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.
Lesson Topic :- Design Analysis Exercises
Year Group :- Year 12 (but includes Year 11 and 13 in the same lesson)
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.
Links with the New Zealand Curriculum
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
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.
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.
Class Google Plus Communities