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🔒 Explicit Modelling in D&T - Moving Beyond Demonstration

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Manage episode 476121583 series 3367160
Content provided by Dr Alison Hardy. All podcast content including episodes, graphics, and podcast descriptions are uploaded and provided directly by Dr Alison Hardy or their podcast platform partner. If you believe someone is using your copyrighted work without your permission, you can follow the process outlined here https://staging.podcastplayer.com/legal.

Subscriber-only episode

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In this episode, I explore the boundary between pedagogy and curriculum intent in D&T education. I reflect on how we can make our implicit modelling of design strategies more explicit to enhance pupils' learning and metacognitive awareness.

Drawing from my classroom experience, I consider those moments when I implemented activities like Design Fiction or 635, but didn't articulate why I'd selected these approaches or when pupils might choose to use them. I question whether I was sufficiently explicit when making material choices—why select 4mm acrylic rather than 6mm?—and how sharing this reasoning might have deepened pupils' design thinking.

Unlike simple demonstration of techniques, explicit modelling reveals the decision-making processes underpinning good design practice. While this connects to aspects of Rosenshine's principles of instruction, D&T presents unique opportunities as our projects unfold over weeks rather than single lessons.

This approach has relevance beyond the National Curriculum, with international educators similarly exploring how to make design thinking visible to learners. Whether you're teaching in a secondary school in Birmingham or a technology college in Melbourne, making your design decisions explicit helps pupils develop their own design capabilities.

As you plan your next scheme of work, which design decisions might you make visible to your pupils? How might explicitly modelling your thinking transform their understanding of the design process? I'd love to hear how explicit modelling works in your context.

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

If you like the podcast, you can always buy me a coffee to say 'thanks!'
Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.
If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.
If you want to support me by becoming a Patron click here.
If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

  continue reading

Chapters

1. Exploring metacognitive awareness in teaching (00:00:00)

2. Teachers modelling design strategies implicitly (00:00:54)

3. The importance of explicit modelling (00:01:50)

4. Connecting to Rosenshine's principles (00:03:21)

5. Beyond demonstration: thinking aloud (00:05:22)

198 episodes

Artwork
iconShare
 
Manage episode 476121583 series 3367160
Content provided by Dr Alison Hardy. All podcast content including episodes, graphics, and podcast descriptions are uploaded and provided directly by Dr Alison Hardy or their podcast platform partner. If you believe someone is using your copyrighted work without your permission, you can follow the process outlined here https://staging.podcastplayer.com/legal.

Subscriber-only episode

Send me a message.

In this episode, I explore the boundary between pedagogy and curriculum intent in D&T education. I reflect on how we can make our implicit modelling of design strategies more explicit to enhance pupils' learning and metacognitive awareness.

Drawing from my classroom experience, I consider those moments when I implemented activities like Design Fiction or 635, but didn't articulate why I'd selected these approaches or when pupils might choose to use them. I question whether I was sufficiently explicit when making material choices—why select 4mm acrylic rather than 6mm?—and how sharing this reasoning might have deepened pupils' design thinking.

Unlike simple demonstration of techniques, explicit modelling reveals the decision-making processes underpinning good design practice. While this connects to aspects of Rosenshine's principles of instruction, D&T presents unique opportunities as our projects unfold over weeks rather than single lessons.

This approach has relevance beyond the National Curriculum, with international educators similarly exploring how to make design thinking visible to learners. Whether you're teaching in a secondary school in Birmingham or a technology college in Melbourne, making your design decisions explicit helps pupils develop their own design capabilities.

As you plan your next scheme of work, which design decisions might you make visible to your pupils? How might explicitly modelling your thinking transform their understanding of the design process? I'd love to hear how explicit modelling works in your context.

Acknowledgement:
Some of the supplementary content for this podcast episode was crafted with the assistance of Claude, an AI language model developed by Anthropic. While the core content is based on the actual conversation and my editorial direction, Claude helped in refining and structuring information to best serve listeners. This collaborative approach allows me to provide you with concise, informative, and engaging content to complement each episode.

If you like the podcast, you can always buy me a coffee to say 'thanks!'
Please offer your feedback about the show or ideas for future episodes and topics by connecting with me on Threads @hardy_alison or by emailing me.
If you listen to the podcast on Apple Podcasts, please take a moment to rate and/or review the show.
If you want to support me by becoming a Patron click here.
If you are not able to support me financially, please consider leaving a review on Apple Podcasts or sharing a link to my work on social media. Thank you!

  continue reading

Chapters

1. Exploring metacognitive awareness in teaching (00:00:00)

2. Teachers modelling design strategies implicitly (00:00:54)

3. The importance of explicit modelling (00:01:50)

4. Connecting to Rosenshine's principles (00:03:21)

5. Beyond demonstration: thinking aloud (00:05:22)

198 episodes

All episodes

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