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Marking Criteria and clarifications DT Guide page 72-77

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Reflect on your strengths and opportunities. Use sticky notes or your journal to record your thoughts.

Identify strengths: In a short, written reflection, identify the following aspects.

Content areas: Are there specific design concepts or skills you already feel confident teaching effectively based on the identified IA content?

Teaching strategies: Do you have existing activities or lessons well-suited to develop the required skills?

Student dispositions: Do you feel your students already demonstrate some of the desired dispositions that will benefit them in the IA?

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 Integrating the nature of design technology 

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 Integrating the nature of design technology 

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Group: Arrange into groups of four to five.

Identify links: Each group works collaboratively to show links between the aspects of nature of design and the design technology curriculum content

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What Nature of Design Technology mean to you

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What Nature of Design Technology mean to you

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••Share your experience

•Stay muted unless speaking & keep your video on.

•Attend all sessions and confirm your email for a certificate.

•Use Padlet for placing comments.

•Select "Everyone" in the Chatbox

•Join breakout rooms when prompted

•Assume the best intent

•It’s all about the students

•Have fun!

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•In pairs, consider the scenario shown below and create a suitable response by using the nature of design technology section in the Design technology guide.

At a school parents’ evening, you are asked by a parent to explain the importance of design thinking as their student wants to opt for the DP design technology course.​

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Write any issue and drop it in the bin; includeing questions, and I've got it!concerns, and congratulations

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Activator: Identify strategies that design technology teachers might use to foster inquiry in the classroom 

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Activator: Identify strategies that design technology teachers might use to foster inquiry in the classroom 

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Gather into groups of two or three.

•Read the different strategies and tools that inquiry teachers use in their classes.

•Discuss how these strategies might develop your skills as an inquiry teacher.

•Select one or two strategies and provide some concrete examples of how it could support you as an inquiry teacher.

Share with the whole group.

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Post your burning questions and complete the following :reflection activity in your digital notebook.

•What excites me about these changes? ​

•What worries me about them? ​

•What do I need to know before I teach the revised course? ​

•How might I approach teaching it?

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How can the overarching nature of design technology support students in the course?

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How can the overarching nature of design technology support students in the course?

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Post your response on this Padlet link

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Group 2 : Old guide topics VS New guide topics 

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Activator: Living in a space station (15 min.)

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Activator: Living in a space station (15 min.)

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Imagine that you are living in a space station. The space station malfunctions, and you must evacuate.

You are only allowed to take five items with you.

Which items would you choose?

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Who are you (name, school, and DP design technology experience)?

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Identifying curriculum connections to the nature of design topics, contexts 

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Identifying curriculum connections to the nature of design topics, contexts 

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IB programmes encourage the exploration of scientific principles in connection to local and global contexts.

Doing so helps students ground abstract concepts in more concrete local and global real-world situations, as well as cultivating international-mindedness.

Organize into small groups.

Collect a design challenge slip for each group.

Discuss how your assigned statements connects to the design challenge

Rotate groups and give feedback on each other's challenge.

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The three most significant changes to the structure of the new course. 

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The three most significant changes to the structure of the new course. 

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•Individually compare the topics and weighting of the assessment to the previous guide.

•Using a think, pair, share thinking routine, highlight the three most significant changes to the structure of the new course.

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How can you use the GQs and LQs to support inquiry in the design technology class?

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How can you use the GQs and LQs to support inquiry in the design technology class?

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Individually  add your reflections  into one section of the diagram

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Learning engagement 2: Designing a learning activity

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Learning engagement 2: Designing a learning activity

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Research and analyse: In groups of three to four, select a stimulus or real-world context to build your learning activity around.

•Select or create a linking question to drive the activity. ​

•Identify relevant topics ​from the curriculum.

•Identify relevant outcomes and understandings from the curriculum that the linking question might support.​

•Outline the resources needed.

•Describe any investigations that could be used to explore the linking question.  ​

If time allows, develop an assessment instrument for the activity​.

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Working example.

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Ideally, each nature of design technology aspect should include at least two links, as in the following example.

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Present your design challenge, explaining how the nature of design technology and design thinking process contribute to addressing it effectively.

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In pairs, discuss​

•How did the insights gained from the nature of design technology potentially change your understanding of the challenge?

