POST-PRIMARY. Technology Education. Guidelines for Teachers of Students with MILD. General Learning Disabilities

Transcription

1 POST-PRIMARY Techology Educatio Guidelies for Teachers of Studets with MILD Geeral Learig Disabilities

2 Cotets Itroductio 3 Approaches ad methodologies 4 Exemplars 11

3 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Itroductio Itroductio The guidelies are desiged to support the techological area of experiece i the cotext of a whole school pla for studets with mild geeral learig disabilities. I additio to the guidelies preseted here, similar materials have bee prepared for teachers workig with studets accessig the Primary School Curriculum. Cotiuity ad progressio are importat features of the educatioal experiece of all studets; for studets with special educatioal eeds they are particularly importat. Therefore, all the exemplars preseted here iclude a referece to opportuities for prior learig i the Primary School Curriculum. I Approaches ad methodologies idividual differeces are emphasised, ad potetial areas of difficulty ad their implicatios for learig are outlied ad liked with suggestios for teachig strategies. The exemplars i these guidelies draw o the Juior Certificate syllabuses for Metalwork, Materials Techology (Wood), Techical Graphics, ad Techology. These subjects have particular sigificace for the practical ad psychomotor area of experiece, as well as for creativity ad commuicatio.

4 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY The exemplars have bee prepared to show how studets with mild geeral learig disabilities ca access a broad ad relevat curriculum through differetiated approaches ad methodologies. It is hoped that these exemplars will eable teachers to provide further access to the remaiig techological areas of the curriculum. A strog emphasis is placed o usig a active approach to learig while usig cocrete experieces that relate to the studet s eviromet ad prior learig. A rage of assessmet strategies is idetified i order to esure that studets ca receive meaigful feedback ad experiece success i learig. Advice o health ad safety is cetral to each activity.

5 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Approaches ad methodologies All studets beefit from a variety of teachig styles ad classroom activities. Studets with mild geeral learig disabilities will beefit, particularly if the teacher is aware of their idividual talets, stregths ad eeds before embarkig o a ew activity. Idividual differeces i talets, stregths ad eeds If learig activities are to be made meaigful, relevat ad achievable for all studets the it is the role of the teacher to fid ways to respod to studets diversity by usig differetiatig approaches ad methodologies. This ca be achieved by: esurig that objectives are realistic for the studets Cosultatio with ad/or ivolvemet i the Idividual Educatio Plaig process as well as teacher observatio will assist the SPHE teacher i orgaisig a appropriate learig programme for studets with mild geeral learig disabilities. Such a approach will assist the teacher i selectig suitably differetiated methods for the class. esurig that the learig task is compatible with prior learig providig opportuities for iteractig ad workig with other studets i small groups spedig more time o tasks orgaisig the learig task ito small stages esurig that the laguage used is pitched at the studets level of uderstadig ad does ot hider their uderstadig of the activity usig task aalysis, outliig the steps to be leared/completed i ay give task posig key questios to guide studets through the stages/processes, ad to assist i self-directio ad correctio usig graphic symbols as remiders to assist i uderstadig the sequece/steps i ay give task/problem modellig task aalysis by talkig through the steps of a task as it is beig doe settig short ad varied tasks creatig a cogeial learig eviromet through the use of cocrete, ad where possible, everyday materials, ad by displayig word lists ad lamiated charts with pictures.

6 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY s Potetial area of difficulty Health ad Safety. Delayed fuctioal respose to potetial hazards. Slow respose to potetial hazards whe usig machies. = Implicatios for learig Studets may ever have bee exposed to a practical eviromet ad their respose to a potetial dager may be slower tha expected. It may be ecessary to adjust work areas to match studets optimum comfort ad operatioal fuctioig. + Possible strategies Strog emphasis is eeded o safety ad buildig up studets cofidece to participate i the practical eviromet. Keep all exits ad pathways clear. Evacuatio drill should be practiced regularly, at least oce a term. Studets should practice turig o ad off machies ad must kow where the mai power switches are ad be able to use them. s Potetial area of difficulty Iterpretig measuremets ad markig out shapes + Possible strategies = Implicatios for learig Studets may be uable to get past a critical stage ad loose iterest. Studets may fid templates to be of help whe markig out is provig difficult. Careful observatio of pupils experiecig difficulty ad offerig appropriate itervetio as required. Usig templates to mark out shapes that have complex geometric costructios. Usig jigs to hold materials whe cuttig. (This ca speed up the time for maufacture.) s Potetial area of difficulty Fear of usig ew tools ad machies = Implicatios for learig Health ad Safety is of the utmost importace. The studets must be cofidet that they ca use a tool or machie safely. + Possible strategies Studets eed opportuities to practise ad develop skills with security ad cofidece. Strog emphasis is eeded o accuracy ad o the practise of correct procedure. If usig group work esure that roles i the group are clearly assiged, ad that the task is sufficietly structured to support the participatio of studets with motor difficulties. Techical vocabulary will require extra reiforcemet through the use of cards, posters, etc. Use small pieces of waste plastics to give the studet practice at markig, cuttig, drillig, ad bedig.

7 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY s Potetial area of difficulty Developig ideas for a solutio to a brief = Implicatios for learig Studets ca be ecouraged to research/aalyse may existig product desigs ad could suggest small chages to them i reachig their ow solutio. + Possible strategies A emphasis should be placed o keepig the ideas as simple as possible. Draw all ideas o the blackboard. Studets should be ecouraged to create their ow models. Commo everyday objects should be available for examiatio. Teacher-led whole class discussio, small group work ad pair work is recommeded. s Potetial area of difficulty Abstractig ad geeralisig = Implicatios for learig Studets may fid it difficult to trasfer kowledge from oe task to aother. + Possible strategies The learig process should be broke dow ito short sequetial steps. Work doe should be reiforced through over-learig ad repetitio. s Potetial area of difficulty Commuicatig ideas = Implicatios for learig Studets may ot participate i every stage of the desig, ad may ot get the opportuity to develop their ow resposes to the desig brief. + Possible strategies Ecourage studet talk through listeig to other studets cotributios. Allow plety of time to aswer. Do ot talk for the studet. Emphasise that every solutio is useful ad ca lead to the fial desig chose. Break class ito pairs or threes ad ecourage cotributios from all. Ecourage statemets of preferece for various solutios, for example, What I like, What I do t like.

8 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY s Potetial area of difficulty Beig overwhelmed by the learig process = Implicatios for learig The studet becomes overwhelmed whe preseted with ew iformatio or skills ad cosequetly caot lear. + Possible strategies Differetiatio of resource materials, for example, some studets compare the commo items (like egg holders) while others use magazie pictures. Differetiatio of teachig style, for example, use of more discussio at both the begiig ad ed of the lesso to help both teacher ad studet to uderstad how they are learig. Differetiatio of learig respose. The same activity ca ofte be doe with a group or the whole class but, some studets will aswer orally, some by usig symbolic represetatio, ad some by usig a pictorial respose. Differetiatio of learig task. Oe group or idividual may oly have to do two tasks whereas others may have to do te or more. Set persoal targets for the studets so that they do ot feel that others are gettig less to do tha they are. s Potetial area of difficulty Followig istructios + Possible strategies = Implicatios for learig The studet becomes cofused whe faced with more tha oe istructio at a time. Get the studet to repeat the istructio(s). Give short, clear istructios, ad use pictorial cues. Givig verbal/writte hits, for example, use graph paper, ask What kid of problem is it?, What do I eed to kow?, What do I do ext?. Preset clear guidace o how ad whe assistace will be give by the teacher/other studets durig the lesso. s Potetial area of difficulty Readig = Implicatios for learig Readig difficulties ca prevet the studet from egagig with mathematics. He/she is ofte capable of completig the mathematical task but becomes frustrated ad cofused by prited words. + Possible strategies Provide alterative problems usig a visual presetatio of material. Ask the studets to pick out the parts of the problem they ca read ad to focus o relevat iformatio. Ofte there is a lot of iformatio i a writte problem which is redudat. Avoid presetig the studet with pages of textbook problems, istead give worksheets (with diagrams) or verbally delivered istructios.

9 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY s Potetial area of difficulty Vocabulary/laguage = Implicatios for learig The studet caot follow complex seteces or multiple meaigs ad may process oly part of the istructio. The studet fids it difficult to verbalise what she/he is doig i the subject or to relate the vocabulary of the techologies to real life situatios. + Possible strategies Idetify ad target laguage specific to this subject area, esurig that it is reiforced i differet cotexts ad i other areas of experiece, both i ad out of school. Ecourage studets to use relevat terms where appropriate, for example, amig tools or actios. Commuicate clearly to both studets ad parets the laguage that is beig covered each week, for example, by usig a ote i a copy, a wall chart, listig keywords of the week, buildig up a techologies dictioary. s Potetial area of difficulty Motor skills ad dexterity + Possible strategies = Implicatios for learig Studets ca easily become frustrated whe they caot hold a piece of material or assemble small parts together. Demostrate clearly. Post step by step istructios ear machies. Keep istructios short ad clear ad repeat them ofte. Use clamps to hold dow materials. Use a lazy had to hold items for solderig. Allow oe studet to hold compoets while the other solders. Give studets plety of waste pieces to practise o at first i order to icrease thier cofidece. Use jigs to hold materials whe cuttig. This also speeds up the time for maufacture. s Potetial area of difficulty Writig up a desig portfolio = Implicatios for learig Studets may fid it difficult to write up the loger passages of the desig portfolio where a descriptio of the whole desig process is required. + Possible strategies The teacher ca photocopy a desig portfolio template usig the required headigs. The studet should complete each step i the desig portfolio as it is beig doe. The computer could be used for word processig if the studet fids this easier tha writig. The studet should be ecouraged to sketch ad glue i pictures, etc.

10 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY s Potetial area of difficulty Short attetio spa, lack of cocetratio ad applicatio = Implicatios for learig Studets may have difficulty i completig the desig brief. Studets may fid it difficult to stay o task, may take a log time to complete a task, or may rush a task. The stadard of fiished work may be poor. + Possible strategies Iterestig projects that require a short time scale should be chose i the early stages. Vary the processes ad move studets to ew ad achievable tasks if cocetratio is see to dimiish. Studets may ot be able to choose a appropriate process ad may eed help with part of the applicatio of the process. Group/pair work ad divisio of tasks ca help to hold iterest, as projects ca be doe joitly i a shorter time spa. s Potetial area of difficulty Poor self-esteem ad a fear of failure + Possible strategies = Implicatios for learig Studets may feel a sese of helplessess ad may costatly seek help or refuse to proceed with eve the simplest of tasks. Studets may get trapped i the I ca t do this subject sydrome. 10 It is importat that studets experiece success as ofte as possible. The teacher ad the studet should egotiate realistic ad achievable targets. Tasks should be relevat to the studets day-to-day reality ad have a clear meaig ad purpose to them. A classroom culture should be developed i which mistakes are see as a itegral part of the learig process.

