Direct instruction for this activity involved the students being round the front desk all together for the first 5 - 10 minutes of each lesson.
On the board each day, a picture of a different product is displayed for the class to talk about.
The questions are given verbally by the teacher and the class talk about the answers to these questions. There is no writing or typing involved from the students. They have to make suggestions them selves or listen to the input from others in the class.
These were the products that were discussed by the students each day.
This feedback is from some of the Year 11 group. We had gone through what I was going to ask them and they had practised what they wanted to say. Then when we filmed, they forgot some of the plan. It appears like I am leading them a little but I am just reminding them of what they had already decided they wanted to say.
Lesson Topic :- Product Design Analysis Team Work
Year Group :- Year 11, 12 and 13
The students will be able to analyse existing products in increasing amounts of depth.
The students will be able to give their ideas and opinions in front of the rest of the group.
The students will listen and understand the ideas and opinions of others in the class.
These have not changed much in the last two lessons as we are still doing design analysis exercises which incorporate the same skills and levels in SOLO.
The focus of this work has been changing and the depth that we have been doing it has been increasing.
Links with the New Zealand Curriculum
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
The students have been drawing their design developments for their Product Design project.
We have been doing analysis exercises together on the class Google Plus Communities.
We have been talking about and using analysis focussed vocabulary.
We have made a start on analysing their own design development work.
Selection of images of products.
Google Plus Communities
Document - Describing Words
Students need to analyse their own design development work as they produce it. They need to go into enough depth so it is obvious what design decisions were made and why they were made.
Reflection and Analysis
What went well.
We have been doing this exercise everyday for a week at the time of writing this. The students have got used to what we are doing and understand why we are doing it. They come round the front table at the start of the lessons without too much nagging as they are coming in expecting to do the analysis exercise together.
They are giving input to the sessions well and are listening to each other in a respectful way.
We have been going into greater depth on each product analysis that we have done, and while the students have quite often struggled with the questions that I have been asking them, they have not given up and have offered suggestions.
What still needs work.
As I have realised recently that there is an issue with vocabulary, I should have been writing up the keywords the students were suggesting as they were doing it instead of afterwards. This would maybe have given these words more importance.
We need to try and move the depth of the answers into the extended abstract area of SOLO, as we have not done this yet, so this will mean some modelling from me so they know what I want them to do.
Class Google Plus Communities