Reflecting and Evaluating

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Overview

Unit Title: Spice Rack Design Challenge
Lesson Number: 16 of 18
Lesson Title: Reflecting on the Design Process
Year Level: Year 7–8
Class Size: 10 Students
Lesson Duration: 53 minutes
Curriculum Focus: Western Australian Curriculum — Technologies

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Curriculum Links

Learning Area: Technologies — Design and Technologies

Strand: Processes and Production Skills

Band Level: Years 7–8

Students will:

• Reflect on how design ideas, including creativity, are developed (ACTDEP049)
• Evaluate the suitability of their ideas and solutions against identified criteria (ACTDEP051)
• Develop project management processes that consider time, cost, risk and production (ACTDEP052)

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Learning Intentions

By the end of this lesson, students will be able to:

1. Identify and articulate key stages of their personal design and construction process.
2. Evaluate the effectiveness of their final spice rack product against success criteria.
3. Reflect on design challenges and problem-solving strategies used throughout the project.
4. Develop insights into how these skills can apply to future design challenges.

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Success Criteria

Students will demonstrate success by:

• Completing a guided reflection journal with specific and thoughtful responses.
• Engaging in a small group discussion about their experiences with insight and critical thinking.
• Identifying at least one major skill or technique they improved during the unit.

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Resources Required

• Reflection Journal Worksheets (physical copies for each student)
• Large Whiteboard and Markers
• A3 Thinking Maps (for group mind-mapping task)
• Student folios with sketches, plans and evaluation notes from previous lessons
• A timer
• Soft corner music (optional for journaling section)
• Post-it notes and pens

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Prior Knowledge

Students should have:

• Completed the design and construction of their individual spice rack
• Developed familiarity with the design process, including ideation, prototyping, materials testing, and evaluation
• Experience using the design folio to track their progress

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Lesson Sequence

Time Breakdown

Time	Activity
0–5 mins	Welcome & Set-up
5–15 mins	Silent Reflection Journal Task
15–25 mins	"What Would I Do Differently?" Group Activity
25–35 mins	Gallery Share
35–45 mins	Design Thinking Map: Process Timeline
45–50 mins	Discussion Circle: Transferable Skills
50–53 mins	Exit Ticket and Pack Up

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Detailed Lesson Flow

🟩 0–5 mins: Welcome & Set-up

• Greet students and briefly outline the purpose of today’s session: reflecting on their work through a variety of creative and collaborative activities.
• Announce today's focus: “Looking back to move forward.”
• Distribute reflection journals and ensure each student has their previous design documentation.

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🟦 5–15 mins: Silent Reflection Journal Task

• Play soft instrumental music for focus.

• Students complete a 3-part Reflection Journal:

  Part A – The Process
  What were the most challenging and rewarding parts of the design process?

  Part B – The Product
  How does your spice rack meet your original design brief? Rate functionality, aesthetics, and craftsmanship.

  Part C – About Me
  What skills have I improved? What made me persevere?

• Circulate quietly for support, prompting deeper thinking with questions like:
  “Why do you think that particular stage was most challenging?”
  “What would an ideal solution have looked like?”

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🟨 15–25 mins: "What Would I Do Differently?" Group Activity

• In groups of 3–4, students take turns discussing one element they would change in their design process if they were to do it again.
• Each student writes their reflection on a post-it note and places it on the "Rethinking the Rack" wall chart.
• Prompt peer feedback with sentence starters such as:
  “I see what you mean—have you considered trying…”
  “That reminds me of when I…”

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🟧 25–35 mins: Gallery Share

• Students move around the room viewing each other's design folios and final products (or photographs of their spice racks, if physical items are unavailable).
• At each station, students leave a written note (praise or question) for the designer.
• Teacher to model constructive comment framework:
  “I liked…” / “I wonder…” / “Next time you might…”

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🟥 35–45 mins: Design Thinking Map: Process Timeline

• Distribute an A3 sheet and coloured markers to pairs.
• Students co-construct a visual timeline of the design and build process from memory, annotating key moments: brainstorms, materials testing, feedback received, etc.
• Students use shapes or icons to symbolise emotions, challenges, and successes.
• Stick these up around the classroom to create a visual language of their shared journey.

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🟦 45–50 mins: Discussion Circle – Transferable Skills

• Gather the students in a circle. Pose the prompt:
  “Which part of this process do you think you’ll use again outside of this project—and why?”
• Encourage students to connect their learning to real-life contexts: home DIY, problem-solving, collaboration.
• Document responses on the board under the heading: Future Uses of Design Thinking

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🟩 50–53 mins: Exit Ticket & Pack Up

• Distribute an exit ticket with the prompt:
  “One thing I’ve learned about myself as a designer is…”
• Students place their exit ticket in the collection box before leaving.
• Pack up materials and display group mind maps and post-it note walls as visual artefacts for the final lessons of the unit.

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Assessment Opportunities

Element	Assessment Strategy
Reflection Journal	Formative: Review quality of student responses for depth, self-awareness, and understanding of the design process.
Gallery Share	Informal: Encourage peer-to-peer feedback, monitored for respectful and productive exchange.
A3 Timeline Poster	Diagnostic: Background knowledge and memory of process stages. Support planning for Lesson 17.
Exit Ticket	Summative: Snapshot of student self-evaluation and emotional engagement with the project.

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Differentiation Strategies

• Support:

  • Sentence starters and visual prompts for students who need scaffolding during the journaling task.
  • Teacher proximity support for quieter students during group discussion.

• Extension:

  • Challenge more able students to write a blog-style 'reflective post' in their journal or design folio.
  • Encourage linking their spice rack build to real client needs or market-based thinking.

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Teacher Reflection (Post-Lesson)

• Were students engaged in authentic reflection?
• Did all students participate meaningfully in peer discussions?
• What changes might help deepen evaluation responses in the final unit lessons?
• Consider individual achievements and capture any standout quotes or moments for inclusion in student portfolios or possible parent reporting.

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Looking Ahead

Next Lesson (17/18):
“Presenting My Design” — Students will prepare and deliver a short audio-visual presentation showcasing their project journey and final outcome.

Final Lesson (18/18):
Class Showcase Exhibition – celebrating the unit and inviting school community to view spice rack designs.

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Designed to meet Western Australian Curriculum standards and ignite student ownership of their creative process.