Transcript Strategies for teaching designing skills
Strategies for teaching designing skills in food technology
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!
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
• ‘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)
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?
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Developing ideas for potato-topped pies
who for?
vegetarians
base topping
children who don’t like ‘bits’ those on a reduced fat diet a special occasion (luxury pie) the economy market
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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.
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.
4 x 4
Development 1 Development 2
Shepherd’s Pie potato topping minced beef, vegetables & gravy base
Development 3 Development 4
4 x 4
Development 1 Shepherd’s Pie Development 2 Development 3 Development 4
Development 1 individual ceramic pots potato and cheese topping minced beef and peas
potato topping mashed minced beef mashed potatoes minced beef
Development 3 tomato garnish sweet potato mash filling of vegetables, parsnips carrots, chickpeas
Development 4 sliced potato 4 x 4 veg served separately minced beef and fried onions
Layered pies
This layered pie contains spinach, red cheese and mashed parsnips – yummy or yucky?
What’s in your layered pie?
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Layered pie ideas
Type of pastry?
Layer 1 Layer 2 Layer 3 Finish/glaze?
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Layered pie plan
Ingredients needed Equipment needed
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Layered pie production
Doing the Mash
Is mashed potato all that it seems?
Look at these different types. What do they tell you?
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Doing the Mash
apple mustard horseradish
What would go in your mash?
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Doing the Mash
These are the ingredients I would use to give my mash its:
taste texture aroma appearance
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Making my perfect mash
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?
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Multi-cultural cuisine
Greek Lebanese French English Spanish
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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.
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Cannelloni cuisine developing ideas for the:
tube filling sauce
Roast dinner favourites
This Roast Dinner includes: Roast turkey Roast potatoes Sausage Carrots Sprouts Gravy What is your favourite roast dinner and how would you prepare it?
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Making my Roast Dinner
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Pasta parcels
Look at this flavoured handmade pasta with a range of different fillings.
Develop ideas for your own handmade pasta parcel and filling.
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Pasta parcels
My pasta parcels could be: My parcel filling could be:
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Making my Pasta parcels
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How I would serve my Pasta Parcels
What do the labels say?
Compare the baked bean information on the next slide.
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What do the labels say?
Values per 100g
Energy Protein Carbohydrate (of which sugars) fat (of which saturates) fibre sodium
Standard baked
beans 75kcal 4.7g 13.6g (6.0g) 0.2g (trace) 3.7g 0.5g
Supermarket own brand organic baked beans
80kcal 4.4g 14.7g (6.3g) 0.4g (0.1g) 4.1g 0.5g
‘Healthy Balance’ baked
beans 68kcal 4.7g 11.9g (4.3g) 0.2g (trace) 3.7g 0.3g Compare the three products. In particular, study the difference in fat, sugar and salt content. Which product has the most health benefits? Is organic necessarily best?
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What do the labels say?
Answer:
salt. The Healthy Balance product is lower in sodium (salt) and sugar than the standard baked bean and overall has fewer calories. The organic product has the same amount of sodium as the standard product, slightl y more sugar and fat and a highe r calorific value. Although organic food may have some health benefits, this product does not score as well on fat, sugar and
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What do the labels say?
Values per 100g
Energy Carbohydrates Fat Sodium
Potato crisps
530kcal 49g 34g 0.7g
Reduced fat potato crisps
483kcal 58g 25g 0.3g
85% fat reduced
crinkled potato crisps 441kcal 71.5g 13.0g 0.9g Look at the following information comparing standard potato crisps and two different reduced fat crisp products. Which product comes out best in health terms?
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What do the labels say?
Answer:
Both the reduced fat crisps, whilst reduced in fat, are higher in sugar. So, whilst they score well in terms of fat content, they provide more sugar than a standard crisp. The 85% fat free crisps come out best for fat content and calories, but this is outweighed by the increased sugar.
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What do the labels say?
Values per biscuit Standard digestive biscuit
Energy Carbohydrate Fat 87kcal 11.5g 4.0g
Reduced fat digestive biscuit
70kcal 10.9g 2.4g Compare the standard and reduced fat digestive biscuits for fat content.
