Monday, May 29, 2017

Student feedback on making their own rewindable resources.

During one of my Manaiakalani ClassOnAir episodes, I had my class of Year 12 and Year 13 students create their own rewindable resources about sketching in isometric using the isometric grid sheets. Blog post here
We put these resources on a blog that was made especially for the purpose of students teaching skills and activities to others.

I wanted to know from the students what they thought of doing this kind of activity and if it was worth doing more of in the future.

Question 1
It is interesting to see that most of the students chose the video rather than the Google Presentation. The video is more of an immediate response where as the presentation means taking the pictures then producing the resource with them.

Question 2
It wasn't too hard to make the resource as they all know how to make videos using the iPads or make a presentation in Google.
The student who rated this at 2 made a video, and after talking to him, he did not find it easy to talk to the camera as he was drawing. He felt that his english was not clear enough.

Question 3
It is good to see that my examples and the fact that I was there added to the ease of this activity.
It is interesting to note that talking to the camera was the reason why one student found this easy while it was the main reason that another student did not find this easy at all even though his confidence in the actual drawing activity is high.

Question 4
I had a chat with the boys after they filled this form in for me to dig a bit deeper into what they were thinking. My feedback on this comes later in the post.

Question 5

Question 6
Not many of them did the analysis for me at the time, so I think some of the answers here are a bit of a "fib".... !!!! .. or maybe just a response to not having done it.

Question 7
After chatting with the boys, the Year 13 students who have done DVC (graphics) with me for the past 2 years are the ones who got the least out of this activity in terms of their personal learning. I think this is fair enough as they are already confident in their use of isometric sketching as I have made them do it for 2 years!!

Question 8
A mixed answer which is good. Some will use these, and these students are the ones who are new to DVC and have not had much experience in drawing in 3D. The others have much more experience so it is understandable that they will not use these for them selves at the moment.

Question 9

After the boys had filled in this Google Form for me (and during for some of them), we had a really interesting chat about the feedback that they give to their teachers. One of them admitted that he tried to say what he thought the teacher wanted to hear. Another was unsure of what to put as he did not find the exercise useful, so I had to reassure him that it was honesty that I was after.
I tried to stress with them that when teachers (laying emphasis on me at this point as it was me asking them for feedback at the time) ask them for feedback, it is to improve how the course was going. If something is not to their liking they need to say so on the feedback or they cant help things change and get better.
I used the example of last year, when 2 Year 12 boys gave me feedback that they didn't like the fact that I made the whole group research Art Deco instead of giving them a choice. The upshot of that was them helping me to design the Level 2 course for this year.

This then led to a conversation particularly with the student who had given me the most negative feedback.
He is a really good artist. He does Art at Level 3 too as well as DVC and doesn't feel the need to do drawing exercises like this to remind him of what to do. He did not like talking on camera while making his video as he does not feel confident about his language ability. 
I asked him if he would feel better about it if he was making skills videos for the younger students, like the Year 9 and 10 classes. Again, he was not keen, with his reasons still being the talking on camera. When I gave him the suggestion of a silent video (or with music in the background) with written subtitles explaining what was happening, he was very keen. As I continue to use the blog we made for the students to use to remind themselves of skills, I will be asking him to make resources for the junior students to use. 

It is great that a bit of potentially "negative" feedback has brought about a great conversation and a possible direction to go in in the future.

Thursday, May 25, 2017

Using SOLO for Self Assessment

After starting to read "SOLO Taxonomy: a Guide for Schools Book 2", I have started to reassess the self assessment sheets that I had started to put together. Initially, I was including what level they were on, the description and a space for the students to include the evidence. After thinking about it, I realised that I didn't need to include the evidence column as all the evidence is on the sheet they are working on. In "SOLO Taxonomy: a Guide for Schools Book 2", it talks about making the target vocabulary explicit so the students know what kind of words they are needing to use at a particular level. This has resulted in me adjusting the way I have structuring these self assessment sheets.
I have produced two sets up to now. A describe chart and a compare and contrast chart, both with matching self assessment sheet to refer to.

