Technological Modelling 3.5 Demonstrate understanding of how technological modelling supports technological development Beth McCrystal Technology Facilitator What evidence will students need to gather in order to be successful? Lets look at some examples of functional modelling. Functional modelling is about the testing and trialing techniques and processes and the decisions made in order for the outcome to meet specifications.

Aims for this session To share key messages for technological modelling level 3 To develop understanding of how technological modelling supports technological development and implementation Aim for today is gain an understanding of this standard and how teachers can best support their students in the development and writing of their report.

Technology 91048 Demonstrate understanding of how technological modelling supports decision making Technology 91358 Demonstrate understanding of how technological modelling supports risk management Technology 91612 Demonstrate understanding of how technological modelling supports technological development and implementation

Mock-ups Refreshing re stages of modelling – some of the methods used in modelling Modelling has different names across the different domains – predictive modelling, animations, mock-ups, models, toiles, taste testing. However, in all cases modelling is to test design concepts with regard to physical and functional nature of the outcome. What evidence can be gained from the different types of modelling? Evidence is gathered so the technologist can make informed decisions.

What would the designer need to think about when developing this for the actor. Some of the contesting factors could have been – how it was going to fit the head, would it be light enough, ability to breath, durability, storage between shots versus easy of wearing whilst acting

Examples of modelling Materials – mock-ups, models Textiles – sketching, toiles to gain an understanding of aesthetics Foods – tasting to evaluate acceptability

Toiles Paper dress challenge to use toilet tissue that was bonded onto fusing for strength – they lasted for over 10 catwalk shows at Fashion week

Taste testing To gather information about the flavour of a food product. To compare and contrast foods – often done blind Modelling provides a tool allowing for the exploration and evaluation of design concepts in order to make justifiable decisions regarding technical feasibility and social acceptability

Teaching and Learning What do students need to know in order to be successful? What is the pre-teaching that the students will require around this standard? before we even think about looking at the practice of a technologist? Jargon – this standard is very wordy. Students will need to have an understanding of the terms

Activity 1 In groups 3-4 people Look at A.S. 3.5 - what are your initial thoughts on this standard? - underline/highlight literacy - what pre-teaching students might require around this standard? Resources – A.S. 3.5 - 15mins Some of the issues / problems = groups to feedback?? One concern each group? Resources copies of Achievement standard Write down in column 1 initial thoughts, concerns / what needs to be taught. Column 2 – possible teaching activities.What are the success criteria for students – how will we know if we have been successful?

Step-ups 1.5 Demonstrate understanding of how technological modelling supports decision-making Risk mentioned at excellence Evidence obtained from different forms of modelling 2.5 Demonstrate understanding of how technological modelling supports risk management All about why different forms of modelling are used to manage risk at A,M,E Why different forms of modelling are used with different stakeholder groups   3.5 Demonstrate how technological modelling supports technological development and implementation Understanding the role technological modelling has in making informed and defensible decisions Analysis of technological modelling practices used to address a range of competing and/or contesting factors Critical analysis of the role technological modelling has had in the development and implementation of an outcome Step up to L3 is about how modelling supports technological development and implementation. Therefore students need to look in-depth, hence advisable to look outside students own practice. Look at a technologists practice. Utalise Futureintech Ambassadors / Techlink / local technologists but could add examples from own practice – Solo Taxonomy – extended abstract would benefit / help improve student learning outcomes Competing & contesting factors arising from things such as moral, ethical, cultural, political, Ex N 4 L1 – decision making L2 – risk management L3 – development & implementation

Contesting – debate, dispute, challenge, compete, the best Demonstrate understanding of how technological modelling supports technological devleopment and implementation explaining how functional modelling is used to test competing and/or contestable factors and inform decisions during the development of a technological outcome Competing – strive for superiority, try hard, to strive against another or others to attain a goal Contesting – debate, dispute, challenge, compete, the best Students need to: Know what are the competing and contestable factors in regard to their outcome Know about functional modelling Explain how functional modelling is used in decision making during development of the nominated outcome

Competing / Contestable These factors arise from things such as differing moral, ethical, cultural, and/or political views - including the way they relate to issues such as sustainability, globalisation, democracy, global warming/ climate change If we look at one case study – e.g. Junior which of these factors may have been important? Manukau City Council Arts spending money on a 5 metre marionette?? Sustainability – what happens after the world cup – where is Junior now?

