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Learning Intentions for a ks4 coursework lesson

Discussion in 'Design and technology' started by libbysdad, Jul 11, 2012.

  1. Try as I might - and I have!- I can't find a solution to this. Most of us, I am sure, will admit that there are a fair amount of lessons where after a brief get together with your students and approximation of targets for the lesson, the kids just go away and "get on with it", and this leaves us able to go around the workshop doing one-to-one work with the most needy. I'm wondering though,how to create meaningful learning intentions for this type of lesson if every learner is working in a different direction (in just such a lesson this week, I've had CAD work, secondary prototype modelling, product analysis, research, initial ideas and working on the actual final design all going on a the same time.) I know a casual observer might suggest that I could keep them more together than this, but sometimes it's actually better to let them work independently. I spoke to a teaching and learning expert this week, and he advised that I create a different learning intention for each situation going on in the room....but this seems to me to be more than a little excessive. I am thinking in particular about the impression such a lesson might be making on our clipboard wielding chums.

    Any ideas/discussion points? After asking around it seems that this issue is felt strongly not only in my subject (Product Design) but also in Textiles, Food technology, Art, Drama, PE and sometimes Music.

    Many thanks for any ideas you might share.
  2. modelmaker

    modelmaker Lead commenter

    He's the expert, so he must know what he's on about. I'd listen carefully to what he had to say, if I were you, because you never know where your own career might end up and a lesson in how to talk b,ollocks from an expert could set you in good stead if your own career goes **** up.
  3. All of my KS4 groups write a "to-do" list of sorts (production plan and coursework pages in one). At the start of each lesson, they have to identify the task they will be working on, put todays date next to it, and write down what they would like to achieve. For example....
    Then on the board, I have a selection of suggested tasks (Finish cutting, update diary of making, etc), and then "Complete personal target". During the lesson, I'd go round and talk to each student, and initial next to their target to say that we'd "agreed" it, or scribble next to it some suggestions etc.... Internal observation seemed to like it - said something about personal achievement and supported independant learning. Unfortunately, it only works really well with the right group of students!
  4. Been teaching like this for many years and have done the same as you, to me it seems students are working independently. However had a mock-sted by a expert in R.E. and told it was an unsatisfactory lesson. Some student were sanding for over 10 mins and so were not learning any thing. I was told they need to be stopped every 5 mins and show progress. What good would that do.
    When will inspectors understand that some subjects need time to develop skills and not every thing can be packaged in 5 mins.
    Firstly working on getting things right is a good educational achievement.
    It also teaches students to cut closer to the line.
    Gives students a sense of accomplishment.
    Should I do the work for them??????
  5. This is such a load of pants. There are times when a student needs to spend an hour with abrasive paper and they learn nothing new. They have to do it to make progress with the project but it does not fit someone's idea of an ideal lesson. Stick to your guns. When we have D&T experts observing D&T lessons then maybe their advice/opinions have some validity. When it comes to controlled assessment I cannot see how a teacher can stay within the rules and meet the OFSTED criteria . A very talented D&T teacher recently told me of her experience where she was graded just satisfactory on a twenty minute observation of a two hour lesson by someone who admitted that it was the first time he had been in a D&T lesson. Sorry but the observer was incompetent as he did not know his **** from his elbow.
    The world has gone mad and while we fret about meeting other peoples' view of what makes a good lesson we will not move forward.
  6. This what I do in food lessons - but I get them to peer assess each other 1st before I go round and initial. Ticks another box on their sheet
    Also I did have a D&T specialist observor & I was marked down for not having chef's whites - the only thing he could suggest to me to get it to an otherwise outstanding lesson!

  7. Well said Dixons.

    This should be sent to every headteacher, every OFSTED inspector and Gove, they should be asked to comment on it and tell us how, what they are looking for, improves the education of our students.

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