Bikkie Time
The Bikkie Time unit (divided into session blocks)
Footnotes are rollover text. Hold mouse over footnote number for popup text.
| 7. Planning for Technological Practice | |||
| Learning Activities / Experiences | Learning Intentions | Resources | Link to Learning outcomes |
| Suggested group activity To give students the opportunity to contribute to planning for the class project rather than all teacher driven • Suggest some key stages we need to plan for in developing our outcome? • Suggest what resources we will need to plan for to use in developing our outcome? • Suggest what people will need to be involved and when? • Suggest what finance will be needed, where will it come from, how will this be used. • How much time will we need to allocate to each key stage? • Gather information back for group discussions from the spokesperson of the group. Collate the data as a class with the intent for the teacher to put it together as an initial plan for the development of the outcome to address the selected opportunity. There are other strategies that may work better for the teacher and the class dependent on the ability and makeup of the class. Present initial plan of action for development of the outcome to address the selected opportunity. This could be a brief opportunity to explain that the Plan of Action used is one type of planning tool that can be used for initial planning. Ask for suggestions of other ways to present initial planning of a project. Suggested group activity Give out plan of action for students to check whether it has the detail provided in the preplanning activities by each group – additions, deletions, time concerns, resource allocation? Discuss where the progress points should be established for reviewing and reflection. Linking to the case study Technological Practices explored so far ask for reasons for reviewing and reflection in sound technology practice. Discuss ways the initial plan can be used by each student to record reviews and reflection of Technological Practice for ongoing planning. Ask for suggestions of other planning tools students could use during the project to present evidence of reviews and reflection of Technological Practice for ongoing planning. Give students other planning tool examples and samples that they could use throughout project. Planning to be revised and checked out throughout Technological Practice. Key decisions should be noted using individually chosen planning tools. |
Component of Technology Planning for practice: (Working towards) • As a class, select and use planning tools to identify and record key stages, actions to be undertaken, determine progress review points, and manage resources. Why should the teacher collate and make up the initial plan? This should show the students that not only is their input required but that it is valued, relevant and necessary for the teacher to develop the initial plan for the class to use and implement. It should also show the students that the project is important to the teacher and is part of the project too. Planning stages should reflect the big 3 in technology practice such as Market research, Consumer Research, Technology Research. Principles Learning to learn: • Encouraging planning and reflection within the class's Technological Practice within a supportive learning environment. • Introducing knowledge and skills which can be stored as a "toolbox" for future application within student practice and beyond this unit of work. -Values Community and participation for the common good: • The whole class should to be involved and feel part of the process and have ownership of the final outcome. Key Competencies Participating and contributing: • Give students the opportunity to feel part of a common goal; to understand roles and responsibilities; to contribute appropriately as a group member; to make connections with others and to create opportunities for others in the group; to understand that the success and/ or failure of the outcome will affect everyone involved. Component of Technology Planning for practice – class planning with opportunities to use a variety of planning tools to manage resources and to reflect and revise for ongoing planning at key progress points. Planning for practice • As a class, select and use planning tools to identify and record key stages, actions to be undertaken, determine progress review points, and manage resources. |
Whiteboard for class discussion and / or paper for group discussions Initial Plan of Action chart.doc Teacher could provide other planning tools which have been developed by the teacher to scaffold student practice. -student should initiate choice of planning tools. Eg, Short statements related to Plan (what did we plan to do); Review (what did we do how did it go?); Reflect (What did we/I learn?); Revise (Do we need to do something differently? Any changes to plan? – This could be done each period or the end of each week or at each identified progress point indicated on initial plan Using annotated photographs -what is happening in the photo, what did we learn from this, what will we do now? Templates for planning / reflective journals. Planning tools ideas created by Individual students. |
As a class identify key stages and resources which need to be planned for. Assessment Strategies focussing on Learning Links: Peer and self assessment related to how students: • relate to others • participate and contribute • create a supportive learning environment Use an initial plan developed from this information and other planning tools to record reviews and reflection of Technological Practice for ongoing planning. Unit progress: delivering the unit – how is it going? Learning to learn: Checking individual student evidence of planning and revision. Encourage to use planning tools that suit them. What /how can individual student evidence be presented in relation to planning for practice, functional demonstrate individual student understanding and participation? Unit progress: delivering the unit – how is it going? Creating a supportive learning environment Learning enquiry: Losing student interest? Overloading student learning? Time left? Teacher observations of individual students within a supportive learning environment: Learning to learn: Using the knowledge and skills which can be stored as a "toolbox" for future application within student practice and beyond this unit of work. Assessment Strategy Portfolio evidence |
RSS Feed