Manaiakalani Google Class OnAir Lesson 9 - Cross Sectional Design Developments

See the whole Class OnAir team here

Direct Instruction

Direct instruction was given via a very simple example of how to show different component parts of a design and how they fit together using cross sectional drawings techniques.
Instruction is also given about the collection of materials research via a structured template and how to use this information to analyse their own designs.
Links for all the resources were available to the students after the initial instruction on the group Google Plus Communities
Example Level 2 Community here


This video show the direct instruction about the concepts to the whole class, which is a mixture of Year 11, 12 and 13 students. They are all working on design developments of product designs.

This video show some one to one work with a Year 12 student to show him how to apply the concepts we had talked about to his particular designs.

This is a small part of the ongoing lesson from the day.

Detailed Lesson Plan

Lesson Topic :- Cross Sectional Design Development Level 2 - Development of concept ideas - AS91342
Year Group :-  Year 12 (including Year 11 and Year 13)
Learning Outcome	To understand the reason why you draw cross sectional drawings of design ideas. To be able to draw cross sectional drawings of their own design ideas to show how the design would be constructed. To understand the importance of knowing what material a design would be made from and why.
Success Criteria Using SOLO	Uni structural Multi structural Relational Extended abstract To be able to show the main form of the design as cross sectional drawing. To correctly use the drawing conventions of cross hatching the cut edges. To be able to show how the main parts of the design fit together as a cross sectional drawing. To correctly use the drawing conventions of cross hatching the cut edges. To be able to draw their own design ideas as cross sectional drawings to show how the parts of the design relate to each other and fit together. To use the correct drawing conventions. To be able to draw their own design ideas as a cross sectional drawing and show all of the relevant parts and how they fit together and using all the proper drawing conventions. To be able to explain how the design fits together. To show close up of details and show alternatives to design decisions.
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
Key Competencies	Thinking Using language, symbols, and texts Managing self Participating and contributing
Prior knowledge	The students have drawn their designs as 2D lines drawings and as 3D rendered, coloured drawings. Level 1, 2 and 3 students are all doing product design projects, but with a different focus.
Lesson Sequence	Session 1 - Wednesday 28th June Student Activity Teacher Activity Students to come together round the front desk to be able to hear what is being said and see what is being discussed. Ask questions as needed. Show the students a simple box  in real life and talk them through how the example drawing shows what it would look like if it was cut in half. Points to include:- The outside shape will be the same Any cut edge will be cross hatched at roughly 45’ The cross hatching has to look different for different parts of the design Discuss notes to be written with design development drawings. Highlight the materials research template that has been shared in the G+ communities to help them find them information that they need. Session 2 Student Activity Teacher Activity Use examples of cross sectional drawings that have been shared with them to remind them what to do. Use the materials research template to structure how to find the information they need for their products. One to one help on individual project needs where needed. Guidance about possibilities for materials. Individual / group discussions where needed about reasons for material choices and how ideas could be constructed. Draw cross sectional drawings of their 3D design developments. Refer to the information collected on their materials research templates and apply it to their designs in the form of analysis notes. Work with and have support conversations with other students who are doing the same design era. (Level 2)
Resources	Cross sectional explained example (simple box) Cross sectional folder of examples SOLO structured materials research template Plain paper Isometric grids Drawing pencils Coloured pencils
Next Steps	When the students have produced a range of development of their design ideas, including 3D rendered views, 2D cross sectional views and analysis notes about materials, they need to show the design to their respective ‘clients” to receive feedback on which direction to take the design work further.
Reflection and Analysis
	What went well? The students responded well to the shared resources and referred to them and used them well during the lesson and subsequently. This is good to see as they can use them to refer to when they forget what to do in the following lessons. Having examples of my own that I had produced for a Level 2 product design project was useful as the students could see where this work fits into their own projects. Showing the whole class what to do then having the resources available in the class Google Plus Communities gave me a lot of time during the lesson to do a lot of one to one help and support as it was needed. What needs work? The students had some difficulties in applying what we went over to their own design ideas. I should have done simple exercises with them first, where they were all using the techniques on simple shapes. I have had some success this year with them working together as groups. I will think about backtracking on this work slightly and doing some group exercise work, so they are more comfortable with what they are doing.

This is the information projected on the board and shared in the Level 1, 2 and 3 Google Plus Communities.

Click on the image to see the Google Drawing Template for materials research.

Here are the examples that I made for the Year 12 students to refer to about how to apply what we are doing to their own design projects.

This is the link to the class Google site where the work is presented as well as on the Google Plus Communities.

Student Created Content

Teaching as Inquiry - A Short Introduction

What happens when students choose their projects?

