Will creating visual revision aids benefit Focus: Will creating visual revision aids benefit A level students in Product Design ? The year 13 group I was working with were all male and had achieved good grades for their coursework but had all underperformed in their AS exam. Clearly the group were creative (given the nature of the subject and their marks for their practical work). the problem was with understanding and retaining the information needed regarding theory. Theory for this subject is broad and spans diverse areas such as technological innovations, manufacturing methods, sustainability and design history so making it memorable would be a challenge. I also had the additional problem that I had not taught this module before. https://strobertslearning.wordpress.com/professional-learning-research-and-development-group-work/ I set about trying to make the teaching of this as creative as possible so although it was theory it still felt a little bit like a design lesson. I have tried lots of methods but the simplest and one of the most effective was a method I adapted from a workshop given at St. Roberts last year by Kate Robson. (English Department). In this workshop Kate asked the various subject areas to categorise things by assigning them unusual characteristics. We did this on plain paper and wrote words for each category. I decided to adapt the method to use words and symbols and to involve the students In creating their own revision resources. I kept the categories the same throughout the theory areas. With the groups input we agreed on the Categories of Transport, drink and creature. N.Turrell

The method In detail We began the term looking at Information and Communication Technology. This first section is divided up into types of ICT, advantages and disadvantages and how this applies to designers, manufacturers and consumers. As a group we discussed the types and asked the questions; If this was a type of transport what would it be and why ? If this was a kind of drink what would it be and why ? If this was a creature what would it be and why ? Collectively we agreed on each of the categories (fig 1) Email is like a bicycle because its easily accessible but difficult to secure. Email is like a bottle of water as it widely available but there are issues with transparency and users privacy. Email is like a Pigeon because it is a common everyday creature that inhabits everyday life. We then looked at the advantages and disadvantages of email and gave each of those factors a symbol. (fig 2.) The students then designed 2 sheets Students chose their own images but kept to the same agreed types of images (no 2 tins of Spam are alike). I think this was an important part of the process as the group enjoyed personalising the sheets and it allowed them to use their design skills. One sheet had only symbols the other writing to remind the students why that image has been selected. The idea here was that students could test one another, identifying and recalling why particular symbols had been chosen. We refined this idea further by creating little cards that can be ‘played’ or used as quick visual reminders when revising the topic at home. (fig 3) Fig.1 https://strobertslearning.wordpress.com/professional-learning-research-and-development-group-work/ Fig.2 Student Reflection “I liked the fact that we had our own symbols, I think when your Revising it just helps to have something that will sum up a topic”. Student 1 Fig.3 “I’m not very organised so this way helped me to put my notes together and Link them up more effectively” Teacher Reflection I am happy to report that the groups marks in the mock exams were significantly improved. Obviously there were other factors to their improved grades but I think this kind of activity helps to break down large chunks of information into more manageable sizes. I also believe the visual element helps with the recall of information. N.Turrell