11 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplars The exemplars preseted here are desiged to show how the strategies outlied ca work i classrooms, ad to model practice that ca meet the eeds of juior cycle courses ad serve the particular learig eeds of studets with mild geeral learig disabilities. Structure Each of the exemplars is preceded by a summary i the form of two tables. The first table is a itroductio to the exemplar. It outlies the relevat sectios of the Primary School Curriculum, Juior Certificate (Ordiary level) ad Juior Certificate School Programme (JCSP). It also highlights some of the characteristics of studets with mild geeral learig disabilities that relate specifically to the area covered i the exemplar ad lists some of the strategies used. I additio, a time scale ad a list of resources are provided. The secod table outlies the exemplar i more detail by providig suggested outcomes, supportig activities, ad assessmet strategies for a lesso/series of lessos. The tables are commo to all areas of experiece ad are summarised below. 11 Exemplars No. Syllabus topic Exemplar title Page 1. Techology: Desig procedure Desig ad make a egg holder Techology: Desig procedure Electroic Steady Freddie Materials Techology (Wood): Project desig ad realisatio Desig ad make a desktop-tidy 4. Metalwork: Techiques ad desig Make a key tag Metalwork: Techiques ad desig Make a seesaw Techical Graphics: Descriptive geometry Patters Techical Graphics: Descriptive geometry Orthographic projectio 90 38

12 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 1: Techology Educatio Syllabus topic: Techology: Desig procedure Statemet of the brief: Desig ad make a egg holder for holdig a soft boiled egg ad which ca be stacked eatly o other holders whe ot use. Primary School Curriculum (5th ad 6th classes) Sciece Strad: Desigig ad makig Strad: Materials Juior Certificate (Ordiary level) Desig procedure: Problem idetificatio Research of iformatio Coceptualisatio ad modellig Productio Evaluatio Juior Certificate School Programme Desig brief: Compile a desig brief for a selected techology project Time scale Activities 1a (1-6) oe class for each activity. Activities 1b (1-9) may take up to 10 classes to complete. Activities 2 (1-5) may take up to 7 class periods. 12 Activity 6 may take up to 10 class periods as i Activity 1b. Potetial areas of difficulty > Cofusio with symbols ad sigs. > Poor psycho-motor skills. > Lack of cofidece. Strategies used i this exemplar The teacher supports studets i completig a particular task. The teacher uses resources, a such as a drawig board, a grid, ad isometric paper to aid drawig. Studets are ecouraged to develop their ow ideas. Studets are allowed practice each ew process util skilled eough to proceed to the ext process. Studets work at their ow pace. Resources Wall charts of tools ad machies. The safety requiremets displayed over each machie, for example, the drill. A desig loop displayed o the wall to help studets to remember the sequece of steps. Workshop tools, basic electroic compoets, a variety of plastics ad metal rods. ICT resources ca help the studet i recordig what has bee achieved. There are commercially available packages which teachers ad studets may fid helpful.

13 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 1: Techology Educatio Suggested outcomes Supportig activities Assessmet strategies As a result of egagig i these activities studets should be eabled to 1a uderstad the eed to work safely i a orgaised way be able to aalyse a give brief commuicate with members i a group idetify commo solutios already o the market choose a good desig solutio ad give a reaso for choosig it draw a simple freehad sketch or describe the idea i words. 1b use basic drawig istrumets to draw shapes accurately make a paper model mark out shapes from a template use had tools to cut, form ad fiish a basic shape use a drillig machie to drill a hole safely bed the material ito shape usig a former, ad fiish evaluate fial artefact use a desig portfolio template to write up the project. Studets: idetify workshop rules, ad uderstad ad follow safety procedures use a table to break dow the desig brief statemet ito idetifiable uits use braistormig to arrive at a specificatio of the brief ad to make a list of objectives use a scissors to cut out possible solutios from magazies/catalogues ad make a collage group discussio o good desig. Choosig of best idea ad writig a reaso to justify choice. sketch i pecil their preferred solutio with simple aotatio. 1b idetify rectagles, circles, triagles, etc. accurately draw shapes with measuremets usig a ruler, a setsquare, a compass, etc. mark out, cut, ad bed a paper model mark out the shape accurately o acrylic usig ruler, biro ad tri-square fid the cetre of the rectagle cut out the shape usig a hacksaw drill a hole i the marked cetre usig a hole saw fiish the edge with files, wet ad dry sadpaper, ad polish heat acrylic o a strip heater ad bed it ito shape usig a former The teacher observes the readiess of studets to maitai a tidy work area, ad whether they ca explai rules to a peer/the group. The teacher assesses the ability of studets to break dow a statemet ad fill i a table. The teacher assesses the ability of studets to participate i a group ad to commuicate. The teacher assesses choices made by studets i selectig the best solutios ad their ability to explai their choices. Teacher assesses the support studets eed to complete a sketch. 1b Studets self-assess their ow fiished shape drawigs. Studets self-evaluate ad grade their paper models agaist the brief (usig a scale of assessmet). The teacher assesses the skills ad accuracy of studets markig out, ad helps where eeded. The teacher assesses studets kowledge ad use of basic tools by matchig a diagram with ames ad fuctios. The teacher ad studets collaborate i assessig performace i this activity throughout its process. The studet flags difficulties, the teacher observes ad aticipates, ad both assess whe the activity is fiished. 13

14 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 1: Techology Educatio Suggested outcomes Supportig activities Assessmet strategies evaluate the fial artefact agaist the list of objectives record each stage i the desig process, whether through a class diary ad/or photos or o tape. (ICT ca help ad motivate studets i recordig activities which lead to the fial product.) Studets explai safety precautios whe usig the hacksaw, the drill, files, the strip heater ad various materials. (teacher observatio) Studets assess the quality of their ow ad others products, askig questios such as, Do they all stack o each other?. Studets complete a evaluatio sheet ad write up a list of modificatios made or improvemets that could be made. Studets complete the desig portfolio uder headigs of The desig process ad the teacher assesses it. This portfolio ca iclude a oral arrative of the differet stages, drawigs, class/ group presetatios as well as writte work or as alteratives to writte work. 14

15 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 1: Techology Educatio Activity 1a Rules ad safety i the workshop Teacher discusses rules ad studets suggest reasos for the rules. No ruig. No eatig. No drikig. Ask permissio to use a machie. Kow the o/off buttos. Follow istructios. 15 Workshop rules Keep the work area tidy. Wear goggles. Retur all tools to their correct places. Clea up at ed of the lesso. Clamp a workpiece. Tie hair back. No loose clothig. No jewellery.

16 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 1: Techology Educatio Activity 2a Aalysis of brief The teacher explais how to break dow a brief ito idetifiable uits ad the studets fill i the table. The studets eed to practise the skill of aalysig both ope ad closed briefs to help them uderstad what they are required to do. Desig ad make a egg holder capable of holdig a soft boiled egg ad which ca be stacked eatly o other holders whe ot i use. 16 Followig class discussio o issues such as suitable material, hygiee, size, shape, colour, stability, etc. the group lists the objectives for the holder without statig fial solutios. Desig specificatio/list of objectives

17 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 1: Techology Educatio Activity 3a Braistormig possible solutios Studets examie may shapes ad materials. Differet groups try stackig differet shapes to fid out who ca stack the highest. Refer to how household items are stacked i a cupboard ad what makes a shape stable. Plastics, metals ad wood are examied to fid the most suitable material as specified i the list of objectives. What size? What shape? 17 Stability Material? Colour??? How will they stack?? Hygiee?

18 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 1: Techology Educatio Liks ca be made here to Sciece. How do we prevet thigs from topplig over? The term equilibrium could be itroduced ad a bottle could be used to demostrate stable, ustable ad eutral equilibrium. If appropriate, the cetre of gravity of a rectagle could be foud. The idea of havig a broad base ad keepig the cetre of gravity as low as possible could be itroduced. This will help steer the studet towards the fial solutio. 18

19 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 1: Techology Educatio Activity 4a Research ad ivestigatio The teacher makes the followig items available: a egg household magazies ad catalogues egg cartos samples of egg cups samples of coloured acrylic samples of metals, for example, alumiium, copper ad brass samples of wood. Studets cut out pictures of various types of holders ad egg cotaiers usig a scissors. Usig adhesive each studet makes a collage. The group the examies each collage ad discusses the ideas. The teacher asks: 19 Is this a good shape? How may would eed to be stacked? What space would they occupy? What size is the egg? Must the holder be waterproof ad washable? What colours are suitable? What material is best?

20 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 1: Techology Educatio Activity 5a Ideas/makig choices The studets draw oe or two rough sketches of their ideas usig pecil. For studets who experiece difficulty i drawig 3-D sketches, grid paper or isometric grid paper ca be used. The teacher ca also draw simple sketches o the board as ideas emerge. These ideas should iclude the fial solutio so as to close dow the brief. Each idea is the explored orally. Studets ca tick a box for each idea uder give headigs or place a X if it is ot suitable. Each studet the chooses the best solutio based o the oe with the most ticks ad writes oe reaso why it is cosidered the best oe. A cosesus is reached o the fial solutio. Studets are ow ready to embark o the maufacturig stage. Idea 1 Idea 2 Idea 3 Good shape Neat size 20 Stackable Washable Attractive Easy to make

21 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 1: Techology Educatio Developmet drawig of a egg holder

22 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 1: Techology Educatio Activity 1b Recogisig shapes Studets hadle a umber of differet shapes, squares, rectagles, squares, cubes, triagles, ad ellipses. Commo everyday objects foud i the classroom ad at home are examied. Studets describe the feel of the object ad relate the shape to the fuctio of the cotaier. The egg could be hadled ad its shape described. Studets could the draw a sketch of a egg shape. Studets ca fill i a worksheet of commo items by matchig them with the ames of the shapes. 22

23 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 1: Techology Educatio Activity 2b Let s make a model The teacher gives a developmet drawig of the egg holder to the studets. Usig a setsquare, ruler, pecil, ad grid paper the studet draws a developmet drawig of the egg holder to scale. The cetre ad bed lies are marked. The drawig is the cut out with a scissors ad bet ito shape. This paper model ca the be used to test that they stack eatly. It ca also be used as a template for markig out o the acrylic. Developmet drawig of a egg holder

24 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 1: Techology Educatio Activity 3b Maufacture This activity ivolves the studet i the steps of maufacturig as follows: markig out o the acrylic cuttig the shape with a hacksaw drillig the hole with a hole saw filig the edges with rough ad fie files fiishig the edges with wet ad dry sad paper polishig heatig the bed lies o the strip heater ad bedig them ito shape usig a former made by the teacher. This activity may eed support from the teacher or classmates. Each stage ad process must be fully explaied ad demostrated. The studet should practice usig each tool/machie util he/she is comfortable ad competet to use it safely. If the studet is experiecig udue difficulty with a particular process the teacher ca help complete that stage, thus eablig the studet to progress to the ext stage. 24 All safety procedures must be adhered to. This is a opportuity for the studet to apply the rules leared i Activity 1a.

