Technology Education Department Rhode Island College ... Education B.S/CompletionExemplary… · Technology Education Department Rhode Island College Spring 2008 ... c. Semantic Map

Technology Education DepartmentRhode Island College

Spring 2008

Candidate 1 EXEMPLARY

FEINSTEIN SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT

EXIT PORTFOLIO RUBRIC COVER SHEET

Name: ____________________________ EMPL. ID________0221659_____________ Date:____5/9/08________ Degree: [X] Undergraduate [] 2nd degree [] M.A.T. [] R.I.T.E. Teacher Preparation Program (check only one program)

[] Art Education [] Career & Technical Education [] Elementary Education [] Early Childhood Education

[] Health Education [] Health Education and Physical Education [] Music Education [] Physical Education Secondary Education: [] English [] History/Social Studies [] Science [] Mathematics [] Modern Languages [] ESL [X] Technology Education It is expected that student teachers recommended for satisfactory completion of program will achieve predominantly ratings of 3 or higher on each rubric (School Analysis, Implemented Unit Plan, and Professional Development Reflection). Student teacher is [ X ] Recommended [ ] Not Recommended for satisfactory completion of program. ________F.Farinella______________ _________ ____________________ Signature of College Supervisor EMPL ID Date _____C.McLaughlin_______________________ ___________________ Signature of Department Chair Date

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SECTION ISCHOOL ANALYSIS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

School HandbookSALT ReportInfo Works Report

A. Student Teaching Classrooms . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

B. Administrative Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

C. Student Teaching Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

SECTION II UNIT PLAN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

A. Unit Description/Abstract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

B. Unit Table of Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

C. Unit Goal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

D. Unit Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Lesson One - DEVELOPING A BASIC TITLE BLOCK

Lesson Two – BASIC ORTHOGRAPHIC VIEW DRAWING TECHNIQUES

Lesson Three – BASIC ISOMETRIC VIEW DRAWING TECHNIQUES

Lesson Four – BASIC SECTIONAL 3-VIEW DRAWING TECHNIQUES

Lesson Five – BASIC SECTIONAL ISOMETRIC DRAWING TECHNIQUES

Lesson Six – EXPLODED ASSEMBLY DRAWINGS

C. Central Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

a. Central Question of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

b. Content Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

c. Semantic Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

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d. Appropriate Standards Achieved . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 D. Learning Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 E. Sequence and Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 F. Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

G. Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

H. Individual daily lesson plans for the unit . . . . . . . . . . . . . . . . . . . . . 25 (Six lesson plans following the department format provided)

I. Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

(PPT Presentations, Drawings, Handouts, Tests)

SECTION III – CASE STUDY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

A. Description of Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 B. Overview of Instructional Goals . . . . . . . . . . . . . . . . . . . . . . . . . .28

C. Portfolio of Students’ Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

D. Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

E. Commentary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

SECTION IV – CLASSROOM MANAGEMENT PLAN . . . . . . . . . . . . 35

A. Philosophy Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 B. Management of Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 C. Classroom Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

SECTION V – REFLECTIVE ESSAY . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

PLEASE NOTE: Underlined colored text appearing throughout this document represents hyperlinks. Please “control-click” these links in order to access the documents to which they refer. You will need Adobe Acrobat Reader 8.1 or higher in order to open these files.

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exit portfolio\school analysis scoring rubric.doc12/09/05

Exit PortfolioSchool Analysis Scoring Rubric

Name: Student ID #: 0221659Telephone #: E-Mail:

Teacher Preparation Program: Secondary Education Major/Concentration: Technology Education

Assess the extent that the candidate has achieved the following Rhode Island Beginning Teacher Standards in the school analysis. Rate the candidate’s performance 1 (an area of weakness) to 4 (an area of strength) for each Standard.

Weakness Developing Competence Strength

1. The school analysis provided evidence of school-wide data that 1 2 3 4reflect the school’s understanding (or lack of understanding) of how children learn and develop. (RIBTS 3)

2. The school analysis provided evidence of school-wide data that 1 2 3 4reflect the school’s understanding (or lack of understanding) of how students differ in their approaches to learning.(RIBTS 4)

3. The school analysis provided evidence that an effective learning 1 2 3 4

environment was (or was not) created in the school such that positive social interaction, active engagement in learning, and self-motivation are (are not) evident. (RIBTS 6)

4. The school analysis provided evidence of collaboration among 1 2 3 4teachers, staff, and families to support student learning.(RIBTS 7)

Comments:

Signature of Evaluator ____Farinella__________________________________ Date _______5/9/08_________________

exit portfolio\school analysis scoring rubric.doc 12/09/05

Performance Indicators

RIBTS 3: Teachers create instructional opportunities that reflect an understanding of how children learn and develop.

Weakness Developing Competence Strength Displays minimal knowledge of developmental characteristics of learners or fails to activate students’ prior knowledge.

Designs lessons that demonstrate some awareness of students’ prior knowledge and developmental needs; is overly reliant on didactic approaches to learning.

Designs activities that demonstrate an awareness of prerequisite knowledge, learning style and divergent thinking of students.

Learners are stimulated to think and test ideas that include deliberate opportunities to discover the connections between ideas.

RIBTS 4: Teachers create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning.

Weakness Developing Competence Strength Conveys modest expectations for achievement, fails to seek supplementary materials, or is unaware of individual learning abilities and the impact of cultural background on learning.

Demonstrates occasional success in planning and implementation of lessons that accommodate for a diversity of learning styles and cultural influences; has problems expressing how to accommodate diverse learners.

Conveys consistent expectations for students, adaptations are part of planning, and attempts to meet individual needs; is aware of cultural influences on approaches to learning and attempts to address these in planning and lesson implementation.

Articulates clearly individual goals for success, actively seeks out resources to the benefit of varied learners, and provides opportunities for students to challenge themselves. Adaptations address cultural and linguistic differences.

RIBTS 6: Teachers create a learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self-motivation.

Weakness Developing Competence Strength Student behavior is not monitored, no standards of conduct have been established, or responses to misbehavior are overly repressive or insensitive to individuals.

Standards of appropriate behavior have been communicated but not enforced in a consistent and appropriate manner.

Consistent standards of appropriate behavior are encouraged and misbehavior is addressed in a consistent, prompt, and fair manner.

Standards of conduct create a positive classroom climate, using effective reinforcement and responses are appropriate, respectful and successful.

RIBTS 7: Teachers foster collaborative relationships with colleagues and families to support students' learning.

Weakness Developing Competence Strength Makes minimal or no attempt to communicate with parents or colleagues to support students’ learning.

Consults with colleagues, but resists incorporating their suggestions.

Consults when necessary with colleagues on matters related to instruction and parents when related to student.

Evidence is presented showing collaboration with colleagues and families to coordinate learning activities or to address other concerns related to teaching.

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After spending a great deal of time student teaching at North Smithfield Junior Senior

High School this past semester, I am very impressed with what I have observed, and pleased to

say that my experience here has been a very positive one indeed. Last year I had the opportunity

to volunteer at Del Sesto High School in the Providence School System, and while it was an

enjoyable experience, I noticed a vast difference in the learning climate at each school.

