Slideshow by Eryk

Cognitive Demand of 3D-Modelling in 6th Yr. DCG

koldoziofficial — 2024-11-30 16:30:57 UTC

(30-09-24)

Cognitive demand

koldoziofficial — 2024-11-30 16:31:04 UTC

One of my key learnings from team teaching a double class of 6th years working on their DCG projects was the intense cognitive demand required during 3D modelling sessions in SolidWorks. As the students navigated complex design tasks, I found myself constantly engaged in high-level problem-solving alongside them, guiding their thought processes and addressing the challenges they encountered in real time. This level of mental engagement, compounded by the need to swiftly resolve issues related to both the software and the intricate design work, made the session particularly draining.

koldoziofficial — 2024-11-30 16:44:57 UTC

By the end of the double class, I felt more exhausted than I did after the rest of my lessons that day. The prolonged focus and concentration required to assist students with different levels of progress and troubleshoot various design hurdles left little room for mental breaks. This experience highlighted the significant cognitive load associated with teaching 3D modelling, as the continuous need to think in three dimensions, problem-solve on the spot, and ensure that each student was advancing in their project created a more demanding environment than other lessons I had that day.

Conversations + Reflection

koldoziofficial — 2024-11-30 16:45:36 UTC

Conversations with ATU colleagues reinforced this, as they emphasized the importance of pacing yourself and being aware of the cognitive load in high-demand subjects like DCG. My co-operating teacher expressed that team-teaching this group at this time of year is especially helpful for that reason. This reflection has encouraged me to think more critically about how to manage both my own energy levels and the pacing of these project-heavy lessons in the future.