Suggested Instructional Strategies

In this Integrated Resource Package, instructional strategies have been included for each curriculum organizer and grade. These strategies are suggestions only, designed to provide guidance for generalist and specialist teachers planning instruction to meet the prescribed learning outcomes. The strategies may be either teacher directed or student directed, or both.

There is not necessarily a one-to-one relationship between learning outcomes and instructional strategies, nor is this organization intended to prescribe a linear means of course delivery. It is expected that teachers will adapt, modify, combine, and organize instructional strategies to meet the needs of students and to respond to local requirements.

The suggested instructional strategies may be undertaken by individual students, partners, or small groups. Drafting and Design 11 and 12 emphasizes skills needed in a changing society. As a result, emphasis is given to the following strategies:

• Strategies that develop applied skills.
  In order to see technology education as relevant and useful, students must learn how it can be applied to a variety of real workplace situations. Technology education helps students to understand and interpret their world, and to identify and solve problems that occur in their daily lives and in the workplace.

• Strategies that foster the development of individual and group skills.
  In the workplace, people need to know how to work effectively, individually and with others, to solve problems and complete tasks. Students need opportunities to work independently to enhance their organizational and self-evaluation skills. Students also need to experience the dynamics of group work to enhance their understanding of group problem-solving processes. Group work focuses on such skills as collaboration, communication, leadership, and cooperation.

• Strategies that foster research and critical-thinking skills.
  In order to make informed and responsible choices about the appropriate use of technology, students need to receive and process information critically.

• Strategies that use technology.
  The ability to use technology to solve problems is a necessary skill in the workplace and an important "new basic" in post-secondary education. Students use technology to access information, to perform calculations, and to enhance the presentation of ideas.

• Strategies that require solving design and production problems.
  Students identify needs, pose real or invented problems of their own, and respond to problems presented by the teacher.

Problem-Solving Models

To develop decision-making and problem-solving skills, students need to be challenged to identify problems and develop solutions. The problems students identify or are assigned in technology education involve improving existing products and systems, as well as designing and developing new ones.

Models that describe problem-solving processes should be developed with students so they understand the recurring nature of solving real-world problems (as part of a problem is solved, new problems arise and some steps in the processes recur). The following diagrams, "Design Process Models", are just two examples that describe problem solving in drafting and design. The design process model is intended to provide teachers with a way to plan technology education activites.

The following approaches may be used to cover the fundamentals:

a) exercises that deal specifically with a particular topic
b) projects focusing on combinations of fundamentals as applied in working drawings
c) holistic projects covering a range of fundamentals from design conception to project completion.

A mix of strategies will allow students to gain an understanding of the whole drawing and design process, while allowing the topics to be covered within time limitations. The scope of potential projects could be adjusted according to grade level, experience and ability of the student. This IRP suggests that fundamentals can be covered using the following design areas: mechanical, structural/architectural; engineering; interior; landscape; fabric and clothing; furniture and cabinetry.

The teaching of design is most appropriately done through holistic project work that includes the entire process from concept development to production. Students work with basic design principles governing form and function. Function is the level to which the design satisfies the requirements of use or purpose. Form is concerned with the physical requirements of materials, manufacture and skills and the visual effects or intentions of the design. The arrangement of design principles must be brought together. Students are also introduced to design elements of line, harmony, variety, unity, emphasis, balance, contrast, proportion, and rhythm. The accompanying charts, "Design Principles" and "Design Elements" provide generally accepted definitions for the design principles and elements.

Design Principles

Design Elements