Tahuna Technology Projects

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ACTION RESEARCH TECHNOLOGY HARD MATERIALS AREA OF FOCUS Introduction: The question was raised; what makes a ‘good’ project in Technology Hard Materials. I decided to find out from the students’ perspective, the answers to this question.

RATIONALE The survey was conducted with Year Eight students; the rationale being they have already completed enough Hard Materials Projects to have a fair overview of what we do.

COLLECTION OF DATA First step: The first step was to do some brainstorming with the children in each syndicate. We listed on the board the ideas of what they suggested would contribute toward making a ‘good’ Hard Materials Project.

Examples of responses: Making things Using the hot poker Learning about different materials Cutting things Colours Doing lots of hands on work Using different materials Learning how to use tools

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COLLECTION OF DATA Second Step: I then wrote up on the board four projects they have already done in Hard Materials, and asked them to review these projects by describing in their own words what parts contributed to making it a good project.

List of responses Choosing your own design Learning new skills As much practical work as possible Learning how to use the tools Using different materials Making things ‘Take home’ value Using the hot poker Learning about different materials Cutting things Project brief giving guidelines Colours Doing lots of hands on work Doing processes e.g. laminating A ‘cool’ product Enjoyment

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COLLECTION OF DATA Third Step: I recompiled their comments into a more manageable format to help analyse the results in a more robust statistical form. Refer to the example: “Survey Of What Makes A Good Project In Hard Materials’

COLLECTION OF DATA Fourth Step: Students were asked to draw in their books two graphic representations of what makes a good, and also what makes a bad project. They drew a ‘Happy Creature’ which included the 3 most import good things. They drew a ‘Sad Creature’ which included the 3 worst things things.

PRESENTATION OF DATA Fifth Step: Results from the main survey were recorded on ‘Excel’ and then presented in Bar Graph Format. Refer to Bar Graphs

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SURVEY OF WHAT MAKES A GOOD PROJECT IN HARD MATERIALS Please complete this questionnaire to show what you think helps to make a really good project in Hard Materials. Rate each question by circling one answer: 1 not very important 2 important 3 very important

1 Doing your own Design Work so you can make your own shape. shape

1

2

3

2 Finding out about the properties of the materials used in the project.

1

2

3

3 Being given a Project Brief to tell you about the project and given guidelines.

1

2

3

4 Over your 2 years at Tahuna, getting to use a good range of materials

1

2

3

5 Being taught how to use the tools correctly.

1

2

3

6 Learning to put tools away and look after them.

1

2

3

7 Doing as much practical ‘hands – on’ work as possible.

1

2

3

8 Creating a ‘take-home-product’ that you are proud of.

1

2

3

9 Learning new skills.

1

2

3

10 Enjoying making the project.

1

2

3

Write down the number of the question that you think is most important to help make a good project in hard materials.

Thank you 5

☺

6

1 Not very important

2 Important

3 Very important

Total

Most important consideration

Percentage

2

63

66

131 0

8

6%

Finding out about the properties of the materials used in the project

39

73

19

2

2%

3

A prject brief giving guidelines

14

67

50

131 0 131 0

2

2%

4

Using a good range of materials over the 2 years

3

40

88

131 0

5

4%

5

Being taught how to use the tools correctly

4

38

89

131 0

18

14%

6

Learning to put tools away and look after them

12

69

50

131 0

3

2%

7

Doing as much practical 'hands on' work as possible

6

19

106

131 0

34

26%

8

Creating a 'take - home - product' that you are proud of

3

36

92

25

19%

9

Learning new skills

4

36

91

1

1%

10

Enjoying the project

3

23

105

131 0 131 0 131

33 131

25%

1

Survey on What Makes A good Hard Materials Project 2009 Doing your own design work so you can make your own shape

2

7

8

9

10

Happy Creature using own design Doing hands-onwork

Sad Creature

1

1%

book work

28

26%

3 4

teacher talk measuring

23 2

21% 2%

26%

5

not finishing

31

29%

12

11%

6

too hard

14

13%

5

5%

7

5

5%

painting

2

2%

8 9

can't take home not choosing own project too many demos

4 5

4% 5%

making a unique product learn about materials

2

2%

10

8

7%

1

1% 8

7%

8

7%

7

7%

easy home work Good finished take home product getting it done skills / tool use

50

47%

1

no design work

57

53%

2

4

4%

28

11

going up to the front

cutting

1

1%

12

hot poker step by step instructions

2

2%

13

little time getting a bad mark too many instructions

1

1%

14

being rushed

4

4%

1

1%

15

3

3%

16 17

home work filing / sanding sawing all the same

3 1

3% 1%

no home work

getting good marks using different tools and materials not too hard not too many instructions