25 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 1: Techology Educatio Activity 4b Evaluatio I this activity the studet evaluates his/her piece of work. It ca be evaluated agaist the list of objectives. The teacher ca also make out a list of questios to which the aswer could be Yes, No, or Maybe, which would allow studets to expad the evaluatio if they wish, for example,: Is it a holder ad is it complete? Ca it hold a egg? Is it steady ad stable o the table? Does it stack o other holders? Is the material suitable? Ca it be washed ad is it hygieic? Are there ay sharp edges ad is it safe to use? Is the colour attractive ad suitable for a kitche? Am I pleased with my egg holder? The studet ca the suggest chages or modificatios that might improve the artefact. What chages would I make if I were to do it agai? 25

26 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 1: Techology Educatio The desig process Aalysis of brief ad specificatio Evaluatio Research ad ivestigatio 26 Sequece of maufacture Ideas ad possible solutios Workig drawigs Selectio ad justificatio

27 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 2: Techology Educatio Syllabus topic: Techology: Desig procedure Statemet of the brief: Electroic Steady Freddy Primary School Curriculum (5th ad 6th classes) Sciece Strad: Materials Skills developmet: Desigig ad makig Juior Certificate (Ordiary level) Desig procedure: Problem idetificatio Research of iformatio Coceptualisatio ad modellig Productio Evaluatio Juior Certificate School Programme Desig brief: Compile a desig brief for a selected techology project Time scale: The full rage of learig ad assessmet preseted i this exemplar may take te to fiftee classes icludig double periods, if possible. Potetial areas of difficulty > Cofusig symbols ad sigs. > Co-ordiatio. > Uderstadig of ew terms. > Short attetio spa, lack of cocetratio ad applicatio. 27

28 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 2: Techology Educatio Strategies used i this exemplar Ivite studets to ame each compoet out loud. This may be achieved through matchig activities, a wall chart to which there is regular referece, drawig, card games, puzzles, commercially available CDs, as well as through revisio. Follow the techology room rules ad follow safety procedures. Give good visual demostratios. Use clamps to hold dow materials. Use a lazy had to hold items for solderig. Provide suitable group arragemets, for example, oe studet could hold compoets while the other solders. Restrict the area of work. Reaffirm good examples ad practices. Give studets plety of waste pieces to practice o at first. Ecourage studets to keep a symbol ad keyword dictioary. Ecourage studets to describe ad explai ew terms to each other ad to the teacher. Desig short easily accomplished tasks. Studets egotiate idividual targets with the teacher, ad these ca be reviewed as required. Some studets may work well i pairs ad small groups. Ecourage learig through discovery. Ecourage studets to keep records of work, skills, achievemets, ad the completio of tasks i a folder. This ca be doe by usig photographs, drawigs, verbal records, ad check lists provided by teacher that the studets ca tick. 28 Resources Electroic compoets ad symbol cards, solderig materials ad equipmet. ICT software like Ivestigatig Sciece has useful activities i electrical circuits. Likage Sciece: electroics, circuits, voltage, switches, electrical circuits ad currets. Eglish: preparig for ad coductig a iterview. History: childre s toys i the past. (A extesio of the iterview about childhood toys with parets/older people could lik persoal experieces with this project.) Home Ecoomics: stages of child developmet.

29 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 2: Techology Educatio Suggested outcomes Supportig activities Assessmet strategies As a result of egagig i these activities studets should be eabled to apply the desig process to the give brief as i Exemplar 1 do research to defie a brief recogise the symbols for basic electrical compoets coect compoets together to complete a electrical circuit display a uderstadig of how circuits work solder the compoets together ad assemble the circuit ito the maufactured artefact uderstad the terms voltage, curret ad resistace (if the studet wishes to develop her/ his toy further) evaluate the fiished product i terms of the desig brief. Studets match electroic symbols with the followig compoets: switches, battery, bulb, buzzer, LED, ad resistor. Studets build simple circuits usig a temporary coectio or veroboard. Studets use simple circuit diagrams (either draw freehad or usig a computer program, for example, crocodile clips). Studets desig a questioaire to coduct a iterview with a five year old child. Studets maufacture the base for the toy ad solder the chose circuit. Studets evaluate the work they have doe. The teacher assesses the ability of studets to recogise symbols, ad checks o the support they eed to complete ad test a circuit. The teacher moitors the ability of studets to trasfer schematic drawigs of symbols ito real compoet circuits. Studets fill out a worksheet o how circuits work. Studets write i the results of each circuit built. The teacher assesses the studets readiess ad cofidece i suggestig suitable questios for the questioaire. The teacher ad studets collaborate i assessig this activity. Studets flag difficulties, the teacher observes ad aticipates, ad both assess whe it is fiished. 29 Studets assess the quality of their ow ad other s work. Studets evaluate the fiished artefact. Studets complete the desig portfolio uder headigs of The desig process ad the teacher assesses it. This portfolio ca iclude a oral arrative of the differet stages, drawigs, class/ group presetatios, as well as writte work or as alteratives to writte work.

30 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 2: Techology Educatio Activity 1 Electrical symbols: what is this? I this activity the studet is show real compoets ad give the symbol for each oe. They practise drawig the symbols. Separate cards are made of pictures of the compoets ad the symbols. Studets matches each symbol card with the compoet card. 9v 330 Ω 30 > >

31 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 2: Techology Educatio 31

32 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 2: Techology Educatio Activity 2 I this activity studets are give a battery, a battery clip, a switch, two bulbs, ad wire. They experimet with joiig them together temporarily to complete a circuit loop. A worksheet of circuit drawigs is the itroduced to allow them to build the basic circuits ad write dow what happes i each case. The studets lears by discovery. This activity reiforces the learig of the symbols ad the trasfer of the schematic drawig ito a real life circuit. 9v 32 9v 9v

33 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 2: Techology Educatio Activity 3 Build the followig circuits ad describe what happes whe the switch is closed 9v 9v 33 9v 9v 220 9v

34 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 2: Techology Educatio A. Whe the switch is ope the bulb does/does ot light. Whe the switch is closed the bulb does/does ot light. Bright/dim/o light? B. Whe the switch is closed both bulbs light/do ot light. Bright/dim/o light? Whe oe bulb is removed the other bulb does/does ot light. Where at home would you fid this arragemet? C. Whe the switch is closed both bulbs light/do ot light. Bright/dim/o light? Whe oe bulb is removed the other bulb does/does ot light. 34 Where at home would you fid this arragemet? D. Whe the switch is closed what do you otice? What happes if you coect the buzzer aroud the other way? What would a buzzer be used for? E. Does the LED light whe you coect it up as i the drawig? Does it light if you coect it aroud the other way short leg to + of battery? What does the resistor do i the circuit? Where at home would you fid LEDs?

35 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 2: Techology Educatio Activity 4 The iterview I this activity the studet prepares a questioaire to iterview some five year old childre to research what kid of electroic toys the childre like to play with. Some questios ca be pre-prepared while others ca be ope with blak spaces for fillig i resposes. I desigig the questioaire the studet eeds to reflect o: What questios will I ask? What do I eed to kow that will help me desig my Steady Freddie? The teacher ca had out a worksheet with suitable words. The studet desigs the questioaire aroud the followig words: Fu Games Playig with others? Colours 35 Lights Souds Buzz off. Followig the iterview the studet must aalyse the resposes received. This will help the studet to develop ideas for a game that would be suitable.

36 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 2: Techology Educatio Activity 5 Buzz off Steady Freddy The studet follows the desig process as i Exemplar 1 to maufacture a shape for the Steady Freddy. The same shape as the egg holder or a recycled cotaier could be used, thus allowig the studet to sped more time o the electroic circuit if this is ecessary. Alteratively, desigig ad makig a ew shape will reiforce the skills already leared. The studet solders the basic compoets ad ca test the circuit. Some studets may wish to icorporate a time delay i the circuit by usig a capacitor ad resistor. Others may wat to add lights as well as soud. Brass rod bet ito shape Brass hadle with loop wire Buzzer 36 Cotaier holdig battery

37 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 2: Techology Educatio Resources Iterview worksheet Favourite toys Fu Frieds Cartoos Colour Lights 37 Noise Shapes Here are some thigs you may wat to fid out about five year olds. Now you ca write your questios, startig with: What is your favourite toy? Why do you like it? Now add oe of the words above.

38 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Syllabus topic: Materials Techology (Wood): Project desig ad realisatio Statemet of the brief: Desig ad make a desktop-tidy to hold pes, pecils ad other small items Primary School Curriculum (5th ad 6th classes) Sciece Strad: Materials Skills developmet: Workig scietifically Desigig ad makig Visual Arts Strad: Drawig Strad uits: Makig drawigs Lookig ad respodig Mathematics Shape ad space Measures Juior Certificate (Ordiary level) Project Desig ad Realisatio: Desig briefs/appraisal The process of desig Commuicatio of desig tools ad toolig Joits, fasteers ad fixtures Shapig ad formig Health ad safety Juior Certificate School Programme Desig solutios Produce ad assemble Safety procedures Use of tools Orthography Pictorial drawig Time scale: The full rage of learig ad assessmet activities preseted i this exemplar may take up to eightee class periods. 38 Potetial areas of difficulty > Beig overwhelmed by the learig process. > Short attetio spa ad lack of cocetratio. > Uderstadig cocepts (difficulties associated with the o-liear ature of the desig process). > Limited vocabulary (uderstadig techical laguage). > Laguage/writig. > Spatial awareess (drawig/sketchig, orgaisatio of the workspace). > Trasfer to real life difficulty trasferrig desig itet to practice. > Calculatig (addig, measurig). > Co-ordiatio (use of tools, fear of machiery).