Although North Smithfield High School was built in 1966 and Del Sesto was built in 2002, both

schools are in remarkably good physical condition, both offer free breakfast programs, and both

are rife with the latest technology. Perhaps the major differences between the two schools, and

the probable factors in the difference in learning climate, are the differences in location and

demographics. While it is not the intent of this paper to analyze Del Sesto High School, it is

worth noting these differences when examining the North Smithfield reports.

According to the 2006 Rhode Island School Report Card and the 2005 SALT Report,

North Smithfield High School is classified as “High Performing and Commended.” Upon closer

examination of the SALT and Info Works Reports, and after student teaching at the school on a

daily basis, it comes as no surprise that this school has attained such high standards of

achievement. Unlike Providence, North Smithfield is a fairly affluent, upper-middle-class, rural

community and the student population reflects these demographics. According to the Info

Works Report only 8% of the students are eligible for free lunch; 97% of the students are white;

0% of the students receive ESL/Bilingual services; 82% of the students do not receive special

education services; and 59% of the students’ parents are college graduates. According to the

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Info Works Connectedness Report, 80% of parents feel that “the school views the parents as

important partners.”

While teaching classes at North Smithfield High School, I noticed how well-behaved and

attentive the students are. After several classes, I mentioned this observation to my cooperating

teacher and he stated that, “One of the things I really appreciate about working here is that you

can teach. I do not have to spend much time at all each day on discipline. I can concentrate

more on teaching.” The students at this school really pay attention and seem very focused and

on-task. My observations and experience here certainly corroborate this teacher’s statement and

the Info Works and SALT Reports indicate that this population of students is very well

positioned and suited to learn at this school. The North Smithfield students have many

“advantages” over their Providence counterparts, the three biggest being income, language,

educational expectations, and educational levels of parents.

Both reports are quite glowing in their accolades for North Smithfield High School. The

only real negative factor made note of in the SALT Report is that North Smithfield Middle

School should be moved to its own separate building, rather than sharing the same facilities with

the high school. In the spring of 2007, North Smithfield broke ground for a new middle school

which will result in more room for both high school and middle school students. In February I

was very fortunate to take a tour of the new middle school with the high school construction

class. The tour was given by the project manager for Gilbane Corporation, the contractor for the

project. This tour was an eye-opening experience which demonstrated that the new school is

going to be an aesthetically pleasing, state-of-the-art facility. The new North Smithfield Middle

School will open in September, 2008. Working in the North Smithfield School system may be

considered by many to be an “ideal” teaching situation and, although there are no “ideal”

situations, it probably is very close to “ideal” in many respects. The SALT team will be

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visiting North Smithfield this coming year and I look forward to reviewing this new report as

well. By all indications, the school should fare quite well once again.

Room 99, the fabrication lab on the first floor of the school, is a combination wood lab

and classroom. The lab has four separate, large (four feet by four feet) work benches arranged

in two rows forming a large square area. Each table is located in a numbered “work zone” which

has bright yellow lines painted on the floor around the perimeter of each zone. In the back and

along the perimeter of the room, are located several large machine stations such as: shaper,

surface planer, band saw, table saw, three wood lathes, two router/shaper tables, two radial arm

saws, two grinding wheels, jointer, disc sander, spindle sander, and two belt sanders.

The lab is large, spacious, and well stocked with machinery and lumber. The room is

logically laid out and sensibly set up with safety in mind. Each work station area has yellow

safety lines painted around its perimeter as well as a non-slip gripping surface on the floor where

the student operator stands. At every machine tool station there are rules posted for using that

particular tool, as well as the general safety rules such as wearing safety goggles, proper

footwear, proper attire, and proper conduct in the lab. The room also has a very impressive and

substantial ventilation and central dust collection system with intake ports located at each

machine tool station. There is also a projection screen hanging in the lab which is used for

computer and video presentations. At the back of the lab there is a magazine rack that contains

various technical periodicals and manuals. Also, there is a bulletin board with some photographs

of students and their projects.

The CADD class and Web Design class share Room 219 (although not simultaneously). The

classroom is a computer lab located on the second floor of the building and it is fairly large,

spacious, well-lit, and well stocked with the latest technology. Room 219 is logically laid out

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and sensibly set up. The room is comprised of computer work station areas with thirty-two

brand new Dell computers and three printers (one laser jet, one ink jet, and one large format ink

jet plotter) arranged on long lab benches. The room also has a very impressive smart board and

projection screen setup that is linked to the computers. The high school students sit at their own

workstation computers. All of the work stations have comfortable, wheeled office chairs upon

which the students sit. The students can easily see each other, the smart board, and the

instructor, and they have sufficient work space available at each desk for writing notes. There

are several bookcases and cabinets which are used to store drafting books, and the students’

drawing portfolios. The rules and expectations are posted on the walls along with the school’s

mission statement (please see page 11 for the mission statement). All around the lab there are

colorful posters and magazine clippings on the bulletin board.

The administrative structure of North Smithfield Junior Senior High School is

one which would be considered “traditional,” consisting of a principal, vice-principal as

well as other administrators, teachers, and support staff. The following pages are an

alphabetical listing and outline of the administrative and departmental structure at

North Smithfield Junior Senior High School:

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School Administrators Principal – Mr. David Silva Assistant Principal – Mr. John Lahar Dean of Students - Mr. Anthony Teolis Teaching Staff listed by Department Career & Technical Arts Mrs. Patricia Kolanko, Dept. Chair Business Mr. Alan Barnes - 702 Mrs. Mary Ann Hatzberger - 718 Mrs. Denise Stephenson - 751 Mrs. Rita Vieira - 715 Family & Consumer Sciences Mrs. Patricia Kolanko - 332 Mrs. Lisa Marron – 737 Mrs. Alice Vardner - 774 Technology Mr. Timothy McGee - 765 Mr. Robert Gervais - 726 Mr. Joseph McKeon - 735 Mr. Scott Perry - 749

Cultural Arts Mr. Fritz Benz, Dept. Chair

Art Mrs. Mary Ann Mann - 733 Mrs. Claire McWilliams - 780 Foreign Language Ms. Lisa Cardin -768 Mrs. Linda Milner - 767 Miss Roberta Palumbo - 727 Ms. Julia Maria Santos - 754 Ms. Virginia Slaughter - 758

Music Mr. Fritz Benz - 335 Mr. John Knasas, Jr. - 722 Mrs. Regina McAdam - 759 ENGLISH/READING Mrs. Doreen Ezovski, Dept. Chair. – 333 Mrs. Hannah Cevoli – 703 Mr. David Gauvin - 724 Mrs. Jessica Hauk – 785 Mrs. Leah Latimer - 729 Mrs. Alaina Lima - 739 Ms. Katherine McBrine - 755 Ms. Diana Truesdale - 714 Mrs. Bronwyn Valorose -778 Mrs. Laurel Young - 764 GUIDANCE Mrs. Michelle D’Agostino - 316 Mrs. Amy Gibbons - 319