​

•How might you reframe the challenge based on these new connections?

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Invidiually, reflect

What is one key takeaway or specific nature of design technology concept you found particularly impactful for your teaching practice?  How might you leverage this learning to enhance future design projects with your students?

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Creating a unit overview - Ergonomic investigations page 29 -30 guide (25 minutes)

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Creating a unit overview - Ergonomic investigations page 29 -30 guide (25 minutes)

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Organize into pairs or groups of three

Create a “unit overview” that will identify the content, concepts, and experiences of this unit of inquiry.

Choose to create a poster paper, an infographic, or a digital document.

Identify learning outcomes: Review the relevant content areas identified in the unit overview and identify linking questions and learning outcomes that would support inquiry.

Develop your overview by:

identifying one or two conceptual understandings (big ideas) from the unit

listing learning experiences that would support these conceptual understandings in the context of a design technology course—refer to the “Characteristics of an inquiry teacher” chart on the previous slide for inspiration

listing possible formative and summative assessments that could be used to evaluate understanding of these concepts.

Sharing: Share and compare your overviews in small groups or as a whole class.

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Creating your own unit overview (45 minutes)

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Creating your own unit overview (45 minutes)

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Organize into groups of two or three to develop your own unit overview.

You can select from the following options:

•take an existing unit overview from the design technology roadmap and develop it further

•create a new SL, HL, or combined unit to suit your particular context

•adapt a current unit of inquiry you teach to meet the new framework.

Identify the following elements:

•one conceptual understanding (big idea) from the unit

•content areas and three to five linking questions that would support inquiry into the content, contexts, and concepts

•learning experiences that would support this conceptual understanding, identifying how these experiences might support conceptual understanding (e.g. ”Conducting interviews and observations of users would support the conceptual understanding of the role that research plays in a user-centred design approach”)

•possible formative and summative assessments that could be used to evaluate understanding of these concepts.

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Take a moment to read the activities shared by colleagues.

In your reflection space, consider how this may be incorporated into your own class.

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Select one of the following reflection prompts.

Inquiry and learning: Choose one specific linking question and elaborate on how it can lead to deeper learning.

Learning experiences: Describe another learning experience you would like to include in the first unit and explain how it would contribute to understanding ergonomic principles.

Assessment: Do you think there are any additional assessment methods that could be useful? If so, describe one and explain how it would provide valuable insights into student learning.

Connection: Reflect on how the concepts explored in your unit overview might connect to other design contexts or real-world applications.

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Connecting the approaches to learning and teaching experience (50 minutes)

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Connecting the approaches to learning and teaching experience (50 minutes)

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As a group, revise, edit, or expand the learning experiences (DT Guide p18) to strengthen the integration of the approaches to learning.

Be ready to present as a group.

The following are examples of guiding questions that could be used.

•How might these approaches be explicitly taught?​

•How or where might these approaches be taught elsewhere in the DP curriculum?​

•How would the development of these approaches to learning skills be measured?​

•How might these skills be scaffolded through the whole programme of inquiry?

References: DT Guide P16, TSM page 8

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•Group presentations: 3-5 minutes per group.

•

Address the following topics.

•Explicit teaching: How will you explicitly teach the chosen approach to learning within the inquiry?

•

•Cross-curricular integration: How or where might these approaches to learning be further developed in other DP subjects?

•

•Assessment: How will you measure students’ development of these approaches to learning skills within the inquiry?

•

•Scaffolding: How will you scaffold the development of these approaches to learning skills throughout the programme of inquiry?

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Share strategies and resources for preparing for exams.

1.In groups, discuss the pros and cons of each resource, considering factors like accessibility, comprehensiveness, and student engagement.

2.Consider application, effectiveness, differentiation, and language learners.

3.Each group chooses one resource and one strategy to highlight and share back to the whole group.

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Read over specimen paper 2 individually.

Consider the following questions as you read through the paper.

1. What were your reactions to the specimen paper and/or the markscheme?

2. What might students struggle with? Why?

3. What examples can you find of where the paper is assessing: linked concepts, nature of design, and skills?

4. Share your observations, thoughts, and questions.

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1. In your group, use a whiteboard, chart paper or online document to create a two-column table.

