A longitudinal study of pupils' ways of doing designing, following complementary regrouping and teaching
AbstractThis internationally refereed conference paper springs from research done as part of Lawler's MPhil. It explores the validity and form of the concept of designing styles, within the more generic area of learning styles (Lawler T 1999 IDATER). The research focuses on exploring the construct of designing styles and exploring their effects on teaching and learning in Design and Technology. The beginnings of the project were first presented in IDATER 2003 (Lawler and Howlett), in a paper describing the identification of designing style groupings. In this new work Lawler examines the effects of these differential groupings (across a whole school year group) on the response of learners to particular learning and teaching approaches and demonstrates significant learning improvements when teaching and designing styles are ‘aligned'. Learners made greater improvements in Design Technology than they did in other school subjects (10% improvement in exam grades rather than 4% in other school subjects.) The work identified other unexpected effects, particularly on the reinvigoration of teachers' views of their pedagogy and of their learners' successes. The project materials have been used by the Specialist Schools and Academies Trust in England as the stimulus for curriculum development. Internationally in a climate of greater concern for personalised learning, (No child left behind (USA), Every Child Matters, (UK)) and increased concern for ‘authentic assessment', the work continues to inform policy, practice and research.
TypeConference or Workshop Item
Lawler, Tony <http://research.gold.ac.uk/view/goldsmiths/Lawler=3ATony=3A=3A.html>. 2006. 'A longitudinal study of pupils' ways of doing designing, following complementary regrouping and teaching'. In: Values in Technology Education Conference 2006; 4th Biennial Technology Education Research. UNDEFINED 01/12/2006. [Conference or Workshop Item]