Technology Education Key Learning Area. Teacher s Experience Sharing

Transcription

1 Technology Education Key Learning Area Teacher s Experience Sharing Subject: Design and Applied Technology Background Information about the School The School is a co-educational secondary school at Tsuen Wan with English as the medium of instruction. The School is one of the elite schools in the Tsuen Wan district. There were two teachers in the D&T panel. Only the subject panel head was involved in teaching DAT at S4 and S5 levels. The academic performance of the school is good in general. However, students who chose to study DAT were mainly come from the bottom end in the classes. Regarding the elective part, the school was offering the Design Implementation and Material Processing Module (M3) and Visualisation and Computer-aided Design (CAD) Modelling Module (M5) for students. At S1 and S2 levels, Design and Technology (D&T) was offered with three periods per 10-day cycle for one term each year. The total lesson time was around 14 hours per year for S1 and S2. At S3 level, one more period was provided which made up around 19 hours per year. In general, the total lesson time for junior secondary D&T was about 47 hours. At S4 and S5 levels, five students were taking DAT at each level. DAT was offered with nine periods per 10-day cycle. The total lesson time at S4/5 was about 168 hours.[it seems that the total lesson time for S4-6 will be less than 270 hours?] How can school/teacher plan to take care of the needs of students who are the minority group (say less than 10 students) and wish to study a particular subject or elective module? 1

2 Considerations and Implementation Curriculum Planning for DAT The School followed the teaching sequences suggested in the Design and Applied Technology Curriculum and Assessment Guide (S4-6). In order to build up a solid foundation in the study, the teacher decided to teach the compulsory part at S4, and then planned to teach the two optional modules at S5 and S6 levels respectively. As sketching and visualization skills are the basic communication tools for design which requires more time to practise, the teacher taught Visualisation and Computer-aided Design (CAD) Modelling (M5) at S5, right after the completion of the compulsory part which gave a coherence in teaching as well as continuing the practice. The teaching sequence of DAT in the School was as follows: Level Topics Coursework S4 Compulsory Part Strand 1: Design and Innovation Strand 2: Technology Principles Strand 3: Value and Impact S5 Elective Part Module 5: Visualisation and Computer-aided Design (CAD) Modelling S6 Elective Part Module 3: Design Implementation and Material Processing Module Design Project Chair design with model making and presentation Hair dryer design Case Study Mobile phone Theme-based Learning Octopus card Track guided vehicle Case Study Michigan s Gateway bridge Theme-based Learning Action Torch Interactive game for a theme park Practise 3D modelling, sketches, drawings SBA Identification & analysis of problem Research, investigation and data collection Idea sketches & development sketches Design Project Display system Case Study Earphone SBA Design Portfolio Final Product/solution 2

3 Teacher was fully aware that coursework was an integral part of learning and teaching in DAT, in which students learned through doing. Through coursework, knowledge and understanding of technology can be promoted in a practical manner. Therefore teacher tried to integrate the learning elements with coursework in his teaching, including design project, case study, theme-based learning tasks, skills practise, quizzes, and exercises. He used a variety of learning activities in different nature to engage students and reinforce their learning outcomes. The case study of Michigan s gateway bridge was a good example to consolidate what students have learn in Strand 1 to 3, especially on the technological principles, values, and impact to the society. In addition, teacher has adopted various pedagogical approaches, including direct instruction, examining existing products, demonstrations, questioning, discussion, group work, and using learning kits to suit students with different learning styles. How can you engage students in technological activities which enhance their creativity and critical thinking? In order to reveal what students know and don t know, and their strengths and weaknesses, have you made use of students performance in the coursework as a tool for formative assessment? Interface arrangement The teacher considered that curriculum planning should start at junior secondary level where he had opportunities to know students prior knowledge and their interests so that appropriate elective options were offered for students to further their study in specific areas of DAT. In order to provide the essential skills and concepts required for DAT, the learning and teaching activities at S2 to S3 levels emphasised on the development of generic skills, such as, critical thinking skills, communication skills, and problem-solving skills through more open-ended discussion and product analysis. Moreover, students were given the opportunities to build up their design implementation skills, such as application of tools and materials, at the junior secondary level through hands-on project activities. The School aimed to provide a curriculum with the following focuses: Design and communication was emphasized at all levels especially at S1. Thinking skills were adopted at all levels. It aimed to develop students creativity, communication skill and critical thinking. 3

