Presentation on theme: "Technological Modelling 3.5"— Presentation transcript:
1 Technological Modelling 3.5 Demonstrate understanding of how technological modelling supports technological developmentBeth McCrystalTechnology FacilitatorWhat evidence will students need to gather in order to be successful?Lets look at some examples of functional modelling.Functional modelling is about the testing and trialing techniques and processes and the decisions made in order for the outcome to meet specifications.
2 Aims for this sessionTo share key messages for technological modelling level 3To develop understanding of howtechnological modelling supports technologicaldevelopment and implementationAim for today is gain an understanding of this standard and how teachers can best support their students in the development and writing of their report.
3 Technology 91048Demonstrate understanding of how technological modelling supports decision makingTechnology 91358Demonstrate understanding of how technological modelling supports risk managementTechnology 91612Demonstrate understanding of how technological modelling supports technological development and implementation
4 Mock-upsRefreshing re stages of modelling – some of the methods used in modellingModelling has different names across the different domains – predictive modelling, animations, mock-ups, models, toiles, taste testing.However, in all cases modelling is to test design concepts with regard to physical and functional nature of the outcome.What evidence can be gained from the different types of modelling? Evidence is gathered so the technologist can make informed decisions.
5 What would the designer need to think about when developing this for the actor. Some of the contesting factors could have been – how it was going to fit the head, would it be light enough, ability to breath, durability, storage between shots versus easy of wearing whilst acting
6 Examples of modellingMaterials – mock-ups, modelsTextiles – sketching, toiles to gain an understanding of aestheticsFoods – tasting to evaluate acceptability
7 ToilesPaper dress challenge to use toilet tissue that was bonded onto fusing for strength – they lasted for over 10 catwalk shows at Fashion week
8 Taste testingTo gather information about the flavour of a food product.To compare and contrast foods – often done blindModelling provides a tool allowing for the exploration and evaluation of design concepts in order to make justifiable decisions regarding technical feasibility and social acceptability
9 Teaching and LearningWhat do students need to know in order to be successful?What is the pre-teaching that the students will require around this standard?before we even think about looking at the practice of a technologist?Jargon – this standard is very wordy. Students will need to have an understanding of the terms
10 Activity 1 In groups 3-4 people Look at A.S. 3.5 - what are your initial thoughts on thisstandard?- underline/highlight literacy- what pre-teaching students might requirearound this standard?Resources – A.S minsSome of the issues / problems = groups to feedback?? One concern each group?Resources copies of Achievement standardWrite down in column 1 initial thoughts, concerns / what needs to be taught. Column 2 – possible teaching activities.What are the success criteria for students – how will we know if we have been successful?
11 Step-ups1.5 Demonstrate understanding of how technological modelling supports decision-makingRisk mentioned at excellenceEvidence obtained from different forms of modelling2.5 Demonstrate understanding of how technological modelling supports risk managementAll about why different forms of modelling are used to manage risk at A,M,EWhy different forms of modelling are used with different stakeholder groups3.5 Demonstrate how technological modelling supports technological development and implementationUnderstanding the role technological modelling has in making informed and defensible decisionsAnalysis of technological modelling practices used to address a range of competing and/or contesting factorsCritical analysis of the role technological modelling has had in the development and implementation of an outcomeStep up to L3 is about how modelling supports technological development and implementation. Therefore students need to look in-depth, hence advisable to look outside students own practice. Look at a technologists practice. Utalise Futureintech Ambassadors / Techlink / local technologistsbut could add examples from own practice – Solo Taxonomy – extended abstract would benefit / help improve student learning outcomesCompeting & contesting factors arising from things such as moral, ethical, cultural, political, Ex N 4L1 – decision makingL2 – risk managementL3 – development & implementation
12 Contesting – debate, dispute, challenge, compete, the best Demonstrate understanding of how technological modelling supports technological devleopment and implementationexplaining how functional modelling is used to test competing and/or contestable factors and inform decisions during the development of a technological outcomeCompeting – strive for superiority, try hard, to strive against another or others to attain a goalContesting – debate, dispute, challenge, compete, the bestStudents need to:Know what are the competing and contestable factors in regard to their outcomeKnow about functional modellingExplain how functional modelling is used in decision making during development of the nominated outcome
13 Competing / Contestable These factors arise from things such as differing moral, ethical, cultural, and/or political views- including the way they relate to issues such assustainability, globalisation, democracy, globalwarming/ climate changeIf we look at one case study – e.g. Junior which of these factors may have been important?Manukau City Council Arts spending money on a 5 metre marionette?? Sustainability – what happens after the world cup – where is Junior now?
