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Show-How Know-How Part Two; Theory and practice for demonstrating in design and technology

  • January 2014
Authors:
Dawne Irving-Bell at BPP Group
Dawne Irving-Bell
  • BPP Group
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Abstract

2014) Show-How Know-How Part Two; Theory and practice for demonstrating in design and technology. D&T Practice: The Design and Technology Publication for the Profession, 1. pp. Abstract: The demonstration is an important element of practical education, and in particular design and technology. So it is surprising to find that little has been written about the pedagogy of demonstrating in the subject. How could this be? Is it because it is considered to be such an elementary skill? Or is it a tacit skill learnt in initial teacher training? Working with, and copying, experienced teachers in schools, colleges and universities this second article we conclude our exploration into the 'art' of the demonstration. Please click here for access to more information and, where applicable, the full text to download: https://repository.edgehill.ac.uk/6575/
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Show-How Know-How Part Two; Theory and practice for demonstrating in
design and technology
McLain, Matt, Pratt, Andrea and Bell, Dawne (2014) Show-How Know-How Part Two; Theory and
practice for demonstrating in design and technology. D&T Practice: The Design and Technology
Publication for the Profession, 1. pp. 32-34. ISSN 1745-5448
Abstract:
The demonstration is an important element of practical
education, and in particular design and technology. So it is
surprising to find that little has been written about the
pedagogy of demonstrating in the subject. How could this
be? Is it because it is considered to be such an elementary
skill? Or is it a tacit skill learnt in initial teacher training?
Working with, and copying, experienced teachers in schools,
colleges and universities this second article we conclude our
exploration into the 'art' of the demonstration.
Please click here for access to more information and, where applicable, the full text to
download: https://repository.edgehill.ac.uk/6575/
Please click this link to access other publications:
https://repository.edgehill.ac.uk/profile/145
Dr Dawne Irving-Bell
belld@edgehill.ac.uk
@belld17

Supplementary resource (1)

Research Gate - Show-How Know-How Part Two - Article .pdf
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August 2019
Dawne Irving-Bell
... and McLain et al. (2013McLain et al. ( , 2015 have postulated that 'the demonstration' is a signature pedagogy in design and technology (D&T), but has received little attention in pedagogical and research literature. This was despite acknowledgement by Petrina that it was the "single most effective method for the technology teacher" (2007, p. 1). ...
Developing perspectives on ‘the demonstration’ as a signature pedagogy in design and technology education
Article
Full-text available
This paper builds on a previous study of the ‘demonstration’ as a signature pedagogy in design and technology (D&T). The demonstration is a fundamental pedagogical tool in practical subjects, for the development of learners’ procedural knowledge, from observation and imitation to autonomy and adaption of a technique. As such, it tends to align itself at the restrictive end of an expansive–restrictive pedagogical continuum. In the preceding study, a dialogue emerged around the role of the teacher as a “competent management of the learning experience”, including teachers’ competency and clarity of subject knowledge. The findings of this study highlight two similar, yet distinct, perspectives of the teacher as an expert and the teacher as a facilitator. This study continues a developing professional conversation around the nature of the demonstration, exploring a snapshot of teacher educators’ subjective beliefs and values. The responses of the participants to a set of 62 statements, representing a range of potential opinions and perspectives, were deployed and analysed using Q Methodology. The sample is purposive and comprised of D&T teacher educators based in England. The study draws parallels with direct instruction and demonstration, and concludes that there different approaches to and ways of viewing demonstration. In addition, further consideration of the expansive–restrictive continuum as a framework for planning and evaluating learning in D&T may support theorisation of the subject, inculcation of theory and research informed practice.
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Emerging perspectives on the demonstration as a signature pedagogy in design and technology education
Article
Full-text available
This paper analyses the beliefs of teachers regarding the demonstration as a signature pedagogy in design and technology, where there is a limited body of literature outlining the theory and practice. The demonstration is multifaceted, and effective teachers adopt and adapt a range of skills and values to scaffold learning, including teacher modelling and explaining. The study explores the subjective beliefs of seven practicing teachers through Q Methodology; comparing and analysing the responses of the participants’ subjective beliefs and values, using 62 statements relating to teacher modelling and explaining, developed and refined with teacher educators, and representing the concourse of opinions and perspectives. The sample is purposive, comprised of practicing teachers who are engaged with mentoring trainees in Initial Teacher Education. The findings will represent a snapshot of subjective values of practicing teachers, as part of a discourse on signature pedagogies in design and technology education.
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