Manaiakalani Class OnAir Lesson 8 - Final Chair Designs

Link to Manaiakalani Class OnAir to see the whole team.


Direct Instruction

The instruction to the whole class was quite brief as it was reminding them of all the elements that needed to be included on the their final design sheets. I had prepared the board in advance so they could see the layout I wanted them to follow. The rest of the instruction through the lesson was on a one to one basis depending on the needs of the students.

Here is some of the ongoing lesson

Reflection

This work was a culmination of a much longer series of lessons based around analysis, design and literacy. I feel that the students did well as they were pulling everything together that we have been looking at over my inquiry.

Link to inquiry literacy strategies .

Class Site Content

Link to examples on class site

This is a diagram explaining the input the students have had from my inquiry about subject specific literacy.

Learner Generated Content

Extended Lesson Plan

Lesson Topic :- Final Chair Design Sheet
Year Group :-  Year 11
Learning Outcome	To be able to use all of the skills regarding drawing, rendering and analysis to produce a final chair design presentation sheet.
Success Criteria Using SOLO	Uni structural Multi structural Relational Extended abstract Students draw a 3D final chair design. Students identify the main parts of their design. Students draw a 3D final chair design and can render the design to enhance the 3D qualities using tones. Students can describe their design using noun groups. Students can relate their final chair drawing to the materials it would be made from by using rendering techniques to show those materials. Students can link a statement about their design to a reason by using a linking word. Students can create a design that is inspired by their chosen architect and render it to look 3D, like the material it is made from and position it in space using shadows. Students can reflect on how their design relates to the work of their chosen architect.
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. Undertake ongoing experimentation and functional modelling, taking account of stakeholder feedback and trialling in the physical and social environments. Use the information gained to select, justify, and develop a final outcome. Evaluate this outcome’s fitness for purpose against the brief and justify the evaluation, using feedback from stakeholders.
Key Competencies	Thinking - using all the drawing, rendering and literacy strategies we have been working on all together to produce the final design sheet. Using language, symbols, and texts - writing the design analysis and using visual techniques to simulate 3D forms and surface finishes. Managing self - completing a finished final design sheet ready for assessment. Participating and contributing - Relating to others -
Prior knowledge	We have  done a series of literacy exercises to build up to this point. Link to diagram showing flow of activities covered We have done sketching and rendering techniques in 2D and 3D. We have done research about materials. The students have produced design developments in relation to their chosen architect.
Lesson Sequence	Session Outline Student Activity Teacher Activity Sit round the front table and listen to teacher input about how to layout their final design sheet. Prepare the board with layout example. Discuss the potential layout with the students so they know what to include on the their final design sheet. As the lesson is going on, do one to ones chats about their analysis writing, using questions to the students to get them to think and answer. One to one / small group help with rendering skills and detail drawings. Students to work on their individual presentation sheets to show :- Rendered 3D drawing of final chair 2D cross sectional view 2D plan, side and front views Analysis notes using the structure we have worked on Work will be photographed and shared in the class community for all the class to see each other’s work. This is the final work for this project so will be included in their sketchbook of evidence for the freehand sketching external - until them they will be displayed on the classroom walls.
Resources	A2 paper Drawing pencils Coloured pencils Graphics marker pens Pastels Link to examples on class site
Next Steps	Next Lesson This task will take longer than one double period, so it will need time in following lessons to complete everything. Further in this project This is the end of this project, but all of these skills will be used in the next one.
Reflection and Analysis
	What went well. Lesson Content :- The students knew the main bulk of what they have to produce for this activity as it is a continuation of both the project they have been working on and the skills they have been covering. Lesson Pacing :- I knew this was not going to be complete in a double period so the pacing is as expected. Lesson Delivery :- My introduction was uncharacteristically short but I think this is because it was just a sum up of what they already knew. The delivery throughout the lesson worked well on a one to one / small group basis as needed. Student Outcomes :- The outcomes are of a pleasing standard and clearly shows what they have been learning. What still needs work. Student Understanding :- I still have students who were in the lower ability class in Year 10 who are having difficulties understanding what we are doing at the moment. I do not have a specific example for this layout produced, just the individual things on the class site and the layout sketch on the board, so this would probably have helped. Having examples of 3D rendered products for them to refer to would help too as their understanding and visualizing of what their design looks like in 3D is a problem.

