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Critical point inputs within on-going design and technology project work

conference contribution
posted on 13.03.2006 by Howard G. Denton
This paper is intended to explore an idea, developed from existing pedagogy, prior to fieldwork. The idea is that learning could be more effective within project based Design and Technology lessons if staff, at critical points, systematically used short ‘inputs‘ to develop and extend subject understanding. The starting point for the paper was the observation that many experienced teachers do not use the start and end of practical lessons in the way that student teachers are taught at Loughborough; that is, to link previous and future learning and to review the lesson. The start and end points of lessons have always been understood to be ‘critical points‘ in established pedagogy in that recall is highest from these points. This is analysed in relation to learning theory and it is shown that critical points can be generated at other points within a lesson. The concept of critical point input is then defined. The importance of the role of the teacher in managing such inputs is considered. The potential for using critical point inputs is discussed in relation to both ad hoc and systematic applications in relation to subject knowledge with particular reference to application in on-going practical project work lessons. Some structural factors are considered and examples of potential topic and method are shown.

History

School

  • Design

Research Unit

  • IDATER Archive

Pages

44038 bytes

Citation

DENTON, H.G., 1994. Critical point inputs within on-going design and technology project work. IDATER 1994 Conference, Loughborough University

Publisher

© Loughborough University

Publication date

1994

Notes

This is a conference paper.

Language

en

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Keyword(s)

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