Use the case study to answer the questions. Activity 2 In the case of Junior what could have been some of the competing / contestable factors that needed to be addressed? Use the case study to answer the questions. Think about how you could modify this activity to use with your students How do we introduce our students to new terms – such as competing / contesting? Its all very well giving them dictionary definitions- but most of us need to look, discuss, and write things down Junior – in the case of junior Defensible - justafiable

Additional Activity Look at the diagrams - what modelling might have been used - what could have been competing and/or contestable factors

Curriculum Level 8 requires students to understand: Indicators Students can: explain the role of technological modelling in making informed, responsive and defensible design and development decisions explain the role of technological modelling in making informed, responsive and defensible manufacturing decisions discuss examples to illustrate a range of technological modelling practices that have been undertaken in situations with competing and contestable factors critique examples of technological modelling practices in terms of how well they address underpinning factors. Technological Modelling Achievement Objective Students will: Understand the role of technological modelling as a key part of technological development, justifying its importance on moral, ethical, sustainable, cultural, political, economic, and historical grounds. http://www.techlink.org.nz/curriculum-support/indicators/index.htm Curriculum at Level 8 – information is from the support document but what does this mean for our students? In terms of step-ups from Level 2

Is Vocabulary instruction worth spending time on? Students need to know words and terms in order to develop language and in-depth thinking. All students need planned opportunities to learn, use and practice, (in authentic contexts) the specialist vocabulary that is vital for academic success. Understanding of the vocab within the standard will help the students with Increasing their reading comprehension Developing knowledge of new concepts Improves student range and specificity in writing Helps students communicate more effectively Develops deeper understanding of words and concepts that students may be unfamiliar with J. Hattie found vocabulary instruction has a very high effect size on student achievement (0.97 effect) "The important thing is not WHAT you say, but HOW you say it." Jesús Canca

Key Words Go back to the standard. What is the key vocab? Activity 3 Definitions How many definitions can can you write down in 5 minutes? Key terms activity – 5 mins max to give as many definitions as possible. As teachers many of us give lists of key words and their definitions and expect our students to learn and understand them overnight. Research shows in one lesson most students are only capable of learning 6 new words at one time.

Vocabulary strategies Vocabulary jumble Concept circles Vocab squares (picture, synonym, antonym, definition) Word clusters Guardian of the word Before and after reading grid Picture dictation List, group, label Clines Word games Word and definition barrier activity Pair definitions Some of the Literacy activities that can be developed into context specific tasks to help students engage with new and unfamiliar text

Product Failures One way of introducing students to competing and/or contestable factors is to look at brand failures. As you read the article ask yourself –what are the competing/contestable factors the technologist had to deal with? Discuss with group – how could these have informed the decisions that were made? Activity 4 - 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

Corfam – competing/contestable? Synthetic substitute – is it superior? How? Non-animal resources – ethics, sustainability, why is this important? 47% market women – Not flexible vs comfort – contesting factor so should they have continued? Throwaway pair - sustainability, is this ethical Synthetic substitute – why did they think this was superior? They wanted a leather like material – but it is not sustainable so was this an ethical decision? Global population was increasing so was a non-animal vs leather source a wise decision? What other materials may have been suitable? Su Cultural views

Implications for teaching/learning programmes Explain critical role functional modelling in allowing informed decisions Identifying competing and/or contestable factors that needed to be addressed Explaining defensible decisions & how modelling supported decisions made As Teachers we need to be able to support students in gathering evidence which will: Explain the critical role that functional modelling had in allowing the technologist to make informed decisions Identifying what the competing and contestable factors were that needed to be addressed when developing and implementing the technological outcome. Explaining defensible decisions that were made which addressed competing and/or contestable factors, and how modelling was used to support these decisions

How can we do this…… By developing a range of questions that will help students gather the evidence required. Activity 5 Using the key messages and AS Prepare a range of questions that could be used in a writing frame to: - help scaffold students to gather information - write their report Activity – in groups develop a range of questions that could be used to scaffold students What questions would you ask to enable students to gather information prior to writing their report? Turn the bullet points into student friendly questions.