Annotation:

An inclusive classroom recognises that students have a range of preferences for working with information and expressing their ideas. At Bass
High School, my supervisor had developed an inclusive unit of work where students had to address the same criteria, but they had options for
demonstrating their understanding on different topics and in different formats. Stage 4 Technology (Mandatory) students designed a poster
about an issue in the 21st Century of their choice. Students were required to select a type of media to present their poster, e.g. hand drawn,
computer-aided design, collage, or stencil.

They had completed their posters and were now ready to evaluate their final poster design. Before planning this lesson, I diagnosed that some
students found it difficult to speak up in the classroom for reasons including linguistic barriers, disengagement, or shyness (1.3, 4.1, 4.3). These
students generally found it difficult to find the accurate words to describe their feelings or opinion (5.1). To meet this need, and encourage
student participation, I used non-verbal pictorial cards throughout the lesson (3.4, 3.5). Some students in this class had learning difficulties, or
spoke a language other than English at home. I determined that they were particularly having trouble understanding subject specific
metalanguage, such as evaluation. To address this need, I employed a PMI exercise and a cloze passage to break the process of evaluation into
parts (1.5, 4.1).

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Unit/Lesson Title: Lesson Duration: 1 hour Stage: 4 Class/Group: 8TEM4
Evaluation task Date:20/6/17 Year: 8
Rationale: Syllabus Outcomes: Syllabus Content:
What makes a design successful? You could 4.6.1 a student applies appropriate evaluation Students learn about final evaluation considering:
probably list hundreds of opinions on what makes a techniques throughout each design project design processes used, design solutions, and
design good or bad. While creativity is important, reflection on learning.
what makes your design truly successful is if it Students learn to self-assess and peer-assess
meets the needs and/or problems identified in your design solutions.
design brief.
Prior Knowledge: Risk Assessment: Resources:
Students have developed a criteria for success to Low risk PowerPoint presentation
assess their design solution. Emoji cards Commented [HT1]: Creating a resource to engage students
Evaluation template in the learning activity (3.4)
Specific Teaching Target: Support student participation
Commented [HT2]: Teaching target: to design an inclusive
Learning Time Content/Learning Experience: Teaching Strategies: Class Organisation: Assessment activity (4.1)
Outcomes: Guide: Techniques:
Lesson Introduction Students line up in
Connecting classroom front of classroom. Teacher gives oral Commented [HT6]: Classroom management strategy (4.3)
Students 20 min Students are handed a set of Emoji Cards. content to the skills feedback to students
assess design They are then shown a PowerPoint presentation students use online Students enter during evaluation
solutions. of poster images. Students are asked to hold up (emoji’s). classroom and sit at a exercise.
the emoji that represents their feelings towards table.
the poster. Teacher asks some students to give Using pictorial cards to The final evaluation will
a reason for their emoji. encourage students Teacher marks role be marked as part of
who don’t speak up to while one student is the design folio criteria.
Lesson Body interact with others. asked to hand out Commented [HT5]: Non-verbal teaching strategy to
design folios. support student engagement (3.5)
30 min What makes a design successful?
Students participate in
Brainstorm- What is Evaluation? Why do we do discussion.
it?

PMI exercise
Teacher explains PMI- Plus, Minus,
Interesting/Improve. The teacher shows 2-4

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 posters from the PowerPoint and asks the class
to do a quick PMI exercise. PMI strategy: Commented [HT3]: Scaffolding the process of evaluation
Students reflect To scaffold the process with a graphic organiser (3.3)
on their design What was your criteria for success? Did you of evaluation, and to
solution. meet it? encourage student
reflection.
Teacher asks students to write an evaluation of
their design.
Students reflect 10 min
on their ability to Teacher hands out evaluation template to Differentiated learning-
evaluate. students who need extra support. Students fill in template prompts Commented [HT4]: Additional scaffold for NESB students
the blanks on the cloze passage to evaluate students with questions (1.3, 1.5, 4.1)
their final design. about their project.

Peer evaluation- students use emoji cards to Self-evaluation.

peer evaluate other students’ final designs. Peer evaluation.

Lesson Conclusion

Students reflect on feedback from peer

evaluation and compare it to their self-
evaluation. Students add to or re-write their
evaluation in their design folio.

Transition to next lesson: Students have now completed their design project for the unit.

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