller footprint
- additional features
 Questions for Iteration
• How does the new criteria
• Criteria (desired features):
affect your design? ○ Must be able to reach object 1m away
○ Must be able to hold object while lifting it
• What kinds of objects might
off of the table
inspire your design? ○ Must be able to replace the object safely
on the table
• What materials would be ○ Only the device may touch the object
helpful for this design? ○ NEW: Must be able to invert the
object while holding it
• How do the parts of your
design work together? • Constraints (limitations):
○ Use only materials available
• What do you notice when you ○ Spend no more than 10 minutes building
test your design?
Time for a debrief…
 Debrief: What did you notice?
THINKING AS A PARTICIPANT THINKING AS A
FACILITATOR
• How did it feel to use the
design process? • How would this affect how
you facilitate a design
• Which parts of the process felt challenge?
more empowering or
challenging? • How would you support
students through those
parts of the process?
Review: Prototyping
Key Strategies:
Goal:
• Start with a rapid build. Iteration
• Ask open-ended questions.
• Encourage learners to test often and iterate.
• Learners record observations and reflections
(journals/data collection).
• Offer extra challenges for those who need them.

Tech Tips: Prototyping (PDF/Video) Data Collection (PDF)

Let’s Summarize
How can we encourage learners that don’t want to start
building?

How can we continue to challenge learners that are

successful early?

What strategies can we use to encourage learners that are

failing?
Course 7:
Sharing Solutions
Design Process

Share Your
Solution

Tech Tip: Sharing Solutions

(PDF/Video)
Sharing Solutions
Goals:
• Opportunity to see other designs and share ideas
• Give and receive feedback
• Share design process
Informal Strategies: Formal Strategies:
❏ Small Group/Breakout Share ❏ Gallery Walk/Science Fair
❏ Closing Circle ❏ User Testing (peer or expert)
❏ Journal Sharing ❏ Presentations / Showcases

Tech Tip: Sharing Solutions (PDF/Video)

 Sharing Solutions Strategies

Key Strategies
❏ Everyone shares with at least one other team
❏ Collaboration and inspirations are recognized
❏ Appreciations for team members
❏ Focus on process rather than the design itself
❏ Presenting for outside stakeholders/peers (when possible)
❏ Community feedback
❏ Feedback from user testing
Tech Tip: Sharing Solutions
(PDF/Video)
 Share Solutions
● Tell us about your design.
● What changes did you make as you were building?
● What would you try next?

Give Feedback:
● I liked that the design____________.
● I wonder what would happen if____________.
 Communication
Peer protocols for handling Feedback
Presenting Team Observing Team

Team Introduction Share what feedback Take notes

(2 min) you want

Presentation Present Participate/take notes

(5 min)

Feedback Turn your back to Discuss with each other about the
(2 min warm feedback, 2 min cool other team presentation
feedback) Listen and take notes

Reflection Discuss insights from the feedback Listen

(3 min)
 Reflect on Process
We are learning and iterating all of the time!

• Where did you start in this process?

• How did you move through the
different stages of the process?
• How might you support your students
to embrace this nonlinear process?
Innovator Mindsets Debrief

Tech Tip: Innovator Mindsets

(PDF)
Mindsets Self-Reflection
1-5 Area of How did I use this What do I want to try
Strength mindset today? next time?

Bold

Curious

Perseverant

Try t
Empathetic his
for
your
Collaborative self.
Mindsets Self-Reflection - Samples
Look for growth over time and self-awareness. If you have good rapport with learners, have
them share with the group or discuss their thoughts in small groups or individually.

Using the reflection tool.

As a freeform answer citing strengths
and areas of improvement.

Description of
the design they
built.
(Middle school student work in an afterschool program)
Let’s Summarize
How can we support learners to share when their designs
aren’t working?

How can we encourage helpful feedback from peers?

What strategies can we use to help learners reflect on what

they have gained from the design process?
Restocking Kits
Re-using supplies helps to ensure that your students always
have access to the materials they need.