4 It emphasized on learning to solve problems involving technology. It aimed to teach generic skills which were useful in the wider world of work. It provided the basic competence needed for and an understanding and appreciation of technological activities in general. (*Information extracted from the D&T panel meeting minutes) Are your students ready for the DAT curriculum? What are the essential skills and concepts students need to have before they take the DAT class? Teacher has introduced different learning tasks to develop students essential generic skills such as, information processing, critical thinking, creativity and communication skills at the junior secondary level. Design project was one of the effective learning activities to blend all these generic skills into one meaningful task. The Panel Head and his partner have introduced various design projects like photo stand and mechanical toy in S1 to S3. In order to better illustrate various concepts and applications in the DAT curriculum, teacher made use of a SimMan (See Appendix 1) learning platform in teaching at S3 level. The learning platform, composing of multimedia resources was developed by the EDB which provided students with essential knowledge and applications of manufacturing machines and processes. Moreover, in order to strengthen students design and production skills, various tools including laser cutter, SolidWork software, Control and izebot software were also introduced in S3. Teacher also made use of the material in the booklet Case study for Technological Subjects (S1-3) to enable S3 students to put their learning into an authentic context. The booklet provided resource materials to strengthen the learning about technology and design. In order to help your students prepare for the DAT curriculum, can you think of any other relevant strategies and tactics that can be implemented at the junior secondary level? Curriculum Adaption In light of students prior knowledge and experience, teacher has adjusted the level and scope of his teaching in order to promote effective learning. In general, the teacher was 4

5 using the resources materials developed by EDB as the blueprint of the course materials. Adaptations were made according to previous knowledge and experience of his students. For examples, robotic control were removed as his students already had similar knowledge and experience in S2. Minor adjustments on language were made to suit his students. Learning activities should be planned with reference to students prior knowledge and experience. When designing practical tasks, teachers should flexibly adjust the level of difficulties and ensure the tasks to be manageable by students. In what way can your school build on students strengths when planning the curriculum? What are the targets/ focuses of your programme in accordance with the abilities, interests, and aptitudes of your students? Support Measures and Planning Strategies The academic standard of the School as well as the self-learning ability of students are high. The teacher used SimMan as a self-learning platform at S4-6. Students could explore the concepts and operations involved in Computer Integrated Manufacturing (CIM) for industrial production through the SimMan and learned to solve production problems at their own pace. In timetabling, school has arranged one double-period to be held as the last two lesson in one school day. Students were allowed to continue their project work with the facility and equipment in the DAT room after school. School provided additional time and opportunities for students in using the school facililty in their learning. A variety of teaching resource materials can be employed as tools of learning. For example, computers and CAD/CAM tools can help students produce high-quality products, accurately, and repeatedly. What are the possible ways that your school can adopt to expand the availability of learning and teaching resources? Case study, design project (see Appendix 2) and theme-based learning are the major learning activities in the DAT class. As students explored through the design contexts, they were provided with the opportunity to bring in their own experience and develop their attributes of innovation. 5

6 Teacher used case studies to conduct investigation tasks, which provided opportunities for students to carry out research in technology by reading, product analysis, interviews, observation, and discussion. Design projects were also used to engage students in various problem-solving activities in which hands-on practical activities were the essential elements. Learning and teaching in DAT is structured around enquiry into a range of technological and design contexts. Have you provided opportunity for your students to appreciate the changing, complex, and controversial nature of design contexts? How can strategies like product analysis and discussion, help students gain new perspective to problem solving as well as develop new design ideas? 6

7 Assessment Planning for DAT Assessment Policy and Guiding Principles Teacher fully understood that assessment was an essential part of learning and teaching. It provided useful information for teacher and his students to enhance teaching and improve learning. Assessment helped students recognise progress. Assessment policy included: Alignment with learning objectives, clear assessment criteria and arrangement were well defined. Cater for full range of students abilities Tracking progress over time Varieties of means to assess students performance over time Level S1 S2 S3 S4 S5 Type of assignments and assessment Material Exploration, Research, Product Analysis, Sketch/Design, Evaluation Worksheet Material Exploration, Research, Product Analysis, Sketch/Design, Evaluation Worksheet Research, Sketch/Design, Working Drawings, Evaluation Worksheet Multiple Choice, Long Questions Theme based learning Design, including Design Dairy Multiple Choice, Long Questions Theme based learning Design, including Design Dairy Frequency/ cycle Once per 3 cycles Once per 2 cycles Once per 7 cycles Once per 3 cycles Once per 7 cycles Once per 2 cycles Time/ cycle 30 min. 30 min. 30 min. Once per a cycles 90 min. Once per 3 cycles 60 min. Once per 1 cycles 90 min. Once per a cycles 90 min. Once per 3 cycles 60 min. Once per 1 cycles 90 min. Test/ term 1 1 Project Memo Clip and Photo Stand for Golden Jubilee Cerebration Identification Tag, Mechanical Toy Attraction Devices for Golden Jubilee Cerebration Chair Design and Open Competition SBA Project (*Information extracted from the D&T panel meeting minutes) Teacher arranged and gave daily assignments, coursework and tests on a regular basis. The weighting on each item was planned and students were informed of the details in the beginning of the year. In order to cater for different learning modes, teacher also employed a wide variety of assessment tasks such as, quizzes, practical tasks, design projects, case studies, and presentations. Students were able to reflect in the assessment process, while teacher could keep track of individual student s learning progress effectively. (see 7

