Assignment Cover Sheet - WordPress.com · *By submitting this assignment and cover sheet...

7
Unit Co-ord./Lecturer Chris Zehntner OFFICE USE ONLY Assignment received: Tutor:(if applicable) Sheridan Emery Student ID 164006 Student Name Sebastian Tuttle Unit Code ESH270 Unit Name Design and Applied Learning Assignment Title/Number AT1 – Design Challenge Plan Word Count 2000 words equivalent I declare that all material in this assignment is my own work except where there is clear acknowledgement or reference to the work of others and I have complied and agreed to the University statement on Plagiarism and Academic Integrity on the University website at www.utas.edu.au/plagiarism * Signed Sebastian Tuttle Date 3/5/2013 *By submitting this assignment and cover sheet electronically, in whatever form, you are deemed to have made the declaration set out above. Assessor’s feedback: Assessment: Assessor’s Signature (optional) : Dated: Faculty of Education Assignment Cover Sheet

Transcript of Assignment Cover Sheet - WordPress.com · *By submitting this assignment and cover sheet...

Page 1: Assignment Cover Sheet - WordPress.com · *By submitting this assignment and cover sheet electronically, in whatever form, you are deemed to have made the declaration ... build on

Unit Co-ord./Lecturer Chris Zehntner OFFICE USE ONLY Assignment received:

Tutor:(if applicable) Sheridan Emery

Student ID 164006

Student Name Sebastian Tuttle

Unit Code ESH270

Unit Name Design and Applied Learning

Assignment Title/Number AT1 – Design Challenge Plan

Word Count 2000 words equivalent I declare that all material in this assignment is my own work except where there is clear acknowledgement or reference to the work of others and I have complied and agreed to the University statement on Plagiarism and Academic Integrity on the University website at www.utas.edu.au/plagiarism * Signed Sebastian Tuttle Date 3/5/2013 *By submitting this assignment and cover sheet electronically, in whatever form, you are deemed to have made the declaration set out above.

Assessor’s feedback:

Assessment:

Assessor’s Signature (optional) : Dated:

Faculty of Education

Assignment Cover Sheet

Page 2: Assignment Cover Sheet - WordPress.com · *By submitting this assignment and cover sheet electronically, in whatever form, you are deemed to have made the declaration ... build on

ESH 270 Design and Applied Learning AT1 – Design Challenge Plan Sebastian Tuttle 164006

Page 2 of 7

The Destination

These outcomes were developed using the vocational and applied Learning curriculum document of Tasmania (DoE, 2007), and the Australian Curriculum document (ACARA, 2012). The task lends itself to several cross curriculum links, however only one has been used here.

Learning Outcomes Standard, Stage, Strand & Key Learning Area

Guiding Question

Assessment Methods & Strategies

Create a design with consideration given to a particular audience or consumer (Department of Education [DoE], 2007)

Standard: 4 Stage: 1 Strand : 10, Innovation & Design; Respond to design challenges Curriculum Area: Vocational and Applied Learning.

How does your design accommodate the different desires of the whole group, i.e. boys, girls, year five or year six students?

Formative: Student portfolio of the design process – ongoing assessment Summative: Peer review - Students will present their product to their peers for consideration.

Edit information to create a document for planning or presentation (DoE, 2007)

Standard: 3 Stage: 3 Strand : 8, Applications and solutions; locate and manage resources. Curriculum Area: Vocational and Applied Learning.

What information do you think the school needs in order to make a decision about the designs?

Formative: Checklist -Students design process will be monitored on a checklist. Summative: Rubric - Students will present a proposal for what will be built. This proposal will be assessed.

Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)(Australian Curriculum Assessment and Reporting Authority [ACARA], 2012).

Year: 5 Strand: Literacy Sub-strand: Creating texts Curriculum Area: English

How do you think you can phrase your email so that the reader wants to respond to you?

Formative: Student Portfolio - Drafts of the email will be discussed with the students. Summative: Rubric – The final report and a copy of all correspondence will be collected and assessed against a rubric

Page 3: Assignment Cover Sheet - WordPress.com · *By submitting this assignment and cover sheet electronically, in whatever form, you are deemed to have made the declaration ... build on

ESH 270 Design and Applied Learning AT1 – Design Challenge Plan Sebastian Tuttle 164006

Page 3 of 7

The Journey

Investigating the site: The site of the future playground is on a flat grass field it is

currently bare dirt ground and measures 10.4 metres by 12.7 metres. The specifications

also tell us we can only build up to 4 metres in height.

Playground

Slide

Climbing wall

Monkey bar net

Tunnel

Flying fox

Surf board

Spinning circle

Swings

Giant seesaw

Something to jump on (pillow thing)

Human sized gerbil wheel

Multi levels

Boardgames on the ground

Giant Lego

3D spider net

Velcro wall

Designed like a castle, maybe with a moat

Rope bridge

Manual elevator

Bunjee chairs

Maze

Brainstorm ideas: A

mind map of ideas that

arose when we

considered what we

would like to see in a

playground.

With an idea of what we want and how much space we had to

build in we began to search for companies that could supply

us with our playground and create the first images of our

playground. Several websites were identified but we focused

on two, one for a particularly piece of equipment and the

other for both its equipment and status as a Tasmanian

company.

The first stop: This point in the journey would see students contacting the different

companies for pricing information as well as any other information relevant to the

construction of the company’s playground equipment.

Page 4: Assignment Cover Sheet - WordPress.com · *By submitting this assignment and cover sheet electronically, in whatever form, you are deemed to have made the declaration ... build on

ESH 270 Design and Applied Learning AT1 – Design Challenge Plan Sebastian Tuttle 164006

Page 4 of 7

The Final Phase: The last portion of the design journey is the evaluation and re-design

of the plan in order to accommodate the knowledge gained from the manufacturers.

