Manaiakalani Google Class OnAir Lesson 11 - Design Analysis of Each Others Work

See the whole Class OnAir team here

Direct Instruction

Direct instruction was given to the whole group round the front table where we analysed the first example together as a class. A photograph had been taken of one students' design development drawing and projected onto the board for us all to see. The teacher asked analysis questions and the class called out their answers to the whole group. The questions concentrated around the multistructural and relational parts of SOLO structure.
Direct instruction then transferred to individual help and questioning where needed throughout the exercise.

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

This video shows some of the ongoing lesson.

Detailed Lesson Plan

Lesson Topic :- Design Analysis Exercises
Year Group :-  Focus on Year 12  (but includes Year 11 and 13 in the same lesson)
Learning Outcome	The students will be able to use the analysis skills learned in the previous session on each other’s design work.
Success Criteria Using SOLO	Uni structural Multi structural Relational 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
Key Competencies	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. Making sure they remember their RISE values when commenting on each other’s work. Relating to others - responding to the comments of others in a positive way.
Prior knowledge	The students have been drawing their design developments for their Product Design project. We have been doing analysis exercises together on the class Google Plus Communities.
Lesson Sequence	Session Outline Student Activity Teacher Activity Sit round the front desk to get activity instructions. Give suggestions verbally when doing the example group analysis all together. Listen to feedback from the teacher about the example design and how to use the words / structure from the previous exercise. Photograph one piece of work from a student’s sketchbook and upload it to the class community to use as an example. Moderate / facilitate the discussion about the design that is uploaded. Ensure the students are aware of The describing words document Making sure they are respectful to each other when commenting on each other’s work Using the same format that we used in the previous exercise Photograph an example out of everyone’s sketchbook and upload them to all three Google Plus Communities. Roam the room while the students do the activity to have one to one conversations and help where needed. Monitor the comments coming through to ensure respect is ongoing. Look at each of the design development drawings posted into the community. Think about the SOLO structured questions we are using to analyse the work. Read through the supplied document about describing words and scan them to see if they can use any of them. Write analysis notes in the comment sections under the photographs of each student’s design development. Remember their RISE values when commenting on each other’s work.
Resources	Photographs / scans from the sketch books of the students of their current work. Google Plus Communities Level 1 Level 2 Level 3 Document - Describing Words
Next Steps	The students now need to start analysing their own design work. They can use this feedback from others to start them off if they want to.
Reflection and Analysis
	What went well? The students were really respectful of each other’s work and provided some useful feedback. They used the same format as the exercise that we did as it was the next day so it was fresh in their mind. Some scanning of the vocabulary links was done and helped the students who did do it. They are getting better at giving suggestions when we sit together as a whole group at the start of the lesson - no answer is a wrong answer! What needs work? They seem to still be a bit shy at writing their thoughts in the comment section under the pictures. I told them to just do word lists or bullet points. Focus on the analysis not the sentences. Again it is the English structure that is holding them back in confidence. I need to provide sentence starters in future to give them the confidence to just put their thoughts down and not worry about anything else.

Student Work

Class Google Plus Communities

Level 1

Level 2

Level 3