2139 E P S Lecture 4

2139EPS 2139EPS Technology EducationTechnology Education

Lecture 4Lecture 4

Teachers

ReflectionsReflections

TransferTransfer

• Transfer Transfer during during learninglearning

• Transfer Transfer of of LearningLearning

Types of transferTypes of transfer

• Positive transferPositive transfer

• Negative transferNegative transfer

Never underestimate the power Never underestimate the power of transfer. Past learning always of transfer. Past learning always influences the acquisition of influences the acquisition of new learning.new learning.

Thematic units and an Thematic units and an integrated curriculum enhance integrated curriculum enhance the transfer process.the transfer process.

CONTEXT and the degree of CONTEXT and the degree of original learningoriginal learning

SIMILARITYSIMILARITY

CRITICAL ATTRIBUTESCRITICAL ATTRIBUTES

ASSOCIATIONASSOCIATION

Characteristics of Characteristics of learners in learners in TechnologyTechnology

Years 1 to 10Years 1 to 10

Early primary learnersEarly primary learnersYears 1Years 1––33

Students have gained a Students have gained a variety of experiences variety of experiences prior to coming to prior to coming to school.school.

Design experiences Design experiences relate to the creation of relate to the creation of a range of products a range of products using various using various construction materials.construction materials.


Fine motor skills are still Fine motor skills are still developing. developing.

Products designed and Products designed and developed are interesting developed are interesting and innovative, if not always and innovative, if not always functional.functional.

Design processes are very Design processes are very flexible.flexible.

Initial draft design ideas Initial draft design ideas differ significantly from differ significantly from eventual products.eventual products.


Design tasks allow students to Design tasks allow students to draw on information and draw on information and knowledge they already have or knowledge they already have or can locate easily in the familiar can locate easily in the familiar environment of their school and environment of their school and classroom.classroom.

They design products They design products predominantly for their own use predominantly for their own use and have some consideration of and have some consideration of the needs of others.the needs of others.


Students:Students: record their design ideas record their design ideas

using simple annotated using simple annotated drawings drawings

identify the basic features identify the basic features and functions of their and functions of their productsproducts

compare their final products compare their final products with their initial design ideas with their initial design ideas and discuss the reasons for and discuss the reasons for any differences.any differences.

InformationInformationStudents:Students: identify different forms identify different forms

of information of information use their understandings use their understandings

of the different purposes of the different purposes and forms of information and forms of information to lay out and design to lay out and design information products for information products for themselves and others. themselves and others.



MaterialsMaterialsStudents: Students: •explore explore equipment and equipment and techniques and techniques and meaningfully meaningfully manipulate manipulate materials to create materials to create a range of a range of productsproducts..

Early primary learnersEarly primary learners

Years 1Years 1––33

SystemsSystemsStudents: Students:

•design and develop design and develop simple systems to simple systems to carry out familiar carry out familiar tasks and describe the tasks and describe the order of the order of the components in components in familiar systems.familiar systems.

Middle primary learnersMiddle primary learnersYears 4Years 4––55

Students:Students:

‘‘work technologically’ to work technologically’ to design products to meet design products to meet their needs and the needs their needs and the needs of othersof others

work cooperatively to create work cooperatively to create shared designsshared designs

devise and follow devise and follow production procedures to production procedures to create products that reflect create products that reflect their design ideas.their design ideas.

Middle primary learnersMiddle primary learners Years 4Years 4––55

Students:Students: recognise processes that recognise processes that

they have used to design they have used to design and develop their productsand develop their products

determine how they might determine how they might alter these processes if they alter these processes if they were undertaking the were undertaking the design task againdesign task again

recognise that different recognise that different solutions can be designed solutions can be designed for, and are often used by, for, and are often used by, different users.different users.


Middle primary learners Middle primary learners recognise the need to recognise the need to draw on a range of draw on a range of resources to inform the resources to inform the design process. This may design process. This may involve resources such as involve resources such as reference books, peers reference books, peers and the Internet.and the Internet.


