Teachers+toolkit+Construction+process

Kit Construction process

I am undertaking this assignment in the manner I would want my Year 13 students to. i.e. to NCEA level 3 excellence standard. This kit could then be used as a rolemodel of useful practices for assessment – making my expectations clear, having high standards. This is because I am confident in my ability to impart knowledge but not in my ability to assess it. I have a go-for-it attitude and I am happy to let students work at their own pace, level and interest and this emphasis on assessment will provide a framework for unit structure and constraints.

My brief: to develop a Resource kit to support the teaching of Strand 3 of the Technology Curriculum – the Nature of technology; use a Kiwi technology as the subject of a unit with which to develop these resources. Assessments: 5 minute talk on project progress Friday pm. Produce the box by 29 June.
 * I need to define the brief more specifically. Needs, wants and desirables.

I need to pick a Kiwi technology as a subject that supports the teaching of Nature of technology. Thinking about alternative ways to assess than writing because that was something from the day’s lessons that stuck with me. I want to include/rolemodel alternatives in my box.

The parts of the technological curriculum that I have least experience and confidence with are developing models/ prototypes and systems and ICT applications. I want to explore these while I have time and access to expertise.
 * Brainstormed a lot of Kiwi topics suitable for nature of technology unit with most dealing with sustainable issues (historical, future issues/ impacts on environment and society/ unsustainability as something socially embedded). Appendix 1
 * Using the Nature of Technology Concept map I assess subjects that cover the strand content well. Appendix 2
 * I choose a subject I know well and can model by Friday, considering available supplies – composting toilets
 * I investigate ICT applications useful for alternative means of assessment.
 * Developing model; note possible sources of materials and use of tools. Practise written documentation; take photos at stages of development. Assumed knowledge – camera skills, understanding of stages of development, where stuff is, what tools do. A student will work constructively or explore possibilities actively; otherwise. will ask for help when needed. Scaffold skills – encourage next step by referring to process, brief &/or outcome; challenge attitudes – express confidence in abilities.
 * Developing supporting resources for Composting toilet unit
 * expand on Concept map
 * Developing supporting resources, using ICT
 * Themes/topics/units/lesson plans generally
 * Presentation of outcomes
 * Meeting assessment requirements
 * Developing supporting resources for ICT used to develop resources