A Hands-On Tutorial for teaching strategies including literacy and numeracy specific

pedagogy with differentiation to the syllabus for a middle phase cohort of students within

a INTAD work shop and Graphics environment.

A Hands-On Tutorial for teaching strategies including literacy and numeracy specific

pedagogy with differentiation to the syllabus for a middle phase cohort of students within

a INTAD work shop and Graphics environment.

David Sunderland David Sunderland Harvey Flynn Harvey Flynn

Stacey HendersonStacey Henderson

Industrial Technology and DesignIndustrial Technology and Design

Woodwork/Metalwork

Graphics

TeachingTeachingStrategiesStrategies

Pedagogical

Workshop

Numeracy

Literacy

Differentiation

INTAD WorkshopINTAD Workshop

Pedagogical StrategyPedagogical Strategy

The emphasis for Direct Instruction is “Teaching in small steps, The emphasis for Direct Instruction is “Teaching in small steps, providing for student practice after each step, and guiding students providing for student practice after each step, and guiding students during the initial practice” Rosenshine, (1987). This involves teachers during the initial practice” Rosenshine, (1987). This involves teachers entering the classroom with carefully designed lesson plans that entering the classroom with carefully designed lesson plans that focus on small tasks and objectives with content relevant and focus on small tasks and objectives with content relevant and engaging. It can be suggested that students with poor literacy and engaging. It can be suggested that students with poor literacy and numeracy skills best benefit from Direct Instruction numeracy skills best benefit from Direct Instruction teachingRosenshine, (1987).teachingRosenshine, (1987).

Workshop StrategyWorkshop Strategy

  A suggested activity could be a year seven woodwork class using a A suggested activity could be a year seven woodwork class using a Philips head screwdriver for the first time in completing a class task. Philips head screwdriver for the first time in completing a class task. Direct Instruction would consist of the teacher explaining the safe Direct Instruction would consist of the teacher explaining the safe handling procedures and the outcomes expected to the whole class handling procedures and the outcomes expected to the whole class clearly and directly. The teacher would then demonstrating how two clearly and directly. The teacher would then demonstrating how two pieces of wood can be joined using a Philips head screw driver and pieces of wood can be joined using a Philips head screw driver and screw. The next step would be the teacher guiding students in using screw. The next step would be the teacher guiding students in using the screw driver for the first time in a step by step process both the screw driver for the first time in a step by step process both verbally and with reference to written instruction on the white boardverbally and with reference to written instruction on the white board..

Numeracy StrategyNumeracy Strategy

   Targeting and reporting numeracy specific could be: students Targeting and reporting numeracy specific could be: students identifying the different size screw driver blades and screws with in identifying the different size screw driver blades and screws with in the work shop and recording these differences as measured by the the work shop and recording these differences as measured by the student in millimetre increments on a work sheet supplied by the student in millimetre increments on a work sheet supplied by the teacher. teacher. 

Literacy StrategyLiteracy Strategy

    Furthermore on the work sheet could be additional tasks that help Furthermore on the work sheet could be additional tasks that help support literacy and reporting by having students name and identify support literacy and reporting by having students name and identify the different characteristics and types of screw drivers located in the the different characteristics and types of screw drivers located in the work shop.work shop.

Differentiation StrategyDifferentiation Strategy

    One example of differentiation could be for identified students with One example of differentiation could be for identified students with poor literacy skills: screw drivers placed alongside pictures matching poor literacy skills: screw drivers placed alongside pictures matching the actual screw drivers to be reported on. This form of differentiation the actual screw drivers to be reported on. This form of differentiation helps students identify objects with word recognition and the helps students identify objects with word recognition and the characteristics associated with the picture matching the object or for characteristics associated with the picture matching the object or for this exercise a screwdriverthis exercise a screwdriver

TeachingTeachingStrategiesStrategies

forfor

GraphicsGraphics

Literacy

Pedagogical

Numeracy

Collaboration

References

LiteracyLiteracy

Graphical organisers such as a PMI chart can be used to extend Graphical organisers such as a PMI chart can be used to extend literacy skills and promote higher order thinking in a graphics class. literacy skills and promote higher order thinking in a graphics class. For example, students could be asked to research and evaluate For example, students could be asked to research and evaluate selected relevant product designs and then record their analysis selected relevant product designs and then record their analysis using complete sentences into a PMI chart. This approach creates a using complete sentences into a PMI chart. This approach creates a platform that encourages student literacy’s skills and implements platform that encourages student literacy’s skills and implements industry language. PMI organisers facilitate a thought provoking industry language. PMI organisers facilitate a thought provoking situation where students compare and contrast existing designs and situation where students compare and contrast existing designs and concepts. Furthermore, to provide an authentic learning experience, concepts. Furthermore, to provide an authentic learning experience, students could be asked to present their PMI using different forms of students could be asked to present their PMI using different forms of media. media.