Manaiakalani Class OnAir Lesson 7 - Design analysis using Literacy Strategies

Link to Manaiakalani Class OnAir to see the whole team.

Direct Instruction

The students were shown the examples and templates that were available to them on the class Google Plus Community.

We reflected on the back up work we have done for this activity and an explanation of the example is given so the students understand what they are being shown and how to use it.

This video shows some of the ongoing lesson.

Class Site Content

This is the example write up with the design content it is talking about.

This is the write up example broken into the three paragraphs and coloured to match the poster on the back wall of the classroom.


This is the template that was provided for the students to work on.
This is the linking words document provided to help them with some ideas for the words to link design points with reasons.

Learner Generated Content

Vaifoa

Jonson
Silia
Luisa
George
Kayle
Chelsea

Lesson Topic :- Using Literacy Strategies for Design Analysis
Year Group :-  Year 11
Learning Outcome	To be able to use the literacy strategies that we have been working on recently to write a meaningful design analysis.
Success Criteria Using SOLO	Uni structural Multi structural Relational Extended abstract Students identify the main parts of their design. Students can describe their design using noun groups. Students can link a statement about their design to a reason by using a linking word. Students can reflect on how their design relates to the work of their chosen architect.
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. Undertake ongoing experimentation and functional modelling, taking account of stakeholder feedback and trialling in the physical and social environments. Use the information gained to select, justify, and develop a final outcome. Evaluate this outcome’s fitness for purpose against the brief and justify the evaluation, using feedback from stakeholders.
Key Competencies	Thinking - think about all the strategies we have been working through and use them together in their work Using language, symbols, and texts - writing a design analysis Managing self - staying on task and not letting one person in the pair do all the work. Participating and contributing - working together in a pair to help each other with their writing Relating to others - supporting each other with their writing to analyse design work. Understanding what another student was trying to achieve with their design work.
Prior knowledge	We have done the following over a series of lessons to prepare for this activity :- Product analysis of simple products all together as a class Read and highlight the exemplars from the NZQA website Played a product description game with each other in pairs Description burgers Writing skills session with Mr Millford, the school literacy specialist.
Lesson Sequence	Session Outline The students will work in pairs to analyse one of their design developments for their seating project. We will be focussing the use of three paragraphs to make three points, noun groups and linking points with reasons or justifications. Student Activity Teacher Activity Students sit round the front table and are given pointers as to where they can find all of the resources and activities on the class Google Plus Community. Look at the examples and listen while the teacher explains the content. Supply and explain the resources for the class to use. Ensure the focus is on :- Three paragraphs for three separate points. Using noun groups to expand on details. Use of linking words to connect and point to a reason or opinion. Students each make a copy of the paragraph template. Choose a design from their sketchbooks to analyse. Work in pairs to support each other in writing the analysis paragraphs. Share their completed template in the class community so the rest of the class can learn from what they have written.
Resources	Example of analysis writing next to the design work it applies to Breakdown of the analysis example. Template for design analysis Linking words Poster on the back wall of the classroom to refer to
Next Steps	Next Lesson Analyse further design work in the same project. Further in this project Use the same structure to analyse the effectiveness of their final design.
Reflection and Analysis
	What went well. Lesson Content :- Having spent quite a few lessons preparing for this and slowly building the skills, the students were able to progress quite well with this activity and understood what I wanted them to do. Lesson Delivery :- My confidence in delivering this was higher than I anticipated due to the slow build of the skills and the support that I have had from the literacy specialists in the school and from visiting other schools. Breaking down literacy strategies - blog post Explanation writing - blog post Student Understanding :- they did really well with the work and I was able to support them while they were writing and we both knew what we were aiming for. Student Outcomes :- when you compare their writing from this activity to the baseline writing task that we did in March, there has been a very pleasing improvement. What still needs work. Lesson Pacing :- It took two double periods for the analysis of one design development, so this was quite along time for three paragraphs, but I am hoping that this will improve the more we do this and they get used to it. Student Understanding :- There was a wide range in the support that I had to give during this whole process from a couple of suggestions to co-constructing sentences together with the students. This generally reflects the abilities of this class as a whole whenever we are working on anything. Other Comments. I found it a great help to have the support for me as a teacher from the colleagues that I have been working with and it gave me a lot of confidence with these writing / literacy activities.