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Students use the class template to to generate ideas about how to set up the classroom. With the added student profile, the task becomes an authentic problem that needs to be solved.

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It relates to 4d as well because we were limited in the ways we could interact with each other. This created a sense of ambiguity for us.

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(4c) Lesson design allowed for us to revisit our solutions with a new lens and a new set of obstacles to tackle

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4a The time constraint and trying to figure out what other team members were trying to design was tough but a cool way to apply this substandard.

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4d - Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

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4d - Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.

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I was thinking of this substandard in particular, since we were not able to talk during this exercise. There was a degree of ambiguity that had to be tolerated, as we figured out which icon was what, and navigated how to best arrange everything. Even though we had the chat option, use of that was limited, because of the time constraint; therefore I definitely felt pushed to exhibit a tolerance for ambiguity, perseverance, and a capacity to work with open ended problems. (Sunni)

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It relates well to 4b and 4c in that we started off with a design within a set of constraints and then had more information to consider as we refined our classroom design

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Technology is two-edged.  It can be really helpful and it can be really frustrating.  It's probably best to expect time needed to learn the tech before you expect them to be proficient at using it.
When focus is on getting to the edtech and understanding it, it's difficult to get to the lesson principles

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4d, we had to orient ourselves to an open ended problem that was unique with a short time frame, and then persevere in solving it.

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I think this activity related to ISTE sub-standard 4d because we first created a "prototype" classroom layout and then placed the content in it as we responded to an "open-ended" problem.

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I think this activity did a really nice job demonstrating considering design constraints and solving authentic problems. We were able to come up with a prototype and then refine it as we gained more information. I thought only using chat was a really interesting element. It was quite frustrating in times, but was also a realistic aspect of collaboration.

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I think it relates to the standard because this activity involves the design process, digital tools, and time constraints. It was also very open ended.

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(4c) We designed useful prototypes for our future classrooms

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This activity used all digital means to solve a problem. This design process involved collaboration with peers, which is not explicitly mentioned in the standard, but is typically involved in a design process.

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Related to 4a, students can test theories about the seating chart and seating arrangement.
Also, we were able to create innovative artifacts or solving authentic problems.

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Innovative Designer Reflection - Lucy Bertolo

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Innovative Designer Reflection - Lucy Bertolo

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Once we knew more about our students we were able to use a deliberate design process (4a)

Also, once we were given more information we had to refine our prototypes; we easily could have refined our design a couple more times (4c)

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I found the collaborative process to design a classroom worked really well with this standard. Google draw allowed us to use a digital tool to design , as well as, apply constraints when needed (seating arrangement).  The assignment also provided ambiguity by making us rearrange the classroom after finding out about the seating arrangement.

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Designing a classroom is challenging when you don't know what students you have, so having as many accommodations as reasonable ahead of time makes adjusting to any student's particular needs much easier. What also simplifies things is not having to collaborate with 4 other people simultaneously while rearranging a class for a bunch of accommodations! Also, when in doubt: Burn it!