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Reflective Pedagogy. Year 9's? Or 11's?

How should we teach our junior students? Slowly build them up to the pressure of NCEA, or start them early?
by

Catherine Johnson

on 10 February 2011

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Transcript of Reflective Pedagogy. Year 9's? Or 11's?

Year 9's or 11's?
My teaching strategies and focus areas for efficient student learning. FROM 2010...


•Incorporating all three strands into technology programmes.

•Focusing teaching and learning on all three strands.

•Assessing and reporting on student achievement
using all eight achievement objectives.

1-BD (brief dev.)
2-PP (planning for practice)
3-OD&E (outcome dev & eval)

4-M (modelling)
5-P (products)
6-S (systems)

7-COT (characteristics of tech)
8-COTO (characteristics of tech outcomes) Y9
SWITCHES
& SENSORS

4x50mins 20weeks
3 areas of focus for learning 1. OD&E (educational
electronic toy)
2. Systems (components
& circuit)
3. COT (Pixar) NZC-Principles-Treaty of Waitangi NZC-Key comp.-Relating to others NZC-Key Comp.-Managing Self
NZC-Principles-Innovation & Creativity NZC-Key Comp.-Thinking NZC-Principles Pixar is used as an example, to enable the students
to understand the value of drawing on expertise in the known community; using Pixar's experiences to help them understand their own practice.
During Tech Practice, students have to co-operate with others, deal with conflict, and learn the real need for collaboration Through understanding everyday systems (a workshop vice, a car, street lamp, the human body), students can answer;
What is happening?
Why is it happening?
How could this be done differently?

Completing & understanding
self-assessment -Planning; students learn to plan using different tools for different applications like individual procedures and the process as a whole 8 Areas TEACHING; What is Technology? COT- Speed of Technology
The first ipod commercial
COT- Relationships
Pixar Q&A..what is the message?
what can we learn from these?
how does this affect OUR practice?
Knowledge of the student
in as much detail, and depth
as soon as possible at the start
of the unit What are the students' needs?
How can I best teach them?
Where are they at now? Where do they need to be at the end? Starting the relationship.
Crucial beginnings!
My expectations....?
'Good manners & do your best'
My obligations....?
Care, safety, enable learning.
Student expectations? Ask them! Testing Prior Knowledge

(pre and post test)
1 50 min lesson
1xNumeracy test-multiple choice
3x Literacy tests
no time limit, students choose their level of test, can sit all 3, a lot do
Intro to workshops, safety,
looking at previous student work,
machines, tools, facilities. F.P.T. (focussed practical task)
Soldering-codes of practice
setting up work area, equipment codes,
solder stick-person, self-assess levels SYSTEMS & 'BLACK BOX' CONCEPT Intro to systems - Q&A
systems around the workshop, tools, machines etc.
systems around the community, streetlamps, cars, internet.
complete systems diagram for a range of outcomes
Leadership Roles, (use of data from tests)
network leader-communicator
local leader-skills focus
executive leader-'big picture'& manager Collaborative Practice Assignment on relationships & skills of Pixar's 3 creators
Steve Jobs-manager
Ed Catmull-skills.
John Lasseter-communicator Simple components Q&A 'quiz'
Basic circuit, using switches & sensors
Functional model on Yenka (CAD)
Students work in groups of 3 as Pixar example to learn
collaboration and co-operative skills. Once circuits are working, introduce brief;
Design, model, construct, an educational, electronic toy for a pre-school age child. It must be;
safe
have educational value
provide entertainment, be interactive & be fun!
Students find a stakeholder in Whanau, Kimi Ora unit, or design for a certain sex/age child & donate to charity.
Introduce conductors & insulators. FPT-Use basic circuits to test materials properties-record

Mock-up v's Modelling
Students mock-up circuits, make foil switch sensors for keyboards, shapesorters, soft toys, 'steady eddie' games.
Introduce card, styrene, sketch-up, & Prodesktop (CAD) for modelling as additional media to sketching Constraints; budget $12.50, efficient use of materials and components, re-use & recycling
(REINFORCES EARLIER LEARNING-SYSTEMS & BLACK BOX CONCEPTS)
During practical stage, student watch the space shuttle challenger disaster from 1987, CNN news clip. They research the reasons why the shuttle failed (focus on systems and sub-systems), then examine their outcome and predict total possible failures (system), and mal-function, small part failure (sub-system) and give suggestions on how designing for these events, improves the fitness for purpose of their outcome MALFUNCTION & FAILURE COLLABORATIVE PRACTICE Executive leaders report back on groups progress at 3-4 week intervals, getting feedback from the other 2 members of the group Accountability Testing Products in physical &
social environment, feedback from stakeholders Self-assessment & course Evaluation Using the school intranet, students use the marking sheets to assess the levels they are operating at, and find the evidence for that level in their folio. The info is then uploaded and/or printed for folios.
They complete an online course evaluation questionnaire to gain valuable feedback for future course development (it also marks it and provides the statistics itself!! Very handy!!)
Full transcript