Artifact Reflection

Artifact Title: Lesson Plan of Train Project and Portfolio of a Students Train Project

Date: Spring 2014

ARTIFACT DESCRIPTION

The lesson plan is a lesson that I gave to a Project Lead the Way class (PLTW) called
Introduction to Engineering (IED). I created the lesson and followed the UW-Platteville
School of Education Lesson Planning Template. This lesson was given during my student
teaching at Arrowhead Union High School during the spring semester of 2014. The lesson
was on advanced design modeling in AutoDesk Inventor. This project students created a
miniature train off of plans that they were given. Students then created a portfolio of their
completed work and submitted it.


ALIGNMENT REFLECTION

Wisconsin Teacher Standard Alignment

My lesson plan and the students train project align with Standard 2 Development is: The
teacher understands how children with broad ranges of ability learn and provides
instruction that supports their intellectual, social, and personal development.

I chose standard 2 because the train lesson plan and portfolio that students create show
how students have been able to learn a computer software and create a complicated
project. In order for the students to learn the classroom I flipped the classroom for them.
We used a program called TeachMe3D. This program goes through each of the tools used in
Inventor in a video that students have to follow along and take notes on the topics. This
allows the students to go at their own pace through each lesson and learn the different
tools by seeing it done and by writing it down. Also, at the end of each lesson students are
asked to take the new tools that they have been taught and create their own objects to
reinforce what they have just learned.

This program frees my time in the classroom to help the students that either need more
one-on-one time or are struggling with an older lesson or the current lesson. I am able to
walk around the class and provide instruction to these students while also making sure
students stay on task and keep up on the correct material. Students can work with other
classmates if they have questions. A major goal is to get students to first ask other students
about a question that they have in order to learn to communicate with other coworkers.

When it came to making the train portfolio students were given a packet with all of the
parts of the train and with the dimensions. They were then expected to replicate these
parts with the tools that they had learned in TeachMe3D. Going into the project I knew that
students were going to struggle with one part and possibly a couple others. To
accommodate these parts and struggles that students were going to have I went step by
step with the students on the projector. The students followed along on their own
computer and were able to complete the parts. After the presentation I went around and
answered any questions that students still had about how to create the part.

All three different learning theories were accommodated in this project. I was able to
create an environment were learning could take place and at the speed that each student
wanted to learn in. They were able to also socially interact with each other and ask
questions about how they made a part or how they were able to figure out what dimension
they needed. I also was able to show my students one way that a part could be made and
allowed them to follow along on their own computer. These three different techniques
helped my students achieve the grades that they wanted on the project. I was also able to
help the students that struggled a little bit with the software.

UW Platteville School of Education Knowledge, Skill, Disposition Statement
Alignment

KSD2.a. Creates an Environment of Respect and Rapport: The candidate demonstrates genuine
care and respect for students while the students exhibit respect for the teacher. The students also
display genuine care and respect for one another as individuals and as students, and are aware of
cultural, social, intellectual and physical variations among their peers.

With the TeachMe3D program I was really able to go around to different students and get to
know them and help them out with the projects that they were working on. A lot of the students
were doing really well on the project. Any question that students had I tried to answer but also
reminded them to ask other students first and see if they knew how to do that process. This
method worked really well at getting students who dont normally talk to each other get to know
other students in the class and feel comfortable in asking them questions.

Also, at the end of the train project we allowed students to trick their train. This is where
students could make the train into any theme that they wanted to. This really allowed me to see
what my students are into outside of the classroom and make connections with them that way.
Also, we presented these to the class and other classmates then made connections with each
other.

Secondary KSD Alignment

KSD1.b. Demonstrates Knowledge of Students
KSD1.c. Selects Instructional Goals

What I learned about teaching/learning:

I learned that no matter what I teach I need to accommodate each student because each
student learns in different ways. I have to find ways to get each lesson across to my
students in different way. That could be through lectures, worksheets, labs or by having
students work on projects together. This might mean that I have to take refresher courses
or find ways to personally develop different instructional strategies.

As a teacher I also need to be able to communicate efficiently with my students to make
sure that they understand what my expectations and goals are for each unit. This will allow
my students to respect each other and me. This will also help my students make
connections with real world applications.

What I learned about myself as a prospective educator:

I learned that I get along with my students really well. I am able to make connections with
all of my students by finding out what they are interested in and how they like to learn.
This allows not only me become a better teacher but it also gets the points across to my
students by making connections to everyday life. I know that I should be always able to tell
my students why this will be important or relevant to them no matter what I am teaching.

I also need to make these connections with my students early on in the school year. The
sooner I can make connections and find out what their interests are the sooner I can make
things relevant to them. Also, the sooner I can find out how my students learn the better
prepared I can be at delivering well executed and understood lessons.