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Importance of d and t
 

Importance of d and t

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PPT for 12/1/12 Digital Design technology session at NTU

PPT for 12/1/12 Digital Design technology session at NTU

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  • Purpose: Assessment against criteria from Minimum standards Learning – guide and advance learning over 3 years

Importance of d and t Importance of d and t Presentation Transcript

  • Why D&T is important? … or is it?
  •  
  • Justification of D&T in the school curriculum
    • Economy
    • Creativity
    • Digital literacies
    • Contribution to STEM
    • Life skills
    • Making things
    • Application of theory from other subjects, I.e. underpins other school subjects
  • Facts Concepts Principles Fundamental operations National Curriculum Review: Content - the ministerial position
  • Teaching - the ministerial position HOW that will be taught teachers will decide
  • D&T @ NTU
    • New team
    • Updated programme:
      • Review of ITT
      • Review of school curriculum (focus on content)
    • D&TA campaign
    • D&TA manifesto
    • Future proofing’ our graduates
  • D&T Education Team at NTU
      • Alison Hardy (2010): RM/ design/ technology in context
      • Paul Boyd (2010): STEM/ electronics
      • Sarah Davies (2007): design/ textiles
      • Beverley Lawe (2009): food/ education studies
      • Jamie Tinney (2010): design/ E-design/ technology in context
  • At NTU we support the D&TA manifesto by ….
    • delivering a D&T education that is fit for the 21st century
    • having an integrated approach to designing and making
    • educating trainee teachers who:
        • can teach all materials to key stage 3 with a minimum of one specialism to key stage 5
        • are confident in using and teaching new technologies
        • are innovative and creative when designing and teaching
  • Congruent teaching? Taking it a step further
    • Teacher educators want to be ‘good models of the kind of teaching they are trying to promote’ (Swennen et al, 2008)
    • Teacher educators in D&T ITT at NTU take this a step further:
      • The programme design reflects the model for the type of delivery and teaching we believe in for D&T in secondary education
  • Four teaching strategies Designing without making Designing and making Making without designing Exploring technology and society
  • Four modules and a common core Year 1 & 2 Design & Technology in Education and Society Mainly Designing Mainly Making Designing & Making E-portfolio
  • Design & Technology in Education and Society Mainly Designing Mainly Making Designing and Making
  • Design and Technology in Education and Society (DTES)
    • Content:
      • Nature of education
      • Value of D&T in the curriculum
      • Thinking skills
      • Creativity
      • ethical, cultural, economic and environmental factors in society
  • Initial Ideas - Aimee Activity Book ‘ Touchy feely’ book for younger kids ‘ Taggies’ books – in E.L.C “ interactive blanket” Activity trail book slightly older kids Puzzle trail to follow around NC (using pictures & textures) Design & Technology in education and society Mainly Designing Mainly Making Designing and Making
  • Mainly Designing (MD)
    • Content:
      • Design methodology
      • Design in D&T curriculum
      • Communication for designing
  • High Chair Paint Drying Model Folded Brackets It Fits! Seat Frame Tapping the hole Design & Technology in education and society Mainly Designing Mainly Making Designing and Making
  • Mainly Making (MM)
    • Content:
      • Skills in materials (including: materials, electronics and food)
      • Selection and application of skills
    • Structure:
      • Year 1: all material areas (to teach KS3)
      • Year 2: one material area (to teach KS4&5) and personal development in other areas through D&M
  • Final Design – Coca Cola Cupcakes Cupcake no.1 Functions of ingredients Decorate with popping candy – fun & surprising Use chocolate instead of cocoa – richer / more chocolatey flavour Design & Technology in Education and Society Mainly Designing Mainly Making Designing and Making
  • Designing and Making (D&M)
    • Content:
      • Integrate the skills and knowledge developed across other the three modules: Mainly Designing, Mainly Making and Design and Technology in Education and Society
      • Work with a range of design briefs
  • E-portfolio
  • E-portfolio
    • To be used by the students to ‘document and reflect upon the ways…(they have) met the learning outcomes’ (Stefani et al, 2008)
    • Year 1: document skills learnt
    • Year 2: reflect on how skills have been used to design and make
    • Student-led:
      • Document knowledge & skills using Minimum Competencies as a starting framework
      • Reflecting on progress
      • Identifying their own learning needs
  • Year 3
    • Runs alongside PGCE year
    • Modules:
      • Subject Application Studies: pedagogy, subject knowledge
      • School experience
      • Education and Professional Studies
  • References
    • Design and Technology Association (2010). Minimum Competenices for Trainees to Teach Design and Technology in Secondary Schools. Warwick: Design and Technology Association
    • Stefani L., Mason R. and Pegler C., (2008) The Educational Potential of E-Portfolios. London: Routledge
    • Swennen, A., Lunenberd, M. and Korthagen, F., 2008. Preach what you teach! teacher educators and congruent teaching. Teachers and Teaching: Theory and Practice, (14(5-6)), 531-542.