They are both activities that are at a particular SOLO level, the describe is at multistructural and the compare is at relational, but the structure gives the opportunity for the student outcome to be assessed at all levels depending on how much depth they have included.

I have continued what I started in terms of using a coloured visual diagram on the self assessment chart to visually indicate what part of the whole thing the student has completed.

Next step is using this with the students to see how it goes. I have new Year 9 and Year 10 groups, so they look like likely candidates for experimenting and see how these go.

Describe chart

Monday, May 22, 2017

Manaiakalani Google Class OnAir Lesson 7 - Using their isometric skills on design developments

Click here to see the whole Class OnAir Team

This is lesson 3 of 3 in a set of lessons about isometric sketching.
In the first lesson the students learned the isometric sketching skills they need for their project work.
In the second lesson, the students consolidated what they had learned by creating their own rewindable resources about isometric sketching.
In this lesson, the students are using their isometric skills to produce the design development work for their product design projects.

Direct Instruction
The Year 12 students 9and any Year 13 students who want the reminder, as we went over this least week), are to come round the front for a drawing demonstration.
The students are shown how to use the isometric skills that they worked on last week on their design developments.

My Year 12 and Year 13 class entering the room and getting on with their individual instructions. (including 1 Year 11 student who has joined this class)

Here is the direct instruction for what the group has to do to produce their design developments based on their isometric skills sessions last week.

Detailed Lesson Plan

Lesson Topic :- Design Development using Isometric Drawing skills

Level 2 - Development of concept ideas - AS91342
Level 3 - Development of concept ideas - AS91630
Year Group :-  Year 12 and Year 13
Learning Outcome
To be able to produce design development drawings in 3D using isometric drawing skills. They have to combine their concept ideas, the feedback from their client and their 3D drawing skills to produce a range of design developments of their product design.
Success Criteria
Using SOLO

Extended abstract
Produce 3D drawings that replicate simple design concepts in 3D.
Combine the use of crating and guidelines to reproduce design concepts.
Analyse concept ideas and produce design developments that use isometric skills that explain the best elements of the concept sketches.
To be able to reflect on the concept sketches and create design developments based on the elements that have been evaluated as the best. These design developments are created with appropriate use of isometric sketching skills.

Links with the New Zealand Curriculum
Level 2
Curriculum Level: 7
Learning Area: Technology
Strand: Design and Visual Communication
Achievement Objective: Outcome development and evaluation
Critically analyse their own and others’ outcomes and evaluative practices to inform the development of ideas for feasible outcomes. Undertake a critical evaluation that is informed by ongoing experimentation and functional modelling, stakeholder feedback, and trialling in the physical and social environments. Use the information gained to select, justify, and develop an outcome. Evaluate this outcome’s fitness for purpose against the brief. Justify the evaluation, using feedback from stakeholders and demonstrating a critical understanding of the issue.
Achievement Standard: AS91342

Level 3
Curriculum Level: 8
Learning Area: Technology
Strand: Design and Visual Communication
Achievement Objective: Outcome development and evaluation
Critically analyse their own and others’ outcomes and fitness-for-purpose determinations in order to inform the development of ideas for feasible outcomes. Undertake a critical evaluation that is informed by ongoing experimentation and functional modelling, stakeholder feedback, trialling in the physical and social environments, and an understanding of the issue as it relates to the wider context. Use the information gained to select, justify, and develop an outcome. Evaluate this outcome’s fitness for purpose against the brief. Justify the evaluation, using feedback from stakeholders and demonstrating a critical understanding of the issue that takes account of all contextual dimensions.
Achievement Standard: AS91630
  • Thinking
  • Using language, symbols, and texts
  • Managing self
  • Participating and contributing
Prior knowledge

They have produced 2D concept sketches of lighting (level 2) and shelters (level 3).
They have feedback from their clients about their concept sketches.
They have done exercises based on isometric sketching using the grid sheets - including using crating, combining shapes and ellipses.

