Level 3 Externals2nd Technology

National Workshop

Lesley Pearce National Coordinator Team Solutions The University of Auckland

Learning Intentions

• To plan for success in the level 3 externals through investigating all the key documents.

• Develop strategies for integrating the External content in your teaching and learning programme

Authenticity

• For authenticity purposes teachers need to verify that:• Candidate submissions are developed from a programme of

teaching and learning derived from Level 6, 7 or 8 of the New Zealand Curriculum.

• Candidates are instructed that text, music scores or imagery, (for example, digital photographs, elements of website, screen shots or billboards), reproduced from external sources, must be referenced at the point of use in the submission.

• Student work relates to a context used or negotiated in the teaching and learning programme.

• Candidate work is sighted, dated and signed in progress by the instructing teacher.

External report

How to produce a strong external reportWhat can we learn from industry?• “Ensure that your report is clean, clear and concise. Yes,

it’s common sense, but it is crucial that you harness the attention and interest of your audience. If you are releasing financial reports, you need to ensure all numbers are accurate for legal purposes. Make sure your story or headline is clear at the beginning of the report to ensure your audience is equipped with the proper message that you wish to convey. Having any sort of ambiguity defeats the purpose of the report. ”

Literacy• Scaffold the understanding of academic and technical literacy• Teach explicit strategies related to technical report writing• Teach how to write an example of each type of writing

required in the standard and use of the words in the standard such as explain, discuss, evaluate and justify

• When using examples of writing from exemplars use small sections to ensure students do not merely copy what they have seen

• Use the criteria of the standard to structure with students questions that become parts of the report structure

• Use the Learning objectives and the teacher guidance to structure your teaching and learning activities http://technology.tki.org.nz/content/download/32272/115104/version/2/file/stks-iop-6-8-dec-2012.pdf

Imperatives - commands3.5 3.6 3.7 3.10 3.40 3.44

Describe ✔ ✔ ✔Explain ✔ ✔ ✔ ✔ ✔ ✔Discuss ✔ ✔ ✔ ✔ ✔ ✔Justify ✓★ ✔Evaluate ✔ ✔

Explain Means to give a reason or reasons – an explanation answers the question "why?" or "how does that work?" If the text includes "because" or "so that", it will be to explain something. Answers the question why? Or how does it work? If the text includes “because” or “so that” it will explain something. Makes links make links, explain further, because, WHY

Discuss Means to examine something in detail so as to reach a decision. This usually means that more than one perspective is put forward and actively considered. So as part of discussions we may get "compare and contrast". Make a number of links, consider, use other examples, WHY & HOWlist with examples and reason (how and why); Substantiate- examples, reasons and evidence, evaluation that implies judgement and a reasoned selection or argument; analysis and critical examination of facts and drawing conclusions based on these.

Justify To prove or show to be just, right, or reasonablegive a good reason for. To provide an explanation or rationale for something to make it seem OK or to prove it is correct or OK

Evaluate To examine and judge carefully; appraisedetermine relevance, significance, making an informed judgement

Planning for

• Use of resources from NZQA and TKI• Triangulation of key documents schedule, standard, assessment report• Begin with the end in mind- embed the learning for this standard in

your programme of work with the integration of key concepts throughout the teaching and learning programme

• Students must interact and demonstrate their own understanding in the context of the AO. Cannot use large amounts of downloaded material

• Explore tools for students to use to gather their evidence as they progress throughout the year e.g. blogging, e-portfolios

• Use referencing and a judicious amount of quoting• Students need to practice literacy in context and learn how to critique

their own work and the work of others using clear criteria

Edmodo is a great tool that will increase and enhance your communication with your students and the communication and collaboration of the students with each other.

Edmodo is a safe social networking site. You easily create groups where you can post messages, discussion questions, assignments, quizzes, polls and much more. It is safe and secure where the students can only post to the whole group or to you, as the teacher/facilitator.