39 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Strategies used i this exemplar Usig a spiral approach, i.e. itroducig the desig process at basic level iitially ad fosterig broader ad deeper uderstadigs i subsequet projects. Usig idividual studet worksheets to differetiate each stage, i booklet form. Usig a overview/diary worksheet. Presetig relevat termiology ad allowig space to write/copy simplified meaigs. Ecouragig the use of graphical commuicatio where appropriate. Workig i pairs/small groups where appropriate. Usig cocrete materials. Usig templates as appropriate. Resources Pieces of wood/other material pre-prepared to various sizes to eable studets to experimet with ad express differet desig possibilities. Magazies showig cocrete examples of associated models. Material ad equipmet for makig the chose model. Desig activity sheets. 39

40 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Suggested outcomes Supportig activities Assessmet strategies As a result of egagig i these activities studets should be eabled to have a basic uderstadig of the cocept of workig to a brief discuss ad idetify possibilities ad costraits associated with the give brief discuss ad suggest some requiremets to help satisfy the brief idetify some factors eedig ivestigatio egage i basic research evaluate ideas/solutios gai further practice i orthagoal/3-d drawig/ sketchig. progress processig skills. Aalysis of a brief: Studets thik about ad discuss what they are to desig. (See Activity sheet 1.) Ivestigatio ad research: I a class activity studets idetify ad egage i areas that eed ivestigatio/research. Small groups egage i specific ivestigatios ad report fidigs. (See Activity sheet 2.) Desig ideas: Idividuals or small groups of studets are guided through a process of idetifyig/proposig desig ideas. (See Activity sheet 3.) Drawig: Studets prepare a workig drawig. (See Activity sheet 4.) Maufacture: The teacher demostrates (over a umber of sessios) each stage of maufacture to reiforce processig skills ad safety cosideratios. Studets egage i each stage usig Activity sheet 5 as a further aid to completig each process safely ad i order. Evaluatio: Studets carry out a brief evaluatio of the process ad of the fiished product. (See Activity sheet 6.) Diary: At the ed of each sessio studets are helped/ecouraged to briefly record what they have achieved/egaged i. Differetiatio: Suggestios for differetiatio are icluded with each activity. Cross curricular liks: These ca be used to reiforce skills if, for example, similar cocepts i techology ad home ecoomics are treated at the same time. Each of the activity sheets ca also be used as a assessmet tool. The teacher observes studets participatig i a discussio leadig to the recordig of a umber of requiremets ad safety issues that apply to the brief. The teacher observes studets listig areas that eed further ivestigatio. The teacher observes studets: egagig i research activities maipulatig sample pieces to express desig possibilities discussig/sketchig desig ideas preparig a workig drawig usig ad settig-out tools/ templates processig the materials ad their assembly adherig to good safety practice. Studets evaluate the process ad the desig. The teacher observes studets ability: to egage with process participate i class discussio give a oral report o a group activity. The teacher observes the support eeded by studets to complete tasks, ad provides support where ecessary. 40

41 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Activity 1 Itroducig the brief, aalysis of the brief The purpose of this activity is to give studets the opportuity to uderstad the cocepts of: workig to a desig brief the differet stages i a desig process aalysig that brief. The teacher outlies a problem of keepig pes, pecils, etc. tidy ad coveietly to had o a desk whe doig homework, ad iitiates discussio about what could be desiged to respod to that problem. The teacher itroduces a desig brief: desig ad make a desktop-tidy to hold pes, pecils, ad other small items. He/she outlies the differet stages of a desig process, explaiig each term i laguage appropriate to the studet, for example, to aalyse is to thik about, to ivestigate is to fid out more about, etc. Studets copy the desig brief to the relevat activity sheet ad write their iterpretatio of the aalysis i the appropriate space. Aalysis The teacher iitiates a discussio/cosideratio of factors that assist i aalysig the brief. Some strategies to facilitate this process would iclude: 41 Uderliig/separatig key words i the brief to help studets idetify each elemet of the problem Ecouragig studets to suggest questios that will help i makig decisios about the desig, for example, What items should it hold?, What size should it be?, Should each item have a separate place?, What must I cosider to make it safe whe maufacturig it ad whe it is i use?, Will I use it myself?, Where?, Will I preset it to somebody else?, How will this affect the desig?. Ecouragig studets to set out pecil cases, pes, pecils, poiter, eraser, etc. eatly o the desk to help them visualise the task. (Differet pecil cases will show a variety of possible desig solutios.) Ecouragig studets to positio ad maipulate items to help them uderstad the task requiremets, for example, which items/groups to iclude, whether pecils should have poits facig dow. Providig pre-prepared material or a fiished or bought example of a desk tidy may discourage proper aalysis ad arrow the focus too much ad, therefore, may ot be useful. Ecouragig studets to record relevat poits i Activity sheet 1 ad to record briefly, activities for that sessio i their diaries. Keepig i mid the spiral approach by limitig the umber of cosideratios to be itroduced so that the aalysis is ot exhaustive. The brief ca be aalysed i a whole class situatio, where poits are explored orally, with the teacher recordig cotributios o the board or ecouragig groups to discuss specific elemets of the aalysis (requiremets, uses, safety issues, etc.). The groups list proposals with oe or more studets givig reports.

42 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Differetiatio is possible i a umber of ways: The teacher ca accommodate differig outcomes. Some studets may be able to write the list of requiremets, uses, etc. o the activity sheets without support. Others may complete the activity sheet by referrig to lists o the board. The Desig Activity sheet ca be varied. Some sheets ca have blak spaces (as i Activity sheet 1, below) while others ca have pre-prepared lists, as follows: My desk-tidy will hold: Pecils T-square Books Eraser Poiter Paper clips 42 Scissors? Studets ca be allowed to draw their itetios rather tha write them, for example, showig a rouded corer rather tha writig My desig should have o sharp edges, usig a diagram such as the followig: The brief

43 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Activity sheet 1 Aalysis Requiremets/use My desk-tidy should: Costraits My desk-tidy should ot: 43 Safety My desig must:

44 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Use this space to draw. 44

45 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Activity sheet (cover) Diary Desig ad make: Aalysis 45 Ivestigatio/research Desig ideas/solutio

46 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Workig drawigs Maufacture 46 Group activity Small groups may egage i specific ivestigatio, for example,: Evaluatio

47 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Activity 2 Research ad ivestigatio The purpose of this activity is to egage pupils i basic research ad ivestigatio activities. The aalysis is reviewed to help idetify areas that eed further research ad ivestigatio. Resources, activities, ad other cosideratios will iclude: suitable books, magazies brochures, etc. supplied i the class school library/iteret facilities as appropriate books, magazies, store visits, or a iterview as a homework activity pastig cut-out examples ad recordig relevat results i Activity sheet 2 suitable size of holes/drill bits required to accommodate a pe/pecil thickess of the material/depth of hole required to hold a pe/pecil securely safe distace i from the edge of the material for holes or mortise suitability of materials/fiishes/processes ad reportig their fidigs keepig a diary to record each activity briefly i the relevat sectio. (Recordig i the diary is importat throughout the process as activities may overlap. Studets may eed to revisit ivestigatio agai durig other stages of the desig process.) 47 Differetiatio ca be accommodated by: allowig for differig outcomes (i a group activity studets may participate accordig to their respective abilities, for example, ot all of them may be able to lead) allowig studets to commuicate graphically by illustratig the results of a ivestigatio i the space provided i Activity sheet 2.

48 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Activity 2 (cotiued) Research ad ivestigatio Paste some ideas from magazies/books i this space. 48

49 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Record iformatio here. Material Sizes Capacity Fiish 49

50 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Activity 3 Desig ideas/solutio The purpose of this activity is to egage pupils i proposig ad developig desig ideas. Material At least three differet sets of pre-prepared material, each set havig differet shapes/sized material, would be required to facilitate group activity. I a class activity the teacher iitiates discussio to ivestigate some of the desig possibilities pertaiig to each of the three pre-prepared material sets. Small groups, each with a sample of each of the pre-prepared material sets, are facilitated i egagig i creative discussio/activity to propose desig solutios for each. Studets are ecouraged to sketch differet desig ideas i Activity sheet 3. Differetiatio ca be accommodated by: varyig the cotet of the activity sheet, for example, providig blak spaces to allow studets to sketch a full desig idea or by providig a outlie sketch of each material set allowig studets to draw their ideas o the material set, to facilitate spatial perceptio prior to completig the activity sheet ecouragig studets to evaluate each desig idea briefly ad list some reasos for choosig oe desig ecouragig studets to record the activity i a diary. 50

51 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Activity sheet 3 Desig ideas/solutio Use each space to show your ideas. 51 I will choose the idea because: Now fiish this idea completely to help you make a workig drawig.

52 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Activity 4 Workig drawigs Studets complete a workig drawig of their desig. Differetiatio ca be accommodated by: varyig the cotet of the activity sheet, for example, providig a blak activity sheet to allow studets to complete a full workig drawig idepedetly or by icludig a outlie of elevatio, pla, ad a 3 dimesioal view allowig studets to add their desig elemets providig templates for some studets at the markig out stage to aid them i completig the pla view of the workig drawig ecouragig studets to record the activity i a diary. 52

53 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Activity sheet 4 Workig drawigs Elevatio Pla 53 Isometric view 1:2 Cuttig list Base Top

54 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Activity 5 Maufacture The teacher demostrates each process as appropriate ad emphasises relevat safety cosideratios. Studets use Activity sheet 5 as a aid to completig each process. The three basic processes, drillig, mortisig ad roudig ca be completed i ay order. Divide the class ito groups to utilise machies as appropriate. Differetiatio Use templates to aid settig-out. 54 Some studets may achieve settig-out usig tools. Others may eed to be assisted by use of templates as illustrated above. Although this is a closed brief with regard to material sizes ad processes ivolved, each studet should be ecouraged to complete a idividual solutio whe cosiderig the umber ad positioig of holes, mortise(s), etc. Studets workig i pairs/small groups may, i certai circumstaces, assist other studets who may eed help i usig a particular machie. Note Settig slow drill speeds ad usig 6mm mortise chisel may be advisable. Usig spray fiish may aid cosistecy. Studets should record each activity i a diary. Safety Studets should study the safety otice ear each machie before usig it. Studets should get permissio from the teacher before switchig o ay machie.

