POST-PRIMARY Techology Educatio Guidelies for Teachers of Studets with MILD Geeral Learig Disabilities
Cotets Itroductio 3 Approaches ad methodologies 4 Exemplars 11
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.
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.
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.
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.
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.
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.
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.
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.
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 12 2. Techology: Desig procedure Electroic Steady Freddie 27 3. Materials Techology (Wood): Project desig ad realisatio Desig ad make a desktop-tidy 4. Metalwork: Techiques ad desig Make a key tag 60 5. Metalwork: Techiques ad desig Make a seesaw 79 6. Techical Graphics: Descriptive geometry Patters 82 7. Techical Graphics: Descriptive geometry Orthographic projectio 90 38
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.
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
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
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.
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
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?
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
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?
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
Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 1: Techology Educatio Developmet drawig of a egg holder 25 60 25 21
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
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 23 50 25 60 25
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.
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
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
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
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.
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.
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 > >
Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 2: Techology Educatio 31
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
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
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?
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.
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
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.
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).
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
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
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.
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
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:
Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Use this space to draw. 44
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
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
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.
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
Guidelies Mild Geeral Learig Disabilities / Techology Educatio / POST-PRIMARY Exemplar 3: Techology Educatio Record iformatio here. Material Sizes Capacity Fiish 49
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
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.
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