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What do the labels say?
Answer:
The reduced fat product is lower in fat than the standard, although it has about the same amount of carbohydrate which includes sugar. It is worth checking all the ingredients on the label, because reductions in one ingredient do not necessarily mean good news all round.
Eating together
At meal times family and friends eat together.
What do you and your family like to eat? Mark the foods that your family likes to eat. When you have carried out your survey, analyse your results as a graph or chart. What do they tell you?
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breakfast
cereals fruit toast marmalade jam eggs bacon sandwich
lunch
sandwiches samosas pizza wrap beans on toast salad soup
tea
fish and chips burgers fish fingers chicken nuggets casserole bangers and mash pasta rice
Healthier recipes
Roast Beef Sandwich Ingredients
2 slices white bread Butter 3 slices roast beef Mayonnaise salt and pepper
Suggested improvements
Lasagne ingredients
1 x 15ml spoon fat for frying 1 large onion 1 clove garlic 500g minced beef 1 can chopped tomatoes 1 x 5ml spoon mixed herbs 1 x 5ml spoon sugar 180g lasagne sheets 50g parmesan cheese
Suggested improvements For the sauce:
25g butter 50g flour 200g cheddar cheese Salt and pepper
Lamb Curry Ingredients
1 onion 1 clove garlic 1 x 2cm piece of fresh ginger 75g ghee (a type of fat like butter) for frying 100g diced lamb 15g peas 1 carrot white rice 5ml spoon dried cumin 5ml spoon dried coriander salt and pepper
Suggested improvements
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.
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1. Change the package shape 11. Use genetically modified components 2. Use environmentally friendly packaging 3. Use cheaper components 12. Make it in different sizes 4. Make sure there is a picture of the product on the packaging 5. Decide how the redeveloped product will differ from the original 6. Change the product season or user 7. Don’t make any changes to the original 8. Keep the same characteristics 13. Trial the redeveloped product before release 14. Experiment with lots of different Ideas before deciding which to use 15. Make sure it’s pink 16. Stop all advertising of the Original product 17. Identify the range of users 9. Think of a new name 10. Do an advertising campaign 18. Aim the product at teenage boys
Redeveloping a product
Discuss the different versions of Smarties shown here with a partner. What strategies have been used to maintain the Smarties brand?
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The biscuit with famous friends – you’ll love them together!
This new product introduces a familiar friend in a new format. It plays on already successful products and gives them a new twist. This generates renewed interest and creates a new market. Other examples include cakes into cake bars, confectionery into ice creams. Choose a familiar product and use this same approach to develop new ideas.
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 Food preferences of the child Equipment available Existing products that are popular Where the food will be eaten Financial constraints Ingredients available Nutritional value What colors are stimulating to a young child Age of the child What textures children like
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.
young scientific male not interested in money innovative unique has lots of ideas reflective caring good cook able to use computer enthusiastic has flair able to draw understands food properties well-organised
Goldfish Bowl
The goldfish bowl strategy is used whenever critical decisions need to be made when designing.
Sit round a table with a part-finished product or idea in the centre, looking into the goldfish bowl.
Each individual offers their opinion, eg. “I think it should have a cheese sauce because …” or “I don’t think it would be a good idea to make it too spicy because…” When each person in the group has stated their view, others can challenge or question the reasons for the decision, egs. “Why do you think…” or “What material would you use…” or “Why would you…”
SCAMPER
Take ideas and use the acronym to provide more possibilities:
S C A M P E R
Substitute Combine Adapt Magnify, modify, minimise Put to other uses Eliminate Reverse, Rearrange Alternatively come up with your own acronym!
Talking points
How do you know that people really need what you are making?
Are you doing about your project in the best possible way?
Which people have you talked to about what you are developing and why?
Which factors did you think about when you designed your product?
Which people will be affected by your product and how?
What technical problems have you had & how did you solve them?
If you could change one thing about your design what would it be?
Is your product marketable?