1. Will creating visual revision aids benefit
Focus:
Will creating visual revision aids benefit
A level students in Product Design ?
The year 13 group I was working with were all male and
had achieved good grades for their coursework
but had all underperformed in their AS exam.
Clearly the group were creative (given the nature of
the subject and their marks for their practical work).
the problem was with understanding and
retaining the information needed regarding
theory.
Theory for this subject is broad and spans diverse
areas such as technological innovations,
manufacturing methods, sustainability and
design history so making it memorable would
be a challenge. I also had the additional problem that I had
not taught this module before.
I set about trying to make the teaching
of this as creative as possible so although it was
theory it still felt a little bit like a design lesson.
I have tried lots of methods but the simplest and one of the most effective was a method I adapted from a
workshop given at St. Roberts last year
by Kate Robson. (English Department).
In this workshop Kate asked the various subject areas to categorise things by assigning them unusual characteristics. We did this on plain paper and wrote words for each category.
I decided to adapt the method to use
words and symbols and to involve the students
In creating their own revision resources.
I kept the categories the same
throughout the theory areas.
With the groups input we agreed on the Categories of
Transport, drink and creature.
N.Turrell

2. The method In detail
We began the term looking at Information and
Communication Technology. This first section is divided
up into types of ICT, advantages and disadvantages and how
this applies to designers, manufacturers and consumers.
As a group we discussed the types and asked the questions;
If this was a type of transport what would it be and why ?
If this was a kind of drink what would it be and why ?
If this was a creature what would it be and why ?
Collectively we agreed on each of the categories (fig 1)
is like a bicycle because its easily accessible
but difficult to secure.
is like a bottle of water as it widely available
but there are issues with transparency and users privacy.
is like a Pigeon because it is a common everyday
creature that inhabits everyday life.
We then looked at the advantages and disadvantages of
and gave each of those factors a symbol. (fig 2.)
The students then designed 2 sheets Students chose
their own images but kept to the same agreed types
of images (no 2 tins of Spam are alike).
I think this was an important part of the process as
the group enjoyed personalising the sheets and it
allowed them to use their design skills.
One sheet had only symbols the other writing to remind
the students why that image has been selected.
The idea here was that students could test one another, identifying and recalling why particular symbols had been chosen.
We refined this idea further by creating little cards that can
be ‘played’ or used as quick visual reminders when revising
the topic at home. (fig 3)
Fig.1
Fig.2
Student Reflection
“I liked the fact that we had our own symbols, I think when your
Revising it just helps to have something that will sum up a topic”.
Student 1
Fig.3
“I’m not very organised so this way helped me to put my notes together and
Link them up more effectively”
Teacher Reflection
I am happy to report that the groups marks in the mock exams were significantly improved. Obviously there were other factors to their improved grades but I think this kind of activity helps to break down large chunks of information into more manageable sizes. I also believe the visual element helps with the recall of information.
N.Turrell