Friday, September 15, 2017

Manaiakalani Google Class OnAir Lesson 13 - Design Analysis of own Design Work


See the whole Class OnAir team here


Direct Instruction

The students are round the front table very briefly so they can be reminded as a group about what we have covered in the design analysis exercises and they can see the relevance to the analysis that they need to do to their own designs now.
Stress is given to the main elements that are important in their analysis, especially the WHY of the design decisions that they have been making.
The students then get on with their individual work where one to one help and support is given where needed.

Here is the direct instruction given to the whole class where we remind ourselves of the work we have covered in the design analysis exercises and stress the important elements that need to be included in the design analysis of their own work.





This is some clips of various lessons where I am working one to one with the students on their individual design work.




Here are some of the students talking about their analysis work.



Detailed Lesson Plan


Lesson Topic :- Product Design Analysis Team Work
Year Group :-  Year 11, 12 and 13
Learning Outcome
The students will be able to analyse their own design ideas using the skills gained in the previous exercises.

Success Criteria
Using SOLO
These have not changed a great deal in the last few lessons as we are still doing design analysis which incorporates 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.
The focus is now on their own work so the success criteria is more specific now towards that.

Uni
structural
Multi
structural
Relational
Extended abstract
Students can identify the main parts of their own designs.
Students can describe and list the design elements, properties, how it will be used and materials used in a design.
Students can describe how materials have been combined together on their design ideas.
Students can explain and compare elements of their design ideas to show how they work together and the effects that they have.
Students can explain why materials have been chosen and the properties that they have to make them suitable for the job.
Students can evaluate their own work and reflect on where design decisions have been made and generalise on why they were made. They can imagine where improvements can be made and can evaluate what effects these improvements would have on their design.

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.
  • Thinking - analysing their design work based on a focus.
  • Using language, symbols, and texts - talking about their ideas for the analysis.
  • Managing self - Using the RISE values when doing this work on their own and staying on task.
  • Participating and contributing - Giving suggestions to the whole group. Listening to the suggestions of others. Using these suggestions with their own work.
  • Relating to others - responding to the ideas of others in a positive way.

Prior knowledge
The students have been working through a series of exercises about design analysis based on the SOLO taxonomy structure.
They have design developments and / or final designs to write a written analysis for.
Lesson Sequence


Session Outline
This work will start all together to remind the students of the exercise activities we have been doing to build their analysis skills.
They will move onto individual work where they will be writing analysis notes about their own design work.
Student Activity
Teacher Activity
  • Sit round the front table and talk together about the analysis skills that we have been using over the past couple of weeks.
  • Talk through the previous exercises with the students, with prompts to remind them what we did and why we did it.
  • As the students are getting on with their own design analysis work, sit with them and provide one to one help where needed.
  • Check through written work on Google Docs as they are doing it to provide suggestions and support.
  • Scan student's work when complete and upload to the class Google Plus Communities
  • The students will use their own design ideas - both design developments and their final designs, depending on where they are up to.
  • Write analysis notes to go with all of their design work using the skills we have been building.
  • Share ideas to the whole group about what we have been doing to remind themselves and others of the skills we have covered.
  • Design work and notes to be scanned and uploaded to the class community - look at each other's work and read each other's notes.
Resources

Google Plus Communities with previous resources in for them to refer to.
Scanner
A3 paper, pencils, colours, outliner pens, drawing equipment.
Next Steps
The students need to write analysis notes on all of their design developments and their final designs to show their thinking.
Reflection and Analysis

What went well.
The one to one work with the students while they were working on their own design developments went really well as we could dig deep into their individual needs for each design. I could ask them very specific questions geared towards their work, not just generic ones for the whole class. The exercises and work we have been doing to build up towards their own analysis has really helped as they were able to tailor what we have been doing to their own work.

What still needs work.
The exercises and support work we have been doing in the last couple of weeks needs to start much earlier in the projects. We need to start doing this at the beginning of the project when we are starting to look at design work done by others.
Year level specific support documents could help the students while they are getting on with their work. It is difficult for me to get round too many of them during a lesson as the work we are doing is in depth.


Student Work

Class Google Plus Communities
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