Wednesday, March 8, 2017

Manaiakalani Google Class OnAir - Lesson 2


Click on the image to go to the inquiries of everyone in the Class OnAir 2017 Group

Direct Instruction
Students will be instructed as they come into the room to log straight onto their portfolio sites where there is an embedded calendar.
Notes on this calendar will give tasks and links for both groups to understand what they have to do for the lesson straight away without continuous contact with the teacher.
The teacher will then have the chance to give direct instruction, guidance and discussion with the individuals or groups of Level 2 and Level 3 student groups.
Level 2 students are working on AS91340 - an internal DVC standard - working on analysis of a design era.
Level 3 students are working on AS91627 - an external DVC standard - working on simplification and abstraction of their observational drawings.
Students will be given iPads this lesson to record their own content for this lesson. The students will also be able to use this content as evidence on their design portfolios.

Recorded Lesson Sequences

Detailed Lesson Plan

Lesson Topic :- Analysis of Design Eras
Level 2 - Design Era Analysis - AS91340
Level 3 - Simplifications and Abstractions from starting points - AS91627
Year Group :- Year 12 and Year 13
Learning Outcome
Year 12
To understand what the main design elements are in their chosen design era and to be able to link these elements together to produce a cohesive plan that they can use in their own design work.
Year 13
To be able to use simplification and abstraction techniques from their original observational drawings.
Success Criteria
Using SOLO

Uni
structural
Multi
structural
Relational
Extended abstract
Individual pieces of information about design era - written on hexagons - individual task.
Lots of bits of information about the design era - written on hexagons - get together with a partner and see where double ups are.
Making connections between hexagons and grouping them according to connections. Explain what the connection is.
Repeat this with different connections.
Use the connections / reasons to start an additional specification about their product design. This can be added to the specification that they already have produced from the previous standard.
Use of a single method to simplify their original drawings.
Use of multiple simplification and abstraction techniques, both in 3D and 2D.
Writing notes with their drawings that explain the main design elements that they are pulling out of their work.
Ongoing manipulation of the source material for their own project needs.
Links with the New Zealand Curriculum
Level 2
Curriculum Level: 7
Learning Area: Technology
Strand: Design and Visual Communication
Achievement Objective: Critically analyse their own and others’ outcomes and evaluative practices to inform the development of ideas for feasible outcomes.
Use the information gained to select, justify, and develop an outcome.
Achievement Standard: AS91340

Level 3
Curriculum Level: 8
Learning Area: Technology
Strand: Design and Visual communication
Achievement Objective: Outcome development and evaluation - 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.
Achievement Standard: AS91627 (external)
Thinking
Relating to others
Managing self
Participating and contributing
Prior knowledge

Level 2
The students have already collected images to do with the design eras that they had to choose from, so they have a bank of resources that they can call on for this activity.
Level 3
The students have a collection of observational drawings now that they are using as reference for their simplification work.
Lesson Sequence

Session 1
Student Activity - all
Teacher Activity
  • Students welcomed into the room.
  • Students reminded to check the calendar embedded on their portfolio sites for lesson details.
  • Both groups to read details and move on to appropriate links and help that has been set up.
  • Use the class site and the calendar for instructions and examples.



  • Making sure all students are online.
  • Reminding students where the instructions and examples are.
Session 2
Student Activity - Level 2
Teacher Activity
  • Sit together briefly to chat about design elements and what they are.
  • Students to take a couple of SOLO hexagon sheets and fill them in with individual items about the era they are working on.
  • Cut out the hexagons.
  • Find someone else who is working on the same era
  • Discard any hexagons with elements that are the same.
  • Discuss with partner and put the hexagons together in groups that have things in common.
  • Record on the iPads their discussions about the reasons they are putting the groups together.
  • Repeat with different groupings.
  • Looking at results of various groupings and start to put together ideas for an”era specification”...share on the class community.
  • Sit with students at the front of the room and go over the Design Elements resources that are available to them.
  • Rotate the groups to give input where needed.
  • Help with ideas for specification points that can be shared with the group.
Session 3
Student Activity - Level 3
Teacher Activity
  • Students to continue with simplification / abstraction work from where they are up to.
  • All students are at slightly different places within the process now so they need to continue with their personal process.
  • Refer students to exemplars in the class community
  • Individual help where needed on skills or process, as required.
  • Photographs and uploading to the G+ community when 3D work is produced.
Resources

Level 2
Scissors
Pens / pencils
iPads for group recordings.

Level 3
Pencils
Drawing pens
Variety of coloured papers
Card
Scissors
Glue
Next Steps

Level 2
The students will now compare their chosen design era with another, so the design elements that make their era unique become increasingly more obvious to them.
Level 3
The students need to draw from any of the 3D models that they have made and still continue to write notes that explain the effects that they are achieving in terms of design elements.
Teacher
Upload the videos that the Level 2 group have made about their analysis to the class Google Plus community - they can embed these on their portfolio site.
Make sure all photographs taken of Level 3 sketch models are uploaded to the class Google Plus community for them to access.
Reflection and Analysis

What went well?
All students knew what they had to do during the double session and the teacher had plenty of opportunity to give one to one help during the lesson.
The group work went quite well with the Level 2 students and they were able to support each other in the activities and the recording of the analysis.
The students are becoming  lot more confident in talking about what they are doing and why they are doing it.

What did not go so well?
One of the Level 2 boys was on a course today, so there was not much choice in the groupings. A couple of the boys ended up working individually and the other two worked together. This did not stop them from supporting each other in the process though.

What can I do better?
More discussion of the reasons why elements can be grouped together so we get a little more depth of thought with that element.





Student Voice



Learning Site Content

Here are the links that the students have been given or are working on and the resources that they need for the lesson :-

Level 2


Printed SOLO hexagon sheets
Scissors
Pens / pencils
iPads for group recordings.
Design Elements
Level 2 G+ Community

Level 3

Pencils
Drawing pens
Variety of coloured papers
Card
Scissors
Glue
NZQA Exemplar
Tamaki College Merit exemplar
Tamaki College Merit exemplar
Level 3 G+ Community
Simplification
Abstraction
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