Importance of d and t

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Updated presentation from DDT event on 12/1/12

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

    1. 1. Why is D&T important? … or is it?
    2. 3. Justification of D&T in the school curriculum <ul><li>Economy </li></ul><ul><li>Creativity </li></ul><ul><li>Digital literacies </li></ul><ul><li>Contribution to STEM </li></ul><ul><li>Life skills </li></ul><ul><li>Making things </li></ul><ul><li>Application of theory from other subjects, I.e. underpins other school subjects </li></ul>
    3. 4. Facts Concepts Principles Fundamental operations National Curriculum Review: Content - the ministerial position
    4. 5. Teaching - the ministerial position HOW that will be taught teachers will decide
    5. 6. D&T @ NTU <ul><li>New team </li></ul><ul><li>Updated programme: </li></ul><ul><ul><li>Review of ITT </li></ul></ul><ul><ul><li>Review of school curriculum (focus on content) </li></ul></ul><ul><li>D&TA campaign </li></ul><ul><li>D&TA manifesto </li></ul><ul><li>Future proofing’ our graduates </li></ul>
    6. 7. D&T Education Team at NTU <ul><ul><li>Alison Hardy (2010): RM/ design/ technology in context </li></ul></ul><ul><ul><li>Paul Boyd (2010): STEM/ electronics </li></ul></ul><ul><ul><li>Sarah Davies (2007): design/ textiles </li></ul></ul><ul><ul><li>Beverley Lawe (2009): food/ education studies </li></ul></ul><ul><ul><li>Jamie Tinney (2010): design/ E-design/ technology in context </li></ul></ul>
    7. 8. At NTU we support the D&TA manifesto by …. <ul><li>delivering a D&T education that is fit for the 21st century </li></ul><ul><li>having an integrated approach to designing and making </li></ul><ul><li>educating trainee teachers who: </li></ul><ul><ul><ul><li>can teach all materials to key stage 3 with a minimum of one specialism to key stage 5 </li></ul></ul></ul><ul><ul><ul><li>are confident in using and teaching new technologies </li></ul></ul></ul><ul><ul><ul><li>are innovative and creative when designing and teaching </li></ul></ul></ul>
    8. 9. Congruent teaching? Taking it a step further <ul><li>Teacher educators want to be ‘good models of the kind of teaching they are trying to promote’ (Swennen et al, 2008) </li></ul><ul><li>Teacher educators in D&T ITT at NTU take this a step further: </li></ul><ul><ul><li>The programme design reflects the model for the type of delivery and teaching we believe in for D&T in secondary education </li></ul></ul>
    9. 10. Four teaching strategies Designing without making Designing and making Making without designing Exploring technology and society
    10. 11. Four modules and a common core Year 1 & 2 Design & Technology in Education and Society Mainly Designing Mainly Making Designing & Making E-portfolio
    11. 12. Design & Technology in Education and Society Mainly Designing Mainly Making Designing and Making
    12. 13. Design and Technology in Education and Society (DTES) <ul><li>Content: </li></ul><ul><ul><li>Nature of education </li></ul></ul><ul><ul><li>Value of D&T in the curriculum </li></ul></ul><ul><ul><li>Thinking skills </li></ul></ul><ul><ul><li>Creativity </li></ul></ul><ul><ul><li>ethical, cultural, economic and environmental factors in society </li></ul></ul>
    13. 14. 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
    14. 15. Mainly Designing (MD) <ul><li>Content: </li></ul><ul><ul><li>Design methodology </li></ul></ul><ul><ul><li>Design in D&T curriculum </li></ul></ul><ul><ul><li>Communication for designing </li></ul></ul>
    15. 16. 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
    16. 17. Mainly Making (MM) <ul><li>Content: </li></ul><ul><ul><li>Skills in materials (including: materials, electronics and food) </li></ul></ul><ul><ul><li>Selection and application of skills </li></ul></ul><ul><li>Structure: </li></ul><ul><ul><li>Year 1: all material areas (to teach KS3) </li></ul></ul><ul><ul><li>Year 2: one material area (to teach KS4&5) and personal development in other areas through D&M </li></ul></ul>
    17. 18. 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
    18. 19. Designing and Making (D&M) <ul><li>Content: </li></ul><ul><ul><li>Integrate the skills and knowledge developed across other the three modules: Mainly Designing, Mainly Making and Design and Technology in Education and Society </li></ul></ul><ul><ul><li>Work with a range of design briefs </li></ul></ul>
    19. 20. E-portfolio
    20. 21. E-portfolio <ul><li>To be used by the students to ‘document and reflect upon the ways…(they have) met the learning outcomes’ (Stefani et al, 2008) </li></ul><ul><li>Year 1: document skills learnt </li></ul><ul><li>Year 2: reflect on how skills have been used to design and make </li></ul><ul><li>Student-led: </li></ul><ul><ul><li>Document knowledge & skills using Minimum Competencies as a starting framework </li></ul></ul><ul><ul><li>Reflecting on progress </li></ul></ul><ul><ul><li>Identifying their own learning needs </li></ul></ul>
    21. 22. Year 3 <ul><li>Runs alongside PGCE year </li></ul><ul><li>Modules: </li></ul><ul><ul><li>Subject Application Studies: pedagogy, subject knowledge </li></ul></ul><ul><ul><li>School experience </li></ul></ul><ul><ul><li>Education and Professional Studies </li></ul></ul>
    22. 23. References <ul><li>Design and Technology Association (2010). Minimum Competenices for Trainees to Teach Design and Technology in Secondary Schools. Warwick: Design and Technology Association </li></ul><ul><li>Stefani L., Mason R. and Pegler C., (2008) The Educational Potential of E-Portfolios. London: Routledge </li></ul><ul><li>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. </li></ul>

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