Two examples of online learning tools…

The following is a support page to learn how to create a document

http://support.google.com/drive/bin/answer.py?hl=en&answer=49114

Using Google Docs…

Managing the process• The student work and evidence evolves throughout the teaching and

learning programme• Use of formative feedback to ensure students are demonstrating

understanding and are editing and clarifying their work as they collect evidence for the report writing

• Use the schedule to give feedback to students• Ensure during feedback the authenticity of student work• Use the Principals nominee to address nay issues of non-authentic work

and plagiarism• Do not leave until the end of the year- students should be collecting

evidence of their understanding throughout the year programme and teaching and learning experiences

• Refer to tools such as www.plagscan.com if necessary

Strategies for Teaching• Use key questions and the criteria to support students

understanding of real issues• Explore things such as online forms, email lists and websites • Grouping the work into manageable and teachable moments, e.g.

using blogging as a tool to collect evidence for their report• Use student life experiences to enrich their understanding of the

AO/LO objectives• Being digitally literate AND language/ technology literate• Contextualise and mediate information so that students can build

their knowledge and understanding of an example and enable them to write about their understanding

• Being language and technology literate• Contextualise and mediate information so that students can build

their knowledge and understanding of an example and enable them to write about their understanding

3.5 AS91612

Demonstrate understanding of how technological modelling supports technological

development (and Implementation)

Step ups Technological ModellingLevel 1 How modelling is used

Level 2 The use of modelling and its nature

Level 3

Identify modelling, information gained, aspects of technical feasibility and social acceptabilityHow modelling informed development and decisionsIdentify risks and how they are managed through modelling

Explain why different forms of modelling are used to manage risks. Why different forms are used with different stakeholdersDescribing the forms used to decide what should and could be doneValidity and reliability of evidence from the modellingIdentification of risk , its implications and its likelihood of occurring

explaining how functional modelling is used to test competing and/or contestable factors and inform decisions during the development of a technological outcomeexplaining how prototyping is used to inform decisions for implementation of a technological outcome. explaining how evidence regarding competing and/or contestable factors is gained from different forms of modelling to justify decisions made during the development and implementation of a technological outcome. discussing how modelling enables informed, responsive and defensible decision making during the development and implementation of a technological outcome

3.5 Activity: word definitions

• Literacy:• Competing and contestable factors• What does this mean?• Competing and contestable factors arise from

such things as differing moral, ethical, cultural and/or political views, and the way in which people adhere to and understand issues such as sustainability, globalization, democracy, and climate change

First to Third Definition Activity

Competing

Contestable

Competing and Contestable factors

• competing- i.e. that one maybe put ahead of another – factors that are in direct opposition and only one can

be accommodated e.g. renewable v non renewable• contestable - that this choice could be challenged

as there is more than one view on this– Can be accommodated in a design together but the

priority and importance are different e.g. Lightweight material and cost, which one takes preference in decision making

Contestable factors examples• innovation versus acceptance/continuation • time versus quality• majority acceptance versus acceptable to all• social versus environmental benefit; ethical versus legal

compliance, appropriate practices vs ethically acceptable • the use of renewable versus non-renewable resources, • budget constraints versus the use of ideal materials • the use of resources of cultural significance in traditional

versus contemporary contexts• differing stakeholder views and their influence on

decisions

Competing priorities may include but are not limited to:

• stakeholder view points• innovation versus social acceptance• expedient practices versus ethically acceptable

practices• renewable versus non-renewable resources• budget constraints versus most suitable materials• resources of cultural significance; in traditional

versus contemporary contexts.

Competing factors

- Competing factors could include such things as: differing stakeholder views and their influence on decisions, innovation versus acceptance/continuation; time versus quality; majority acceptance versus acceptable to all; social versus environmental benefit; ethical versus legal compliance, appropriate practices vs ethically acceptable etc. • the use of renewable versus non-renewable resources, • budget constraints versus the use of ideal materials • the use of resources of cultural significance in traditional

versus contemporary contexts

A student example

(RIQ) 3: 2: 1: Reading strategyAim to make abstract concepts concrete

Read the case study LittleBigBang and highlight and record where the evidence is for the following: Functional modelling and prototyping, competing and contestable factors and how it was used to inform decisions

3.10 AS91617

• Undertake a critique of a technological outcome’s design

Literacy• Concept for good design• Quality of design• Design judgement criteria

• Critique• Sustainability• Accessibility• Functionality• Quality of manufacture• Emotional resonance• Endurance• Social benefit• Aesthetic quality• Ergonomic fit• Affordability

Design decision making

• Influenced by the values, tastes and views held by individuals

• Is this a good design? Discuss with your neighbours

Innovate.

Aesthetic

Unobtrusive.

Long lasting.

Environmental

Useful

Understandable.

Honest

Minimal

Thorough.