After a project has been completed and recorded in their

journals, the devices should be disassembled and the
materials returned to the classroom supply.

Please take time now to fully disassemble your device

and return the materials to the bag.
Course 8:
Assessment and
Mindsets
What is Authentic Assessment?

A task that…
• demonstrates what students have learned
• practices real world career skills
• has meaning to the audience it’s designed for
For example:
A new invention needs to have a patent application that
would require a detailed report of the design’s specifications
and functions.
Features of Authentic Assessment
Present a
real-world design Require a realistic
scenario. professional task.

Connect to a Recruit or model an

professional role. authentic audience.
Authentic Tasks
STEM Careers Authentic Tasks
• Scientist • Written product report
• Engineer • Peer review
• Physician • Data analysis
• Software Developer • Presentation of findings
• Statistician

What other kinds of tasks can we

prepare students for?
Authentic Products (Professionals)
Written Oral Purposes/Frames
● Field guide ● Debate ● Evaluation solution options
● Lab report ● Podcast/script ● Evaluate quality of evidence
● Patent application ● Teach a lesson ● Persuade
● Tweet/blog ● Infomercial ● Inform
● Grant proposal/ ● Funder pitch ● Create a product to meet a
report ● Conference need or solve a problem
● Editorial presentation ● Invent/improve a more
effective/efficient process

Jay McTigue 2016 Designing Performance Tasks McTigue Roles_Products Examples

Connecting to Content
● Measurement calculating square footage of
Math ● Analysis shelter

● Testing methods
Science ● Phenomena
ensuring reliability of testing

● Research researching the animals needs for

Language ● Communication size and behavior

● Historical scenarios relating to agricultural needs and

Social Science ● Social issues care of livestock

● Collaboration
Social Emotional ● Empathy
considering the needs of the user
Real World Connections
How can we connect this challenge to the real world?
● What problems is this challenge similar to?
● What other situations might we be building to keep
someone safe and comfortable?
● What materials might we need for that kind of structure?
● What professionals would be involved in a real world
version of this challenge?
Call Them Engineers!
Engineers, it is time to
• Build STEM identity share your design with the
• Add context to the scenario group.

• Connect skills to the real world

Mechanical engineer Wildlife biologist

Designing a
Dropping a
temporary
payload Systems engineer Structural engineer
habitat for a
safely
bird
Pilot Ecologist
Collaboration
Roles for team members
- Everyone gets hands on, but each team member can
also be a specialist:
- Materials manager (gets/returns supplies)
- Voice coach (makes sure everyone is heard)
- Recorder (makes time for recording)
- Interpreter (makes sure they understand goals and each other)
- Quality control (makes sure team tests frequently)
- Health and safety (makes sure team uses tools correctly)
Let’s Summarize
How can we use assessment to help learners connect the
skills they are learning with potential careers?

How can we connect design challenges to other academic

concepts learners are studying?

How can we help learners honor the process of learning and

persevering through failure?
Debrief:
Training our Colleagues
Responsibilities of a trainer
• Lead sessions to review this information with your
assigned teachers, ensure that they complete the training
evaluation
• Support them to complete the online course
• Receive additional training for specific challenges to
present to students
• Train your assigned teachers to lead the challenges
• Pay attention to communication from The Tech Interactive
What do adult learners need?
Discuss with your group:
- What do good trainers do?
- What might your colleagues need the most support with?
- What will be your greatest strength as a trainer?
Tips for training other adults
• Don’t lead with your ego
○ Do treat them as professionals and experts in their subjects
○ You are a resource for them
• Don’t make assumptions
○ Do invite them to share their experiences
• Don’t tell them they are wrong
○ Do ask questions to help them understand the pedagogy and
strategies to use with students
Next Steps
• Complete the evaluation survey
• Complete the online course (when sent to you)
• Watch out for your list of teachers you will be training
(decided by the CD)
• The Tech will share these training slides with you to use
with your assigned educators