8 Appendix 3) Homework is also another integral part of students learning and assessment. Teacher has a clear homework policy in his DAT class. Other than design project and case study, teacher made use of the materials in the Learning Resources Material provided by EDB 1 to prepare exerciese for student on a regular basis, at least once per cycle. Timely and encouraging feedbacks were provided to his students through these continuous assessment tasks. How does feedback on performance provided to students in your school help them improve? How would you improve your school s assessment policy and practices in order to better assist students learning in NSS DAT? Integrating Learning with Assessment In School, theme-based learning was used to integrate learning elements with formative assessment. The theme provided students with a purpose for learning - a meaningful context - and thus engages them in the activities. Students were required to complete different Design Papers under the selected theme each year. Teacher also made use of all the quizzes and exercises in the Resources Material as a mean to evaluate students progress as well as understanding of concepts and knowledge. During the course of study, do your students find enjoyment and able to develop a sense of ownership and commitment in their learning? Through a number of strategies, teacher was able to align public assessment with the school curriculum and to promote assessment for learning in his school. All the test papers, examination papers, and design projects have the same assessment criteria and were conducted similar to the arrangement in the HKDSE examination. The marking scheme of each examination paper in school has incorporated standards-referenced reporting (SRR) elements. Feedbacks on students performance based on the SRR format were also 1 The Learning Resource Materials provided by EDB for DAT is available in EDB s website, 8

9 provided in order to familiar students with the SRR requirements. (See Appendix 4 & 5) Continuous assessment through coursework and SBA were in place in S5 and S6 respectively. How is internal assessment in your school linked to the public examination? How would you make use of the level descriptors to help students stretch their full potential in learning? What measures would you employ to avoid overloading students with unnecessary assessment tasks? 9

10 Catering for Learner Diversity Due to the small class size and similar ability of students, the learner diversity in the DAT class in school was not a great problem. However variations on abilities in writing, sketching, and analytic thinking skills were still identified. Teacher understood that DAT curriculum was not structured in a linear form and was not necessary taught in a sequential order. In this regard, he made use of the flexibility to structure appropriate, achievable, but challenging activities to cater for students different abilities. In School, teacher provided students with authentic hands-on learning experiences to reinforce the importance of both manipulative and problem-solving skills so that students with a practical orientation to learning could find their own way to perform well. He also encouraged group work in design projects so that students with different personal characteristics, such as thinkers and doers, could learn to support each other in completing the tasks through collaboration. Are there SEN students in your school? What strategies does your school employ to stretch the potential of students with SEN and engage them in learning? To cater for individual learning diversity, especially on academic performance, the School has set up Student Support Team and Academic Development Team to offer assistance such as after-school tutorials, individual study groups. Should there be a higher-level achievement objective, such as critical thinking, added? Does the teaching schedule allow for an appropriate level of independent learning so that individual students can learn at their own pace? 10

11 Epilog Students in this school have good academic performance in general. The allocation of lesson time in D&T at S1-3 was comparative low, with a total of 47 hours. However, teacher has developed a well structured curriculum in S1-3 with a focus on the development of generic skills for design and making; which has successfully provided a solid foundation for his students to explore the technological concepts and knowledge at the senior secondary level. The learning activities arranged by the teacher were closely integrated with formative and summative assessment. Through daily exercises and practises, students were able to reinforce the concepts and knowledge acquired; while the design projects, tests and examinations provided students with constructive feedback for them to improve accordingly. With appropriate support measures, students could learn successfully according to their interest and ability. The teacher has made use of e-learning and theme-based learning to cater for the needs of students and encouraged them to expand their potential as well. 11