Students:Students:

judge the effectiveness of judge the effectiveness of their own and others’ their own and others’ products and processes products and processes

record their ideas in a record their ideas in a Technology project folio Technology project folio that contains information that contains information about progressive design about progressive design and development of their and development of their products.products.

InformationInformation

Students:Students:

describe the advantages and describe the advantages and disadvantages of different forms and disadvantages of different forms and sources of informationsources of information

generate, modify and present information generate, modify and present information for different purposes. for different purposes.


Middle primary learnersMiddle primary learners Years 4Years 4––55

MaterialsMaterialsStudents:Students:

•select materials select materials appropriate to their appropriate to their purpose according to purpose according to characteristics that make characteristics that make the material better suited the material better suited to their product.to their product.


SystemsSystemsStudents:Students:

•describe the describe the relationship between relationship between inputs, processes and inputs, processes and outputs of systems and outputs of systems and use this information as use this information as they assemble and trial they assemble and trial systems of their own.systems of their own.

Upper primary learnersUpper primary learnersYears 6Years 6––77

Students:Students:

communicate their ideas communicate their ideas using presentations, using presentations, models and technical models and technical terms terms

consult with others to consult with others to inform some of their inform some of their design ideasdesign ideas

draw on the practical draw on the practical expertise of others to expertise of others to inform their design and inform their design and construction processes.construction processes.


Students:Students:

identify and clarify the identify and clarify the issues surrounding issues surrounding design challengesdesign challenges

research a range of research a range of alternative design alternative design ideas.ideas.


Students:Students:

analyse forms and analyse forms and sources of information sources of information

match information to match information to design requirementsdesign requirements

transform and transmit transform and transmit information to different information to different audiences.audiences.



MaterialsMaterials

Students:Students:

understand and explain how understand and explain how the characteristics of the the characteristics of the materials they have selected materials they have selected affect the ways in which the affect the ways in which the materials can be manipulatedmaterials can be manipulated

draw on the practical draw on the practical knowledge of others to assist knowledge of others to assist in the manipulation of in the manipulation of materials to enhance their materials to enhance their products.products.


SystemsSystemsStudents:Students:•explain the logic of explain the logic of the systems and the systems and subsystems they have subsystems they have created and created and incorporate feedback incorporate feedback to refine and modify to refine and modify their systems.their systems.

Lower secondary learnersLower secondary learnersYears 8Years 8––1010

Students:Students:

understand the significance of understand the significance of drawing together knowledge, drawing together knowledge, ideas and data to inform their ideas and data to inform their design processdesign process

recognise and analyse the recognise and analyse the links between knowledge, links between knowledge, ideas and data gathered,and ideas and data gathered,and the design and development the design and development of appropriate new products. of appropriate new products.

Lower secondary Lower secondary learnerslearnersYears 8Years 8––1010

Students often work Students often work collaboratively in teams, collaboratively in teams, sharing tasks and sharing tasks and managing much of the managing much of the design process design process independently of the independently of the teacher. teacher. They manage They manage most aspects of the design most aspects of the design and development process.and development process.


Students focus on creating Students focus on creating quality products that meet quality products that meet predetermined standards. predetermined standards.

They negotiate and refine They negotiate and refine production procedures to production procedures to meet detailed specifications meet detailed specifications and design requirements. and design requirements.

There is a strong relationship There is a strong relationship between their ideas and their between their ideas and their eventual products. eventual products.


Students: Students: use predetermined criteria use predetermined criteria

to make judgments about to make judgments about the appropriateness of the the appropriateness of the products and processes products and processes they usedthey used

make informed make informed comparisons between their comparisons between their products and those that products and those that may be commercially may be commercially available.available.


Students: Students:

explain how changes in forms, sources and the explain how changes in forms, sources and the management of information affected the management of information affected the design and production decisions associated design and production decisions associated with the creation of information productswith the creation of information products

select appropriate ways of presenting select appropriate ways of presenting information to specific users.information to specific users.