11

2

2%

18

boring facts

1

1%

10

9%

19

having to stop

2

2%

5

5%

20

cutting wood

2

2%

1

1%

21

doing something wrong

5

5%

making what you want to making it correctly listening lots of time to finish a challenge fun

some thing useful more time not being rushed not too much book work new skills learning

sample no

4

4%

22

too easy

1

1%

1 1

1% 1%

23 24

standing around academia

2 1

2% 1%

1

1%

1

1%

25

1

1%

8

7%

26

being taught step by step being told what to do

1

1%

1 4

1% 4%

1 5

1% 5%

27 28

not having workshop every week boring task

4

4%

29

design

1

1%

4 3 5

4% 3% 5% 0%

30

not learning

1

1%

57 107

Take home project

Learning new skills

Lots of hands On work

12

HAPPY CREATURE

Sad Creature 1 2

no design work book work

1 28

1% 26%

3 4 5 6 7

teacher talk measuring not finishing too hard can't take home not choosing own project

23 2 31 14 5

21% 2% 29% 13% 5%

4

4%

8

SAD CREATURE

Making a mistake 13

Being in a hurry Not getting a project finished

INTERPRETATION OF RESULTS From the survey of 131 Year Eight Students the following points were evident: As was expected; the most important thing for students is: • Doing as much’ hands on work’ as possible. - 34 students out of 131 • This is closely followed by ‘enjoyment of the project’. 33/131 • Creating a ‘take-home-product they can be proud of’ is also high on the priority list. 25/131 Perhaps not surprisingly; on the ‘not very important’ rating. featuring highest was • ‘Finding out about the properties of materials’ 38 students / out of 131 • Being provided with a ‘Project Brief’ was rated by 14 students out of the 131 as being ‘not very important’. • ‘Learning to put tools away and how to look after them’ was the only other significant rating @ 12/ 131. as not very important. All other criteria was rated as either: Import or Very Important.

INTERPRETATION OF RESULTS From the sample of 107 Year Eight Students who did a graphic of what makes a ‘Sad Creature’, the following points were evident: Not finishing the project gained the highest disapproval @ 29% of students. Doing book work gained the second highest disapproval @ 26% of students. Too much ‘Teacher Talk’ was noted as being disliked by students with a disapproval rating @ 21%

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RECOMMENDATIONS DRAWN FROM RESULTS AND ACTION TO BE TAKEN: It is reassuring that many of the aspects favoured by students are already inherent in the workshop programmes being provided. Changes can be made by either reducing the amount of time dedicated to some areas of the projects, and or, by modifying the school time table to allow more time overall for the projects to be completed to the best standard possible. • Not getting the project completed was the main gripe of students. @ 29% of students. Programmes are designed so that all pupils who attend all 4 classes will get their project finished and they can take them home. Unfinished projects are a result of conflicting commitments. This cannot be altered unless a more flexible timetable for Technology Classes is provided, or, not timetabling other activities at the same time as Technology. • Doing book work gained the second highest disapproval rating @ 26% of students. Research, investigation and design are a requirement of the curriculum. These topics are covered well by the Design Technology Programme. However it is evident that many students do wish to design their own creations. Some design is integral with making a project. Recommendation: The implication is try too keep bookwork to a minimum without actually stopping it completely. Action: Keep the Design Process being done in their books, but endeavour to have all the book work completed in the first 30 to 40 minutes. Keep homework to a minimum to save the time in the workshop that is required to introduce the homework.

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RECOMMENDATIONS DRAWN FROM RESULTS AND ACTION TO BE TAKEN cont. Too much ‘Teacher Talk’ was noted as being disliked by students with a disapproval rating @ 21% This is a concern for a number of reasons. The workshop is a unique environment. Tools must be used safely, and treated correctly. This does not happen successfully through ‘experimentation’ or ‘inquiry learning’. It is achieved through instruction by someone who knows what they are talking about. If this is not done the result will be seen in injury and damage to expensive equipment. Materials tend to be expensive. A satisfying project that fits within a budget is unlikely to be made through ‘experimentation’ or ‘inquiry learning’ alone. It is much more likely with guidance from teachers with expertise in this area. Recommendation: The implication is try too keep ‘Teacher Talk’ to a minimum without actually ending up with a series of catastrophes! Action: Keep the length of any talk a short as possible. This can only be achieved by providing less information and, or, simplifying the projects.

Results: It will be interesting to see the effects of the action I plan to take from the survey results.

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