Portfolio of work
Portfolio of work
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3D Printing
3D Printing
One of the main areas of STEAM work I have taught is 3D printing.
This is a great new concept, which students love to work around. There is something magical in a technology which allows students go from thinking of an object to being able to hold it in their hands. It also enables them to explore a wide but challenging and engaging range of different skills and processes.
Drawing comes easily to some students, but translating that into 3D modelling adds a whole new dimension to the process - obviously! While this is not always easy, eventually I see students show real pride in being able to rotate around an object they have created.
During this modelling stage, students must already be thinking of the actual printing process. 3D printing is still in its infancy, and standard FDM printers, which you may normally find in schools, can be finicky devices! Often, this means thinking about how certain parts or structures of a model will actually print sometimes requires students to completely redesign their ideas. There is plenty of focus on problem solving!
Students are then introduced to some of the basics of model slicing. A 3D printer prints one layer at a time, so we have to explain to the printer how the 3D model must be sliced into these layers. How thick will the layers be? How dense will the model be? Will the model need to be printed on a raft or with supporting structures so that it does not break when printing? Some students are able to explore even deeper settings up to the limitations of the printer they are using.
The example below is from a KS3 student who created a prototype for a FunkoPop collectible in the form of Charles Leclerc. The student actually had the opportunity to meet Leclerc shortly after the project ended, and gave him their completed model, which was all completed in the classroom. I am obviously very proud of this students' work and success!
Modelling
We model in several different apps, depending on the age, needs and ability of the sudent.
Most students start in Tinkercad, though use Fusion 360 or Blender.
Slicing
Once the model is completed, the STL file is exported to a slicing service, such as Cura.
Students decide on the settings for each print; it's always a delicate balance between resolution and time available.
Robotics
Robotics
I have also worked in the field of robotics in my time as both a primary and secondary teacher. This has been predominantly centred around using the LEGO systems, for younger students using the LEGO We.Do educational set, and older students, using the more advanced Mindstorms kit.
As well as utilising these tools in the classroom, I have also prepared and supported 6-10 year olds in Italy through FIRST Lego League Explore competitions, (previously, FLL Jr), which are held yearly throughout the different regions of the country.
Within the FLL competitions, students are given a theme and task to work on collaboratively and they utilise a variety of core values, such as discovery, innovation and inclusion, to design a product for this task. Themes tend to be loose and flexible, which allows students the opportunity to really explore and experiment.
Class based activities with robotics is where I really feel the boundaries can be pushed, and students can truly advance their learning through experimentation, prototyping and trial and error. Frequently, they find that initial robotics solutions start big and complex, and through a process of refinement become both smaller and more efficient.
Robotics is also a great way for satudents to practice coding skills. The connection to a physical oject, which responds and reacts in the real world to commands it has ben given can be an awakening moment resulting in wide-eyed wonder, because, ultimately, it really is cool!
Unit Ideas
Unit Ideas
Within my teaching of Design, I usually have slides or presentations to help guide the unit and keep everyone on task. Below, I present a quick selection of some of my more recent units, through the presentations I use with students.
These are only meant to support the unit - they do not work as standalone items, and there is obviously a wide range of additional tools, methodologies and considerations when actually teaching a unit of work!
My Personal Brand
This unit has students identify their core identity and belief and use what they know (and learn) about vectors in graphic design and branding to create a logo and brand identity for themselves.
The nice trick is that they can choose to use their new brand identity to present a preferred version of themselves as a form of persuasion!
TCK Flags
Another identity-connected unit sees students consider the issues around identity for Third Culture Kids, and then design a flag which could be used to unite this group.
Credit for the idea goes to Lenny Dutton, author of both Design for the IB MYP 1-3 and Design for the IB MYP 4-5 from Hodder Education.
Innovate Your Idea
Once students get to the end of the MYP Design journey, they are expected to be able to work through the design cycle almost completely independently.
This unit has them identify a design problem of their own, then develop a solution with as little outside help as possible. The only restriction is that the solution must be digital!
Gamification
UX and UI design are areas of particular interest to me, and os this unit is one I really enjoy. Students are introduced to the idea of gamifiaction: using game mechanics to make a difficult or boring activity more fun.
They then choose an activity - fitness or studying are frequent choices - and design the user experience and user interface of app which uses the concept.
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