Grade 8 - Communications

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:

produce initial concept sketches and final drawings using a design process
solve problems that come up during the design process by using various information sources
develop two- and three-dimensional graphics using manual and computer-assisted processes
revise presentations based on suggestions and comments from others
identify how information and concepts from other fields of knowledge are used in the design process

To view the prescribed learning outcomes for Communications in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

Students work as product designers, using graphics and oral and written language to convey their thoughts and technical ideas. They learn manual techniques and technological skills to compose design ideas and communicate them to others.

Ask students to tell about objects or products they designed and made at home or at school (e.g., jewellery, clothing, model cars). Help them develop drawings and graphics to illustrate the steps of the design processes they used.

Design Process

			Technical Communication
Initial Idea	Research			Prototype	Final Product

		Revise		Revise	Revise

Use questions to prompt discussion of what the world might be like without graphic and electronic communications.
Help students revise their presentations by giving them opportunities to present their ideas at various stages of their work. Allow each group to update others on the progress of their work, and give the rest of the class time to suggest ways to make improvements.
Have students develop design portfolio. Ask them to develop logos that reflect the activity for their portfolios. (See Appendix D for suggestions about the development and use of design portfolio.)

SUGGESTED ASSESSMENT STRATEGIES

Interactions between teacher and students as they work on problems that come up during the design process help students develop a variety of communication skills.

Observe

After explaining the purpose of concept sketches and final drawings, work with students to develop a two-column chart of criteria. For example:

Initial Concept Sketches	Final Drawings
Labels with arrows used to identify design process Drawings easy to see Rough measurements included Possible materials list provided	Labels used to enhance clarity Drawings useful as a blueprint for production Precise measurements included Materials list provided including exact quantities

Use these criteria to assess the abilities of students to communicate design solutions effectively through drawings.

Question

After students complete a design project, have them brainstorm ideas they used. Record the responses, and have them categorize the list by discipline (e.g., physics, art, English, mathematics). Discuss their classifications, and assess their understandings with questions such as:
- How did you decide on the category for the items?
- How will you use this classification in future problems that come up during the design process?

Self-Assessment

Students present their ideas frequently during the design process and receive peer feedback on a checklist or rating scale. Keep a continuous record, and notice the extent to which presentation skills improve over time. Criteria might include:
- effective use of voice
- variety of presentation tools
- clarity of explanations