Mr. William Pepin - 317 LIBRARY SERIVICES Ms. Jessica Durand - 327 MATHEMATICS Mrs. Robin Broman - 775 Mrs. Carol Charest - 777 Mrs. Kellie Hansen - 760 Mrs. Heidi Martel - 731 Mr. David Mellor – 753 Mrs. Michelle Murphy - 756 Mrs. Adelina Silverio - 750 Ms. Melissa Silverio - 742 Mr. Thomas Yeaw - 747 NURSE Mrs. Janine Ethier - 321 PHYSICAL/HEALTH EDUCATION Mrs. Kathleen Leclerc, Dept. Chair - 336 Mr. Jeffrey Crins - 771 Miss Mary DiSpirito - 734 Miss Nancy L. Dowding - 313 Mr. James FitzGerald - 712 Mr. Matthew Tek - 763 Mr. James Williamson - 779 SCIENCE Ms. Tracy Bailey Gates Dept Chair - 328 Mr. Shawn Bailey-Gates – 719 Mr. Clete Garriott - 720 Mrs. Lynn Hannah - 709 Mrs. Lisa Haruben – 716 Mrs. Bettilou LaRoche - 728 Mrs. Gale O’Keefe - 761 Ms. Lauren Shunney – 770 Mr. William Space - 701 SOCIAL STUDIES Mr. Harold Demers, Dept. Chair - 334 Mr. Stephen DeMeo – 746 Ms. Valerie Frezza - 706 Mr. Mark Hardiman 725 Mr. Mark Hickox - 723 Mrs. Natalie O’Brien – 710 Ms. Kimberly Rawson - 708 Mr. Richard Whitehouse - 745 SPECIAL EDUCATION Mrs. Andrea Carey, Dept. Chair - 344 Mrs. Marcia Brady – 713 Ms. Jessica Cosentino – 781 Ms. Melissa Curran – 324 Mrs. Jessica Daggett – 741 Ms. Melanie Dansereau – 748 Ms. Jennifer Dunn – 786 Mrs. Marilyn Hudson-Tremayne – 776 Mrs. Christine Lopes – 757 Mr. Richard Paul – 740 Mrs. Jane Riley – 744

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Superintendent and School Committee Mr. Stephen Lindberg (Superintendent) Robert E. Lafleur (Chair) Christine A. Bonas (Vice Chair) Jean B. Meo (Secretary) Paul E. Vadenais Melissa Flaherty

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Student and Teacher Policies

In every classroom at North Smithfield Junior Senior High School the school’s Mission

Statement is posted in a highly visible area (usually located) above the classroom white board.

The mission statement of North Smithfield Junior Senior High School is:

The mission of North Smithfield School Jr. Sr. High School is to challenge ALL students to meet high academic and ethical standards within a supportive and safe environment. Students will acquire the skill and knowledge necessary to become self-directed, life-long learners and responsible citizens who demonstrate moral consciousness, personal integrity, and global awareness. At North Smithfield Junior Senior High School, each student receives a Student Handbook

which they must carry on their person at all times. The Student Handbook serves as a student

passbook as well as a school policy handbook covering topics such as:

a) General Information b) Attendance c) Behavior Expectations d) Transportation e) Academics f) School Services g) Athletics

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Introduction to Computer Aided Drafting and DesignNorth Smithfield High School

Spring 2008

Thomas E. PetterutiRhode Island College

02/08/08

Exit Portfolio.Implemented Unit Plan Scoring Rubric.doc 2/23/2011

Exit Portfolio

Name: ID #: 0221659

Telephone #: E-mail:

Teacher Preparation Program: Secondary Education Major/Concentration: TECHNOLOGY EDUCATION

Assess the extent that the candidate has achieved the following Rhode Island Beginning Teacher Standards in the implemented unit plan. Rate the candidate’s performance 1 (an area of weakness) to 4 (an area of strength) for each Standard.


1. The implemented unit plan demonstrated a knowledge base that 1 2 3 4reflects an understanding of the nature of the world in which we live. (RIBTS 1)

2. The implemented unit plan demonstrated an understanding of central 1 2 3 4concepts, structures, and tools of the discipline the candidates teach. (RIBTS 2)

3. The implemented unit plan demonstrated an understanding of how 1 2 3 4

children learn and develop. (RIBTS 3)

4. The implemented unit plan demonstrated an understanding of how 1 2 3 4students differ in their approaches to learning. (RIBTS 4)

5. The implemented unit plan provided evidence of student’s critical 1 2 3 4thinking, problem solving, an performance skills. (RIBTS 5)

6. The unit plan was implemented in an appropriate learning environment 1 2 3 4where positive social interaction, active engagement in learning, andself-motivation were evident. (RIBTS 6)

7. The candidate demonstrated collaboration with colleagues and/or 1 2 3 4families in the implemented unit plan to support student learning. (RIBTS 7)

8. The candidate used effective communication in implementing the unit 1 2 3 4plan such that students explored, conjectured, discussed, and investigated new ideas. (RIBTS 8)

9. Formal and informal assessment strategies were integrated in the unit plan to support student learning. (RIBTS 9) 1 2 3 4

Comments:

Signature of Evaluator: __________FARINELLA___________________________ Date: ________5/9/08________________

Exit Portfolio.Implemented Unit Plan Scoring Rubric.doc 2/23/2011


RIBTS 1: Teachers create learning experiences using a broad base of general knowledge that reflects an understanding of the nature of the world in which we live. Weakness Developing Competence Strength

Learning experiences reflect little general knowledge and are founded on a narrow base of awareness and understanding of the world.

Learning experiences reflect some aspects of general knowledge and awareness of current issues within the content area, but could be further developed.

Learning experiences reflect a broad base of general knowledge, an awareness of current issues, and understanding of the world as it relates to unit content.

Learning experiences reflect an effort to expand on and integrate a broad base of general knowledge while planning, and reveal a keen awareness of current issues and an understanding of the nature of the world and how this relates to unit content.

RIBTS 2: Teachers create learning experiences that reflect an understanding of central concepts, structures, and tools of inquiry of the disciplines they teach. Makes content errors, cannot articulate interdisciplinary connections, or presents content without connections to real-life experiences.

Knowledge of content is in evidence, but is somewhat superficial or inaccurate; minimal connections to other disciplines or to students’ personal lives is evident.

Displays basic content knowledge, makes connections to other disciplines and discusses relevant issues associated to students’ personal lives.

Takes initiative to teach beyond the text, keeps abreast of new ideas, incorporates interdisciplinary strategies and challenges students to question their understandings.

RIBTS 3: Teachers create instructional opportunities that reflect an understanding of how children learn and develop. Displays minimal knowledge of developmental characteristics of learners or fails to activate students’ prior knowledge.




RIBTS 4: Teachers create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning. Conveys modest expectations for achievement, fails to seek supplementary materials, or is unaware of individual learning abilities and the impact of cultural background on learning.




RIBTS 5: Teachers create instructional opportunities to encourage students' development of critical thinking, problem solving, and performance skills. Relies on direct instruction to passive learners utilizing few resources outside of the textbook.

Utilizes a limited repertoire of teaching strategies to engage the learner or resists exploring ways to develop critical thinking.

Uses variety of strategies and multiple resources for delivering materials to engaged learners in solving problems.