55 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Activity sheet 5 Maufacture Use this sheet to help you mark out ad make your desk-tidy. Mark out Mark the positios of holes, mortise ad rouds. Tools: tri-square, ruler, markig gauge, compass, template. 55 Make (i ay order) Drill holes. Take out mortise. Shape rouds. Tools: pillar drill, mortise machie, sader, sad paper.

56 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Clea up ad assemble Sadpaper all sharp corers. Glue ad clamp. Tools: pillar drill, mortise machie, sader, sad paper. Safety Studets should study the safety otice ear each machie before usig it. Studets should get permissio from the teacher before switchig o ay machie. 56

57 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Activity 6 Evaluatio The purpose of this activity is to allow studets review the desig process ad to egage i evaluatig elemets of the process ad of the fiished article. Class discussio o each elemet of the desig process reiforces each stage of that process, for example, Why did we aalyse the task?, How did this help us?, Why was it importat to research?. Discussio o the maufacture stage ecourages studets to idetify difficulties ad suggest reasos. Examiig the fiished article ecourages studets to evaluate ad suggest improvemets. Differetiatio ca be accommodated by: allowig for differet outcomes, for example, some studets may complete the evaluatio sheet idepedetly while others may choose items from a list o the board arisig from class discussio. varyig the desig of the activity sheet, for example, Activity sheet 6 allows for writte evaluatio but substitutig tick-charts for some or all sectios may be appropriate also, as i the followig: Desig Excellet Very good Good Fair 57 Fitess for purpose Appearace Safety Fiish Note A photograph of the fiished product supplied to the studet i class may be icluded as part of the evaluatio ad may add relevace to the desig portfolio as it shows the complete process icludig fiished article. Studets record i diary.

58 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Activity sheet 6 Evaluatio Desig Good poits Bad poits Maufacture Areas well doe 58 Difficulties

59 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Paste photograph here: 59 Overall opiio of fiished article Chages I would make

60 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 4: Techology Educatio Syllabus topic: Metalwork: Techiques ad desig Statemet of the brief: Desig ad make a key tag Primary School Curriculum (5th ad 6th classes) Workig scietifically: Desigig ad makig: Estimatig ad measurig Juior Certificate (Ordiary level) Techiques ad desig: Health ad safety Bechwork Drillig Desig Juior Certificate School Programme Materials ad techology: Materials techology Tools techology Productio of a piece of work Apply the basic kowledge ad skills ecessary to produce artefacts usig egieerig materials Time scale: The full rage of learig ad assessmet activities preseted i this exemplar may take five class periods. This would iclude a sigle class for a geeral itroductio to safety ad familiarisatio with the practical eviromet. Potetial areas of difficulty > Lack of awareess of the ecessity for safety. > Feelig overwhelmed by the practical eviromet. > Lack of dexterity, ad poor grip ad cotrol of tools ad equipmet. > Limited previous kowledge of the subject area. 60 Strategies used i this exemplar Startig with simple everyday objects that help to build up skills of markig out, cuttig, drillig ad shapig. Desigig projects so that all studets ca achieve at their ow pace. Practicig each ew process so that each studet is cofidet withi a safe workig eviromet. Resources Safety otices should be displayed givig iformatio about how to behave ad cotrol all machies ad equipmet. Examples of possible projects doe by other studets should be displayed so that studets ca examie them. The raw materials used to make a umber of projects should be placed with fiished models so that studets get a sese of what the subjects is about. Basic had ad machie tools for markig out, cuttig, drillig, shapig ad fiishig should be available to each studet. Templates to assist i markig out should be available for studets who may fid it difficult to comprehed a drawig or have dexterity limitatios. The sequece ivolved i the markig out ad maufacture of each project should be o a chart/cards.

61 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 4: Techology Educatio Suggested outcomes Supportig activities Assessmet strategies As a result of egagig i these activities studets should be eabled to uderstad the eed for safely i a workshop eviromet idetify commo materials used i everyday situatios idetify commo tools ad equipmet discuss the fuctio of a key tag ad choose from a selectio of desigs use templates to mark out the basic shape of a key tag use a drillig machie ad had tools to drill, cut, form, fiish, ad egrave their chose shape test ad evaluate the fiished product ad list safety precautios that were observed. Demostratio of machie ad had tools i actio ad the eed to wear safety equipmet. Lookig at the immediate eviromet (school, car park, classroom, home, trasport, play area). Becomig familiar with tools (ruler, tri-square, scriber, saws, files, ad drills). Allowig studets to explore a umber of differet shapes, such as squares, rectagles, circles ad ellipses take from commo objects, moey, logos, etc. The teacher usig blak templates i flat plastic or metal to demostrate the markig out of a selectio of shapes, followed by studets markig out their ow chose shapes. Assessmet techiques ad strategies should relate to the studets ow particular peer group. The teacher observes studets : iteractio with other studets ad the teacher level of participatio ad uderstadig ability to discuss ad explai why they chose a particular desig dexterity i usig tools ad equipmet safely ability to preset a evaluatio of their fiished key tag. 61 The teacher givig a demostratio of all ew processes, icludig usig tools ad machies with a emphasis o safety. Attachig the key tag to a rig ad reflectig o the various stages ad processes i its safe maufacture.

62 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 4: Techology Educatio Activity 1 Safety Workshop eviromet safety The purpose of this activity is to itroduce studets to a workshop eviromet. It is likely that this will be totally ew ad may be a overwhelmig experiece for them. It presets may opportuities to access areas of educatio that they might ever experiece otherwise. Studets have a atural curiosity ad like to explore ew situatios. This curiosity should be urtured, so it is ecessary to esure that the woder ad awe is ot dampeed by log lists of do s ad do ts. Safety is cetral to all activities ad it may be ecessary for the teacher to have assistats to help whe the ature of studets learig disabilities or class sizes demad it. Why wear glasses? 62 Tie back the hair?

63 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 4: Techology Educatio Persoal safety Studets love to be ivolved ad it is vital that the teacher demostrates safety procedures ad that studets practice each routie. It should be made clear to every studet that: o ruig is allowed i the workshop o loose clothig should be wor all pathways should be kept clear. The basic safety procedures showig fire extiguishers ad emergecy exits should also be show to everybody. It is importat to show how had tools are hadled, used, ad stored safely. It should be made clear to studets that they may oly use a machie whe they have bee show how to use it, ad ca themselves demostrate how to cotrol it safely. Whe usig power tools such as drillig machies all studets should be able to tur power o ad off ad safety goggles should be wor. Safety procedures ivolvig techiques for holdig ad clampig should be emphasised. Care should be take whe desigig projects to isure they ca be made safely. Safety whe drillig I ca use a drillig machie Safety at bech work I ca use markig out tools 63 I ca switch it o I ca clamp material i a vice I ca switch it off I ca ope a vice I ca clamp work I ca use a hacksaw I ca drill a hole I ca hold ad use a file I kow the way I ca idetify plastic Do I eed help? I ca idetify metal

64 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 4: Techology Educatio Activity 2 Materials Name or draw examples of materials made of metal, plastic, wood, ad stoe at home or i school. You ca use the pictures o page 66 for some ideas. Metal Plastic 64 Wood Stoe

65 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 4: Techology Educatio Activity 2 Materials 65

66 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 4: Techology Educatio Activity 3 Had tools Idetify commo markig out tools, such as a ruler, a tri-square ad a scriber, ad shapig tools such as saws, files ad drills. Tri-square Steel ruler Drill bit Juior Hacksaw 66

67 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 4: Techology Educatio Activity 4 Makig a key tag A selectio of desigs A selectio of key tags should be available icludig blak material. Use a variety of coloured plastics. Discuss the fuctio ad properties of a key tag. Blak material Drill a hole ad roud the corers Alterative desigs 67 Fiished key tag Choose from a selectio of basic desigs, icludig a square, a rectagle, a circle, ad a ellipse. Combiatios of the shapes should be ecouraged. The positio of a hole to attach it to the key rig should be discussed. Studets should be ecouraged to desig their ow uique shapes keepig i mid the ease of maufacture. Acute agles or very small circles should be avoided.

68 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 4: Techology Educatio A cylider is used to mark the curved shape o the corers. The plastic has a paper surface for markig o with a biro. Use templates to mark out basic shape of the key tag. The use of templates allows studets to mark out shapes without a uderstadig of geometry. Later projects should itroduce markig out i which studets ca use a tri-square ad measurig tools. 68 Fiishig All edges should be draw-filed ad saded to a smooth fiish. Studet s ames should be egraved o the fiished projects. Each tag should be fitted to the studet s keys. Grip the project securely while drillig, ad wear safety glasses. Hold the project securely i a vice ad use a file to roud the corers.

69 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 5: Techology Educatio Syllabus topic: Metalwork: Techiques ad desig Make a seesaw Primary School Curriculum (5th ad 6th classes) Sciece Skills developmet: Workig scietifically Desigig ad makig: Makig Juior Certificate (Ordiary level) Techiques ad desig Health ad safety Bechwork Drillig Hot ad cold formig of materials Fittig ad assembly Decorative fiishig of materials Lathework Desig Juior Certificate School Programme Theory: Demostrate the kowledge of egieerig materials, equipmet, processes ad workshop safety Productio of a piece of work: Apply the basic kowledge ad skills ecessary to produce artefacts usig egieerig materials Time scale: The full rage of learig ad assessmet activities preseted i this exemplar may take twety class periods. This would iclude a sigle class for a geeral itroductio to assembly ad the reiforcemet of safety awareess. 69 Potetial areas of difficulty > Lack of awareess of the ecessity for safety ad beig overwhelmed by the practical eviromet. > Lack of dexterity, ad poor grip ad cotrol of tools ad equipmet. > Limited previous kowledge of the subject area. > Lack of cofidece. Strategies used i this exemplar Lookig ad examiig studets ow projects made to date. (These projects gave studets a foudatio i the skills of markig out, cuttig, drillig, ad shapig.) Desigig projects so that all studets ca achieve at their ow pace. Practicig each ew process so that each studet is cofidet withi a safe workig eviromet. Esurig that the maufacture of idividual compoet parts of this project is withi the capacity of all studets. Drawig studet s attetio to idividual parts so that they will see that these are withi their capacity to maufacture.