MaterialsMaterials

Students: Students:

compare different materials compare different materials and select those that meet and select those that meet the predetermined criteria the predetermined criteria of their design challenge of their design challenge

manipulate materials to meet manipulate materials to meet predetermined standards to predetermined standards to ensure the needs of users are met ensure the needs of users are met and to assure the quality of the and to assure the quality of the product.product.


SystemsSystems

Students:Students:

explain the structure, control and management explain the structure, control and management of systems they have made and others have of systems they have made and others have designeddesigned

incorporate a range of mechanisms to control incorporate a range of mechanisms to control and manage the operation of systems they have and manage the operation of systems they have designed.designed.

Beyond Level 6Beyond Level 6

Students are able to formally Students are able to formally analyse knowledge, ideas and analyse knowledge, ideas and data in order to meet design data in order to meet design challenges in innovative and challenges in innovative and enterprising ways. enterprising ways.

They have the ability to They have the ability to undertake an in-depth analysis undertake an in-depth analysis of the appropriateness of their of the appropriateness of their products while making products while making judgments about the feasibility judgments about the feasibility and commercial potential of and commercial potential of their design ideas, production their design ideas, production processes and products.processes and products.

Students are able to describe Students are able to describe and capitalise on changes in and capitalise on changes in society in innovative and society in innovative and enterprising ways in the enterprising ways in the areas of information, areas of information, materials and systems. materials and systems.

Beyond Level 6Beyond Level 6

They work from both an existing individual or community need, or investigate and create potential new opportunities through the creation of innovative and commercially feasible design ideas and products.

A DREAMA DREAM I DREAMED I STOOD IN A STUDIOI DREAMED I STOOD IN A STUDIOAND WATCHED TWO SCULPTORS THERE,AND WATCHED TWO SCULPTORS THERE, THE CLAY THEY USED WAS A YOUNG CHILD'S MINDTHE CLAY THEY USED WAS A YOUNG CHILD'S MINDAND THEY FASHIONED IT WITH CARE.AND THEY FASHIONED IT WITH CARE. ONE WAS A TEACHER, THE TOOLS HE USEDONE WAS A TEACHER, THE TOOLS HE USEDWERE BOOKS AND MUSIC AND ART;WERE BOOKS AND MUSIC AND ART; ONE A PARENT WITH A GUIDING HANDONE A PARENT WITH A GUIDING HANDAND A GENTLE, LOVING HEART.AND A GENTLE, LOVING HEART. DAY AFTER DAY THE TEACHER TOILEDDAY AFTER DAY THE TEACHER TOILEDWITH TOUCH THAT WAS DEFT AND SURE,WITH TOUCH THAT WAS DEFT AND SURE, WHILE THE PARENT LABOURED BY HIS SIDEWHILE THE PARENT LABOURED BY HIS SIDEAND POLISHED AND SMOOTHED IT O'ER.AND POLISHED AND SMOOTHED IT O'ER. WHEN AT LAST THEIR WORK WAS DONE,WHEN AT LAST THEIR WORK WAS DONE,THEY WERE PROUD OF WHAT THEY WROUGHT,THEY WERE PROUD OF WHAT THEY WROUGHT, FOR THE THINGS THEY HAD MOULDED INTO THE CHILDFOR THE THINGS THEY HAD MOULDED INTO THE CHILDCOULD NEITHER BE SOLD NOR BOUGHT.COULD NEITHER BE SOLD NOR BOUGHT. AND EACH AGREED THEY WOULD HAVE FAILEDAND EACH AGREED THEY WOULD HAVE FAILEDIF THEY HAD WORKED ALONE,IF THEY HAD WORKED ALONE, FOR BEHIND THE PARENT STOOD THE SCHOOL,FOR BEHIND THE PARENT STOOD THE SCHOOL,AND BEHIND THE TEACHER THE HOME.AND BEHIND THE TEACHER THE HOME. AnonAnon

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2139 E P S Lecture 4