Column 1: Student challenges. Brainstorm potential difficulties students might face based on the exam paper (e.g. applying knowledge, interpreting visuals, time management).

Column 2: Preparation strategies. For each challenge listed, brainstorm one or two targeted preparation strategies educators can use to support students (e.g. practice applying concepts through mini-projects, provide glossaries for key terminology, model time-management techniques).

2. Each group has 3 minutes to share a selection of effective or innovative strategies.

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Reflection: I used to think … Now I think …

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Reflection: I used to think … Now I think …

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In terms of the external assessment, complete the following sentence prompts in your journal.

I used to think …

Now I think …

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What is your own definition of “redesign”? In small groups share your definition of “redesign

In small groups share your definition of “redesign”.

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1. The concept of “redesign” is central to the IA design project.

2. Review the TSM resource( p64-65) “Understanding redesign within the context of the design project” and discuss the following questions.

How does your definition differ or align with the TSM resource?

What questions do you have about the role of “redesign” in the IA project?

The TSM resource titled “Possible ideas for design projects” has suggested ideas and prompts to guide and inspire students to choose products to redesign.

Share your thoughts and questions about these prompts with your group.

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Design Process Experts Part 1 ( 45 min.)

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Design Process Experts Part 1 ( 45 min.)

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You will become an “expert” on one of the steps of the IA (criterion A and B, or C&D, etc.).  Create and share a summary of your assigned step.

Post below.

Study your assigned step and explore the specific curriculum change.

Reference: Guide page 72 Internal assessment criteria and Clarifications

Work with your group to develop a summary that:

identifies key features, changes, or details of note of the step

Identifies significant or relevant curricular connections (NOD, topics, LQs).

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8.1 Activator: Purpose of internal assessment(5 min.)

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8.1 Activator: Purpose of internal assessment(5 min.)

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1. Go to the section of the guide titled “Purpose of the internal assessment.". Page 64

2. As you read “Guidence and authenticity”, note:

three actions that a design technology teacher needs to do to communicate, model or support this purpose to students

three things students need to be able to do to meet the goal of the internal assessment.

Share your thoughts and perspectives below

“What can we as teachers do in our own classrooms to ensure student success in the IA?”

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1.In this activity, we will identify connections between the IA and the course content.

2.In your group, you are going to analyse the IA. You will organize your analysis into three categories: content, skills, and approaches to learning.

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Now, brainstorm and list actionable steps teachers can take in their classrooms to develop the identified skills, dispositions, and content. This will be your action plan.

Try to be specific and concise, such as in the following examples.

1. "Develop a user-research skills mini-lesson focusing on using persona."

2. "Integrate peer critique sessions to encourage collaborative problem-solving."

3. "Dedicate time for students to explore different materials and their properties."

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In groups, discuss these how you might adapt these designs to incorporate advanced concepts in electronics, structures, or mechanical systems, and conduct a life-cycle analysis.

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Curriculum comfort zones /Expertise: Understandings you feel comfortable teaching

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Curriculum comfort zones /Expertise: Understandings you feel comfortable teaching

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Focus on the identified understandings of each section, as this is the key content that will be taught and assessed. Organize your review into the following two categories.

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Curriculum comfort zones/development areas: Sections that seem unfamiliar or require further exploration 

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Curriculum comfort zones/development areas: Sections that seem unfamiliar or require further exploration 

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Focus on the identified understandings of each section, as this is the key content that will be taught and assessed. Organize your review into the following two categories.

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In this engagement, you will collaboratively redesign one of the suggested units in the “Design technology roadmap” document.

1.In your group, select one unit for analysis. Discuss and refine the suggested unit structure. Focus on:

earning activities and inquiry strategies that an inquiry teacher might use (refer to the list of strategies in inquiry 2)

content that you would add or remove to ensure strong alignment with the identified HL concepts

potential formative and summative assessments, approaches to learning, or strategies to support the student success.

Be ready to share your group's analysis.

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9.3 Teaching the new curriculum (40 min.)

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9.3 Teaching the new curriculum (40 min.)

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In your new group, share your identified comfort zones and development areas. As a group, discuss the following questions.

What are the common challenges?

What are potential support mechanisms (e.g. peer mentoring, workshops, or other resources)?

