Key Stage 3 National Strategy Foundation Subjects: design and technology Framework and training materials © Crown Copyright 2004

Key Stage 3National StrategyFoundation Subjects:design and technologyFramework and training materials

© Crown Copyright 2004

Key Stage 3 National Strategy Foundation subjects: D&T © Crown Copyright 2004

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Modelling designing

Design and technology: Framework and training materials

Training module 11


Objectives

To illustrate modelling as a teaching strategy, distinct from modelling as a method of trying out design ideas.

To consider and evaluate some examples of modelling within design and technology.

To show how modelling can help pupils to use skills and processes independently.

OHT.11.1


Learning a new skill

When learning a new skill, it helps to:

see somebody else do it;

hear somebody thinking aloud about what they are doing, and why;

hear somebody explaining what they are doing as they proceed;

be able to ask questions about the process as it is happening;

slow the process down to look at what is happening and to ask questions;

see the process demonstrated visually;

make time to discuss what has been done.

OHT.11.2


Why model in design and technology?

Modelling:

demystifies design for pupils, demonstrating not just the how to but also the why;

helps pupils gain an insight into the underlying principles and thinking behind design;

shows pupils how one expert approaches a problem or task;

allows pupils to ask questions;

OHT.11.3


Why model in design and technology? …Continued

means that pupils’ first attempts at the new skill are supported by the teacher, with carefully shared or guided activities that provide a framework for the learning;

gives pupils an opportunity to plan the process modelled before actually doing it.

OHT.11.3

If pupils understand the underlying principles of design they will be able to become more independent when designing projects for themselves.


Observations from the DVD

What skills, processes or procedures were being modelled?

How did the modelling make explicit the thinking and decisions behind the task?

What shared or guided activities did the teacher provide as an opportunity to try out the new skill, thereby moving the pupils towards independence?

OHT.11.4


Diamond ranking

The purpose of ‘diamond ranking’ is to provoke discussion or reflection about the relative importance of a range of factors. It encourages a focus on the single most important factor, then the next two most important, the next three and so on.

In your group of four, select nine cards and agree on their relative importance. Arrange them like this.

Most important

Least important

OHT.11.5


What does effective modelling involve?

‘Thinking aloud’ and being totally explicit about the thinking process.

Showing precisely how to and why.

Making visible and explicit the thinking behind the process, concept or knowledge.

Breaking down a process into a series of manageable steps.

Encouraging pupils to think for themselves or to ask their own questions.

OHT.11.6


What does effective modelling involve? …Continued

Encouraging pupils to contribute.

After modelling, ‘scaffolding’ the learning through shared or guided activities.

Allowing time for pupils to reflect on the process.

Enabling pupils to do it independently.

OHT.11.6


Ready for more?

Choose an important designing skill from the Framework teaching objectives and try modelling it for pupils.

– Explore needs, wants and opportunities in the context of designing for markets.

– Prioritise and reconcile decisions about materials, time and production.

– Be prepared to take risks when generating ideas through a range of creative and critical thinking techniques.

Consider how you might use pupils as ‘experts’ to do the modelling, as an alternative to the teacher.

Plan a range of shared or guided activities which will help pupils to make a bridge from modelling to being able to use the skill or process independently.

OHT.11.7

Documents

Key Stage 3 National Strategy Foundation Subjects: design and technology Framework and training materials © Crown Copyright 2004