The final design is submitted with a report detailing where the playground can

be purchased, the cost of the pieces, and all other information needed to build it.

This report is then presented to the class and collected by the teacher to be

forwarded to the school board for consideration.

The final

design takes

into account

cost as well

as knowledge

of required

free space

around the

equipment.

Page 5: Assignment Cover Sheet - WordPress.com · *By submitting this assignment and cover sheet electronically, in whatever form, you are deemed to have made the declaration ... build on

ESH 270 Design and Applied Learning AT1 – Design Challenge Plan Sebastian Tuttle 164006

Page 5 of 7

Reflection

This task was designed for a grade five class, it was inspired by an example of a

design challenge used in an early childhood setting featured in the text book “Design

and technology for children” (Fleer & Jane, 2011). Observation of construction at a local

school caused me to muse on how students could be involved in the process, which in

my experience is usually left to the parents and other school associates who very rarely

actually use school facilities. The task gives students a chance to play a major role in

shaping the environment of the school, this provides students with a sense of belonging

and engages them in their own learning (Edwards & Watts, 2008). The challenge is built

around the idea that students are a part of the school community and as such should have

a say in projects relevant to them. The lesson was designed for use as a real world design

task, not as an abstract idea. As a real world design task students are more likely to find

the lessons interesting and engage in the learning (Marzano & Pickering, 1997).

Engagement in the learning as well as the ability to see meaning in the activity have

been identified as important factors in students’ ability to retain knowledge (Sousa,

2010). The lesson takes place over a period of weeks in order to increase the chance that

the information learned is moved from short-term memory into long-term memory

storage (Sousa, 2010).

The design brief is open in nature, this is done in order to maximise student

creativity and autonomy (Fleer & Jane, 2011). However due to the real world nature of

the task there are two major ways in which the students are restricted. Firstly while the

students are able to design anything for their playground they are restricted to a

predefined area and height. Secondly the students are also operating under a budget,

which must cover all their needs. However the note to the students concerning cost

saving ideas ameliorates the second restriction. While this option was not explored in

my own journey, it is present in the design brief in order to allow students who are more

creatively inclined to explore the idea of making the playground from scratch using

recycled or donated materials (Fleer & Jane, 2011).

In my initial design brief the task was done individually in order to make sure

each student’s contributions were heard. However when I attempted the task on my own

I found it was exceedingly difficult to decide what to add to the playground after

Page 6: Assignment Cover Sheet - WordPress.com · *By submitting this assignment and cover sheet electronically, in whatever form, you are deemed to have made the declaration ... build on

ESH 270 Design and Applied Learning AT1 – Design Challenge Plan Sebastian Tuttle 164006

Page 6 of 7

incorporating my preferred equipment. Contacting my siblings resulted in a much larger

mind map and a better understanding of how to develop the playground. This led to my

redesigning the task to be performed in small groups with the addition of a

brainstorming session at the start of the lesson. The small groups will give rise to the

sociocultural learning atmosphere Vygotsky’s theory encourages, where students will

build on their own knowledge with the knowledge of their peers through the interactions

of their individual zones of proximal development (ZPD) (Peterson, 2010).

The design challenge only looks at three academic outcomes but requires many

other skills learned at the same year level. Due to the budgeting aspect of the challenge it

could be placed in a learning sequence after mathematics lessons on finances. This

would reinforce the students’ numeracy by allowing the opportunity to apply their new

skills to the real world. This is the “essence of numeracy” and is vital to developing

students numeracy skills (Steen, 2007). The third outcome for this challenge is taken

from the national curriculum for English and is accomplished by having the students

compose emails to businesses in order to gain information for their project as well as the

construction of a report of their findings. This could lead into future lessons in

constructing texts for a variety of purposes (ACARA, 2012). Final from a design

perspective the challenge utilises ICT tools to investigate, plan, research, communicate

and document their processes. The use of ICT is an important aspect of vocational and

applied learning in Tasmania (DoE, 2007). It also exposes students to the design

process, which is an integral part of Standard three and four of the VAL curriculum

document (DoE, 2007).

Page 7: Assignment Cover Sheet - WordPress.com · *By submitting this assignment and cover sheet electronically, in whatever form, you are deemed to have made the declaration ... build on

ESH 270 Design and Applied Learning AT1 – Design Challenge Plan Sebastian Tuttle 164006

Page 7 of 7

References

Australian Curriculum Assessment and Reporting Authority [ACARA], (2012).

The Australian curriculum: English, history, mathematics and science (v.3.0).

Retrieved from http://www.australiancurriculum.edu.au

Department of Education [DoE]. (2007). The Tasmanian curriculum: Vocational and

Applied Learning, K-10 syllabus and support materials. Hobart, Tas.

Edwards, C.H., & Watts, V., (2008). Classroom discipline and management (2nd

Australasian ed.). Milton, Qld: John Wiley & Sons Australia.

Fleer, J., & Jane, B., (2011). Design and technology for children (3rd ed.). Frenchs

Forest, NSW: Pearson Australia.

Marzano, R.J., & Pickering, D.J. (1997). Dimensions of learning; teachers manual (2nd

ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Peterson, C.C. (2010). Looking forward through the lifespan; developmental psychology

(5th ed.). Frenchs Forest, NSW: Pearson Australia.

Sousa, D.A. (2010). Brainy teaching: educational neuroscience and classroom practise.

Teacher, 210, 24 – 26.

Steen, L.A. (2007). Every teacher is a teacher of mathematics. Principal leadership 7(5),

16-20