12 Appendix 1 Use of SimMan in School Aims and Objectives SimMan is a web-based learning platform aims to provide a simulated learning environment on Computer Integrated Manufacturing (CIM) for S3-6 students studying technological subjects. The website is developed and hosted by the Hong Kong Productivity Council: 1. To explore the concept and operations in using CIM for industrial production; 2. To understanding the functions and relationship of individual manufacturing elements in a CIM process; 3. To use CIM as a tool to solve industrial production problems in real life situations; and 4. To use CIM as a tool to optimize cost and efficiency of a production process. Resources and Features 1. Introduction to CIM What is CIM? Authentic examples in CIM (videos) Demonstration in using SimMan 2. Understanding the Basics of CIM Common CIM Machines (Name, uses, drawings/photos, required parameters) Common CIM Process 3. Project Learning (Individual) Select suitable pre-defined materials, process and machines Arrange schedule and workflow Evaluate efficiency and cost with simulation tools: 3D animation, Gantt charts, costing reports Reassign process and rearrange schedule to optimize efficiency 4. Quiz 5. Project Learning (Group/Enterprise) Define roles and resources of the enterprise Collaboration between members of the team Select suitable pre-defined materials, process and machines Arrange schedule and workflow Evaluate efficiency and cost with simulation tools 3D animation, Gantt charts, costing reports Redesign process and schedule to optimize the overall production efficiency 12

13 Appendix 2 Design Project Folder (coursework sample) Design Brief A. Task: To design and make a chair for your home B. Design Criteria: The chair should fulfil the following criteria: 1. User-device i. Should be used by people not less than 70kg but more than 120kg ii. Should be well fit on the user s human dimensions 2. Situation- the device i. Should have certain features of banana ii. Should be used in the sitting room of 10 square metres iii. The style, shape, form, colour of the chair should match with the surroundings of the sitting room 3. Process- the device i. Should be stable 4. Ergonomics and human dimensions- the chair i. Should allow people to rest on the seat comfortably ii. Should be wider than the shoulder to receive the user iii. Should provide a support for the back ensuring the user would not fell tire easily iv. The angle between the seat and the ground should not be smaller than 5 degrees ensuring the user would not slip off the chair C. Final design outcome: 1) Finalized design brief 2) Research and analysis (14 chair research and 15 features study of banana) 3) Chair design thumb nail ( 12 thumb nails) 4) Development sketches (6 A4 size drawing) 5) Drawing of final design 6) Explanation through visual presentation 7) Mock up Project Schedule Week Design brief X Research and Analysis X X Idea sketch X Design development X X Test model X Final design presentation X X Final design mock up/prototype X Final presentation X 13

14 Relevant analysis and comments on design features were made, which could provide valuable hints for students to develop their own solution. Possible ideas on functionality and variations of form were generated with reference to the needs and requirements of user. 14

15 Transformation of ideas from a natural form to functionality Final solution with annotated sketches was used to explain the features, functionality construction and materials of their design. 15

16 Appendix 3 - Assessment Policy and Teaching Strategies adopted in the school Assessment Policy and Teaching Strategies 1. Test and Examinations Written examination and uniform test will be provided for senior secondary student. The setters and markers are summarized as follows: Half-yearly Exam Yearly Exam Paper Setter Marker Time Paper Setter Marker Time S4 1.5 hrs I LST LST I 2 hours S5 2 hours LST LST S5 II 1 hours 2. Coursework/Exam grade & assessment mode. Coursework grade Material Exploration, Worksheet 100% Junior Students Coursework grade 50% Exam grade Design Projects 50% Exercises and Design Dairy 40% Coursework grade Theme base learning and Secondary 4 Enhancement Workshops 60% Exam Marks Examination (Paper I) 60% Design Project 40% Exercises and Design Dairy 40% Coursework grade Theme base learning and Secondary 5 Enhancement Workshops 60% Exam Marks Examination (Paper I/ and Paper II) 60% Design Project/SBA 40% 3. Teaching strategies a. The medium of instruction is English. For safety reasons, supplementary explanation in Chinese may also be provided for students to understand the safety precautions and manipulating skills of certain hand tools/machinery. b. Project guidelines should be prepared for all projects so as to help student designing. c. Design factors should be discussed with students so they can understand the project in depth. d. PowerPoint, samples of artifact and background information should be provided for students in order to students ideas. e. In order to enhance students life-long learning skills, teacher should encourage students to gather information in various ways. f. After finishing the projects. Students should evaluate the artifacts. All students should at least present their ideas/artifacts/evaluations to the class once. g. Group projects, Open Competition, Theme Base Learning are implemented in S4 to develop students generic skill. 16

17 Appendix 4 S4 Exam Paper 17

18 18

19 Appendix 5 S4 Exam Student s Answer Book (Sample) 19

20 20