Actively involve students in decision making, collaboration, problem solving, and finding resources.

RIBTS 6: Teachers create a learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self-motivation. Student behavior is not monitored, no standards of conduct have been established, or responses to misbehavior are overly repressive or insensitive to individuals.




RIBTS 7: Teachers foster collaborative relationships with colleagues and families to support students' learning. Makes minimal or no attempt to communicate with parents or colleagues to support students’ learning.




RIBTS 8: Teachers use effective communication as the vehicle through which students explore, conjecture, discuss, and investigate new ideas. Written and oral language contains grammar or syntax errors, interacts with students through recitation, accepting low level questions or responses.

Language and vocabulary is appropriate much of the time in an attempt to promote deeper understanding but is inconsistent in allowing students to express ideas.

Language is clear with appropriate vocabulary, uses variety of questions to probe student understanding, and helps students articulate ideas.

Language is expressive and well chosen, asks questions to promote risk-taking and stimulates curiosity, and insures all students are heard in group discussions.

RIBTS 9: Teachers use a variety of formal and informal assessment strategies to support the continuous development of the learner. Uses minimal variety of assessment strategies and/or strategies that are inconsistent with instructional goals and do not provide constructive feedback.

Aware of a variety of assessments, but the information collected is superficially analyzed to adapt instruction and improve student learning.

Designs multiple methods of assessment that are used to collect information to adjust teaching plans and to support student learning.

Learners are involved in self-assessment where feedback is personalized and descriptive to foster continued learning. Multiple methods of teacher assessments enhance student learning.

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Unit Description/Abstract

The Introduction to CADD course at North Smithfield Senior High School is the first

course of three CADD courses offered in the Technical Education Department as part of the

school’s Program of Studies. In this Introduction to CADD unit, students study the technology

used to create and print orthographic two-dimensional (2-D) and isometric three-dimensional (3-

D) technical drawings using the Computer Aided Design and Drafting program known as

AutoCAD LT 2002. Students will be provided with the necessary computer workstation

hardware and AutoCAD LT 2002 software, and given information about the types of drawing

environments, tools, menus, and icons employed by this software program. In this class,

students learn to draw and dimension 2-D and 3-D technical objects and structures where they

examine and produce straight lines, curved lines, angled lines, geometric shapes, 2-D

orthographic three-view drawings, and 3-D isometric drawings. Students also have the

opportunity to produce separate layout tabs in AutoCAD in order to print hardcopies of their

work using the appropriate ANSI type paper sheet sizes. Students are responsible for

maintaining both softcopy (on flash drives) and hardcopy portfolios (in three-ring binders) of

their work. In addition, this introductory unit is designed to help students acquire a basic

understanding and appreciation of the potential advantages and uses of the technological

information and communication system known as Computer Aided Drafting and Design

(CADD), especially as compared to the previously used method of hand-drawing (aka

“mechanical drawing”).

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CADD -1 Unit Plan Table of Contents 1. Unit Goal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 2. Unit Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15







3. Central Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

A. Central Question of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 B. Content Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 C. Semantic Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 D. Appropriate Standards Achieved . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

4. Learning Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 5. Sequence and Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 6. Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 7. Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 8. Individual daily lesson plans for the unit . . . . . . . . . . . . . . . . . . . . . . . . . . 25

(Six individual lesson plans following the department format provided.)

9. Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

(PPT Presentations, Drawings, Handouts, Tests)

15

1. Unit Goal:

The goal of this unit is for students to learn how to efficiently and effectively use the computer

program AutoCAD LT 2002 in order to produce accurate, properly dimensioned, basic technical

drawings.

2. Unit Structure:

This Introductory CADD Unit is comprised of six lessons whose purpose it is to introduce high

school students to the basic tools, icons, commands, and drawing environments used to create

basic, two-dimensional and quasi-three-dimensional technical drawings in the computer program

AutoCAD LT 2002. The six lessons presented here are sequenced from the basic line drawing

concepts to more advanced concepts which are increasingly complex. Because this unit was

started mid-year, students had some prior knowledge of the fundamental workings of AutoCAD

such as opening a new drawing, and setting up the drawing environment (Standard or Metric,

Unit Precision, Saving the Drawing, Layouts, and Plotting, therefore the first two lessons in this

unit are a continuation of the school’s CADD-1 curriculum and examines developing basic title

blocks and orthographic (three-view) drawings in AutoCAD. Each lesson is followed by

practice drawing activities employed to reinforce new concepts. The unit lesson order is as

follows:







The rationale for selecting this order and structure of lessons is not only to allow students to

learn more basic concepts before the more complex concepts (scaffolding), but also to allow

students to use previous knowledge in order to build upon basic drawings that they have created

during and after each progressive lesson. The relationship of this unit to the overall CADD

curriculum being taught at North Smithfield High School is to introduce students to basic two-

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dimensional computer aided drafting so that they may later move on to advanced computer aided

drafting and/or basic three-dimensional computer-aided drafting using the SolidWorks program.

3. Central Ideas:

At the end of this unit, students will be able to recognize the advantages of Computer Aided

Drafting and Design over traditional hand drafting, and they will be able to create, dimension,

layout, and plot basic two-dimensional and quasi-three-dimensional technical drawings using the

computer program AutoCAD LT 2002. The common theme that ties this unit together is the

sequential use of the basic tools, icons, and commands which build upon each other in a

progressive manner in order to create said drawings.

A. Central Question:

What tools and techniques can be employed using the computer program AutoCAD LT 2002 in

order to create basic technical drawings more effectively and efficiently than traditional hand

drawing?

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B. Content Outline I. Basic Title Block Development ¬ BORDER ¬ ATTRIBUTE DEFINITIONS ¬ BLOCK Command ¬ BLOCK DEFINITION ¬ WRITE BLOCK ¬ INSERT BLOCK ¬ HIDDEN LINES II. Orthographic Drawings ¬ ISOMETRIC VIEW ¬ ORTHOGRAPHIC 3-VIEW ¬ PROJECTION LINES ¬ VIEW ALIGNMENT ¬ HIDDEN LINES III. . Isometric Drawings ¬ ISOMETRIC ¬ ISOPLANE VIEWS ¬ SNAP SETTINGS ¬ F5 Key Toggle ¬ 30-Degree View ¬ Aligned Dimensions ¬ Oblique Dimensions

¬ ELLIPSE IV Orthographic Sections ¬ Previous Knowledge ¬ View Selection ¬ Cutting Plane Line ¬ Leader Lines ¬ Section Letters ¬ HATCHING V. Isometric Sections ¬ Previous Knowledge ¬ View Selection ¬ Cutting Plane Line ¬ Leader Lines ¬ Section Letters ¬ HATCHING VI. Exploded Assemblies ¬ Previous Knowledge ¬ Single LAYOUT ¬ Multiple Parts ¬ Aligned Drawing of Components ¬ Detailed Notes

PLEASE NOTE: Capitalized words represent AutoCAD commands, tools, and terms.

