1 / 13

SLED – Design Model

SLED – Design Model. In the Classroom. Problem Identification Teachers and students share and read design brief Teachers prompts students by asking: what is the problem ? what is the setting ? who is the client ? what are the constraints ?

radwan
Télécharger la présentation

SLED – Design Model

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. SLED – Design Model

  2. In the Classroom Problem Identification • Teachers and students share and read design brief • Teachers prompts students by asking: • what is the problem? • what is the setting? • who is the client? • what are the constraints? • Students record the problem in their design notebooks.

  3. In the Classroom Solution Formation • Students begin design solutions based upon their understanding of the problem. • The SLED teacher encourages both verbal and graphical representations. • Students list and prioritize ideas individually and as a design team. • Mutually agree upon a solution based on their understanding of general related science concepts and the problem statement.

  4. In the Classroom Solution Production and Performance (Create and Test) • student design teams develop a product prototype or model process. • Teacher asks teams to consider: • Does the prototype matches the teams design? • Does it meet the identified needs of the client? • How will the students assess or test the prototype or model process to ensure that the design meets the needs of the client?

  5. In the Classroom Communicate results and gather feedback (Communicate Results) • student design teams share their initial design solution with the entire design community (entire class), including: • Design community provides feed back on performance of the prototype, model, or process solution.

  6. In the Classroom Redesign • Teams consider how they will use the feedback to improve the teams design. • Design teams are also asked to identify what science concepts can be identified that can explain the results of the prototype testing.

  7. Design Team Process problem scoping • the faculty examine the Indiana Academic Standards for Science, identify potential concepts • brainstorm types of inquiry and design activities that could be developed based upon these standards.

  8. Design Team Process • Solution Formation • The design teams prioritize their list of activities in order to agree on one to develop into a design activity.

  9. Design Team Process • Solution production and performance • the design teams create a design task which includes the development of inquiry activities and a design brief. • Brief prompts an engineering design experience • requires the particular science concept being studied to be utilized in the students' solutions, or teaches the concept. • As teams develop the design activity, they consider: • what is the problem? • what is the setting? • who is the client? • what are the constraints?

  10. Design Team Process Communicate results and gather feedback • The design teams write their formal lesson plan which includes: • the science standard being addressed • background on the science concept • vocabulary that will be encountered • step-by-step inquiry activities • design brief • Pilot design task in the classroom and at design retreats

  11. Design Team Process Redesign • Redesign based upon feedback from pilots.

More Related