1. Technological Modelling 3.5
Demonstrate understanding of how technological modelling supports technological development
Beth McCrystal
Technology Facilitator
What 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 session
To share key messages for technological modelling level 3
To develop understanding of how
technological modelling supports technological
development and implementation
Aim 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 91048
Demonstrate understanding of how technological modelling supports decision making
Technology 91358
Demonstrate understanding of how technological modelling supports risk management
Technology 91612
Demonstrate understanding of how technological modelling supports technological development and implementation

4. Mock-ups
Refreshing re stages of modelling – some of the methods used in modelling
Modelling 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 modelling
Materials – mock-ups, models
Textiles – sketching, toiles to gain an understanding of aesthetics
Foods – tasting to evaluate acceptability

7. Toiles
Paper 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 testing
To gather information about the flavour of a food product.
To compare and contrast foods – often done blind
Modelling 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 Learning
What 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 this
standard?
- underline/highlight literacy
- what pre-teaching students might require
around this standard?
Resources – A.S mins
Some of the issues / problems = groups to feedback?? One concern each group?
Resources copies of Achievement standard
Write 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-ups
1.5 Demonstrate understanding of how technological modelling supports decision-making
Risk mentioned at excellence
Evidence obtained from different forms of modelling
2.5 Demonstrate understanding of how technological modelling supports risk management
All about why different forms of modelling are used to manage risk at A,M,E
Why different forms of modelling are used with different stakeholder groups
3.5 Demonstrate how technological modelling supports technological development and implementation
Understanding the role technological modelling has in making informed and defensible decisions
Analysis of technological modelling practices used to address a range of competing and/or contesting factors
Critical analysis of the role technological modelling has had in the development and implementation of an outcome
Step 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 technologists
but could add examples from own practice – Solo Taxonomy – extended abstract would benefit / help improve student learning outcomes
Competing & contesting factors arising from things such as moral, ethical, cultural, political, Ex N 4
L1 – decision making
L2 – risk management
L3 – development & implementation

12. Contesting – debate, dispute, challenge, compete, the best
Demonstrate understanding of how technological modelling supports technological devleopment and implementation
explaining how functional modelling is used to test competing and/or contestable factors and inform decisions during the development of a technological outcome
Competing – strive for superiority, try hard, to strive against another or others to attain a goal
Contesting – debate, dispute, challenge, compete, the best
Students need to:
Know what are the competing and contestable factors in regard to their outcome
Know about functional modelling
Explain 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 as
sustainability, globalisation, democracy, global
warming/ climate change
If 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 2
In 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 students
How 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 down
Junior – in the case of junior
Defensible - justafiable

15. Additional Activity Look at the diagrams
- what modelling might have been used
- what could have been competing and/or
contestable factors

17. Curriculum Level 8 requires students to understand:
Indicators
Students can:
explain the role of technological modelling in making informed, responsive and defensible design and development decisions
explain the role of technological modelling in making informed, responsive and defensible manufacturing decisions
discuss examples to illustrate a range of technological modelling practices that have been undertaken in situations with competing and contestable factors
critique examples of technological modelling practices in terms of how well they address underpinning factors.
Technological Modelling
Achievement Objective
Students 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 with
Increasing their reading comprehension
Developing knowledge of new concepts
Improves student range and specificity in writing
Helps students communicate more effectively
Develops deeper understanding of words and concepts that students may be unfamiliar with
J. 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
Definitions
How many definitions can
can you write down in
5 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 jumble
Concept circles
Vocab squares (picture, synonym, antonym, definition)
Word clusters
Guardian of the word
Before and after reading grid
Picture dictation
List, group, label
Clines
Word games
Word and definition barrier activity
Pair definitions
Some of the Literacy activities that can be developed into context specific tasks to help students engage with new and unfamiliar text

21. Product Failures
One 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 materials
the 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 ethical
Synthetic 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? Su
Cultural views

23. Implications for teaching/learning programmes
Explain critical role functional modelling in allowing informed decisions
Identifying competing and/or contestable factors that needed to be addressed
Explaining defensible decisions & how modelling supported decisions made
As 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 decisions
Identifying 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 the
evidence required.
Activity 5
Using the key messages and AS
Prepare a range of questions that
could be used in a writing frame to:
- help scaffold students to gather information
- write their report
Activity – in groups develop a range of questions that could be used to scaffold students
What questions would you ask to enable students to gather information prior to writing their report?
Turn the bullet points into student friendly questions.