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What Makes You Say That?

Purpose: Encourages evidence-based reasoning, which is useful for understanding the transact (function) aspect of the ACT framework.

How to Use:

Present students with a functional product, such as a tool or appliance.

Ask them to describe its function and how it fulfills its purpose.

Follow up with "What makes you say that?" to encourage deeper thinking. This helps students articulate the relationship between the design features and their emotional responses to the product's functionality.

Using the "What Makes You Say That?" routine, here are three sustainable products, each highlighting one element of the ACT framework (Attract, Converse, Transact):

1. Attract (Aesthetics-Oriented)

Product: Hemp Toothbrush

Description: A hemp T-shirt uses materials are sustainable, biodegradable, and often have a lower environmental impact (less water, fewer pesticides and insecticides, has a shorter growth cycle, produces more fibre per acre, and is biodegradable) compared to conventional fabrics.

Implementation:

Show the Product: Present a T-shirt made from plant-based fabric.

Observation: Ask students to observe the texture, color, and style.

Discussion: "What makes you say that this T-shirt is aesthetically pleasing?"

Possible responses might include the softness of the fabric, the natural dyes used, and the overall design and fit.

Deeper Thinking: "Why do you think the designer chose plant-based fabric for this product?"

Discuss the sustainability of organic materials, the reduced environmental impact of plant-based fabrics, and how these choices align with eco-friendly values while providing a stylish appearance.

2. Converse (Interaction-Oriented)

Product: Reusable Water Bottle with Smart Features

Description: A reusable water bottle with features like a built-in hydration tracker, reminders to drink water, and a temperature gauge. These bottles are often made from sustainable materials like stainless steel or BPA-free plastic.

Implementation:

Show the Product: Present a reusable water bottle with smart features.

Observation: Ask students to describe how they interact with the bottle.

Discussion: "What makes you say that this water bottle offers a good user interaction?"

Possible responses might include ease of use, helpful reminders to stay hydrated, and the convenience of the temperature gauge.

Deeper Thinking: "Why do you think the designer included these interactive features?"

Discuss how these features promote regular use and how the sustainable materials and reusable nature reduce plastic waste.

3. Transact (Function-Oriented)

Product: Solar-Powered Charger

Description: A solar-powered charger provides a functional way to charge electronic devices using renewable energy. It is portable, efficient, and reduces dependency on non-renewable power sources.

Implementation:

Show the Product: Present a solar-powered charger.

Observation: Ask students to explain the function and usability of the charger.

Discussion: "What makes you say that this charger is highly functional?"

Possible responses might include its portability, the ability to charge devices anywhere with sunlight, and the use of renewable energy.

Deeper Thinking: "Why do you think the designer chose solar power for this charger?"

Discuss the environmental benefits, such as reducing carbon footprint, and how the functionality supports sustainable living.

Classroom Activity Example:

Introduction (10 minutes):

Briefly introduce the ACT framework and sustainable design.

Activity 1: Hemp Tshirt (Attract) (15 minutes):

Present the hemp tshirt.

Conduct the "What Makes You Say That?" routine.

Activity 2: Reusable Water Bottle (Converse) (20 minutes):

Present the reusable water bottle with smart features.

Conduct the "What Makes You Say That?" routine.

Activity 3: Solar-Powered Charger (Transact) (20 minutes):

Present the solar-powered charger.

Conduct the "What Makes You Say That?" routine.

Reflection (10 minutes):

Discuss how each product fits into the ACT framework and promotes sustainability.

Encourage students to think about other products they use and how these principles can apply.

By using the "What Makes You Say That?" routine with these examples, students can explore how sustainable products are designed to be attractive, interactive, and functional, and how these elements contribute to their overall appeal and effectiveness.

The 3 2 1 Bridge Thinking Routine

The 3 2 1 Bridge is a simple but powerful thinking routine designed to activate prior knowledge and help learners track how their understanding changes over time. It works best when students already have some familiarity with a topic and are ready to deepen and connect their thinking rather than arrive at a single correct answer.

At its core, the routine encourages learners to surface their initial ideas, questions, and assumptions before instruction, then revisit and reflect on those ideas after new learning has occurred. The bridge is the conversation that connects the two moments in time.

What kind of thinking does the 3 2 1 Bridge encourage

The routine activates prior knowledge before a learning experience begins. It helps learners uncover what they already think, wonder, and believe about a topic. It supports reflection by making thinking visible both before and after instruction. It focuses on understanding and connection rather than performance or outcomes. It allows teachers to see how well learners synthesise and integrate new information over time.

Because of this, the routine is not suitable for topics that are completely new. It is most effective when learners have some existing knowledge or experience to draw upon.

When to use the routine

The 3 2 1 Bridge works well as a mini pre assessment at the beginning of a topic. It can be repeated after instruction to reveal shifts in thinking. Using the routine more than once helps teachers understand how learning is evolving rather than just what has been remembered.

The process includes a Before Learning stage, an Instructional Period, and an After Learning stage connected by the bridge.

How to launch the routine

Before starting, decide how learner responses will be recorded. This is important because students will need to revisit their initial responses later. Responses can be written, drawn, recorded digitally, or shared verbally.

Step one. Before learning

Ask learners to respond quickly and instinctively.

Three words Students generate three words that immediately come to mind when they think about the topic. These should be quick associations rather than carefully considered answers.

Two questions Students write two questions they have about the topic. These can reflect curiosity, confusion, or uncertainty.

One metaphor or simile Students create a metaphor or simile that describes the topic. A metaphor states that something is something else. A simile states that something is like something else. Both involve comparing two things that are not alike.

Examples may be helpful at this stage to support student thinking.

Step two. Instructional period

Engage learners in a meaningful learning activity that introduces new information. This could include a video, text, image, discussion, story, experiment, or investigation. The activity should be rich enough to move thinking beyond initial assumptions.

Step three. After learning

Repeat the same process.

Three new words Two new questions One new metaphor or simile

These responses should be based on what students now understand following instruction.

Step four. The bridge

Students share their initial and new responses with a partner. They discuss how their thinking has changed and why. As a class, identify major shifts in understanding and capture these insights where possible.

The bridge is where reflection happens. It helps learners recognise growth, change misconceptions, and make connections between old and new ideas.

A simple summary

Purpose To activate prior knowledge and connect it to new learning.

Best used when Learners already have some understanding of the topic.

The 3 2 1 Bridge is a low effort routine with high impact. By slowing down thinking and revisiting it over time, it helps learning become visible, meaningful, and connected.