Possible judgement criteria– Use the criteria based on Dieter Rams and appraise the design

of a technological outcome using design judgement criteria.•  

Lends it self to airflow and is more aerodynamic

Old designs – what criteria was used to judge it as good design?

explaining the concept of good design and why criteria for judging the quality of design change

The evolution of cellphones: 40 years

1983 Motorola Portable phone

Nokia 1011 – 1991 iPhone 3G – 2008

Group Activity

• Read the key documents and complete the given chart

3.6, 3.7, 3.40, 3.44

• Select the Level 3 External AS you wish to work with• Read all the key documents• Choose a strategy you wish to develop– Literacy strategy– Writing frame– Check list for students– Teacher resource– Deconstructing an exemplar

• Share with whole group

Deconstructing

• Students can be helped to make abstract concepts concrete by giving them opportunities to study annotated examples of student report writing that exemplifies those concepts.

• Students are supported “to understand the desired outcomes” and to be clear about what they need to know and do in order to get there.

• Students then identify how and where the report meets the criteria descriptors of the exemplar

Student checklist

• Develop a check list that students can refer to and allows you to give feedback without the need for explanations.

• Give the students a marking schedule that provides a break down of the A-M-E criteria, including the explanatory notes

Reading strategy: 3: 2: 1: RIQ

• 3 facts/recalls• 2 insights (e.g. why material is innovative/who

would benefit/how it relates to society/any other connections

• 1 question (e.g. I do not understand….. How does this affect…In the future what will…., How does this relate to…)

Case study: Stab proof material fro 3.6

Knowledge strand- ProductsLevel 1 Level 2 Relationships

betweenLevel 3

Describe composition, structure and performance propertiesExplain how these impact on the manipulation of the materialsExplain how the manipulation of the materials impacts on the performance of the outcomeDiscuss the interaction between composition, structure and manipulation enables the product to function

Explaining the relationship between the performance properties of materials selected and the performance specifications of a productdescribing different material evaluation procedures undertaken to determine the suitability of materials for use in the development of a product describing the knowledge and techniques underpinning material evaluation procedures that were used to support the material selection decisions in the development of a product. discussing how the relationship between the evaluation (testing and choice) of materials and a product’s design (including maintenance and disposal considerations) influenced material selection decisions during the development of the product.

Demonstrate understanding of material development involves:describing the development of a material designed to enhance a product’s performancedescribing the implications of the material on the design, development, implementation, maintenance, and disposal of products. Demonstrate in-depth understanding of material development involves:explaining how the material enhanced the performance of a productexplaining how the material impacts on the design, development, implementation, maintenance, and disposal of products. Demonstrate comprehensive understanding of material development involves:explaining the concepts and processes employed in the development of a material.Enhancing performance may include: fire proofing, increasing speed, enhancing health, impact protection, increasing durability, easy care, load bearing abilities, ease of disposal, conductivity.

Knowledge strand- SystemsLevel 1 Subsystem Focus Level 2 Redundancy and

Reliability aspect focusLevel 3

Identify systems and subsystemsIdentify role of subsystems and how they allow the system to functionDiscuss the function of feedback and control and the advantages and disadvantages of subsystemsDiscuss implications of subsystems in the design, development and maintenance of system

Demonstrate understanding of redundancy and reliability in technological systems involves:• explaining the importance of redundancy in the development of a technological system• explaining the importance of reliability in the development of a technological system• describing how redundancy was applied and reliability was addressed in a technological system.

Demonstrate in-depth understanding of redundancy and reliability in technological systems involves:• explaining why decisions regarding redundancy and reliability were made in the development of a technological system.

Demonstrate comprehensive understanding of redundancy and reliability in technological systems involves:• discussing how redundancy and reliability implications influenced design and maintenance decision making in the development of a system.

Demonstrate understanding of operational parameters in complex and highly complex technological systems involves:explaining the concepts involved in establishing operational parameters and the implications of these for the design and development of a complex technological systemexplaining the operational parameters of a complex technological system and how they enable the system’s operation and maintenance in situdescribing a highly complex technological system and explaining the factors that influenced the establishment of its operational parameters. Meritexplaining a highly complex technological system and discussing why factors influenced the establishment of its operational parameters. Excellencediscussing how operational parameters impact on the design, development and maintenance of complex and highly complex technological systems.

External AssessmentProvide a Framework, Not a Template

• Task should provide a framework for the students to demonstrate their own understanding, but not a fill-in-the-gaps template.

• Use mid-year and/or end-of-year exam time to have students produce their reports– Helps with rigor and authenticity– Example External Assessment Task

• Authenticity is not a huge issue because they have to discuss their own work/processes/understandings.