While I was working with my Level 2 boys today, the chat got round to project / topic choice.
I was asked "can we design shoes?"
So my reply to the Level 2 (Year 12 ) boys was "do you want to design shoes instead of shelters in Year 13?" They already know the Level 3 main project is a portable shelter as they see it in the lesson (my class is a mixed level class)

Their reaction was quite excited, which then got even more so when I told them of the 3D printed shoes that I had seen online recently. I have put this idea past my other class of Year 12 students and they seem keen too. So it looks like I am rewriting the Level 3 Product Design project, which is all good. I would rather they did something they were keen on as this is a big project and takes up a fair chunk of time on the course. It is also god advertising for me, getting them interested for Level 3 while they are still in Year 12!!
I sent student R these links today as he was the one that started all this. Hope it will blow his mind as he was "really??...we can 3D print shoes???" today.

Link 1
Link 2
Link 3

So their job now is to work out what materials we need to 3D print something flexible and if it needs a different printer. We need to know that before the budgets are due in at the end of the year.

New Google Sites

When the new Google sites came out, I had a little go and instantly hated it.
I mean, come on. I'm a Graphics teacher. I need to change fonts!!!

Anyway, as more staff at school are starting to make sites using the new sites, I have decided to force myself to love it as i am going to end up supporting people with something I haven't played with properly.

I decided to make my experimenting useful and so I have started off by making a Junior site. This will be used by Year 7, 8, 9 and 10.
I soon realised that the navigation across the top was not going to allow me to have one site for everything that I have at the moment on the old sites layout. Link here to my current site.

My layout decision was to make one site that has one page on it, illustrated above. This will have links to seperate sites for each level / link, with them all having the same look so you don't feel like you are swapping between sites all the time. I still want it to feel like one overall site for everything like I have now.
So far I have made and started on a skills site and a juniors site.

Link to hub front page
Link to juniors site
Link to skills site

What I don't like?
It's a really long list so lets focus on the positive....

What I like?
The look is clean and simple
It is REALLY easy to add stuff and use
How it flows beautifully for different sized screens and viewing

I am sure the like list will grow as I use it more and Google add functionality to it.
I shall continue to force myself to love it.

What did I learn from my Year 12 class?

As part of my Manaiakalani Class OnAir work, I managed to convince some of my Year 12 boys to teach a drawing skill to my Year 10 class (there may have been a food bribe involved here).
I wanted to see if a skill that had just been learned could be embedded any better once you have taught it to someone else.

What I had not quite been prepared for was how much they could teach me in the process.

The boys worked in pairs and the Year 10 class was split into 3 groups.
They started out really nervous, standing outside the room watching the Year 10 class go in.
When they got in, they were very quiet with their groups to start with but they soon got into it.

My three main points :-

The first point that took my attention was how the boys approached the demonstration. They did not show the group the whole thing like I showed them. They did a little, then passed a sheet round and let the whole group have a go at that small part before moving on. They were all together as a group and could see what each other was doing in the group. It was very much a team / group approach to this task. The Year 10 class gave very good feedback to this, as they felt supported in the small group and with everyone having a go together.

The second point I really noticed was how the boys automatically introduced themselves and started talking to the Year 10 groups, asking them who they were, what ethnicity they were, did they know any of their families etc...

The third point was how supportive they were to the Year 10 students through the whole process. They helped at every stage and gave feedback that was honest and supportive. One student who is not the most engaged you will ever see in Graphics tried really hard, got loads of help and was glowing from the praise from one of the Year 12 boys.

As a staff, we spent a lot of time last year having PD on Kia Eke Panuku and to be honest it was not the easiest PD that I have done. I had difficulties understanding what and where I could apply these things in how I appraoched my lessons.
What I saw from these boys was an absolute lesson on how to do it so naturally.
I was so proud of these boys after this lesson and they were rightfully feeling proud of themselves. Their confidence was soaring and they felt really good about themselves.

I may have been teaching for 22 years this September, but I was taught a lesson to remember today.
It was the best thing to happen in my classroom for a LONG time and I was actually quite emotional about it afterwards.

The whole Class OnAir lesson is here

Today is the day after the lesson, and here are 2 of the Year 10 class still busy with their 3D drawing skills.

Little added extra...
I left them in the class room "recovering" afterwards, over lunch time.
As I was leaving, I could hear them analysing what had happened, swapping stories, talking about individual Year 10 students and their attitudes.
They sounded like teachers in the staff room..... very funny.

Manaiakalani Google Class OnAir Lesson 8 - Year 12 students teaching rendering skills to a year 10 class

Click here to see the whole Class OnAir team

Direct Instruction
On one day, I gave the direct instruction to the Year 12 group. They were learning rendering skills to apply to their design developments.
On the next day, the group of 6 Year 12 students taught these skills to a Year 10 class over a double period.

This is the direct instruction given to the Year 12 students in regard to hard to do the rendering techniques that they were going to teach and use themselves.

This is the focus instruction on what they should concentrate on with the Year 10 class.
I got them to focus mainly on a simple box shape, use 3 tones, leave a white Y on the front corners and put a shadow on the dark side.

Here is some of the ongoing lesson where the Year 12 boys were working with the Year 10 class on their rendering skills.