70 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 5: Techology Educatio Resources Safety otices should be displayed givig iformatio about how to behave ad operate all machies ad equipmet. Examples of similar projects doe by other studets should be displayed so that studets ca examie them. The raw materials used to make a umber of projects should be placed alogside fiished models so that studets gai a uderstadig of materials. Basic had ad machie tools for markig out, cuttig, drillig, shapig, ad fiishig should be available to each studet. Templates to assist i markig out should be available for studets who may fid it difficult to comprehed a drawig or who may have dexterity limitatios. The sequece ivolved i markig out ad maufacture for each project should be displayed o a chart or cards. This project is suitable for studets who have some experiece ad it is presumed that they have bee itroduced to the workshop eviromet ad have already made a umber of projects. While this appears more challegig tha the previous exemplar it is really a extesio. Each part is ot very complex ad assembly produces a satisfyig outcome. Careful maagemet of processes ad the use of templates for markig out will help studets who fid some of the markig out tools ad geometry costructio challegig. Studets ca be ecouraged to impose their ow desig o differet parts, such as the board or base. Some may also attach teddy bears or make their ow figuries for each ed. 70

71 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 5: Techology Educatio Suggested outcomes Supportig activities Assessmet strategies As a result of egagig i these activities studets should be eabled to uderstad ad iterpret compoet parts from drawigs use istrumets, tools ad templates to mark out the shapes list the tools ad equipmet ecessary to make each part list a work sequece for markig out each part list safety precautios that should be observed durig the maufacture of each part use had tools to drill, cut, form, ad fiish all parts, ad itroduce screw cuttig equipmet use a lathe or drillig machie to drill a hole through the spidle use a strip heater to shape each support bracket assemble all parts, ad test ad evaluate fiished product. Fiished compoets ca be examied, ad parts amed ad measured with a rule ad compared with the give dimesios. The teacher demostrates, the studets mark out all shapes usig istrumets with the assistace of pre-made templates if ecessary. Sequece the work o cards if studets require this. Previous experiece will help studets to list the tools. Studet ad teacher discussio ad questioig will assist i clarifyig this activity. Usig the blak raw materials discuss the sequece for makig each part, elicitig reasos for the order of work. The teacher demostrates all ew processes, icludig the use of tools ad machies, with a emphasis o safety. The teacher demostrates the safe use of machie ad had tools ad itroduces screw cuttig. Teacher assistace may be eeded with techique, ad a threaded bar ca be used Safe practice i the work of holdig ad drillig should be observed whe workig o the lathe. The studet should be ecouraged to refer to the checklist provided by the teacher. The teacher observes whether studets ca: idetify compoet parts measure ad check off give dimesios, workig i pairs mark out poit to ad ame tools uses machie ad had tools safely bed support brackets usig a strip heater Studets assess their ow fiished markig agaist a template provided by the teacher. Studets list the 6 stages of the project i order. The teacher ca have these prited ad illustrated o cards. Studets (i pairs, perhaps) ca arrage the cards i the correct order. Alteratively the teacher ca write them i jumbled sequece o the board ad ask studets to rearrage them correctly. I pairs studets talk through the list ad fill i omissios as they occur. Studets self assess the assembly ad fuctio of the project. 71 The teacher demostrates the safe use of the strip heater showig how each agle is produced. Usig the screws supplied all parts are carefully assembled ad tested for fuctioality.

72 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 5: Techology Educatio Makig a seesaw This process makes a fuctioal project from the idividual compoet parts. Examples of partially ad fully assembled projects will help studets to see how the parts go together. Studets will have a good kowledge of each compoet ad its drawig will make more sese as they progress through markig out ad makig the parts themselves. Activity 1 Uderstadig drawigs ad amig the parts Namig the parts Studets should be ecouraged to examie the workig drawigs ad previously made examples of the seesaw. O a close examiatio of the drawigs most studets will idetify the board. Names such as supports, base ad spidle are ot likely to be kow by the studets, but most will be able to describe how the seesaw works ad give a descriptio of the purpose of each part. This strategy will draw out most of the compoet ames. Compoet parts 1. Supports (two required). 2. Base Board. 4. Spidle. 5. Axle. 6. Screws (four required). 7. Hexagoal uts (two required). 8 Adhesive. Measurig Whe studets are itroduced to drawigs of ew projects for the first time, fiished compoet parts should be measured with a rule ad compared with the give dimesios o the drawig. This gives studets a uderstadig of how to apply measuremets whe markig out blak materials.

73 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 5: Techology Educatio Activity 2 Markig out the shapes Clear ad cocise demostratios o markig out should be give. Iitially, the umber of steps should be kept short ad a list or sequece should be made available o cards for studets who may require it. All studets should be ecouraged to mark out the shapes o blak materials usig istrumets. The use of pre-made templates will assist studets who experiece difficulty, ad will also act as a referece for studets who mark out usig istrumets. Tools for markig out 1. Rule. 2. Tri-square. 3. Protractor or setsquare. 4. Pecil ad scriber. Previous experiece of makig projects will help studets to list the markig out procedure. Procedure 1. Check that the blak material is large eough to make the part. 2. File two adjacet referece edges ad idetify each Mark ad draw all horizotal ad vertical lies as per measuremets. 4. Mark ad draw agles ad curves as required. 5. Check that lies are correct agaist the templates provided by the teacher. Activity 3 Makig the parts Tools, machies ad equipmet 1. Drillig machie. 2. Drill bits. 3. Lathe. 4. Strip Heater. 5. Hacksaw. 6. Files. 7. Screw cuttig equipmet. 8. Screwdriver ad spaer. Studets idetify the mai tools, machies ad equipmet required to make the parts.

74 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 5: Techology Educatio Activity 4 Makig The teacher should give demostratios of each process ad revise previously taught processes frequetly. Safety ad the correct holdig of tools ad equipmet eeds costat reiforcemet. Short cocise demostratios are effective as cocetratio levels may be limited with some studets. It should be uderstood that pupils prefer doig rather tha listeig or observig the teacher doig. It is presumed that studets will have previous experiece with most of the processes ivolved. Previous experiece of makig projects will help studets to list the equipmet ad work sequece required. Work sequece 1. Drill all holes whe required. 2. Use lathe or drillig machie to drill the spidle. 3. Cut waste material usig a hacksaw. 4. File accurately to the marked lies. 5. Bed usig a strip heater. 6. Polish all edges. Activity 5 Safety New processes such as usig a lathe will require extra vigilace, particularly i the case of a studet who might have a delayed respose to a potetial hazard. It will sometimes be ecessary for the teacher to assist with the cotrols, but the studet should be ecouraged to participate fully. Safety goggles should be wor ad work must be secured whe machiig. Safety cosideratios with the use of a strip heater should to be reiforced durig a demostratio of its use. 74 Safety checklist ad revisio Safety whe usig a lathe I ca use a lathe I ca switch it o I ca switch it off I ca clamp work securely I ca drill a hole Safety whe usig the strip heater I ca switch it o I ca switch it off It ca bur me I ca measure a agle I eed help I eed help

75 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 5: Techology Educatio Activity 6 Assembly ad testig 1. Check the assembly drawig. 2. Check previously assembled projects. 3. Assemble the supports to the base usig the four screws supplied. 4. Attach the spidle ad isert the axle, securig it with two hexagoal uts. 5. Mark the cetre of the board ad attach the spidle usig a adhesive. 6. Test, evaluate ad grade the fiished project agaist the origial drawigs. Supports Dia 5.5 R Bed at 90 deg Dia Frot elevatio Ed elevatio 4 x M5 holes

76 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 5: Techology Educatio Template of the support Frot elevatio 90º Bed at 90º Use a variety of colours. 2. Mark out the shape usig tri-square, rule, ad pecil or biro. 3. The template ca be used to check for accurate markig out. It ca also be used to help studets who may experiece difficulty usig istrumets. 4. Take care to protect the surface of the plastic whe holdig it i a vice. 5. Cut the waste usig a hacksaw. 6. File all edges accurately to the lies ad draw-file edges. 7. Heat alog the dotted lie usig a hot wire bedig machie ad bed at 90º. Supports: Material: 2 required 105 x 50 x 3 acrylic (perspex)

77 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 5: Techology Educatio Base Frot elevatio Ed elevatio 4 x M5 holes Use a variety of colours. 2 Mark out the shape of the base usig tri-square, rule ad biro. 3 A template ca be used to check for accurate markig out. It ca also be used to help studets who may experiece difficulty usig istrumets. 4 Drill the four holes diameter Usig a M5 tap thread each of the four holes. 6 Draw-file all edges. Base: Material: 1 required 100 x 80 x 6 acrylic (perspex) Pla

78 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 5: Techology Educatio Board Frot elevatio Bed at 45º 5 Pla Use a variety of colours Studets should be ecouraged to desig their ow board. 3 Mark out the shape of the board. 4 The eds should be curved. 5 Heat alog the dotted lies usig a hot wire bedig machie ad bed at 45º. 6 Draw-file all edges. 7 Desig ad make ay two appropriate figures to balace o each ed of the board. Board: Material: 1 required 200 x 20 x 5 acrylic (perspex) ay colour Frot elevatio Pla

79 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 5: Techology Educatio Spidle Ed elevatio Frot elevatio Drill 6 Dia 20 Nylo 70 Ed elevatio 1. Use either diameter 20 ylo or 20 x 20 hardwood. 2. Use the lathe to face both eds ad to drill diameter 6 hole through the cetre. 3. If usig the hardwood drill diameter 6 o the drillig machie. 79 Spidle: Material: Or: 1 required Diameter 20 x 70 ylo 20 x 20 x 70 log hardwood Ed elevatio Frot elevatio Drill 6 Hardwood

80 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 5: Techology Educatio Axle Frot elevatio M Mark out the legth of the threaded area at each ed. 2. Usig a M5 stock ad die thread at each ed as show. 3. As a alterative studets ca use M5 threaded bar. This will ot require the use of M5 dies to thread each ed. 80 Axle: Material: Or: Nuts 1 required Diameter 5 mild steel M5 threaded bar M5 hexagoal uts

81 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 5: Techology Educatio Assembly of fiished seesaw 1. All edges of plastic should be draw-filed ad polished to ehace its appearace. 2 Usig M5 screws assemble the supports to the base ad tighte with a screwdriver. 3 Usig a adhesive attach the board to the spidle or the hardwood. 4 Isert the axle ad secure with a M5 hexagoal ut at both eds. 5 As a added feature studets should be ecouraged to desig two differet figures ad attach them at each ed of the board. Use a variety of colours. Hexagoal uts 81 Support

