http://prezi.com/_heacfdssx5q/
Monday, March 31, 2014
Universal Design for Learning
Here is the link to my UDL presentation:
http://prezi.com/_heacfdssx5q/ ?utm_campaign=share&utm_medium =copy
http://prezi.com/_heacfdssx5q/
Wednesday, February 26, 2014
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 21st 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
Wednesday, January 29, 2014
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.
Thursday, January 23, 2014
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.
Wednesday, January 15, 2014
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 21st 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 21st
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
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