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An approach to better classroom management
Introduction
A project or design brief is a statement that assists and directs
the way in which people teach and learn. The development of a design
brief that motivates and encourages students is a fundamental skill
that all teachers of practical activities should acquire and include
among the repertoire of professional skills.
A project brief approach to practical work is a simple, systematic
way of organising ideas and solutions to obtain the best results.
It has a systematic set of guidelines or parameters within which
the student operates. There are a set of basic expectations of the
student and the teacher.
Ideally, the project brief should achieve the following:
- Create a situation where the exposure to a set of learning experiences
are the central focus and where the acquisition of skills, making
objects, etc. is subordinate, but none the less important.
- Allow for a range of possible solutions (one-solution projects
briefs are contrary to the spirit of project briefs),
- The teacher acts as facilitator, not the oracle.
- Create a climate where suggestions made by the teacher within
the project brief, verbally, or in writing, stimulate thinking,
investigations, ideas and alternatives.
Working
your way in
A new or changed teaching approach is obviously not taken on overnight.
It requires the gradual acquisition of knowledge about the method,
development of confidence in one’s teaching and classroom management
ability, and being prepared to take a worthwhile risk or two in
the interests of the students.
Using project briefs can initially be a bit scary for some teachers,
and may present a situation where the teacher feels they may no
longer have control over what is happening in the classroom. It
may require some extra work and effort in planning, implementing
and managing the strategy although subsequently, by utilising available
help, ie., machines such as word processors, and other supportive
staff, the task becomes very manageable. Budgeting may initially
prove less easily manageable but there are ways and means of achieving
the task with a minimum of difficulty.
In early stages of using project briefs, some simple strategies
can be employed. Begin with simple things, expand and develop as
your confidence grows.
This may simply involve passing some of the control and decision
making over to the students, so that increasingly they have more
say over what the task achieves. In initial stages they may be asked
to decide for themselves to what purpose they can put the object,
what basic dimensions it will be within certain conditions, what
final colour it may be. The good thing about this is that students
"own" the object, and then have an increasing interest
in seeing it completed to their satisfaction.
Organising
Teaching, using a project brief, of necessity requires a flexible
but organised approach. Teachers must decide some way ahead, what
they may want students to achieve in terms of learning outcomes.
They will need to have planned what resources (tools, machines,
written information, source of ideas) will be available, what materials
will be utilised, and what existing skills may need to be drawn
upon or new ones to be acquired.
A statement will need to be prepared for students to use as a guideline
when taking up the task. The statement should have a basic format
and contain a clear indication of what is to be done. Students should
clearly understand from the project brief statement exactly what
is required of them and by when. His then becomes the basis of the
leaning project.
Preparation
and Checking
Once a project brief approach has been adopted, the topic or focus
is selected (ie, what students will gain from the task, either in
three-dimensional terms, skill acquisition or in learning outcomes).
The statement is written so that students will embark upon a series
of activities culminating in a solution to the problem, that demonstrates
how the student has dealt with the topis. A set format or outline
of the steps that a student proceeds through in print will be a
helpful start for setting initial goals. To ensure that the project
brief is successful or manageable, teachers should carry out an
amount of checking to see that the activity will ‘work’.
They ideally should do all the tasks and activities that students
will do, seek out the same information, and produce as near as possible,
similar three dimensional products using the same tools and equipment.
They should indeed, trial the project brief.
Trialing
Trialing may take more than one form. It also serves more than one
purpose.
The intentions are, firstly, to understand how to set up and write
a project brief, and secondly, to ensure that the outcomes of the
project brief are achievable by the student and are within the parameters
of what was intended by the teacher. The trialing should involve
a number of built in checks to see that specific objectives can
be achieved. Limits and restrictions should not hamper the work
done but be a series of parameters within which the students ‘work’,
(investigate, design, make, evaluate). Resources should be available
in sufficient quantity. The task undertaken should be appropriate
to the level of achievement of the students, and should involve
the student in thinking, deciding, acting and reflecting.
Teachers should feel free to implement a series of short, introductory
tasks so that both they and the students can gradually become accustomed
to a different manner of working.
Remember that some students are capable of finding solutions to
the task that the teacher will not have thought of.
Catering
for individual differences
All capable teachers should be able to cater for students with a
range of abilities. Project brief, by their very nature and structure
can more equitably account for differences in student ability as
they ask each student to develop an individual solution to the task
set. The brief should involve a basic core of work, some inclusion
that moves from existing knowledge and skills into new ground, and
some work that extends and challenges each student in some way.
