Design Led Teaching and Learning

Kevin Stunduin G00284143

I have analysed the topic Design Led Teaching and Learning meticulously over the past
few weeks and in my opinion design led teaching and learning in our subject areas is
certainly the way forward and would be brilliant to see. This week I am moving onto the roof
of the birdhouse project which is the final stage of the project and I have decided to allow the
class design the roof and incorporate new materials into the design. The big question is, how
can it be implemented effectively in a way that is efficient, as this could take up a lot of time
and may become laboured?
The potential problems and challenges that face me are:
Time will there be enough time to do this with each topic area in the subject?
Will the students understand what is involved in the manufacture of their design?
Are they at a skill level that will allow them to achieve this?
Despite all these obstacles the advantages of design led teaching and learning are extremely
beneficial and in my opinion outweigh the disadvantages.
The main areas that are beneficial in my opinion are;

Students interest in the subject is captured immediately and will defiantly encourage
intrinsic motivation.

Natural appeal of the approach will encourage attendance in my opinion.

Self-teaching is encouraged at all levels as progress is motivated by design and this

will lead to the students completing individual research in their own time without the
teacher being relied on.

Links between materials and processes are made clear and relevant.

Emphasis on design will encourage problem-based learning.

There is evidence that thinking skill development can improve pupils achievements, with
one study even finding that thinking skills were more important to learning difficult concepts
than ability (Muijs, 2011, p. 150). In conclusion I feel that design led teaching and learning
is achievable but will require greater planning and flexibility especially in relation to students
abilities which will have to be differentiated for.

Bibliography

Muijs, D. &. (2011). Effective teaching evidence and practice. In D. &. Muijs, Effective
teaching evidence and practice (p. 348). London: Sage.