Wednesday, July 26, 2017

Manaiakalani Google Class OnAir Lesson 10 - Design Analysis Exercise

See the whole Class OnAir team here

Direct Instruction

Direct instruction was given to the whole class where we talked through an example analysis of an existing product - a skateboard.
The focus was on the first parts of SOLO, the multistructural and relational elements so we can build up analysis skills slowly.
We were all grouped around the front table so we could hear the suggestions from others and see what was on the board clearly.

This video show the direct instruction at the start of the session.

This is a small part of the ongoing lesson from the day.
It shows the teacher giving suggestions and support as the lesson is going on to help the students with ideas of what to write on their analysis.

Student feedback.

Detailed Lesson Plan

Lesson Topic :- Design Analysis Exercises
Year Group :-  Year 12  (but includes Year 11 and 13 in the same lesson)
Learning Outcome
The students will understand the format and questions that we are going to use for the analysis of their own design work.
The students will be able to break down the analysis of design work and write this analysis in a clear way.

Success Criteria
Using SOLO

Extended abstract
Students can identify the main parts of a design.
Students can describe and list the design elements, properties, use and materials used in a design.
Students can explain and compare elements of a design idea to show how they work together and the effects that they have.
Students can evaluate the work of others and reflect on where design decisions have been made and generalise on why they were made.

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
  • Thinking - analysing the design based on the specific question.
  • Using language, symbols, and texts - writing the analysis is full sentences.
  • Managing self - keeping on task and following the RISE values for their work.
  • Participating and contributing - making sure they write their own feedback on each example for others to see and read.
  • Relating to others - responding to the comments of others in a positive way.

Prior knowledge
The students have been drawing their design developments and are ready to analyse these drawings in terms of design elements, how they will be used / ergonomics / safety, materials and what their client wanted.
Lesson Sequence

Session Outline
Student Activity
Teacher Activity
  • Students come together round the front desk to listen to instructions and guideline for the exercises today.
  • Have a go answering some example questions all together as a group or listen to the answers from others and the guidance of the teacher.
  • Sitting with the students at the front table, going over how the exercise is going to run
    • Look at the individual images on the class community
    • Answer the specific question attached to that image in the comment section
    • Answer in full sentences.
    • Put an answer on all of the images.
    • Read the responses from everyone else.
  • Facilitate a couple of whole class examples where the students can put their hands up to answer.
  • Roam the class while the students are thinking about their first answer and give suggestions to help them out.
  • Put up the images and questions on the community as they go so there are new ones available as they finish.
  • Police / monitor / give verbal feedback to  the responses on the community as they come in.
  • Look at the pictures that are posted on the Google Plus Community and think about the analysis questions that are linked to the individual images.
  • Answer the small analysis steps / questions that are on the individual images in their own minds
  • Share their thoughts about the answers to the questions in the Google Plus community by typing them up as clear sentences under the images in the comment sections.
  • Read everyone else’s answers to compare with their own.

Next Steps
Analyse the work of others in the class based on a structured format.
Use these skills to start to analyse their own design ideas and write it up.
Reflection and Analysis

What went well?
My decision to have the students working on their own notes but together in the class google plus community worked really well as they could see what each other was typing into the note sections under the images. This gave them more confidence to type what they were thinking and to have a quick look for ideas if they were stuck.
It was good to see them all having a go and not being shy about putting their ideas on the community for everyone to see.
It was good to see them building the complexity of their answers as they went through the exercises as the questions moved up the SOLO levels.
They were giving good verbal feedback to me and the rest of the class both at the start of the lesson and during the lesson as I was helping them as the lesson went along.

What still needs work?
What came apparent to me as we were working was that the students were having difficulties with describing. This was not the area that I expected the difficulties to start and was a real eye opener to the importance of having a wide vocabulary.
Their lack of vocabulary was really holding them back in terms of describing what they were seeing in the design work.
To move ahead with this in the future, I have put this document together which is a collection of website links which have describing words for any particular focus.
I intend to make this available to the students before we move into the next stage of these design analysis exercises.

Student Work

Class Google Plus Communities

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