Class: 7C Date: 4th May 2010 Time: Start: 10.00 am

Finish: 10.20 am

Key Learning Area: Technology Mandatory/ Textiles

Leson Topic: Swing tags, uses and design.

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):

Class has already started creating their own clothing designs as part of a major assessment and know need to understand the importance of care labels and swing tags.

Syllabus Outcome(s):One or two only. Please note the syllabus reference number AND write out in full.

-4.2.2 selects, analyses, presents and applies research and experimentation from a variety of sources.

Indicators of Learning for this lesson:Behaviours that contribute toward achievement of outcome(s). Quote syllabus numbers. Must be clear, specific, observable. Curriculum Content Strands may be used as headings.

- apply the results of experimentation to designing and making when developing each design project.

-identify, interpret and evaluate data from a variety of sources.

-use effective research methods to identify needs and opportunities and locate information relevant to the development of each design project.

Assessment:Strategies which will be used to assess learners’ attainment of learning outcomes. Should be linked to each learning indicator.

- Ss to create their own swing tag design

- Ss to research care of different fabrics on the internet and other sources.

- Ss to identify type of fabric used in their own design project and determine what needs to be on their swing tag/care label.

Any safety issues to be considered: Resources:List resources you used in preparing the lesson AND those used in the lesson implementation.-Technology Mandatory Syllabus.-Improving your practicum.-Various examples of swing tags.-Computers with internet connection.-Slide show on care labels-Colour pencils and stamps-Class handout.-Book, Labels and Tags-Projector-Book, The fashion design manual.-Text, Improving your practicum

LESSON SEQUENCE

Lesson Content / Indicators of Learning (What is Taught):Note key skills, concepts and values addressed in each section. Link to your Indicators of Learning.

Timing(mins)

Teaching Strategies / Learning Experiences:(How it is taught)Write detailed steps showing what the teacher (T) will do and what students (Ss) will do.

Resources and Organisation:

INTRODUCTION

Q. Does anyone know what these are called?A. Swing tags

Q. Does anyone know the purpose of a swing tag?A. Label to define manufacturer of the clothes, and also contains things such as price and size.

Q. Does anyone know the difference between a care label and a swing tag?A. Care label contains information about how to clean and care for the garment and is usually sewn inside the garment, swing tags are generally attached to the outside.

10amT asks Ss to move to their desks and be seated. T waits for quiet and acknowledges good behavior.

T greets class and waits till all Ss are paying attention.

T removes jacket, which reveals a shirt with 20 different swing tags attached all over, hanging from sleeves etc.

T question’s Ss about their knowledge of care labels and swing tags. T praises Ss for giving feedback.

T explains to class that they will need to create a care label and swing tag for their assessment tasks.

Shirt covered in swing tags of various types.

DEVELOPMENT

Q. What is it that makes you select your favorite items when you are shopping?A. Recognizing a label of a trusted brand or the label of the product you are looking for.

Q. What makes the label stand out?A. Catchy designs, recognizable icons.

Q. What elements would you need to

10.06am T show’s various labeling designs from a book, showing students the importance of a catchy brand name and a recognizable logo.

T gives all students a handout to work on their own care labels and swing tags, reviewing the information on the handouts.

T challenges the class to come up with their own catchy brand names, suggesting various ways to choose, then Ss are

Design library, Labels and tags.

Book titled Labels and tags.

Prepared handouts with information on labels and swing tags

Lead pencils, coloured pencils and stamps.

consider when designing a brand name?A. How the name makes a person feel? What motivation is behind the design name? The market the name is targeted towards.

10.17am

instructed to discuss with each other their choices and do a quick sketch on the handout provided of how they might want their label to look.

T now regains class attention to the front to explain the care label. Showing a slide with basic types of care labels, explaining the next step will be to research the care of their own garments fabric to also design a care label. Information to be filled out on the lower section of the handouts provided.

T walks around class to aide Ss and offers praise to Ss on their individual work.

Prepared slides of care labels, projector.

CLOSURE

10.20 T thanks class for their attention and participation and then hands class over to permanent teacher to oversee the creation of the care labels.

Student laptops with internet access.

(add further pages as required)

Student Teacher’s Evaluation (write reflections on the following):

Assessment of Learning OutcomesTo what extent did the learners achieve the intended learning outcomes?

