Today was my teaching day so I was given the whole day to prepare and the other teachers new I was nervous and needed to relax. I have all of my lesson prep sorted, with my design sheet examples and now all I need to do is start teaching.
I am not going to put the pupils work on this blog as it is their personal work and the school have said that I can’t share images of the pupils or work with names on. I also want to respect the pupils and what they have created so I don’t think putting their work on this public blog will respect them.
- I created a design examples for the students to look at and get inspired.
- I used a simple design process, I started with a shape, then worked on the design.
- I left the labels out so I could ask the students, what is missing from the design?
The problem they have found with this style of teaching, showing a good example work, the pupils will see this as a piece of work that will get good marks, so sometimes pupils will copy this work knowing they will get a good mark. I think the best way to encourage the pupils is to remind them that this is only one example, and that its more about the individual work.
Lesson: Teaching year 7 – Thinking About Form:
- At the start of the lesson Sir took the register and got them all settled before I took over.
- There should be 17 pupils in my classroom but on this teaching day there was only 11, and the difference in behaviour was very noticeable. They were more engaged, listing intently, and ready to start the lesson.
- Before starting the lesson I recapped last week, where they looked at the function, and today we are looking at form, I asked them what is the function, and what is the form?
- I got the pupils to come around the back table where I showed them my design example, they were all really surprised by the quality of my work. When the pupils are shown a design sheet example it is usually another pupils work, and they instantly said that they couldn’t produce work like that.
- I explained to them that I work at this standard because I am at university and that this is only an example of how you can lay out work. This really helped calm them down because they didn’t have to stress about the quality they only had to think about the layout.
- I asked them questions to get them thinking first, whats good about this design sheet? What is missing? What do I need to do? And the pupils answered perfectly telling me I needed labels, colours, and to put measurements on the design.
- I put three learning objectives on the board so if they got stuck they could look and see what they need to do,
- Pick a shape that will become your main design – square, circle, hexagon,
- Draw your main design on the shape, for example my main design is a bee on the hexagon,
- Label the design sheet, and add colours when all this is done.
- I asked them what the main outcome of the lesson was and they all told me what they had to do so I let them get on.
- The equipment was paper, pencils, rulers, and colouring pencils, all of this was at the back and I told the pupils to collect the items they needed and go back to their seats and I would come around and help them.
- Straight away I ran into an issue, they saw my design example and decided to copy it knowing the work was a high standard. I went to these pupils and told them to create their own designs and my design is my work, most of them got this but still wanted to use the shape, there was one pupil who wouldn’t change her idea.
- I made sure I kept walking around the room and made sure everyone was on task, and to my surprise everyone was working hard and on task!
- I had been with this class the last week and they were very different, they were getting up out of seats, shouting and not getting on with work, but this lesson was very different, they were calm, got on well with work, and didn’t need my help.
- I answered all the questions that the pupils had on things like size, shape, and what they could do, I had to start pupils off on the design element, I asked them what interests them, movies, sport, food and this prompting really helped as they then started thinking about what they personally like.
- Wrapping up the lesson: I gave a 15 minute warning for the end of the lesson and asked them where they were, and everyone was at the same stage! All of the pupils had come up with a personal design, lablled the designs and were now adding colour so I let them carry on for another 10 minutes.
- Packing up was very quick, I told them to put names on work and put them at the end of the table so I could collect them, and they were responsible for putting equipment away. When they had done this I told them to collect bags and coats and stand behind their desk.
- I did a recap about today’s lesson, asked them what did we do? Why? How? What is the form?
- Once this was done I told them that next week we will be working on computers taking these designs into 2D design.
- End of lesson.