Technological Modelling 3.5

1. Technological Modelling3.5 Demonstrate understanding of how technological modelling supports technological development Beth McCrystal Technology Facilitator

2. 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

3. 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

4. Mock-ups

8. Taste testing

9. Teaching and Learning • What do students need to know in order to be successful?

10. 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?

11. 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

12. 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

13. 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

14. 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

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

17. Curriculum Level 8 requires students to understand: 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 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.

18. 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. "The important thing is not WHAT you say, but HOW you say it." JesúsCanca

19. 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?

20. 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

21. 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?

22. 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

23. 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

24. 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