Manaiakalani Google Class OnAir Lesson 16 - Illustrated Design Words

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Direct Instruction

The start of the lesson is the students sat at the front for about 10 minutes of the double period (100 minutes). They are listening to the teacher go over the activity that they will be doing for the double period so they are clear what they have to do.

The activity involves them choosing 6 of the provided design terms and illustrating them visually.
They can either illustrate with a found image or they can draw their own illustrations.

Direct Instruction video
The students are round one table listening to the instructions for the first part of the lesson.
It is just the teacher talking with not a lot of interaction between the students for about 10 minutes. The interaction came during the lesson as they were getting on with their work and discussions were had between each other and the teacher.

This video shows a speeded up version of the ongoing lesson. Here you can see the students getting on with their work and interacting with the teacher as they move around the room offering support where needed.

Here are some of the students explaining their work as they do it.

This is the presentation that was shared with the students in the class community so they have an example of each word to look at.
These are the images used for the explanation at the start.

Level 1 Google Plus Community

Lesson Topic :- Design Word Illustration
Year Group :-  Year 11 (Jump Start )
Learning Outcome	The students will understand the meaning of a set selection of design words. They will be able to illustrate these design words so they can see their meanings in a visual way.
Success Criteria Using SOLO	Uni structural Multi structural Relational Extended abstract Illustrate 2 or 3 design words from the list with images sourced online. These images identify the main meaning of the word. Illustrate all of the design words from the list with image that describes the meaning of the words in a design sense. Illustrate all of the design words on the list with images that are found or drawn. These images clearly explain how the word is used in a design sense and how it can be used to compare the design element in a design. Illustrate all of the design words with drawn images that they have created themselves. The work shows that the student can use the word in context when reflecting on a design.
Links with the New Zealand Curriculum	NCEA Level 1 - Curriculum Level 6 Outcome development and evaluation Critically analyse their own and others’ outcomes to inform the development of ideas for feasible outcomes.
Key Competencies	Thinking - decide how they want to illustrate the selected words so the meaning is visually clear. Using language, symbols, and texts - understand the meaning of a word and represent that meaning visually. Managing self - Staying on task and thinking of own ideas to illustrate the words. Participating and contributing - joining in the group chat with ideas. Relating to others - helping others out with ideas where needed. Respecting each other’s different ideas.
Prior knowledge	The students have analysed movie posters using a set of design words. The students have drawn where some basic design elements are in their chosen architects work.
Lesson Sequence	Session Outline The students will look at a presentation of examples of illustrated design words. They will then make their own presentation using the same design words but finding their own illustrations or drawing their own and scanning them. Student Activity Teacher Activity Sit around the front table and listen to brief introduction. Look through the presentation that has been shared on the class community with ideas for illustrations for each word. Listen to each other as they give verbal suggestions as a whole class as to what could be used to illustrate each word. Facilitate discussion around the front table about the example presentation and what images the class think could illustrate each word. Oversee the work as it progresses, help where students are stuck, give ideas and suggestions. Provide materials where needed if students want to draw their own illustrations. Scan any drawings the students produce and share them into the community for them to access - go over with them briefly how to do this as we have not done this yet. Facilitate discussion and decisions regarding choice of illustrations. Print off the chosen ones and present on the back wall for the class to refer to. Make a presentation of their own with each one of the design words on a separate page. They can find an image online using Google Image search to illustrate the word or they can draw what they think it looks like - if they draw it, their drawing will need to be scanned. Share their presentations into the class community Look at everyone else’s presentation. Discuss and decide as a class which illustration fits each word the best - it could be more than one if they like.
Resources	Link to instructions and resources on the class site Chromebooks - access to internet and Google Drive Paper, pencils and colours Scanner
Next Steps	Print selected illustrations ready to present on the classroom wall.
Reflection and Analysis
	What went well. Allowing the students the choice of how to present the work was interesting as it is producing some really varied and personal outcomes. The problem with letting them draw their own is that it is taking a lot of time but the results are really interesting. There was a good understanding shown of the meanings of the words and the visual illustrations are going to be useful on the wall in the future. There was plenty of time during the lesson as the whole class got on with the task for me to move around the room and have conversations with individuals and give help with understanding where it was needed. It was good listening to the students explain their drawings to me verbally, as it really showed their understanding. This did not come out SO well in the video of their work as they were shy on the camera. (it is only the second class on air recording for this new group) What still needs work. Everything always seems to take WAY longer than you originally think it is going to. We are going to have to spend some more lesson time after this double period to finish this activity, but I think it is important to finish it to a good standard as they are going to use this work to refer to later. Although I did speak to the students for about 10 minutes at the start of the lesson, I feel it was important to set the tone and make sure they understood the task and took it seriously enough. It was only 10% of the overall lesson time. The students only had to pick 6 of the words, but getting some of them to pick one and make a start was a bit of a mission. Maybe if I had specified the first one just to get them going it would have been a cleaner start, and they could have had the choice after that of the next 5.