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developing ideas. Strategies for teaching designing skills. modelling. analysing. being critical. in food technology. investigating. evaluating. Strategies for teaching designing. The following two slides list a number of ways in which

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Strategies for teaching designing skills

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    1. developing ideas Strategies for teaching designing skills modelling analysing being critical in food technology investigating evaluating

    2. Strategies for teaching designing The following two slides list a number of ways in which students designing skill can be developed and improved through focused tasks. These are followed by a number of examples of how these strategies may be used in food contexts. These represent only a sample of strategies - there are more and similar that may be incorporated into any D&T assignment or unit of work, in order to help students to generate and develop ideas. Many of them may be useful as lesson starter and plenary activities. They be used by the teacher for whole class teaching with use of a projector or interactive whiteboard, or may be used directly on the PC with students. Adopt these or develop your own!

    3. Strategies for teaching designing • Use storyboards and style sheets as a starting point for ideas • Brainstorms, starbursts, thinking chains, grids or tables • Show videos to set a context for designing • Modify and redevelop existing ideas rather than always starting from fresh • Develop part of an idea, rather than the whole • Change the context, egs. the season, user, price, style, finish, when and where eaten, appearance, shape, texture • Add an element of competition, or beating the clock, hitting a target

    4. ‘This is your life’ – build a profile of the end user and use this for designing • Fusion - take successful elements from two existing products and “fuse” together to make something new • Product morphing – analyse an existing product, list sensory attributes, change and apply these to a different product • Word association – design in relation to words, images, adverts • Add an…(ingredient, component, function or feature) • Use a … (specific tool or process) • Reduce the … (cost, weight, fat content) • Have you thought about… (provide a specific user requirement, environmental issues, product maintenance)

    5. Introducing the Potato-topped pie Potato-topped pies are popular ready meals in the chilled and frozen food compartments of shops. There are many variations on the basic recipe. • How could you vary the topping and the base of the basic recipe to create a potato-topped pie that would suit different needs and occasions? go

    6. Developing ideas for potato-topped pies go

    7. Next steps • In a group of 4, take it in turn to talk about your ideas. Each person in the group will make helpful suggestions for you to consider. • Then look at all the possible developments you have suggested in your group. Thinking about the comments from your group, circle or underline those that you think are the best ones to develop.

    8. 4 x 4 This next activity involves using an A3 sheet set out like this slide. In groups of 4 with a product idea, or existing product, placed in the centre each student takes a turn to develop ? the idea before passing it to the next to take the previous idea further or in a different direction. Alternatively the activity could be done electronically in PowerPoint. The following example develops a Shepherd’s Pie in a number of directions to generate a range of ideas.

    9. 4 x 4 Development 2 Development 1 potato topping Shepherd’s Pie minced beef, vegetables & gravy base Development 4 Development 3

    10. 4 x 4 Development 2 Development 1 Shepherd’s Pie Development 3 Development 4

    11. Development 1 potato and cheese topping individual ceramic pots minced beef and peas

    12. 4 x 4 Development 2 potato topping mashed minced beef mashed potatoes minced beef

    13. Development 3 tomato garnish sweet potato mash filling of vegetables, parsnips carrots, chickpeas

    14. 4 x 4 Development 4 sliced potato minced beef and fried onions veg served separately

    15. Layered pies This layered pie contains spinach, red cheese and mashed parsnips – yummy or yucky? • What’s in your layered pie? go

    16. Layered pie ideas go

    17. Layered pie plan go

    18. Layered pie production

    19. Doing the Mash Is mashed potato all that it seems? • Look at these different types. What do they tell you? go

    20. Doing the Mash mustard apple pesto horseradish • What would go in your mash? go

    21. Doing the Mash • These are the ingredients I would use to give my mash its: go

    22. Making my perfect mash

    23. Multi-cultural cuisine • This Indian Meal for one includes a range of traditional Indian dishes: • Makhani vegetables • Tarka Daal • Pilau Rice • Mini Poppadoms • What selection of dishes would you have in the following meals for one? go

    24. Multi-cultural cuisine go

    25. Cannelloni cuisine Cannelloni (pasta tubes) filled with spinach and ricotta cheese, served in a rich tomato sauce, but the tube, filling and sauce could all be changed to create a very different dish. • Take this basic recipe and develop it. go

    26. Cannelloni cuisine developing ideas for the:

    27. Roast dinner favourites • This Roast Dinner includes: • Roast turkey • Roast potatoes • Sausage • Carrots • Sprouts • Gravy Slide 14 • What is your favourite roast dinner and how would you prepare it? go

    28. Making my Roast Dinner go

    29. Pasta parcels Look at this flavoured handmade pasta with a range of different fillings. • Develop ideas for your own handmade pasta parcel and filling. go

    30. Pasta parcels go

    31. Making my Pasta parcels go

    32. How I would serve my Pasta Parcels

    33. What do the labels say? • Compare the baked bean information on the next slide. go

    34. What do the labels say? go

    35. What do the labels say? go

    36. What do the labels say? • Look at the following information comparing standard potato crisps and two different reduced fat crisp products. Which product comes out best in health terms? go

    37. What do the labels say? go

    38. What do the labels say? • Compare the standard and reduced fat digestive biscuits for fat content. go

    39. What do the labels say?

    40. Eating together go

    41. Healthier recipes

    42. Redeveloping a product Manufacturers regularly look for ways to maintain sales of their products. You may have seen new, improved versions of familiar products. Sometimes redeveloping an existing product is the way a company stays in business. Sort the statements on the next slide into up to 5 different groups - different approaches to redeveloping a product. go

    43. 1. Change the package shape 11. Use genetically modified components 2. Use environmentally friendly packaging 12. Make it in different sizes 3. Use cheaper components 13. Trial the redeveloped product before release 4. Make sure there is a picture of the product on the packaging 14. Experiment with lots of different Ideas before deciding which to use 5. Decide how the redeveloped product will differ from the original 15. Make sure it’s pink 6. Change the product season or user 16. Stop all advertising of the Original product 7. Don’t make any changes to the original 17. Identify the range of users 8. Keep the same characteristics 9. Think of a new name 18. Aim the product at teenage boys 10. Do an advertising campaign

    44. Redeveloping a product Discuss the different versions of Smarties shown here with a partner. What strategies have been used to maintain the Smarties brand? go

    45. Thinking around the task You have been asked to develop a new food product for a child. Produce a design specification of up to 5 points using the list below. Work in a group for this. Which points would be most helpful to know? Be prepared to explain the reasoning behind your group’s specification to the class. Food safety issues Processes available Equipment available Food preferences of the child Nutritional value Existing products that are popular What colors are stimulating to a young child Where the food will be eaten Financial constraints Age of the child Ingredients available What textures children like

    46. What makes a good food designer? From the list below highlight what you think are the most important qualities of a food designer. You must only choose 6, but you can add 2 of your own.