'Design Briefs' help teachers, students and other users to provide solutions for problems.
Previously, design briefs consisted of a four way process, i.e. Investigate, Design, Produce and Evaluate. However, it has now been simplified into a 3 way process, i.e.
- Investigate and Design
- Produce
- Analyse and Evaluate
In order to understand how to use this, Greg got us to first work on 'problem solving' on paper. The challenge was to create a frog that could jump using cardboad, a picture of a frog, sticky tape and rubber bands. The clinch was to use all the materials in order to achieve the desired result.
Behnaz and I had to follow a series of steps before we could arrive at the solution.
1) Brain storm possible solutions to the problem on the A3 sheet
2) Create the prototype using the materials given
3) Test whether the prototype achieved the desired result, i.e. whether the frog jumped or not
4) Ensure that all materials were used, especially the rubber bands
5) Change the prototype if necessary to achieve the desired result
6) Ensure changes were noted in the A3 sheet
7) Successfully launch the finished prototype before the entire class, explaining the changes instituted using appropriate and relevant terminologies
As stated by Greg, doing the experiment enables us as teachers to realise the importance of using right terminologies so as to expand our students vocabulary. Based on Greg's statements, I realised the following while doing the experiment:
- The design brief on A3 sheet will help students to mindmap on the task for the day.
- The use of A3 sheets helps them to look at ICT beyond computers. ICT is more multi-disciplinary than imagined.
- The activity helps students to realise that there are more than one ways of doing things. There is no just 'one' right way. Students realise that the exercise is about discovering different or a variety of approaches to solving an issue.
- Part of the reflection will help students to realise the importance of rough drafts before creating the final copy.
During the 'Show and Tell' stage, I realised that it is important for us to sign-post our work in such a manner that others can realise how important it is to us. In the same manner, I realised that we could add value to our students' work if we were to display them prominently in the class. However, I would ensure that students realise the importance of taking pride in their work through submission of work that is not sloppy or haphazardly completed.
Another important issue that I would be looking into in terms of 'Classroom Behaviour Management' is when students are explaining their work or rather when they are presenting their work, I would get the entire group to talk since it is a collobarative effort, especially if they have more than one solution to the problem. Allowing everyone to talk will help students to work on their presentation skills.
Also, as a teacher, I would ensure that students do not change their opinions at the last moment after having taken a look at other people's work. This will result in a de-valuing of the students work. I will reiterate the fact that there are no right or wrong ways. All ways are right as long as the frog jumps.
I liked what Greg said about looking into extensions for the activity. I've seen that happen during my practicum as well as during my field work. My mentor teacher has always been ready with extensions if students were to finish their work early. Based on what I saw, I learnt to be pre-prepared for my own lessons and had extensions ready while taking classes.
Using 'Design Briefs' helps a teacher to work on the following areas:
- Safety issues: How to use scissors so as to not hurt others
- Technological issues: How to use the computer effectively or how to use a photocopier, etc.
- Scaffolding techniques: Before getting students to work on the design briefs, it is important to scaffold the activity by explaining what the A3 sheet is for. Though design briefs are used for Years 4 -6, it can also be used in the lower years as long as the activity is well-scaffolded.
- Learning Outcomes: Explain the various areas or domains of VELS that this can be used in.
- Higher Order Skills: Design briefs help students to work on their higher order skills.
- Problem Solving Skills: The activity helps with problem solving too. For example: you can tell the students that they cannot use more than 3 cms of sticky tape. So, students start working on problem solving the issue.
- Verbal Skills: The activity helps in improving their language too. The students have to use the right vocabulary if they have to be understood by the others.
Design briefs are fantastic for positive and holistic problem solving techniques. The process is circular as there is no 'right' or 'wrong' answer. The process helps students to continue working on the activity till they achieve the result required. So, all students have the ability to continue working on the activity till they achieve the required result.