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C. Content Schematic/Semantic Map

VI. Exploded Assemblies

¬ Previous Knowledge¬ Single LAYOUT¬ Multiple Parts¬ Aligned Drawing of

Components¬ Detailed Notes

V. Isometric Sections

¬ Previous Knowledge¬ View Selection¬ Cutting Plane Line¬ Leader Lines¬ Section Letters¬ HATCHING IV. Orthographic Sections

¬ Previous Knowledge¬ View Selection¬ Cutting Plane Line¬ Leader Lines¬ Section Letters¬ HATCHING

III Isometric Drawings¬ ISOMETRIC¬ ISOPLANE VIEWS ¬ SNAP SETTINGS¬ F5 Key Toggle¬ 30-Degree View¬ Aligned Dimensions¬ Oblique Dimensions¬ ELLIPSE

II Orthographic Drawings

¬ ORTHOGRAPHIC ¬ 3-VIEW¬ PROJECTION LINES¬ VIEW ALIGNMENT¬ HIDDEN LINES

I. BasicTitle Blocks¬ BORDERS¬ ATTDEF¬ BLOCK Command¬ BLOCK DEFINITION¬ WRITE BLOCK¬ INSERT BLOCK¬ HIDDEN LINES¬

Introduction to AutoCAD LT 2002

for High School Students

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D. Appropriate Standards Achieved: Standards for Technology Literacy (STL) set forth by the International Technology Education Association (ITEA): Standard Eight – Students will develop an understanding of the Attributes of Design. Requirements for a design include such factors as the desired elements and feature of a product or system or the limits that are placed on the design. Standard Nine – Students will develop an understanding of Engineering Design. Expressing ideas to others verbally and through sketches and models is an important part of the design process. Standard Twelve – Students will develop the ability to use and maintain technological products and systems: Use computers and calculators to access, retrieve, organize process, maintain, interpret, and evaluate data and information in order to communicate. Standard Seventeen – Students will develop an understanding of and be able to select and use information and communication technologies: The use of symbols, measurements, and drawings promotes a clear communication by providing a common language to express ideas. Rhode Island Teacher Standards (RIBTS): RIBTS 5.3 – Make instructional decisions about when to provide information, when to clarify, when to pose a question, and when to let a student struggle to solve a problem. RIBTS 5.5 – Use tasks that engage students in exploration, discovery, and hands-on activities

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4. Learning Objectives: Using the computer program AutoCAD LT 2002, by the end of this unit, students will be able to: ¬ Compare and contrast the advantages of CADD over traditional mechanical drawing

methods.

¬ Identify and describe three ways to access fifteen of the basic drawing tools and

commands studied in this unit.

¬ Demonstrate how to properly use the five drawing tools studied in this unit

¬ Produce accurate, two-dimensional, multi-layered ORTHOGRAPHIC drawings of objects provided.

¬ Produce accurate, two-dimensional, multi-layered, SECTIONAL ORTHOGRAPHIC

drawings of objects provided. ¬ Produce accurate, quasi-three-dimensional, multi-layered ISOMETRIC drawings of

objects provided.

¬ Produce accurate, quasi-three-dimensional, multi-layered SECTIONAL ISOMETRIC drawings of objects provided.

¬ Produce accurate, multi-layered EXPLODED ASSEMBLY drawings of objects

provided.

¬ Generate properly dimensioned, scaled, aligned, and titled LAYOUTS.

¬ PLOT finished drawing layouts to the correct ANSI paper size and archive in individual portfolio.

¬ Correctly SAVE and backup all work to the school’s M-Drive and the student’s flash

drive.

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5. Sequence and Timeline

Lesson Timeframe Topic Key Concepts Objective

I.

January 7, 2008

Developing a Basic Title Block

Developing an

appropriate Title block for drawing

layouts.

Create a re-useable Title Box and save

it as a Block for insertion into subsequent drawing

layouts.

II.

January 21, 2008

Basic ORTHOGRAPIC

Drawing Techniques

Select, align, and draw FRONT,

TOP, and SIDE VIEWS of an

object provided.

Correctly identify, align, and draw

properly oriented THREE-VIEW

drawings and PLOT when completed.

III.

February 14, 2008

Basic ISOMETRIC View Drawings

Isometric views are 2-D drawings which appear to be 3-D, all lines are vertical or

30-degrees off horizontal, isoplane F5 snap settings for left, right, and top

views are used.

Learning to draw in the Isometric

environment; how to dimension objects using the oblique

technique; and drawing true circles as

isometric ellipses.

IV.

February 28, 2008

Basic Sectional Orthographic View

Drawings

Cutting plane lines in the orthographic

view, section letters, and proper hatching.


properly oriented and sectioned 3-View

drawings and PLOT when completed.

V. March 18, 2008

Basic Sectional Isometric View

Drawings

Cutting plane lines in the isoplane view, section letters, and proper hatching of isometric objects.


properly oriented and sectioned isometric drawings and PLOT

when completed.

VI. April 7, 2008 Basic Exploded Assembly Drawings

Multiple parts of an assembly drawn on the same page; parts drawn in line with

the assembled components; and

detailed notes

Learn what an exploded drawing is;

correctly align the machine parts; combine recent

drawings to develop one detailed annotated

drawing.

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A. How will the unit accommodate for multicultural or family diversity? Although TECH-ED classes tend to be populated predominately by male students, female

students are strongly encouraged to enroll in these courses. The teacher shall discuss the

roles and employment opportunities for both males and females in the field of Computer

Aided Drafting and Design such as in the recent I-Way Bridge Project in Providence, RI

which employed engineer Ms. Patricia D. Steere, head of bridge design for The Maguire

Group. Also, regarding multi-cultural diversity, according to the 2007 Information Works

Report, this school’s population is very ethnically homogeneous (Ninety-eight percent White

and zero percent ESL population). Students will be exposed to the work of male and female

engineers and designers of ethnically diverse backgrounds during class discussions.

B. Daily Activities/Prep for Teacher and Student

TEACHER STUDENTS Instructional routine PowerPoint Presentations Discussion Smart Board Demonstration L-Drive Uploads Individual Student Help

Drawing Assignments Projects Periodic Quizzes Portfolio Maintenance L-Drive Downloads Flash Drive Archiving

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6. Assessment Students will be assessed in several ways. Initially, the teacher must make formative

assessments of students’ prior knowledge and possible misconceptions of mathematical,

geometric, and drafting concepts by way of introductory question and answer sessions. It

must first be determined if students: are able to properly dimension objects; perform

fractional mathematic calculations; are familiar with Standard and Metric forms of

measurement; understand shape and angle terminology; and possess a rudimentary

understanding of basic mechanical drawing concepts.

Subsequently, students will be formatively assessed by submitting both softcopy and

hardcopy versions of completed drawings which will count as class work assignments. The

hardcopy drawings will be archived in their individual three-ring binders for submission to

their Performance Based Graduation Requirement Portfolio (PBGR Portfolio). These

drawings must be accurate two-dimensional and quasi-three-dimensional technical drawings

plotted on the correct ANSI-size sheet of paper. The softcopy drawings will be checked for

flaws and accuracy by the teacher and receive a grade. For each mistake five points is

deducted. In some cases the students have the opportunity to redraw and resubmit each

corrected drawing at least twice and receive five points less than the high score of the first

redrawn submission, and ten points less for the second submission.

