Focusing on classroom interaction during designerly activity in a secondary design and technology classroom
online resourceposted on 05.08.2008 by Donna Trebell
Any type of resource available online.
This paper explores ways in which data collected during designerly activity in a Secondary Design and Technology Classroom can be analysed with a view to ascertaining the features of the ‘learning conversations’ (Hamilton, 2003) which facilitate the development of designerly activity in ‘fledgling designers’ (Trebell, 2007). It is anticipated that open questions and other forms of interactive challenge will support this development. Categories drawn from literature on constructive dialogue which illuminate a number of talk functions that empower learners in their thinking and acting: speculating, explaining, elaborating, questioning, challenging, hypothesising, affirming, feedback, evaluating and reflecting (Kumpulainen & Wray 2002; Corden 2001; Wegeriff and Mercer 2000; Coultas, 2007) will be drawn upon to inform analytical assumptions. Having explored the literature, the paper goes on to develop an appropriate methodology, present and analyse relevant data using an appropriate analytical framework. The paper concludes by summarising the features of the ‘learning conversations’ (Hamilton, 2003) which facilitate the development of designerly activity in ‘fledgling designers’ (Trebell, 2007)
- D&T Association Conference Series