In their projects they have done product research and seen their client. They are into the design production and have created concept ideas based on what their client initially wanted and have shown their client these concepts to get some feedback.
They are now ready to develop these ideas into something more usable and practical.
Lesson Sequence

Session 1
Student Activity
Teacher Activity
  • Sit round the table with the teacher and watch the demonstration. Ask questions where needed for clarity or with elements to do with their own design concepts.
  • Demonstration of using isometric grid technique to draw design developments.
  • Stress use of crating to construct the design.
  • Sketch examples using both the construction from the side and the base methods, depending on the concept idea they are wanting to develop.
Session 2
Student Activity
Teacher Activity
  • Have their concept ideas open and make decisions about what direction to take their design developments based on the feedback from their client.
  • Draw design developments using key parts of their concepts. Focus on making changes and improvements from their concepts.
  • Draw in isometric using the support grid sheet.
  • Individual or small group help as needed for individual problems based on concept ideas.
  • Keeping students on track with using the grid paper as a guide to the isometric format.


Plain paper
Isometric grid sheets
Drawing pencils
Isometric exercises and rewindable resources made by the students.
Next Steps

We will be moving on to including colour and tones on these 3D drawings so they are rendered to look like they are made from specific materials.
We will also be including cross sectional views so the students can think about how the designs will be put together.
We will also be including notes that explain how the design will be used, what it will be made from and how it will be constructed. These notes will also include how the design satisfies the needs of the client.
Reflection and Analysis

What went well?

The students remembered their isometric skills quite well and were applying them to their own design ideas. They understood what they needed to do and got on with it. They had a pleasing amount of confidence while they were working, even when it wasn’t going quite as planned. It was good to see them just getting on with it even when mistakes and misunderstandings were happening throughout the process.
They are always more than happy to support and help each other when they are stuck and they are never shy to ask for help which is great.
They had completed the drawing of at least one or two different designs by the end of the session today so we are ready to move on to talking about rendering next lesson so they can create a more complete set of designs.

What did not go so well?
Some confusion as to the process, especially in terms of using centre lines and construction lines to help support where elements go within the crate.
Deciding what part of their concept ideas that they were going to move ahead with. This is related to their client not being specific about this but giving a more general feedback, so did not give them a very direct way to go.

What could I do better?
We could have looked at each other’ work as a team and the feedback that was given, and come up with ideas and directions to go in for each other.
Produced some handouts that had the bare bones of crates / guidelines / centre lines for some specific shapes so they had these to refer to.

Ongoing Lesson

Here is the ongoing lesson after the direct instruction by the teacher has been given. It shows Year 12 ad Year 13 students getting on with their work and the teacher giving help where needed as the lesson goes on.

Examples of design development work supplied to students.

Saturday, May 20, 2017

SparkShop AKL 20117

Today was a good day for professional development at Spark Shop Auckland 2017.

I presented about using Google Drawings to make SOLO Taxonomy resources, to encourage higher order thinking.

Here is team Manaiakalani who went on the day....

Thursday, May 18, 2017

Making rewindable resources with the students

My mixed class of NCEA Level 2 and Level 3 students have been practicing their isometric sketching skills in preparation for drawing their design developments for their product designs.
To reinforce their learning, they have been making rewindable resources for them to refer back to if they forget what to do. This was quite a simple skill but I want them to get used to the idea of making these resources for skills as they learn them, so they have a bank of them to refer to. I also want them to get used to sharing them so they are looking at and referring to each others work.
To get all of the resources available in one place we are putting them onto a blog made specially for this. This blog was started during Jump Start last year, but this was the first time we have had chance to use it this year.

What was good to see during this was the fact that the students were focusing on their isometric resources and not the skill itself, so they didn't realise how good their 3D drawing had got.

As part of this activity, we looked at each others work and analysed what they thought of it. This feedback was filled in on a Google Form.  I have also given the students access to the results of this analysis so they can see what others thought about their work. We had a chat about this, so they knew that it is about the work and not the person and not to take anything personally.

I have sent this Google Form to the students to find out what they thought of this activity and if it is useful enough to continue with.