Students will also be assessed for class participation. Taking part in class discussions will

count towards class participation. Students will have the opportunity to volunteer to input

data into teacher’s master workstation during the Smart Board CADD demonstrations. Class

attendance is considered an important part of class participation as this is when students are

actually completing practice drawing assignments during class time.

Finally, students will be assessed by way of quizzes and exams administered in class.

Quizzes and exams will be both paper-based and computer-based. The traditional paper-

based test will help assess students’ general knowledge and comprehension of the AutoCAD

LT program’s workings. The computer-based quizzes are designed to assess students’

performance using AutoCAD LT by measuring students’ abilities to apply, analyze,

synthesize, and evaluate how to use the various tools and techniques of actually creating

accurate technical drawings within a specified, finite time limit of an exam.

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7. Resources Teacher Resources AutoCAD LT 2002 Software loaded on Workstation server

Computer Workstations for each student

Flash Drive on which to save CAD files

Handouts with isometric drawing models

Interactive Smart Board

L-Drive for uploading files

Laser Jet or Inkjet Printer

PowerPoint Presentations

Wooden 3-D Isometric Object Models

Texts:

AutoCAD LT 2002: Autodesk Getting Started (San Rafael, CA Autodesk, Inc. 2002), original owner’s manual for AutoCAD LT 2002 software package. Cheryl R. Schrock, AutoCAD Pocket Reference 2007 (New York: Industrial Press, 2007). David Byrnes and M. Middlebrook, AutoCAD 2007 for Dummies, (New Jersey: Wiley Pub 2006). Ted Saufley and Paul B. Schreiner, AutoCAD LT 2002: Fundamentals and Applications, Tinley Park, IL: Goodheart-Wilcox Publications, 2002). Randy H. Shih, AutoCAD LT 2002 Tutorial with Multi-Media CD (Kansas: Schroff Development Corporation Publications, 2002). Standards for Technological Literacy: Content for the Study of Technology (Reston, VA International Technology Educator’s Association, 2000). Student Resources

Flash Drive on which to save CADD files

Handouts with isometric drawing models

L-Drive Access

Three-ring Portfolio Binder

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8. Individual daily lesson plans for the unit The following six lesson plans listed below are saved as PDF files which may be viewed by control-clicking on each link.







9. Appendix PLEASE NOTE: Assigned Worksheets, Drawings, Rubrics, PowerPoint Presentations, and Tests are saved as PDF files which may be viewed by control-clicking each link listed below: CADD-1 Quiz One CADD-1 Quiz Two CADD-1 Test One CADD-1 Test Two Isometric Rubric Orthographic Rubric Plotting PowerPoint Presentation Title Block PowerPoint Presentation Title Block Example Adjustable Fork – Isometric View Blade Holder Bookend Bracket 5-69 Clamp Block – Isometric View Cutter Holder Shoe – Orthographic Section View Cutter Holder Shoe – Isometric Section View

Fixture Base – Orthographic Section View Fixture Base – Isometric Section View Guide Block – Orthographic Section View Guide Block – Isometric View Keeper – Isometric View ND Application – Isometric Cutting Plane Line View ND Application – Isometric Section View No 3 Orthographic Section View No 3 Isometric Section View No 5 Orthographic Section View No 5 Isometric Section View Technique A Orthographic Section View Technique A Isometric Section View Vertical Bracket Isometric View

Spring 2008

Teacher Name: Thomas Petteruti

Cooperating Teacher: Timothy McGee

Unit Title: CADD One — Introduction to Two Dimensional Drawing in AutoCAD

Grade Level: High School Tech Ed

Name of Lesson: Developing a basic Title Block in AutoCAD LT 2002

Introduction:

Once students are able to set up their drawings as layouts and plot them in AutoCAD LT 2002, the next

step they can undertake is the task of developing a basic Title Block. Title Blocks not only lend a more

professional appearance to the drawings, but they also contain important parameters and information

about the drawing itself. Once the border and title block are developed for one drawing, they can be

reused and modified for other drawings.

Lesson Goal:

The purpose of this lesson is to introduce high school students to the process used to develop and save a

re-useable, basic border and title block for two-dimensional line drawing layouts in the computer

program AutoCAD LT 2002.

Instructional Objectives (behavioral terminology, calls for measurable behavior) Cognitive

(Knowing,), Affective (Feeling) & Psychomotor (Doing) domains

As a result of participating in this lesson students will be able to:

1. Develop title box definitions with appropriate prompts such as NAME, DRAWTNG, SUBJECT, and

DATE.

2. Select the newly created title box in a window and change its properties to that of a BLOCK.

3. Save the newly created title block as a TEMPLATE in order to use it over again for insertion as a

BLOCK into previously completed drawing layouts.

Standards Achieved:

STL: (Standards for Technology Literacy ITEA K-12 Standards)

Standard Eight — Students will develop and understanding of the Attributes of Design. Requirements

for a design include such factors as the desired elements and feature of a product or system or the limits

that are placed on the design.

Standard Nine — Students will develop an understanding of Engineering Design. Expressing ideas to

others verbally and through sketches and models is an important part of the design process.

Standard Twelve — Students will develop the ability to use and maintain technological products and

systems: Use computers and calculators to access, retrieve, organize process, maintain, interpret, and

evaluate data and information in order to communicate.

Standard Seventeen — Students will develop an understanding of and be able to select and use

information and communication technologies: The use of symbols, measurements, and drawings

promotes a clear communication by providing a common language to express ideas.

RIBTS: (Rhode Island Teacher Standards)

RIBTS 5.3 — Make instructional decisions about when to provide information, when to clarify, when to

pose a question, and when to let a student struggle to solve a problem.

RIBTS 5.5 — Use tasks that engage students in exploration, discovery, and hands-on activities

LESSON PLANNING:

Focus Questions:

(Guiding questions that help YOU, the teacher, concentrate on the main points of the lesson)

� What is the advantage of setting up a TITLE BLOCK in PAPER SPACE? (It is re-useable. It contains important information about the drawing)

� What related commands/tools need to be used to complete these drawing tasks? (Previous knowledge of RECTANGLE, LINE, OFFSET)

� What are the menu differences between AutoCAD LT 2002 (the school’s software version) and AutoCAD LT 2007 (my version of AutoCAD) when using the TITLE BLOCK functions?

Foundation Questions: (These are the “what is . . . “questions that provide the facts for the student inquiry)

� How is the TITLE BLOCK function useful in drawing layouts? (It allows for easy re-use, insertion, and modification of drawing title block).

� How is the ATTRIBUTE DEFINITIONS dialogue box accessed? (From the Command Line using the ATTDEF command).

� How can different font styles and sizes be chosen? (Format> Text Style drop down menu).

� How is the new title block drawing saved as a re-useable TEMPLATE? (At the Command Line using the WBLOCK command). How is the title block inserted into a new layout? (Insert> Block> Browse> OK)

Essential Questions: (These are the questions that require the student to make a decision and plan a course of action)

� What line weight should the border and title box be?