Pedagogical StrategyPedagogical Strategy Right is right is a teaching strategy taken from Lemov (2010), this Right is right is a teaching strategy taken from Lemov (2010), this

strategy targets the difference between a student being partially right strategy targets the difference between a student being partially right and 100% right when answering a question or completing a task. An and 100% right when answering a question or completing a task. An example of how this strategy could be used in graphics is when a example of how this strategy could be used in graphics is when a student comes to present a drawing to the teacher and has drawn the student comes to present a drawing to the teacher and has drawn the drawing perfect, all lines meet, it is the correct size and representation drawing perfect, all lines meet, it is the correct size and representation however, the student has not labeled the drawing correctly. If the however, the student has not labeled the drawing correctly. If the teacher says, “great job, this is perfect however on your next job I want teacher says, “great job, this is perfect however on your next job I want you to label it correctly”, the teacher is telling the student that their job you to label it correctly”, the teacher is telling the student that their job is perfect, yet they ‘could’ not ‘must’ change a few things. The teacher is perfect, yet they ‘could’ not ‘must’ change a few things. The teacher should instead say, “I like what you have done but in order for it to be should instead say, “I like what you have done but in order for it to be perfect, go back and correct your labeling”. Letting the student know perfect, go back and correct your labeling”. Letting the student know that they are on the right track but in order to be 100% right, they must that they are on the right track but in order to be 100% right, they must make a few changesmake a few changes..

Numeracy StrategyNumeracy Strategy

On any given drawing there will be dimensions labeling how long, On any given drawing there will be dimensions labeling how long, wide, deep or the diameter of an object is. Student’s knowledge and wide, deep or the diameter of an object is. Student’s knowledge and understanding of numeracy will be challenged, as they may have to understanding of numeracy will be challenged, as they may have to redraw the drawing to a different scale. Also drawings drawn to redraw the drawing to a different scale. Also drawings drawn to Australian Standards will not have redundant dimensions, meaning Australian Standards will not have redundant dimensions, meaning that students will have to use numeracy skills to determine some that students will have to use numeracy skills to determine some measurements. measurements.

Peer TeachingPeer Teaching

Teaching a complicated computer-based program such as AutoCad Teaching a complicated computer-based program such as AutoCad in a Technology class requires patience and pedagogy that allow for in a Technology class requires patience and pedagogy that allow for diversity in student abilities. Facilitated thoughtfully, peer teaching diversity in student abilities. Facilitated thoughtfully, peer teaching and working collaboratively would benefit students learning this type and working collaboratively would benefit students learning this type of software. This approach allows student to share thoughts, justify or of software. This approach allows student to share thoughts, justify or build upon existing ideas and concepts. Students that collaborate build upon existing ideas and concepts. Students that collaborate and mediate their ongoing enquiries are able to grasp ideas and and mediate their ongoing enquiries are able to grasp ideas and concepts and a new understanding may become visible. Often concepts and a new understanding may become visible. Often students crossing a common ground in learning can explain software students crossing a common ground in learning can explain software methods and concepts to fellow students on an entirely different level methods and concepts to fellow students on an entirely different level than an educator. than an educator.

ReferencesReferences

Bahr, N., Pendergast, D. (2010). Teaching Middle Years: Bahr, N., Pendergast, D. (2010). Teaching Middle Years: Rethinking curriculum, Rethinking curriculum, pedagogy and assessment.pedagogy and assessment. (2 (2nd nd ed.). Crows Nest, N.S.W: Allen & Unwin.ed.). Crows Nest, N.S.W: Allen & Unwin.

Creative Education, Practical Teaching Advice, Ideas and Creative Education, Practical Teaching Advice, Ideas and OpinionOpinionhttp://www.creativeeducation.co.uk/blog/index.php/2011/06/learning-outside-http://www.creativeeducation.co.uk/blog/index.php/2011/06/learning-outside-the-classroom/the-classroom/

   Effective teaching strategies: lessons from research and practice / Roy Killen.  Edition Effective teaching strategies: lessons from research and practice / Roy Killen.  Edition 6th Ed.  Publisher Details South Melbourne, Vic.:  (2013). 6th Ed.  Publisher Details South Melbourne, Vic.:  (2013). 

Lemov, D (2010). Teach Like A Champion. San Francisco, CA: Jossey-BassLemov, D (2010). Teach Like A Champion. San Francisco, CA: Jossey-Bass

Standards Australia 1996, Australian Standard AS1100: Technical, Standards Australia, Standards Australia 1996, Australian Standard AS1100: Technical, Standards Australia, Sydney. Sydney.

O'Donnell, A. M., Dobozy, E., Bartlett, B. J., & Bryer, F. (2012). O'Donnell, A. M., Dobozy, E., Bartlett, B. J., & Bryer, F. (2012). Educational psychologyEducational psychology. . (1st ed.). Milton, Qld: John Wiley &? Sons.(1st ed.). Milton, Qld: John Wiley &? Sons.