Mixed Ability Approach to Technology Projects

John Lees
1984, Vol. 16, No. 2,

Abstract


Members of CDT departments now readily recognise the important role that the problem-solving approach plays in the education of our children. The pages of Studies in Design Education Craft & Technology bear witness to the involvement of staff and pupils in this type of work, ranging from the aesthetic to the technological. Although much has been said and written about the design process and what can be achieved by its implementation, I feel there have been few attempts to outline teaching approaches and instructional procedures by which all pupils can reach a successful conclusion to their projects. 'The most carefully thought out syllabus is worthless if it cannot be put into practice'.1 It is the purpose of this article to outline a method of teaching technology projects which concentrates on how pupils can reach a satisfactory conclusion rather than what to make.


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