A large proportion of Ss create a good version of their own swing tag design. The most challenging part was teaching them to be creative in their own thinking of their design names instead of just copying their favourite brands or naming their brand after the most popular celebrities.

Describe the evidence you have for this.

Walking around the class to help students with their design ideas I frequently had to remind them of the copy write involved in replicating a previously used or known name, and had to prompt them to use a name that reflected their idea or creation.

Outline the follow-up to this lesson for the learners.

The students have an assessment task where they have to hand in their design project, which they have been creating in class, with their choice of fabrics and design. This garment will need to be handed in with their own design for a care label and swing tag.

_________________________________________________________________________________________Evaluation of TeachingIdentify the teaching strategies / learning experiences that were most effective. Explain why.

The use of teacher strategy demonstration by wearing multiple swing tags of well known brands in the opening of the lesson helped to gain the students attention and help provide Ss clarity in linking the information I was about to give them to something they recognized. As McBurney-Fry,G. (2005) believes “ A demonstration is a useful adjunct in clarifying and developing greater student understanding and knowledge.” Subsequently the use of questioning, such as to help Ss to decide how to create their design name was helpful as it made them think about different ways to approach the choice, as most Ss initial reaction was to name after their favorite brands already on the market.

Identify the teaching strategies / learning experiences that were least effective. Explain why.

The use of discussion actually inhibited the Ss originality as far as choosing their design name was concerned as the Ss started to base their design names on the choices of others, only some choosing more original names that weren’t mirroring the choices of those surrounding them.

How appropriate was the timing throughout the various sections of the lesson? Why?

Ss could have used more time to design their swing tags as the larger part of the time was taken by Ss trying to decide on the design name, therefore the creating of the swing tag design was rushed and most Ss felt the design wasn’t as good as they could have done. The swing tag design was meant to be finished as part of the Ss assessments, so fortunately the lesson was successful as it was designed to give them direction and understanding as far as labeling was concerned.

Describe how the selection and use of resources supported learning in the lesson.

Using multiple swing tags of recognizable brands in the early stage of the lesson was effective in creating an understanding early on of what was needed from the students.

The handout was also extremely helpful in showing the Ss what was expected from them, which helped direct the lesson as it clearly indicated to the students what they needed to create whilst giving them guidelines which they could follow.

Identify what motivated the students. Explain why.

Ss became more motivated when other Ss came up with designs that were original and were given praise by me for their originality, therefore motivating them to create their own original design which would be deserving of praise.Ss were motivated partially by the concept of their design name being related to some of the more well known and successful brands on the market. By forming a link between recognizable brands and designs and their own design projects, Ss were motivated to outdo each other on having the more popular names and designs.Ss were also motivated by the need to complete the design profile for the upcoming assessment task and seemed to appreciate the guidance they received.

Identify the classroom management strategies that were most effective. Explain why.

When Ss were directed to discuss between themselves their ideas and start to create their designs on paper, I maintained an air of Teacher awareness by moving around the room, therefore creating the image of being alert to all that was going on within the classroom, and being able to check Ss had a clear understanding of the task.This was also effective in assuring me that all Ss were staying on task and not using their time inappropriately.

What was most satisfying about the lesson?

The most satisfying part of the lesson was seeing the designs created by the Ss and how proud they were of their individual achievements. Some who were of the belief that they would not be able to create anything interesting in the first place eventually realizing they could achieve something good in the end.

Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.

Overall I believe the lesson was largely successful in creating the desired outcomes, this was shown by the caliber of the designs put forward by the Ss.In future lesson planning, I would definitely pay closer attention to time management as activities such as drawing can take longer than expected. Also the use of group discussion in helping Ss decide their own Label name seemed to be a hindrance to their own creative processes, a better approach to this may have been leaving it at the class brainstorming ideas on things that may influence the choice of the design name.

REFERENCING

Board of Studies (2003) Technology Mandatory Syllabus (p 12) Australia, Board of Studies N.S.W.

McBurney-Fry, G. (2005) IMPROVING YOUR PRACTICUM, A guide to better teaching,(2nd Ed) (p 86)China, CTPS..

BIBLIOGRAPHY

Design Library(1998) Labels and tags, Cincinnati Ohio North light books.

Carr, H. & Latham, B. (1994) The technology of clothing manufacture. (2nd Ed) Great Britain, Hartnolls Limited.