82 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 6: Techology Educatio Syllabus topic: Techical graphics: Descriptive geometry Aspect: Graphical desig: Patters Primary School Curriculum (5th ad 6th classes) Sciece Skills Developmet: Workig Scietifically Desigig ad makig: Juior Certificate (Ordiary level) Descriptive Geometry: Commuicatio graphics: Graphics i desigig Graphical desig ad represetatio Computer graphics Juior Certificate School Programme Use basic drawig istrumets to demostrate the skills of drawig ad the kowledge of basic 2-D shapes. Apply the skills, kowledge ad uderstadig eeded to produce a graphic image usig Autocad (or other suitable CAD programme). Time scale: The full rage of learig ad assessmet activities preseted i this exemplar would take four class periods (two doubles). This would also iclude a sigle class for a geeral itroductio to everyday patters. Potetial areas of difficulty > Observig ad iterpretig measuremets ad markig out patter shapes. > Lack of dexterity, ad poor grip ad cotrol of drawig istrumets, icludig a T-square, a compass, pecils, ad markers. > Holdig ad usig pecils to apply colour. > Short attetio spa, lack of cocetratio ad applicatio. > Limited previous kowledge of the subject area. 82 Strategies used i this exemplar Start with simple everyday objects based o squares that help to build up skills of drawig ad colourig. Iterestig projects, based o squares, rectagles ad triagles that require a short timescale should be chose i the early stages. Vary the processes ad move studets to ew ad achievable tasks if cocetratio is see to flag. Studets who fid it difficult to hold istrumets may fid usig CAD a easier method of achievig a outcome related to a particular desig. Each ew process should be practiced so that each studet is cofidet i a safe workig eviromet. Studets experiecig difficulty should be observed carefully, ad appropriate itervetio should be provided as required, for example, usig templates to mark out shapes that have complex geometric costructios.

83 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 6: Techology Educatio Resources Drawig boards, T-squares, plai A3 ad A4 drawig paper, grid paper with light lies draw i a square box patter (sizes 5, ad 10 mm). A selectio of colourig pecils ad soft markers. Examples of patters desiged by other studets for studets to examie. Strog emphasis is eeded o safety ad buildig up cofidece to participate i the activity-based eviromet. The basic grid used as a foudatio should be placed with fiished examples so that studets get a sese of what has to be achieved. Templates to assist i markig out should be available for studets who may fid it difficult to cotrol a pecil or may have dexterity limitatios. A 2-D computer aided desig package ca be used after studets become familiar with the paper ad pecil methods. CAD ca facilitate studets who may have dexterity limitatios with the mouse ad colour palette allow editig at will. While studets should be ecouraged to draw their ow grid paper, a square grid patter template will also help make achievemet possible for everybody. 83

84 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 6: Techology Educatio Suggested outcomes Supportig activities Assessmet strategies As a result of egagig i these activities studets should be eabled to list safety precautios that should be observed whe usig drawig equipmet ad computers observe ad list the patters they see i their immediate eviromet state ad list the shapes that each patter is based o use prepared grid paper to draw their ow patters based o squares use templates to assist i the cotrol of pecils ad coloured markers desig their ow grid patter use a 2-D CAD package to draw a grid, isert colours, ad create their ow patters. Studets demostrate the safe use of drawig equipmet ad CAD. Studets look at the floors, ceilig ad walls of the room ad the school buildig(s) to idetify patters. Studets examie closely basic shapes, such as a square, a rectagle, triagle, a circle, etc. Hadouts of some square ad box patters should be available to studets to eable them to draw the shapes usig grid paper. Studets use istrumets ad pre-made templates to give cotrol over drawig ad colourig. The teacher presets achievable desig briefs that iitially challege studets to use square, rectagular ad triagular shapes. Studets participate i CAD procedures o a step by step basis usig a computer ad a 2-D package. The teacher observes whether studets ca: talk i pairs through safety poits i relatio to drawig equipmet ad, the computer i pairs, idetify ad ote patters, ad report by talkig or sketchig iteract with other studets ad the teacher idetify ad ame basic shapes produce their ow patters o paper participate i ad uderstad the process use a template i drawig assess their ow patters accordig to the desig brief demostrate dexterity i usig istrumets ad equipmet produce drawigs usig a CAD package explai/demostrate to a teacher/peer how she/he achieved this. 84

85 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 6: Techology Educatio Activity 1 Safety The purpose of this activity is to itroduce studets to the activity-based eviromet. It is likely that this will be totally ew ad may be a overwhelmig experiece for them. It presets may opportuities for them to access areas of educatio that they might ever experiece otherwise. Studets have a atural curiosity ad like to explore ew situatios. This curiosity should be urtured ad it is importat that atural curiosity woder ad awe are ot dampeed by log lists of do s ad do ts. This is relevat to all activities ad it may be ecessary to have assistats to help if the studets learig disabilities or class sizes demad it. Persoal safety Studets love to be ivolved ad it is vital that the teacher demostrates safety procedures usig istrumets ad that studets practice each routie. It should be clear to every studet that there is o ruig allowed i the workshop. Whe usig a computer for CAD it is importat that studets are seated properly ad that scree brightess ad resolutio are adjusted correctly. Activity 2 Observatio ad classificatio Studets walk about the room ad the school with a otebook ad pecil to idetify patters, make freehad sketches, ad classify them accordig to their basic shapes. 85

86 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 6: Techology Educatio Activity 3 Draw from give patters Studets are show how to idetify the positio of patters from hadouts, ad they trasfer these to grid paper. The letters IT ca be easily idetified ad traslated to blak grid paper by first outliig the geeral shapes ad fiishig them with ay colour the studets choose. 86

87 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 6: Techology Educatio Activity 4 A desig based o patters Brief A Desig ad draw five patters based o squares o a 10mm A4 grid paper. The patter should be coloured whe fiished. Discuss a suitable applicatio for each patter. Brief B Desig ad draw a robot based o squares, or a combiatio of squares ad triagles, o a 10mm A4 grid paper. The patter should be coloured whe fiished. Discuss a suitable applicatio for each patter Desig A Desig B 87

88 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 6: Techology Educatio Alterative desigs Star Go! Go! 88

89 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 6: Techology Educatio Floor ad wall tiles Robot Number 1 89 Up those stairs! Road sig

90 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 7: Techology Educatio Syllabus topic: Techical graphics: Descriptive geometry Orthographic projectio Primary School Curriculum (5th ad 6th classes) Sciece Skills Developmet: Workig scietifically Desigig ad makig Juior Certificate (Ordiary level) Orthographic projectio Freehad drawig ad sketchig Juior Certificate School Programme Apply the kowledge ad skills of drawig eeded to uderstad the desig ad costructio of 3-D objects. Visual Arts Strad: Drawig Strad uits: Makig drawigs Lookig ad respodig Strad: Pait ad colour Strad uit: Lookig ad respodig Strad: Costructio Strad uit: Makig costructios Mathematics Shape ad space 90 Time scale: The full rage of learig ad assessmet activities preseted i this exemplar may take up to eight class periods. Potetial areas of difficulty > Spatial awareess (difficulty with orgaizig workspace, visualisig objects, recogisig of differet shapes, ad costructig plae figures). > Co-ordiatio (difficulty with gross ad fie motor skills). > Uderstadig cocepts, such as elevatio, pla ad ed elevatio, positioig each view for orthographic. > Applyig previously leared kowledge (cocepts ad drawig techiques to those already leared). > Laguage (uderstadig keywords, such as orthographic, elevatio, pla, ed elevatio). > Short attetio spa ad lack of cocetratio ad applicatio. > Trasferrig kowledge ad skills to real life (visualisig the basic geometric shapes i each view ad uderstadig the relatioship of the 2-D represetatio to the 3-D object). > Visual sequecig problems (had eye co-ordiatio, copyig from the board, achievig a stadard of presetatio). > Calculatio.

91 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 7: Techology Educatio Strategies used i this exemplar Providig access to cocrete models ad real life objects relevat to studets experiece. Practisig the cocept of orthographic projectio through a variety of approaches. Usig key words supported by graphic illustratio o display i the room. Usig colour to aid visualisatio. Settig modular measuremets. Usig measuremet aids as appropriate. Usig templates as appropriate. Ecouragig studets to use relevat techical termiology. Usig appropriate ICT resources, such as parametric modellig. Referrig to previously leared kowledge. Ecouragig studets to use the sese of touch. Makig cross curricular liks to Materials Techology (Wood), Materials Techology (Metal), Mathematics. Resources Normal techical drawig studet equipmet. Tools for measurig, such as rulers, card, templates, ad tracig paper. Higed plaes of referece models. Sets of models for each exercise. A parametric model of each exercise. Activity sheets as listed. 91

92 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 7: Techology Educatio Suggested outcomes Supportig activities Assessmet strategies As a result of egagig i these activities studets should be eabled to uderstad the cocepts of plaes of referece, ad projectio to plaes of referece have a basic uderstadig of the cocept of orthographic projectio i first agle, visualisig each view from differeret view poits ad the relative positio of each view gai practice i visualisig 2-D represetatios of 3-D objects idetify basic geometrical shapes i their eviromet use basic measurig equipmet ad techiques costruct geometric shapes gai practice i usig techical drawig equipmet ad i freehad sketchig appreciate the use of colour ad shadig as a techique lear ad use covetios i relatio to orthographic projectio ad dimesioig. Studets are itroduced to the cocept of viewig a solid object from the frot, top ad side, ad represetig what is see as a 2-D shape. Studets partake i activities itroducig them to plaes of referece ad i discussios ad demostratios about projectio to these plaes. I egagig with a orthographic projectio of a dice studets draw the elevatio, pla ad ed elevatio/s of a solid ad take part i structured discussio as to which directio to look to obtai each view, the shapes ad sizes see i each view, ad the relative positioig of each view. Egagig with a orthographic projectio of a house. Reiforces the cocepts above through the completio of the orthographic projectio of a further solid. Studets are ecouraged to visualise/recogise commo objects from give orthographic views. Studets work i pairs or small groups ad draw. Free-had orthographic views of commo objects. Other studets i the group idetify the objects. Differetiatio: suggestios for differetiatio are icluded with each activity. Cross-curricular liks: these skills ca be reiforced if similar cocepts i Techology, Materials Techology (Wood), ad Materials Techology (Metal) are treated at the same time. Each activity sheet ca be used for assessmet. The relevat sheets should be kept i the studets drawig folders. As studets egage i activities ad discussio relative to plaes of referece the teacher ca assess their ability to participate, to maipulate the plaes of referece models i group activity, to uderstad ad describe what is see i each view, ad the positio of each view. The teacher observes whether studets ca: maipulate the drawig equipmet effectively draw accurately visualise each view achieve eatess i drawig, i colour, ad i shade achieve reasoably proper proportio i freehad drawig activities complete each activity i a reasoable time use appropriate termiology whe commetig/askig questios. The teacher observes the amout of support required i each task from the teacher/from others i the group. The teacher observes: the degree of studet self ad task evaluatio how much revisitig/ recheckig the studet egages i the stage at which the studet is satisfied that task is fully completed. 92