Here are some photographs taken during the session, showing the Year 12 students working closely with the Year 10 class.

Detailed Lesson Plan

Lesson Topic :- Rendering Level 2 - Development of concept ideas - AS91342
Year Group :-  Year 12
Learning Outcome	The Year 12 group with transfer their rendering skills onto a Year 10 class. The question is whether they understand how to do something any better by teaching someone else how to do it.
Success Criteria Using SOLO	Uni structural Multi structural Relational Extended abstract Show the Year 10 group how to render a simple cube form in 3D using 3 tones. Show the Year 10 group how to render a range of simple forms in 3D using 3 tones and to use use different media in order to do it. Show the Year 10 group how to use their rendering skills in their own design developments to get a desired effect. Demonstrate to the Year 10 group clearly how to use tones, media  and rendering skills to make their design developments look 3D and have a particular surface texture.
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
Key Competencies	Thinking Using language, symbols, and texts Managing self Participating and contributing
Prior knowledge	The Year 12 students have done a lot of work on drawing in 3D. We have done some work on rendering in past lessons. The Year 10 students have done some work on 3D sketching using the isometric grids - so a brief reminder will be necessary for this but they should know enough.
Lesson Sequence	Session 1 - Monday 12th - Year 12 students Student Activity Teacher Activity Sit as a group with the teacher in their own lesson and watch demonstration of rendering techniques. Show group of Year 12 students key elements to use when rendering in 3D Discuss with students points to emphasise with the Year 10 students tomorrow. Talk with students and answer their questions and worries about tomorrow. Practice the techniques shown so they are ready and confident for tomorrow. Ask teacher any questions they need to about the session tomorrow with the Year 10 students. Session 2 - Tuesday 13th - Year 12 group with the Year 10 class Student Activity Teacher Activity Year 12 students will sit with a small group of Year 10 students each. They will go through the rendering skills that they have been shown. Demonstrate and show the Year 10 groups what to do Support the Year 10 students when they are trying the skills. Monitor the groups to make sure focus is on the skills to be learned. Remove any Year 10 students to the “teacher group” for skills instruction away from the Year 12 students as needed. Support of Year 12 students as needed. Year 10 students put into 5 / 6 groups. They will sit in their groups around separate tables with one of the Year 12 students. Listen to the Year 12 student and watch their demonstration about rendering. Year 10 students will practice their rendering skills with the support of the Year 12 students. Session 3  - Year 12 students Student Activity Teacher Activity Analysis of the lesson with the Year 10 students - discussion with teacher and each other. Facilitation of discussion about how the session went with the Year 10 group and analysis of whether teaching others to do a task can help consolidate knowledge of the task.
Resources	Plain paper Isometric grids Drawing pencils Coloured pencils Sugar paper White pens White pencils Rulers Jump start site with examples on
Next Steps	Talking to the Year 10 group about what they thought of being taught by the Year 12 students instead of the class teacher. Did they listen more? Did they understand the task any better?
Reflection and Analysis
	Monday 12th January Session with the first group of Year 12 students - Period 1 and 2 What went well? Splitting the skills up into small chunks for them to see then practice worked well as they could see what to do in small steps instead of forgetting most of a longer demonstration. This also modelled to them how to present this content to the Year 10 class when they see them. They practiced their skills more than once each time which was a good step forward. They listened well and had a really good try at each step that I showed them today so the quality of their work was of a good standard. They were keen to try the different media that were on offer for the rendering skills. What needs work? Getting them to come backwards and forwards to the front of the room, or around one table for small demonstrations is always a struggle as they moan and complain each time I want them to come together. Maybe doing the demos on the big screen with the drawing board projector would have worked better as they could have stayed where they were. Tuesday 13th June Double period with the Year 12 group teaching the Year 10 students What went well? The Year 10 students responded very well to the Year 12 group teaching them. They listened very well and were very respectful to the boys. They tried really hard with the skills they were being taught and made a good job of them. The group of Year 12 boys did a good job of working through the steps in the skills that they were demonstrating. It was good to see them being so supportive of the Year 10 students as they were working, helping them improve, and making supportive comments and judgments. The boys ended up working in pairs for the activity today so their group size was a little bigger than planned but they felt more confident doing it this way so it worked out well in the end. You could see the boys enthusiasm and confidence  grow as the session progressed and some of them ended up doing a little roaming of the room seeing what other groups were doing too. What needs work? I should have let the Year 10 students know before hand what was going on, especially in regards to getting into groups. They were quite “precious” about what group they were working in. We had a couple of no shows of the year 12 group so a couple of them were last minute inclusions. I thought they did well in spite of this though. The boys were very shy about doing the teaching and were EXTREMELY shy about being recorded, so some of the recording s are lacking heads.

Feedback from the Year 12 Group

Feedback from the Year 10 Class

Recorded Feedback from the Year 12 Group

Link to folder of work created by the Year 10 students in this  session.