Building a Better Classroom
Calavera Hills Middle School, Carlsbad, California | Designing Teacher: Edric Uy

In the “Building a Better Classroom” project Students are charged with the task of researching, creating, and presenting the ways in which classrooms are set-up within schools.

Final Product: The project’s final product culminates with a “shark tank” presentation to stakeholders within the school community in which students must pitch their ideas through the use of created models and a presentation pitch.

Academic Skills and Content: These are connected to this project are making sense of problems and persevere in solving them, construct viable arguments and critique the reasoning of others, and modeling with mathematics.

Suggested Duration: 3 to 4 weeks.

 

 

Created with the support of the California Department of Education California Career Pathways Trust


Final Products: What the Students Made
Final Products: What the Students Made

For the “Build a Better Classroom” project, students pitched their classroom designs, and created models to show what their improved classrooms would look like.

Core Practice 1: Ideation
Core Practice 1: Ideation

In the “Building a Better Classroom” project, ideation was an essential element of student engagement and investment in the synthesis of the project. In order to create the opportunity for this to happen, rapid design challenges and discussions were employed to increase propriety over ideas and specific design elements.

Core Practice 2: Critique
Core Practice 2: Critique

In the “Building a Better Classroom” project, critique protocols were utilized in order for students to get meaningful feedback at various points throughout the project as well as provide structure for the discussions that occurred. This provided an avenue for them to develop their ideas and increase the quality of their final products.

Core Practice 3: Authentic Audience
Core Practice 3: Authentic Audience

In the “Building a Better Classroom” project, the culmination of student efforts as a presentation to an authentic audience (other teachers, district employees, administration) in a “Shark Tank” setting. This provided an opportunity for students to create materials that needed to be professional and high-quality due to having an authentic audience that were invested in ways outside of the classroom.