Universal Design for Learning

Here is the link to my UDL presentation: 

http://prezi.com/_heacfdssx5q/?utm_campaign=share&utm_medium=copy

Personal GAME Plan in REVIEW

As a Career and Technical Education (CTE) drafting teacher, I am fortunate to work in a school district that provides the newest 21^st Century Technology.  The ability to provide students a high quality education using software and tools used currently in industry is priceless.  Technology offers a powerful resource for engaging students in authentic experiences (Cennamo, Ross, & Ertmer.  2010).

Over the past seven weeks, I have developed new and creative assignments that engage students in real world scenario projects and implemented new technology in the process. These lessons where designed to be used in a drafting classroom. During the course, I developed three lesson plans:  Problem Based Learning, Social Networking and Digital Storytelling.  

Problem Based Learning (PBL):  For this lesson, I selected two former students to design a robotic hand. This is a real world scenario problem that requires students to design a fully functional robotic hand for a client. Using the Inventor CAD software, students design 100% of this project. Overall, PBL lessons and drafting work flawlessly with each other. It is very easy to create engaging, technology filled real world projects.

Social Networking (SNL): This lesson works in conjunction with the PBL project. Using VoiceThread, students can collaborate with others over various design challenges. Students can upload video, images and notes to help direct the conversation. Overall, SNL was my least favorite lesson. 

While other subjects might benefit from this option, I felt that beginning level drafters communicate better in person. Communicating while using technical terminology can be confusion and slow. I most likely will opt out of using this type of lesson in my drafting class.  

Digital Storytelling (DSL):  For this lesson, students had to design and create a drafting tutorial on how to design a 3D model of the classic Rubik’s Cube.  Using the Camtasia movie editing software, students record all of the drafting steps used to Rubik’s Cube. Student also can add audio, subtitles and images to help strengthen the overall quality of the tutorial.  The best tutorial can later be used to aid struggling students during the next semester class.  DSL is a very cool option that some could come in handy someday.

Overall, I believe in incorporating technology into the lessons to help strengthen the overall educational experience for the students. Although each lesson type had it benefits, the teacher must reflex on their classroom, resources available and schedule (time) to see if the reward these types of lessons is worth the effort.  

References

Cennamo, K., Ross, J., & Ertmer, P.  (2010). Technology Integration for Meaningful Classroom Use:  A Standards-based Approach. Belmont, CA; Wadsworth, Cengage Learning

Monitoring Your Game Plan Progress

        Since last weeks Game Plan update, I have made some progress on finding engaging real world application projects.  I am still waiting on feedback about future advisory meeting and topics discussed.

Robotic arm powered by hydraulics:  Last week, I discovered a balsa wood robotic arm with hydraulics in storage. The hydraulics consist of a series of hosed and syringes.  I have taken multiple pictures for future visual aides for use during the project.  This will provide all students a chance to see the finish project.  I have since, deconstructed the robotic arm to create a list of parts and blueprints. For this project, I will create a working set of blueprints for students that need guidance or complete this activity.  Students that excel at designing and understand the drafting process, I will allow them to use the drawings as starting point while creating their own design.

Knee Replacement Joint:  I am thinking about placing this project on the shelf for time being.  These projects are time consuming. Every project that I assign my students, I always draft and build the project ahead of time. This allows me to answer most questions or issue that each student may encounter.  I am shifting my focus to completing a very accurate and detailed project that my students and complete. 

        Over the past week, I have also spent approximately four hours learning how to set up the 3D printer and various options.  This has been a very exciting and frustrating process. Fortunately, I believe that I have figured out majority of the issued that I have encountered. 

Carrying Out Your Game Plan

     Since developing my Game Plan last week, I have taken a few steps that will help me in my educational journey.  As previously mentions, I wanted to focus on ISTE Standards:

• Standard 1:  Facilitate and Inspire Student Learning and Creativity
• Indicator A:  Promote, support, model creative and innovative thinking and inventiveness.
• Indicator B:  Engaging students in exploring real-world issues and solving authentic problems using digital tools and resources.

I have contacted our county’s CTE coordinator and inquired about the next advisory meeting dates and potential topics discussed. These meetings allow me to talk with professionals in industry about current trends and skill-sets need from potential employees.

I have also started creating sketches for future real world scenario projects. All the projects will have students designing, printing out the components with the 3D printer and building the object. The ideas include:

• Robotic arm powered by hydraulics.
• Knee replacement joint 

     I would love to find physical examples of a knee replacement model so students can analyze how it work and create new designs. In the near future, I will be start searched in trying to obtain a knee replacement kit. I know students will think it’s creepy, but drafting is more than designing automobile parts or houses. Design the future, not the past.

Developing Your Personal GAME Plan

As a Career and Technical Education (CTE) drafting teacher, I am fortunate to work in a school district that provides the newest 21^st Century Technology.  The ability to provide students a high quality education using software and tools used currently in industry is priceless.  Technology offers a powerful resource for engaging students in authentic experiences (Cennamo, Ross, & Ertmer.  2010). The advancements made in technology opens the doors for a variety of new engaging real world activities. Unfortunately, with those advances comes the burden of trying to become proficient and utilizing the technology to the fullest. Over the years, I have spent countless hours teaching myself how to use drafting software and other products that my students are exposed too.  On more occasions than I would like to admit, I became the student and learned from my students. It is amazing what some of these digital natives know.