� What size should the border and title block be? (Title Box size is determined by the amount of information needed to be displayed in the title block box)

� What title attributes should be displayed in the title block (Name, Date, Subject, etc.)

� Which font size and style should be used for the title block text?

� How is the ATTTIBUTE DEFINITION dialogue box accessed?

� Where should the title block be placed on the final LAYOUT (docked on the border)?

� How is a title block inserted into a drawing?

Concept Discovery: (What do I want the students to discover? These are the facts, concepts, generalizations, theories or laws that children should be able to articulate as a result of this lesson.)

� Can the students identify how a simple title box can be most effectively designed and drawn?

� Can the students identify the advantages to creating a re-useable title block?

� Can the students identify, access, and explain the use of the ATTRIBUTE DEFINITION Dialogue Box?

� Can the students save their title box as a BLOCK TEMPLATE?

� Can the students INSERT the newly created title block into a completed LAYOUT?

Teacher Preparation: Prepare a PowerPoint Presentation illustrating how to create a border and title block.

Print hardcopies of several drawings that they were assigned in class in order to demonstrate where title blocks can be placed in a LAYOUT.

Review lesson and activity before teaching the lesson.

Content Outline: (key points, facts,)

I. POWERPOINT PRESENTATION

A. Select PAPER SPACE LAYOUT

B. Draw the Border and Title Box

C. Procedures/steps to create title block

II. CREATING A BASIC TITLE BOX

A. Using the RECTANGLE function

B. Using the LINE tool

C. Using OFFSET function

III. ATTRIBUTE DEFINITIONS

A. Keying ATTDEF at the command line

B. Using the ATTDEF Dialogue box

C. Choosing title box attributes

IV. MAKING A BLOCK

A. BLOCK Command

B. BLOCK DEFINTION Box

C. Select Title Box in a window

D. Select Object(s)

E. Select base point

D. Name the Block

V. SAVING the Block as a TEMPLATE

A. WBLOCK Command

B. WRITE BLOCK Dialogue Box

D. Browse/Select Name

E. OK> Save as .dwt Template file

VI. INSERTING A BLOCK

A. Select Insert> Block

B. Browse INSERT Dialogue Box

New Terms:

ATTDEF — (Attribute Definition) is the command used to access the Attribute Definition dialog box in

order to define/select the various attributes (such as NAME, DATE, SUBJECT etc.) that the new title

box will contain

ATTDIA — (Attribute Dialog) is the command used to determine whether block attributes will be

inputted via the command line or the Attribute Dialog Box.

BLOCK — is the command used to access the BLOCK DEFINITION dialogue box. After an object has

been drawn, it can be saved as a BLOCK so that it may be imported as one object into a drawing.

BORDER — a border is a rectangle drawn around the perimeter of a layout so that the title block has a

place to be docked.

WBLOCK — is the command used to access the WRITE BLOCK dialogue box. The WRITE BLOCK

dialog box is where you save and name your title block as a template file.

TEMPLATE (.dwt extension) — in this case, a template is a re-useable layout with a border and title

block. A drawing can be started using a pre-made template, or the template can be imported into an

existing drawing as a BLOCK.

Instructional Materials:

AutoCAD LT 2002 Software loaded on Workstation server

Computer Workstations for each student

Flash Drive on which to save CAD files

Laser Jet or Inkjet Printer

PowerPoint Presentation saved on Flash Drive and L.-Drive

LESSON DELIVERY:

Lesson Body: (Information students need to perform task & meet objectives)

OPENING:

Set Induction (Get attention, prior knowledge, state objectives, orient to topic)

1. Ask students how they have been putting their names on their plotted drawings. (Wait for a show of

hands and answers)

2. Ask the students if they know what a TITLE BLOCK is? (Wait for show of hands and answers)

3. Explain and show what a TITLE BLOCK is, and discuss some of the advantages of using TITLE

BLOCKS (they contain important information about the drawing, and they are re-useable).

4. Ask the students if they would like to know how to make their own TITLE BLOCKS in which to

write their names and drawing information (Wait for show of hand and answers).

MIDDLE (FIRST HALF): BACKGROUND INFORMATION

1. Tell the students that we will first watch a PowerPoint Presentation illustrating the process of how to

make a TITLE BLOCK in AutoCAD LT 2002.

2. Ask the students to watch the presentation and refrain from using their workstations for the time

being.

3. Show the TITLE BLOCK PowerPoint Presentation and pause after each slide in order to ask the

students if they understand each step of the process (wait for show of hands and answers).

4. Explain to the students that this PowerPoint Presentation is located on the L-Drive of the NSHS server

so that they can access it and download it if they need to review the step-b-step process.

MIDDLE - SECOND HALF: PLOTTING in AutoCAD LT 2002

1. Explain to the students that the class will now create a title box in real time using the AutoCAD LT

2002 program.

2. Ask the students to open a new drawing in AutoCAD LT 2002 on their workstations and accept the

defaults for quick setup.

3. Walk around the room and ask if everyone has successfully opened a new drawing.

4. Once everyone has opened a new drawing, we may now proceed, as a class, through the step-by-step

process of creating a title block.

5. Ask for a student to volunteer to operate the master computer in order to type in commands at the

command line while the teacher uses the Smart Board.

6. Select the MODEL button at the bottom of the screen in order to change the working environment to

PAPER SPACE. Check to see if everyone is in PAPER SPACE.

7. Once in PAPER SPACE, from the LINE WEIGHT Properties drop-down menu, change the selection

from BY LAYER to .40mm. Check to see if everyone was able to change the line weight.

8. Now select the RECTANGLE icon, place the cursor crosshair in the upper left-hand corner, and left-

click as close to the dotted line as possible without touching it. The dotted line represents the plotting

limits (on the paper) of the plotter.

9. Drag the cursor to the lower right-hand corner, as close to the dotted line as possible without touching

it, then left-click. You should now have a .40mm line weight border around the PAPER SPACE layout.

Check to see if everyone has a .40mm border around their PAPER SPACE layout.

10. Now that everyone has a border in place, ask the students to select their choice of TEXT STYLE by

accessing the FORMAT> STYLE > TEXT pull-down menu. When the appropriate font style and sizes

are chosen, click OK. Check to see if all of the students are able to change the font style and size of the

text.

11. Next, have the students draw a 4” x 2” rectangle using the RECTANGLE command, icon, or

dropdown menu. Select the RECTANGLE tool and type @4, 2 in order to draw the correct size box.

Check to see if everyone was able to draw a rectangle.

12. Now, the rectangle must be divided into four horizontal segments. To do this, first select the LINE

tool via the command line, icon, or dropdown menu. Next, find the midpoint on the vertical line on the

left side of the box by placing the crosshairs at this line’s midpoint. Check to see if everyone is able find

the midpoint.

13. Left click on the midpoint and drag the crosshair to the midpoint on the right-hand vertical line and

then left-click this midpoint in order to horizontally bisect the rectangle. Check to see if everyone was

able to successfully bisect their rectangles.

14. Next, you will need to again perform a horizontal bisect, this time bisecting the top and bottom

halves of the box. The OFFSET tool will be used to perform this function.

