Manaiakalani Google Class OnAir Lesson 6 - Making Rewindable Isometric Resources

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Direct Instruction
The students have been practicing their 3D drawings skills, with a focus on isometric using grid sheets.
They were shown the options that they could choose from to create a digital resource that could be referred to afterwards by them and other members of the class to remind themselves of what they had done.
They could then choose what skill they wanted to showcase and how they were going to do it.
The students were also shown the self assessment form that was shared on the class communities that they are going to fill in to give each other feedback on their work.

Student created work on Ako Ngātahi blog

Direct instruction for producing the rewindable digital resources

Direct instruction for peer to peer assessment and feedback

Detailed Lesson Plan

Lesson Topic :- Creation of rewindable resources based on isometric drawing skills. Level 1 - Preparation for chair designs - AS91067 Level 2 - Development of concept ideas - AS91342 Level 3 - Development of concept ideas - AS91630
Year Group :- Year 11, Year 12 and Year 13
Learning Outcome	To consolidate their skills about isometric sketching by the creation of their own rewindable resources. The outcome will be some form of rewindable resource from the selection of choices given or a method of their own choosing.
Success Criteria Using SOLO	Uni structural Multi structural Relational Extended abstract To video or photograph themselves working with no reference to key points or explanation. To video or photograph themselves working / producing an isometric drawing. Steps are shown in order to create the final piece of work. To create a digital resource to use as a reminder about the key steps in producing an isometric sketch. The resource will show the steps in order that need to be taken so it can be followed as a reminder. To create a digital resource to help themselves and others remember the key points of isometric sketching. The resource will be clear, show the steps in order and explain each step.
Links with the New Zealand Curriculum	Level 1 Curriculum Level: 6 Learning Area: Technology Strand: Design and Visual Communication Achievement Objective: 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. Achievement Standard: AS91067 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 Level 3 Curriculum Level: 8 Learning Area: Technology Strand: Design and Visual Communication Achievement Objective: Outcome development and evaluation Critically analyse their own and others’ outcomes and fitness-for-purpose determinations in order to inform the development of ideas for feasible outcomes. 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. 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 that takes account of all contextual dimensions. Achievement Standard: AS91630
Key Competencies	Thinking Using language, symbols, and texts Managing self Participating and contributing
Prior knowledge	The students have been working through isometric skills exercises with the teacher, and have drawn basic shapes, used crating and drawn curves and ellipses.
Lesson Sequence	Session 1 Student Activity Teacher Activity Sit round with the teacher as they go through some options available to produce their rewindable resource. Make a decision about what equipment they need based on what kind of resource they are planning on creating. Show students the options available Using the drawing board projector and laptop to produce a screencast Using the iPads to record the page as they draw. Using the iPads to take photographs at each stage as they draw in order to produce a Google Presentation of steps. Session 2 Student Activity Teacher Activity Creation of digital resources based on isometric sketching. They can use whatever equipment and resources they need for this and may need to move to different areas if they are recording and need quiet. Help where needed for individual students or groups of students. Supplying of additional resources and equipment if called for. Uploading  / help with the uploading of the completed resources to the class communities. Session 3 Student Activity Teacher Activity Use the self assessment tool to watch the work made by others and analyse it. This tool  (google form) will be available in the class communities for them to access and the results of this form will be published there too for them all to see the results. Students will critically analyse the work of others based on the criteria in the google form. Students will look at the results coming in from the form and see what others thought of their digital resource. Explaining / discussing with the students about how to look at the work of others critically and how to be honest about it when they know the people involved. Discussing how to read the results about their own work without taking it personally, but taking it as a chance to see where they can improve.
Resources	Isometric Sketching Level 1 Community Level 2 Community Level 3 Community Isometric grid paper - to be printed off Plain A3 paper Drawing pencils iPads Drawing board projector and laptop Analysis of Isometric Resources Google Form
Next Steps	The students will now be moving on to using these skills on their own design work. The resources they have created will be shared in all 3 class communities so all of them are available for all the students to watch and refer to if they need to.
Reflection and Analysis
	What went well? The students came up with their own ways to produce the resources. “Can we use our phones?”....yes “Can I make a moving gif on my phone?”.... Yes “Can i make a stop motion?”.... Yes The students were comfortable working by themselves or in pairs, which was good to see and is a direct roll on from the group work I have been building into the Year 12 course. They did not even think about it anymore, they just did it. They were so engrossed in making the resources they did not realise their 3D drawing skills in isometric were really good. We had a double period to do this so there was plenty of time for them not to rush this activity and could get properly into it. Reading the feedback that they have started to give each other was fun as it was what I was thinking but I kept it to myself. It is good to see that they pick things up in others work. What did not go so well? The weaker members of the group were working alone and had difficulty doing the explanations on the steps. The weather was terrible so there was not too many places available for them to go and get some quiet for filming. What could I do better? Give more options for creating the resources. Have sentence starters and scaffolding ready for students to use if they need it when they are writing the explanations on the steps.

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Google From for the students to complete to give feedback to each other about their work.




Here is the link to the results of this form 

This is the ongoing lesson on the day