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In this reflection, identify at least two action steps for further developing of your knowledge and confidence in specific areas.

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1. Write a headline that captures the most important aspect(s) of this workshop.

2. Share your headline with other participants. How does their headline differ from what you would have said at the beginning of the workshop?

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Brainstorm potential EE topics that resonate with you. To get started, you might want to write down key concepts, potential research questions, and initial thoughts on investigation methods. Some example prompts might be as follows.

"How can emerging technologies in material science be used to address sustainability challenges?"

"To what extent can design principles influence ethical decision-making?"

Be ready to share your prompts with you colleagues.

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When considering the sequence

•Are SL and HL being taught in the same classroom?

•What key concepts am I looking to develop?

•Which topics and skills do I wish to cover before doing the internal assessment?

•What local and global contexts am I planning to refer to?

When planning the timing

•Have I included all the experimental work components (practical hours, the collaborative science project, and the internal assessment)?

•How and when will students be assessed?

•How much flexibility needs to be built into my planning?

•What is my students’ prior knowledge?

Other considerations

•The course content

•Nature of design

•Skills in the study of design technology

•Collaborative sciences project

•Internal assessment (IA)

•Practical work

•Approaches to teaching

•Approaches to learning

•The core (DP: TOK, CAS, EE; CP: PPS, CE, RP, LD)

Create an order of teaching (scope and sequence) using the “Design technology roadmap” document (from the TSM) and subject guide as starting points.

Pair up with another participant and provide feedback on each other’s scope and sequence template (DP planner).

What I like about your sequence is ...

A question about your sequence is ...

What I think you might wish to consider is ...

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Individually reflect on the following and record in your personal journal.

The workshop

•What were the most valuable insights or takeaways from the workshop?

•How do these learnings relate to my personal or professional goals?

•Which specific areas or skills do I feel most confident about now?

Goal-setting

•What specific goals do I want to achieve based on the workshop learnings?

•How will I measure my progress towards these goals?

•When do I aim to accomplish these goals?

Action-planning

•What are the specific actions I need to take to reach my goals?

•How will I prioritize these actions?

•What resources, tools, or support do I need to execute my action plan effectively?

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In pairs, select one linking question (LQ) from the “Syllabus Content” section of the Design technology guide to create a mind map or concept map displaying possible connections between design technology syllabus content.

Design Technology Guide pages 29-59

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Discuss all responses and to select up to three of the most important or significant responses that the whole group agrees on.

Each group writes these agreed-upon responses in the centre of the placemat.

Gallery walk by posting your placemat and take 10 mins to gallery walk the other placemats, adding ticks to responses you agree with and comments where you would like more information

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Reflect on your strengths and opportunities. Use sticky notes or your journal to record your thoughts.

Identify opportunities: Respond to the following questions.

Content gaps: Are there any design knowledge areas from the IA that you feel less prepared to teach?

Skill development strategies: Are there specific skills that might require you to develop new teaching strategies or resources?

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Make a poster summarizing your thoughts for each of these three significant changes.

Use the prompts below.

State the change.

What are the positive aspects of the change?

Reflect on the implications of the change on your practice.

Give two examples of how this change is connected to the IB mission and/or the learner profile.

Give two examples of how this change aligns with the programme standards and practices.

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1.Now, brainstorm and list actionable steps teachers can take in their classrooms to develop the identified skills, dispositions, and content. This will be your action plan .

2.Try to be specific and concise, such as in the following examples.

"Develop a user-research skills mini-lesson focusing on using persona."

"Integrate peer critique sessions to encourage collaborative problem-solving."

"Dedicate time for students to explore different materials and their properties."

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Each group presents their identified content, skills, dispositions, and corresponding action plans to the whole group.

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1. In what ways does this new IA format benefit students?

2. In what ways does this new IA format present a challenge to teaching?

3. What elements of the IA format do you have questions about?

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Use the template.

Devise a checklist that could be used to aid teaching and monitor student progress throughout the Design project.

Delegate a spokesperson for group feedback.

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Individually, complete the following reflection.

•How does this inquiry question connect to what you already know or how you teach DP design technology?

•How does it extend what you already know or how you teach DP design technology?

•How does it challenge what you know or how you teach DP design technology?

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