Lesson at a Glance | He Tirohanga Whakamua
Ngā Whāinga Ako | Learning Intentions
Students will know
- Presenting conceptual designs to stakeholders and peers to gather actionable feedback.
- Synthesising critique to make informed iterations to conceptual outcome form and function.
- Documenting how stakeholder voice directly shapes design changes.
Students will demonstrate
- Present leading concept to peer/stakeholder focus group.
- Record structured feedback in Year 11 Technology Design Log.
- Produce updated v2 conceptual design drawings incorporating feedback.
⚡ Whakaoho | Do Now: Context & Issue Audit (10 mins)
Structured critique protocol: I Like, I Wonder, Next Steps (incorporating user testing of early concept drawings).
📖 Activity 1: Iterative Concept Refinement (15 mins)
Present your leading concept to two people outside your team and record what they say verbatim — not your summary of it. Then sort their comments into things you will act on, things you will not, and things you disagree with. For every comment you reject, write the reason. A design log that only records agreeable feedback is not evidence of iteration.
✏️ Activity 2: Design Log Workshop (25 mins)
Document stakeholder critique in your design log, identify necessary modifications, and produce refined v2 conceptual drawings.
- Present your leading concept to a critique pair for two minutes; record their feedback as direct quotes in your design log.
- Sort the critique into adopt / adapt / reject, with one line of reasoning beside every rejection.
- Produce a v2 drawing with each adopted change annotated “changed because…”, naming the stakeholder behind it.
🎯 Poroporoaki | Exit Ticket & Portfolio Check (10 mins)
Write two sentences about one piece of feedback you rejected and why — a log that only records agreeable feedback is not evidence of iteration.
📂 design portfolio Milestone: Lesson 6
Ensure your design log entries for Lesson 6 (Stakeholder Feedback & Concept Iteration) are saved and updated with annotated sketches, stakeholder notes, and sustainability justifications.
🧭 Kaiako Planning Notes & Assessment Guidance
Assessment note: this unit is not tied to a live NCEA standard — check current NZQA Technology standards before promising credits. Teach it as Year 11 technology design thinking.
- Technological Practice: Ākonga develop a conceptual design for a sustainable-technology outcome.
- Differentiation & Scaffolding: Provide physical component samples and sentence frames for stakeholder interviews and justification writing.
- Extension (outstanding work): Challenge students to conduct a full Life Cycle Assessment (LCA) tracing raw material extraction through to end-of-life e-waste processing.
- Te Ao Māori Integration: Ground material choice in traditional ecological knowledge (mātauranga taiao) regarding resource extraction and seasonal renewal.