Looking at the International Society for Technology (ISTE), formally know as NETS-S, I feel the most comfortable with the following: 

• Standard 1:  Facilitate and Inspire Student Learning and Creativity
• Standard 2:  Develop Digital Age Learning Experiences and Assessments

As a very hands on and creative person, I blend my personality into my classroom and assignments. Thinking outside of the box, designing and problem solving is cornerstone in my courses. Standard 1 allows me to continue to grow on a personal and professional level, which is later passed onto my students. I am constantly searching or developing new projects that excite me and the student’s interest. I believe if an individual enjoys the project, they will put in the extra effort to make it a great experience. 

My proficiency with Computer Aided Drafting (CAD) software, PhotoShop and other technologies has allowed me to be comfortable with Standard 2. In my drafting classes, students learn how to drafting using CAD software that ranges from simple line drawings to complex 3D models. Over the past four years, I have turned my drafting courses into a paperless classroom.  Assignments are turned in, shared and presented digitally.

As a professional and life long learner, my goal is to stay current and efficient in the technology that my students and I have access too.  Stand1 has two indicators that I need to continue to incorporate into my classroom.

• Indicator A:  Promote, support, model creative and innovative thinking and inventiveness.
• Indicator B:  Engaging students in exploring real-world issues and solving authentic problems using digital tools and resources.

The two indicators listed are part of a never ending finish line that I will never cross. I have to remain flexible in my lessons and current with the trends in industry. To keep up to date, I meet annually with industry professional and discuss current trends, skill-set needed and projects.  This information provides insight in the direction of my classroom and future lessons. I must continue to evaluate my lessons to determine if they are preparing my students for the 21^st Century workforce.  Design the future, not the past. 

References

Cennamo, K., Ross, J., & Ertmer, P.  (2010). Technology Integration for Meaningful Classroom Use:  A Standards-based Approach. Belmont, CA; Wadsworth, Cengage Learning

International Soceity for Technolgoy in Education. (2008).  National Education Standards for Teachers (NETS-T).  Retrieved on January 15, 2014 from www.iste.org/standards/net-for-teachers

Reflection

Reflection

My personal theory on how individuals learn is based off my observations of other educators during my education as a student and my six years of classroom experience as a teacher.  I believe students learning potential is obtained when you design lessons that challenge learners of all cognitive levels. Lesson design should spark student interest, fun and engaging and connect with real world application.  Successful lessons should incorporate 21^st Century Technology; have a healthy balance of lecture / demonstration and engaging assignments or projects.  Lessons that apply multiple layers of learning experiences will strengthen the individual ability to retain and recall the information discussed (Laureate Education, Inc. 2010).  This course has given me opportunity to revisit theories that I learned during my undergraduate classes and learn about new technologies that can help students’ bridge the gap to the 21^st Century work force.

Looking back at the technology discuss in this course compared to the technology that I currently use in my routines and lessons, I really don’t the overwhelming need to update my resources. Resources like Voicethread are great for allowing student to discuss the assignment digitally from any location around the world with internet connection. This technology can be used in a classroom room setting or in industry.  Personally, I can see the benefits of using Voicethread, but I’m not in a hurry to make the conversion from PowerPoint and an open discussion format. I believe today’s students are digitals natives and are very experienced with communicating with others via social media outlets, cell phones and emails.  I believe at this young age, students should still learn to communicate in person and

Another resource that I may incorporate in my lessons is “Virtual Field Trips”. Using the online resource www.Spidercribe.net to organize the information, students can develop “Virtual Field Trips” ranging from architecture to power tool safety tips and educational videos.  This gives the students the opportunity to exposure new technology and documents their findings in a presentation type format.

Long term goals: I will continue to use all to the technology that I currently have available in my classrooms. If new technology is presents, such as Voicethread, I will determine if my students can benefit from the technology or if the reward is worth the effort in converting to the new technology.

Social Learning in the Classroom

Social Learning in the Classroom

Dr. Orey stated that Social Learning Theory has students engaging in constructing artifices and conversing with others helps maximize the learning experience (Laureate Education, 2010). I would have to agree with Dr. Orey’s view after reviewing my classroom operations and teaching styles.  Majority of my classes allow from the students to learn from my lecture and demonstrations and apply them to the various assignments and physical projects.  Allowing students to engage in conversations amongst each other to solve problems is beneficial in multiple ways. While developing problem solving and communication skills, it also allows focus on more the needy students or overall flow of the classroom.

Today in my wood working class, I opened the class with today’s objectives and building procedures for the tool box project.  I provided several of the advanced students with instruction with the next stage of the assignment. At the end of the instruction, I told them that they will be expected to instruct the other students “how to” complete the next stage in the building process and demonstrate what the procedure.  The classroom slowly turns into a student driven environment and overseen by me.

Resources:

Laureate Education, Inc. (2010). Social Learning Theories. Baltimore, MD