It is acceptable for a range of different solutions and of quality
and quantity of product to be presented.
Negotiating
an outcome
The most difficult part appears to be the negotiation of the task
each student undertakes. There is no short way to describe setting
up of the negotiation of student activities. Teachers should try
as far as it is possible, to discuss with individual students what
each will attempt, how they will go about the task, and what the
likely results may be. This should be agreed to in some hard form
(written) before th task proceeds too far. It should also be recognised
that the ‘contract’ can be changed at any time by consultation
between the teacher and student. Changes should be recorded in writing.
Frequent discussion between the teacher and individual students
should take place.
Evaluating
Questions may be posed by either the teacher or the student that
give an indication of the success of the solution devised. Questions
should be posed in the form of ‘does it work’, ‘what
did I learn’, ‘do I like the colour’, ‘can I
do better next time’, etc. All questions should relate to the
project brief outline and not be in terms of a grading of student’s
performance, or of comparison with another student.
All students should assume the habit of self evaluation in terms
of their having coped with the project brief requirements and restrictions.
Key words
A number of key words or phrases are used in writing project briefs.
Brief – a statement of the intention, ie, the task to
be accomplished.
Problem – the situation that gives rise to the need
for action, often termed ‘human need’.
Restrictions – conditions within which to work. These
may include all kinds of information such as performance, end-user,
materials to be used etc.
Concept/Idea – an initial idea that begins the problem
solving process. Can be a number of small quick, sketches that when
put on paper begin the collection of data and information that can
be used as a basis for continuing the problem solving process.
Investigation – includes the conceptual/idea and development
work. Also may include any data or information gathered related
to materials, equipment and processes. Use of the brainstorming
technique to gather information is a good way to begin.
Development – broadening the basic idea into a more
sophisticated and detailed one. Expand the ideas in terms of complexity,
detail, shape, size, construction, etc.
Working drawings – a set of final ideas that can be
used to control the making of the object. All possible questions
should have been posed and the answers should be explained in the
drawings as far as possible before the actual construction work
begins. The test may be to ask whether the drawings can communicate
sufficient information to another person for them to be able to
make the object.
Solution – the actual product to be made, that may perform
the task of meet the requirements of the brief.
Make/Manufacture – the actual construction of the model. The
use of suitable materials and tools would be an integral part of
this stage.
Modify – to change an idea or a model due to some unforseen
event that may occur. It can be during the making or planning stages
or following the completion of the making stage. It is not acceptable
to just change an idea for no reason. The aim is to improve the
design or function.
Evaluation – questions and responses about the student’s
work and the model made. They relate to performance and suitability
of the model, size, shape, materials used etc. May also relate to
the student questioning his/her own achievement.
Testing – using the model in the intended situation
where the design, construction and performance can be viewed and
appraised in an actual working situation.
Conclusion
When working with design briefs, it may be helpful to both teachers
and students to be aware of the following suggestions.
1. The work to be completed should be approached in a logical and
systematic manner.
2. Write down and draw all possible ideas. Do not cross out, rub
out or discard any information. Keep all the ideas gathered in a
labelled file ot folder (becomes a folio). Gather as much information
as you can rather than as little as you think you need.
3. Use the "brainstorm" system to gather ideas and information.
Organise the information and ideas into some order of priority.
4. Make the model or three dimensional object. Aim for quality and
try to finish as near the design you originally created as you can.
You may modify (update) the solution as you go along, but only with
credible reasons. Record the modifications and the reason s why
they were made.
5. Evaluate the finished model to see how well it meets the requirements
of the design brief. Record your conclusions on papers.
Formats for writing project briefs.
Function related – design and make something that performs
a task, fulfils a human need.
Material related – demonstrate some properties or characteristics
of the material through using it in some way.
Process related – use a process to make an article, eg. Lost
wax casting, microwave cooking, metal spinning, screen printing
etc.
Construction related – design and make a product, eg, a bar
stool using mortice and tenon joints.
Product related – design and make a hall table.
Existing design related – examine the construction of a product
and try to improve the design, improve its durability, ease of construction,
make it easier to hold to store, etc.
Completion of a part design – given a motor, design and make
a small, self-propelled trolley.
Experimental – using some existing parts, design and make a
self-propelled motorised trolley.
Situation related – design and make a rack for storing all
your spare audio cassettes in a tidy manner.
Personal needs related – given a set of circumstances, design
an abject to solve the problem.
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