93 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 7: Techology Educatio Activity 1 Orthographic projectio itroductio Drawig a Dice The purpose of this activity is to itroduce studets to the basic cocepts associated with orthographic projectio. The teacher iitiates a structured discussio of how solid objects are represeted i drawig. Examples of 3-D represetatios of solids are discussed first. The examples discussed should be reasoably basic i detail ad relevat to the studet s experiece, for example, commo objects from the home, the classroom, or exercises from techology subjects. The 3-D represetatios of each example may be sketched o the board or studets may be ecouraged to fid examples i their textbooks. The teacher elicits from the studets that height, width ad depth are to be see i each 3-D drawig. The teacher itroduces examples of orthographic represetatios of some commo objects that the studets should recogize, for example, the combied elevatio, pla, ad ed elevatio of a house, a televisio, a cooker, ad a mobile phoe. I each case the teacher asks the studets to ame the object ad elicits which directio to look to obtai each view, that two dimesios oly are see i ay view (height ad width i elevatio, etc.), ad that the three views, together, costitute the orthographic drawig. The teacher may demostrate the realisatio of the orthographic projectio of a cube usig the plaes of referece model to show how each view is obtaied by projectio from the solid, by drawig each view o the plae of referece, rebattig the plaes to help the studets visualisatio, ad to help them uderstad the positioal cotext of each view. 93 ICT resources may be used as a alterative or as a reiforcemet of the above. Parametric modellig software, such as Solid Edge, Solid Works, or Ivetor may be appropriate, ad aimated demostratios of projectio to plaes as those i Techical Graphics teacher resources at may be useful. Studets workig i pairs or small groups, each pair/group usig a model of the cube ad referece plaes, may help to reiforce cocepts. Studets project each corer of the solid to the referece plaes (covered with a sheet of folded drawig paper), ad whe it is complete they ufold the paper to show the orthographic. Studets should be ecouraged to use their sese of touch i maipulatig solid models. They may be helped i this by havig differet colours/textured material o differet faces of the solid, for example, fie sadpaper o oe face, etc. Use of terms Studets are ecouraged to use relevat terms ad i the iitial exercises the teacher may help by repeatig a explaatio each time a term is used, for example, The elevatio, that is, the view see lookig i at the frot. Simplified terms, for example, usig the wall i cojuctio with the vertical plae or the groud i cojuctio with the horizotal plae may also help.

94 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 7: Techology Educatio 94

95 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 7: Techology Educatio Studets egage i drawig the elevatio, pla ad ed elevatio of a dice (Activity sheets 1). Studets may use models of the dice i cojuctio with models of referece plaes i small groups to decide each view. Alterately this could take the form of a whole class discussio. Differetiatio ca be accommodated by: ecouragig studets to work co-operatively i pairs allowig for differet drawig methods, for example, some studets usig a compass to draw circles, others usig circle templates provided, or a studet with dexterity problems drawig uder the istructio of aother studet differet ways of measurig, for example, some studets usig a ruler to measure, ad others usig card strips to mark ad trasfer distaces to the activity sheet differet methods of costructio, for example, some studets drawig diagoals or usig bisectio to fid the cetre of a square ad others beig assisted or ecouraged to use tracig paper to trasfer key poits allowig studets to progress at their ow pace providig additioal sheets i the same exercise to allow studets to draw the dice i differet orietatios (these additioal sheets may also be used for assessmet) allowig for differet iterpretatios of the completed task, for example, fully dimesioed/the drawigs to stadard from some studets/ad a specified umber of dimesios from others varyig the desig of the activity sheet, for example, allowig for oe ed elevatio (as i Activity sheet 1), or allowig for both ed elevatios ad/or ot icludig a outlie of oe or all views. 95

96 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 7: Techology Educatio Orthographic projectio a dice Pla Pla Ed Elevatio Look at side Elevatio Look at Ed Elevatio Look at side Ed Elevatio Ed Elevatio Elevatio Elevatio 96 Pla Look at Elevatio Elevatio Elevatio Elevatio

97 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 7: Techology Educatio Look at the model ad positio the spots correctly i each view. Ed Elevatio Look at side Ed Elevatio Look at side 97 Pla Pla Look at Ed Elevatio Elevatio Elevatio

98 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 7: Techology Educatio Look at the model ad positio the spots correctly i each view. Dimesio the drawig ad apply colour ad shadig Ed Elevatio Look at side Ed Elevatio Look at side 98 Pla Pla Look at 020 Ed Elevatio Elevatio

99 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 7: Techology Educatio Activity 2 Drawig a house The purpose of this activity is to reiforce the cocepts already leared ad to allow studets gai further practice i orthographic drawig. Cocrete models of the house ad referece plaes may agai be used i this exercise. A umber of sets of models may be useful to allow for sigle studet or small group activity. Cocepts relatig to orthographic projectio may be reviewed, for example, What views may we draw?, Which directio must we look to obtai the elevatio/pla/ed-elevatio?. A secod ed elevatio may be discussed through usig questios such as What features of the house may be see i each view?, Where should each view be placed i relatio to other views?. Strategies relatig to classroom maagemet, ICT resources, studet use of models (icludig colour ad material texture), ad the use of relevat terms may be used, reviewed ad progressed from Activity 1, as appropriate. Differetiatio ca be accommodated by: ecouragig pairs or groups of studets to be resposible for the fiished drawig, bearig i mid the studets learig stregths whe assigig roles allowig for differet techiques as i Activity 1, for example, allowig some studets to use a compass, ruler, etc. i cosiderig various costructios while ecouragig others to use a circle template, modular templates (pre-prepared plastic strips 20mm ad 30mm wide) or tracig paper varyig task completio times by providig differet task sheets, for example, icludig oly elevatio ad pla o oe task sheet, ad icludig oe or both ed elevatios o aother allowig for differet completio targets, for example, expectig some studets to complete the task as set out, while ecouragig others to add further details, such as 4-paed widows, lies to idicate roof tiles, etc. 99 Note: Allowig studets to add further features/details as above, or ecouragig studets to choose their ow colour schemes may aid task egagemet ad commitmet.

100 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 7: Techology Educatio Activity sheet 2 Prit title ad ame each view. Complete each view. Add dimesios. Colour ad shade

101 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 7: Techology Educatio Activity 3 Orthographic projectio Freehad sketchig The purpose of this activity is to cosolidate the studets kowledge of orthographic projectio ad to allow them to gai practice i freehad drawig. Computer geerated 3-D Parametric models of the televisio ca ad may be used to facilitate class discussio. Alterately a real life model of a ti ca or of a cylider may be used i cojuctio with referece plaes if cocept review is ecessary. I this exercise studets may be prompted to suggest which are the more appropriate views. Lookig at the scree is the most appropriate elevatio for the televisio. Is the ed elevatio required i each case or does the elevatio ad pla aloe provide eough iformatio? Studets may be expected to decide idepedetly which views ad orietatio to use. Allowig studets to customize their drawigs may agai be a effective strategy. The studet s sketch of the elevatio of the ca (cylider) may give a particular assessmet isight, sice the studet may readily perceive/accept the edge view of square surfaces but may show top ad base edges as curves i this istace. 101 Note: Frequet cocept review may be especially importat i a subject such as Techical Graphics, which the studets may meet oly oce or twice a week, to provide adequate lesso-to-lesso cotiuity. Differetiatio ca be accommodated by: allowig for differet outcomes, for example, expectig some studets to draw the elevatio ad pla oly, others to draw these ad oe or both ed elevatios, ad ot expectig all studets to iclude fie detail varyig the desig of the Activity sheet by providig hit lies o the sheet to help studets who may fid freehad drawig difficult. Elevatio

102 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 7: Techology Educatio Activity sheet 3 Orthographic projectio Draw eat well proportioed freehad sketches of the televisio ad drik ca show usig orthographic projectio. Prit the title of each view eatly. Decide which colours you would like your televisio to be ad colour each view. Colour ad shade the orthographic views of the ca to idicate your favourite soft drik. 102

103 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 7: Techology Educatio 103

104 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 7: Techology Educatio Activity 4 Name the object The purpose of this activity is to reiforce ad to assess the studet s kowledge of the cocept of orthographic projectio. I the first part of the activity the studets are asked to study the orthographic views of each object ad ame them. Questios which may help to deepe the studets uderstadig of orthographic views iclude: I the first drawig (of the steps) is the ed elevatio ecessary? Why is it ecessary? What would the other ed elevatio look like? I the secod drawig (of the setsquare) is the ed view ecessary? Why/why ot? I the third drawig (of the sphere) what is the techical ame for this solid? I the secod part of the activity the studets are asked to draw orthographic views of a commo object ad see if others i the group/class ca recogize the object. This exercise may give studets further practice i visualizatio ad i makig decisios as to which is the most sesible view to iclude as a elevatio. 104 The teacher or studets may draw orthographic views of other commo objects o the board to cotiue the exercise/game. Differetiatio ca be accommodated by: allowig for differet outcomes, for example, some studets writig the aswers to the first part of the exercise idepedetly, others choosig to illustrate the aswers graphically or choosig ad copyig the correct aswer from a list provided, or studets workig i pairs or small groups to complete the drawig, with roles assiged accordig to the studets stregths allowig for differet iputs, for example, the teacher suggestig differet objects that he/she cosiders are withi the studets capability to draw, helpig studets to visualise objects ot preset, suggestig objects that the studet ca see.

105 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 7: Techology Educatio Activity sheet 4 The orthographic projectio of three differet objects are show. Look at the views show of each oe ad see if you ca ame what it is. Elevatio Ed elevatio Pla This is a Elevatio Ed elevatio Pla Elevatio Ed elevatio Pla 105 Elevatio Pla Elevatio Pla This is a Elevatio Pla Elevatio Ed elevatio Pla Elevatio Ed elevatio Pla Elevatio Ed elevatio Pla This is a Draw the elevatio ad pla or the elevatio pla ad ed elevatio of a object of your choice i the space provided below. Title each view. Will other people recogise this object?

106 Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 7: Techology Educatio 106 What object did you draw? Did the others recogise what it was?