14 Use the case study to answer the questions. Activity 2In the case of Junior what could have been some of the competing / contestable factors that needed to be addressed?Use the case study to answer the questions.Think about how you could modify this activity to use with your studentsHow do we introduce our students to new terms – such as competing / contesting? Its all very well giving them dictionary definitions- but most of us need to look, discuss, and write things downJunior – in the case of juniorDefensible - justafiable
15 Additional Activity Look at the diagrams - what modelling might have been used- what could have been competing and/orcontestable factors
17 Curriculum Level 8 requires students to understand: IndicatorsStudents can:explain the role of technological modelling in making informed, responsive and defensible design and development decisionsexplain the role of technological modelling in making informed, responsive and defensible manufacturing decisionsdiscuss examples to illustrate a range of technological modelling practices that have been undertaken in situations with competing and contestable factorscritique examples of technological modelling practices in terms of how well they address underpinning factors.Technological ModellingAchievement ObjectiveStudents will:Understand the role of technological modelling as a key part of technological development, justifying its importance on moral, ethical, sustainable, cultural, political, economic, and historical grounds.Curriculum at Level 8 – information is from the support document but what does this mean for our students?In terms of step-ups from Level 2
18 Is Vocabulary instruction worth spending time on? Students need to know words and terms in order to develop language and in-depth thinking.All students need planned opportunities to learn, use and practice, (in authentic contexts) the specialist vocabulary that is vital for academic success.Understanding of the vocab within the standard will help the students withIncreasing their reading comprehensionDeveloping knowledge of new conceptsImproves student range and specificity in writingHelps students communicate more effectivelyDevelops deeper understanding of words and concepts that students may be unfamiliar withJ. Hattie found vocabulary instruction has a very high effect size on student achievement (0.97 effect)"The important thing is not WHAT you say, but HOW you say it."Jesús Canca
19 Key Words Go back to the standard. What is the key vocab? Activity 3 DefinitionsHow many definitions cancan you write down in5 minutes?Key terms activity – 5 mins max to give as many definitions as possible.As teachers many of us give lists of key words and their definitions and expect our students to learn and understand them overnight. Research shows in one lesson most students are only capable of learning 6 new words at one time.
20 Vocabulary strategies Vocabulary jumbleConcept circlesVocab squares (picture, synonym, antonym, definition)Word clustersGuardian of the wordBefore and after reading gridPicture dictationList, group, labelClinesWord gamesWord and definition barrier activityPair definitionsSome of the Literacy activities that can be developed into context specific tasks to help students engage with new and unfamiliar text
21 Product FailuresOne way of introducing students to competing and/or contestable factors is to look at brand failures.As you read the article ask yourself –what are the competing/contestable factors the technologist had to deal with?Discuss with group – how could these have informed the decisions that were made?Activity 4 - Competing factors could include such things as: differing stakeholder views and their influence on decisions, innovation versus acceptance/continuation; time versus quality; majority acceptance versus acceptable to all; social versus environmental benefit; ethical versus legal compliance, appropriate practices vs ethically acceptable etc.the use of renewable versus non-renewable resources,budget constraints versus the use of ideal materialsthe use of resources of cultural significance in traditional versus contemporary contexts
22 Corfam – competing/contestable? Synthetic substitute – is it superior? How?Non-animal resources – ethics, sustainability, why is this important?47% market women –Not flexible vs comfort – contesting factor so should they have continued?Throwaway pair - sustainability, is this ethicalSynthetic substitute – why did they think this was superior? They wanted a leather like material – but it is not sustainable so was this an ethical decision? Global population was increasing so was a non-animal vs leather source a wise decision? What other materials may have been suitable? SuCultural views
23 Implications for teaching/learning programmes Explain critical role functional modelling in allowing informed decisionsIdentifying competing and/or contestable factors that needed to be addressedExplaining defensible decisions & how modelling supported decisions madeAs Teachers we need to be able to support students in gathering evidence which will:Explain the critical role that functional modelling had in allowing the technologist to make informed decisionsIdentifying what the competing and contestable factors were that needed to be addressed when developing and implementing the technological outcome.Explaining defensible decisions that were made which addressed competing and/or contestable factors, and how modelling was used to support these decisions
24 How can we do this…… By developing a range of questions that will help students gather theevidence required.Activity 5Using the key messages and ASPrepare a range of questions thatcould be used in a writing frame to:- help scaffold students to gather information- write their reportActivity – in groups develop a range of questions that could be used to scaffold studentsWhat questions would you ask to enable students to gather information prior to writing their report?Turn the bullet points into student friendly questions.