Grade 11 - Design and Communication(Problem Solving)

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

solve design problems using a variety of strategies
assess the appropriateness of design solutions
demonstrate ability to collaborate to analyse and solve design and communication problems

To view the prescribed learning outcomes for Design and Communication (Problem Solving) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Students develop design and communication skills as they work collaboratively to solve design problems. As they look at examples from today´s global marketplace and create their own design solutions, they develop an awareness of and ability to select problem-solving strategies.

Challenge groups of students to review and incorporate strategies from various problem-solving models in order to develop and present advertisements for an electricity-powered commuter vehicle. Have them identify criteria to use as a framework for their ads (e.g., target audience, cost benefits to consumer, environmental considerations, ease of access). To encourage all students to actively participate, review with them the roles and expectations of working collaboratively in groups. As they work to design their ads, ask them to research various processes advertisers use to communicate ideas. When groups present their ads, have them describe the problem-solving strategies they used.

Work with students to generate criteria to assess the form, function, and aesthetic value of a computer joy stick or remote-control device for home entertainment centres. Have them bring examples from home. Ask groups of students to use the criteria to evaluate the items. Challenge them to suggest improvements to the designs and to justify their suggestions based on the criteria.

SUGGESTED ASSESSMENT STRATEGIES

As students work collaboratively on design and communication problems, they can demonstrate effective problem-solving strategies.

Observe students as they apply problem-solving models to develop advertisements. To assess student understanding, consider the following:
- How actively are students engaged in solving the problem?
- Are students able to access previous knowledge to solve the problems?
- What strategies do students employ to generate specifications for the advertisements?
- How do students incorporate suggestions from their peers while working on the design problems?
Collect the design briefs for students´ advertisements and look for evidence that they are able to:
- identify the intended audience
- identify the impact that the product manufacturer wants the advertisement to have (e.g., subtle, shocking)
- choose a method or methods of communication that suit the design and delivery of the advertisements
- identify appropriate sources of information to assist in the design of the advertisements
As students investigate and report on the effectiveness of various communication processes, note their abilities to:
- use a variety of sources to locate information (e.g., on-line, electronic, interviewing)
- provide criteria that support their choice of methods used to design their advertisements (e.g., numbers of persons reached, visual effect, impact of message, cultural bias)
- use correct terminology
Assess student-developed criteria for remote-control devices or joy sticks for evidence that students are able to:
- identify criteria relevant to each type of product
- consider possible users for each product when developing criteria