Technological Design, Grades 10 - 12
Survey Comments
Question # / Comments5. / 1. / There are fundamental skills that need to be learned and practiced. So great is the need for this practical application that I believe it is impossible to learn skills and apply them in grade 11 without having had the experience with them in grade 10. To become "skilled" in areas of tool use and computer aided design requires years of learning and practice. To be introduced to them in grade 11 might be too much of a burden on some students, especially when they need to display knowledge and skill of a high level by that grade. Some things need to be taught over time and are incremental in nature. These things are impossible to cram into one semester of learning.
2. / Open courses remove the possibilty of growing a curriculum over the last two years of highschool. As is is already we only have two years to develop a group in a subject area. Leave the workplace area so grade twelve courses do not become a dumping ground.
3. / Electronics design should be included as a "Possible area of emphasis"
4. / Tech Design should continue with a focus on architecture/construction as a direction since it will assist students consider construction as a career option. Any move to switch to Robotics etc. would prove destructive.
5. / - Keep the course open to include topics that are covered in the grade 9, 10 &11 courses. - Grade 12 should be a continuation of the grade 11 course, therefore the open course would not meet the requirements and subject specific content covered.
6. / reorder material: Demonstrating Technological Design Skills should be first as it describes what they will be doing, then Tech drawing, Model making, (these are the "what they will be doing") and the reasearch/testing/project management/Envir. stewardship(?!)/prof practice etc. (the "hows").
7. / No. 4 Isn't it this already????
19. / 1. / rescourses are needed- text books for design are few and far between there is a need for more classroom ie in my design we do cnc work but only have one machine it is difficult because of wait times
2. / There are fundamental skills that need to be learned and practiced. So great is the need for this practical application that I believe it is impossible to learn skills and apply them in grade 11 without having had the experience with them in grade 10. To become "skilled" in areas of tool use and computer aided design requires years of learning and practice. To be introduced to them in grade 11 might be too much of a burden on some students, especially when they need to display knowledge and skill of a high level by that grade. Some things need to be taught over time and are incremental in nature. These things are impossible to cram into one semester of learning.
3. / - Have a main title “Strands” a) change “Technological Design Fundamentals” to “Fundamentals – Technological Design” b) change “ Developing Technological Design Skills” to “Application – Developing Technological design Skills”
4. / Course desciption is absolutely awfull and is hurting enrollment in this course in our school. They learn by doing!! Tell them what they will be doing - designing, building real and virtual models - then tell them how!!!! This description is the least understandable and inviting of any of the technical courses. Change it please! #10 Build a popsicle stick bridge and load to destruction. = What (scenario/specs) = Why (problem solving/science/physical properties/methods/testing/ = when (timelines/schedules) = How (computer simulation/CADD drawings & models/physical model -TEST
24. / 1. / - Have a main title “Strands” a) change “Technological Design Fundamentals” to “Fundamentals – Technological Design” b) change “ Developing Technological Design Skills” to “Application – Developing Technological design Skills”
34. / 1. / the description of the course lends itself to students who are looking to take courses at university
2. / Student success is improved when they are in classes with students of similar strengths.
3. / there is merit to have having students of similar strengths in a single cohort as opposed to blending them with other students of different strengths.
37. / 1. / material- are not looked at stregnths of structures and material types
2. / Mining would work good
3. / Electronics related curriculum should be included to round out the technological samplings
4. / - Leave areas of emphasis descriptors for each school board to develop.
5. / Leave the descriptors open so that the area of emphasis for that school year can be reflected - provide a framework of sentences can be modified to fit the area of emphasis.
6. / Add mmore, and more time for drafting skills. It takes more than 220 hours to learn to correctly apply drafting practises in a variety of fields - these skills will be more likely to get students good work placements after H.S.
41. / 1. / specific example would be needed
2. / - Have a main title “Strands” a) change “Technological Design Fundamentals” to “Fundamentals – Technological Design” b) change “ Developing Technological Design Skills” to “Application – Developing Technological design Skills”
3. / Expectations are too gerneral in nature. Anyone can see that they are selected from a homogenised group without much forethought to the specific industry of design drafting.
44. / 1. / research and design ie wind power or solar power could be areas that
2. / I think you missed some potential areas of emphasis: toy design, aircraft design, vehicle design, design of props for movies, electronic design, product design (hair dryer, I-Pod, cell phone, etc), to mention a few. We need themes to hook students - while we understand how things fit into a particular theme, students, in their rush to complete option sheets, miss out on the connections - I think we need to be explicit and outgoing in our advertising of programs, and that should be reflected in our curriculum documents.
3. / 3d modeling skills.
52. / 1. / like the new course description examples or examplers would be very useful so that especially in regards to tech reports and pert charts etc.
2. / There are fundamental skills that need to be learned and practiced. So great is the need for this practical application that I believe it is impossible to learn skills and apply them in grade 11 without having had the experience with them in grade 10. To become "skilled" in areas of tool use and computer aided design requires years of learning and practice. To be introduced to them in grade 11 might be too much of a burden on some students, especially when they need to display knowledge and skill of a high level by that grade. Some things need to be taught over time and are incremental in nature. These things are impossible to cram into one semester of learning.
3. / Additional Comments Offering emphasis on U/C courses gives the instructor an opportunity to extend specific expertise and knowledge to reflect the curriculum expectations. Open courses gives the student an opportunity to explore technological courses without going into great detail and subject specific course content. These courses will provide the student with a “snapshot” of the technological area and might help direct the student into taking more technological courses and to pursue a career in a technology field in the future. Front Matter The Ontario Curriculum, Grades 9 & 10, Technological Education Strands – page 10 The Ontario Curriculum, Grades 11 & 12, Technological Education Strands – page 11
4. / Far too much emphasis is placed on non-concrete, non-specific ideas. Lets get back to teaching good transferable drafting skills which enable a good concrete basis for all design. Design is no good if people cannot communicate their ideas in a standard manner. Design a a general approach is not much use to industry specific companies - Individual companies will teach the wayTHEY design in their own fields. Being able to communicate through standardised practise is the most general sought after skill required.