15. Select OFFSET via the command line, dropdown menu, or icon. Enter 1 for offset distance. Left-

click on the center line of the box to select object to be offset. Left click above the center line and a new

line should appear one inch above the center line. Now, left click the center line again to select object to

offset, and then left click below it to create another line below the center line. Check to see if everyone

now has a four segment box that is divided horizontally.

16. Now that we have a title box drawn, the next step is to enter information in the box by way of a

process known in AutoCAD as Attribute Definition (ATTDEF). This is how we select what information

the box will contain such as, Name, Date, Subject, Drawing, etc. Check with students to see if they

understand the purpose of ATTDEF.

17. At the command prompt type in: ATTDIA which is the command which determines whether the

INSERT command uses a dialog box (or the command line) for attribute value entry. In other words, if

you want to entry the title box’s attribute by way of the command line (difficult). or by vas of a dialog

box that prompts you for pertinent information (much easier). Ask the students if they understand which

entry method is easier and which one they would choose. We want to enter the attributes via a dialog

box because it is easier for beginners.

18. The default value of ATTDIA is “0” (command line entry) and should be changed to 1 in order to

change to attribute entry via dialog box. After entering 1, press ENTER. Check to see if everyone was

successful at entering the information.

19. Now that the program is set accept attribute data via the Attribute Dialog Box, we must begin this

procedure.

20. At the command prompt type in ATTDEF, then press ENTER. Check that students are on track.

21. An Attribute Definition Box will appear with the label Attribute and a box labeled Tag. Left- click

into that box and type NAME. Check that students are on track.

22. Nov left-click in the box marked Prompt and type in what you want the computer to prompt you to

do (in this space, you want the computer to prompt you to: Enter Your Name). Check with the students

to see if they have completed and understand the function of this step.

23. For the next box labeled Value, type in the default name that you want to appear in your title box

(this is your name as you want it to appear in the title box), e.g. Thomas E. Petteruti, Check to see if the

students are on track and able to successfully complete each step of filling in the boxes.

24. In the Text Options section of the dialog box, select the pull down arrow for JUSTIFICATION and

choose FIT. Check that students are on track.

25. In the TEXT HEIGHT box select a size that will fit in the half-inch subdivisions that you have

drawn for your title box (text must be less than 0.5” but large enough to read easily). Check that students

are on track.

26. Once this series of steps is completed, left-click the “OK” button in order to get back to the drawing

environment. Check that students are on track.

27. Once back in the drawing environment, be sure that the ORTHO button is on and the OSNAP button

is off. Check that students have buttons set properly.

28. Left-click your crosshairs in the bottom left corner of the top title box subdivision, and then drag the

crosshairs to the bottom right corner of this box subdivision, then press ENTER.

29. The word NAME should now appear in this text box. Check that students have the word NAME in

their text box.

30. Continue this procedure to complete all of the fields of your title box contained in each horizontal

box subdivision. Check with students after stepping through the same process for each box segment. We

should all have four box segments each labeled Name, Subject, Drawing, and Date.

31. We now need to save this title box as a BLOCK, so that we can use it over again for other drawing

layouts.

32. At the command prompt type the word BLOCK and a dialog box will appear. Check that all students

33. Left-click the OBJECT SELECT icon in this dialog box and you should now be back in the drawing

environment. Check that students are able to access OBJECT SELECT and are brought back into the

drawing environment.

34. The reason we are now back in the drawing environment is so that we can select the object in order

to save the object as a BLOCK. Check that the students understand this concept.

35. To select the title box, enclose it in a window by holding down the left mouse button and dragging

the cursor across the entire object enclosing it in a green selection window. Once the entire object is

selected, and it in the green selection window, press ENTER. The Dialog Box should reappear. Check

that students are on track.

36. Now that the dialog box is open, left-click on the BASE POINT icon and you will again be back in

the drawing environment for the purpose of the base point of the title block. Check that students are on

track.

37. Left-click on the bottom right intersection (corner) of the title block in order to select it as the base

point. The Dialog Box will reappear once again. Check that students are on track.

38. Under BLOCK NAME, left-click into that field and type in the name that you would like to call this

block. Name it Title-Block-1. Once you type in the name, press the ENTER key. Check that students are

on track.

39. Finally, your newly created title block needs to be saved as a dwt TEMPLATE file (instead of the

typical dwg Drawing file). Saving your title block as a TEMPLATE allows it to be accessed later on in

order to be inserted into a new drawing as one whole block.

40. At the command line type WBLOCK and the WRITE BLOCK Dialog Box opens. It is in this box

that you will actually save your title block as a dwt TEMPLATE.

41. Left-click the BLOCK option in the SOURCE section of the dialog box. To the right, scroll down

the drop down box and select or browse for the name Title-Block-1. Check that the students are on task.

42. Left-click OK once applied, and ENTER

CLOSURE: (wrap up, questions, restate objectives, summary)

� Briefly review the topics covered in the PowerPoint Presentation, and remind the students that the presentation is located on the L-drive if they need to access it.

� Conduct a brief question and answer session regarding the steps for creating a title block.

� Inform/remind the students that, for three of their previously completed drawings and all of their subsequent drawings, they must TNSERT a TITLE BLOCK in the LAYOUT before they PLOT them, and then store the hardcopies in a binder so that they can be submitted for a “homework” grade.

ASSESSMENT:

� Identify where the page border should be placed (within the page limit dotted line indicator).

� Create a page border and identify its main purpose (a place at which to dock the title block)

� Draw a rectangular title box divided into four segments.

� Identify ATTDIA command and its function (it allows you to access the attribute dialogue box)

� Identify and explain how to access and use the Attribute Definition Dialogue Box.

� Save the newly created title block as a TEMPLATE.

� Insert the title block into three previous drawings and all subsequent drawings.

� Plot three previously completed drawings for individual student portfolio.

� Save completed drawing on hard drive and flash drive.

� The three drawings will be graded and be counted as homework assignments.

� This title block development process will be covered on the next exam.

Follow-up, Future Investigation, & Reference

Sources: AutoCAD LT 2002: Autodesk Getting Started (San Rafael, CA Autodesk, Inc 2002), original manual that comes with the AutoCAD LT 2002 software package.

Cheryl R. Schrock, AutoCAD Pocket Reference 2007 (New York: Industrial Press, 2007), 6-2 to 6-12.

David Byrnes and Mark Middlebrook, AutoCAD 2007 for Dummies, (New Jersey: Wiley Publishing 2006) 105-116.

Randy H. Shih, AutoCAD LT 2002 Tutorial with Multi-Media CD, (Kansas: Schroff Development Corporation Publications, 2002).

Cooperating Teacher(s) Approval:

Name: ____________________________ Date: ____________

Name: ____________________________ Date: ____________

1

AutoCAD LT 2002

Steps to Developing aBasic Title Block

What is a Title Block anyway?

This is avery elaborateexample of aTitle Box

Title Boxescontainimportantinformationabout thedrawingFor ourpurposes, weonly need abasic Title Box.

A Title Block is a Title Box (a box that contains information about thedrawing) that has been saved as a TEMPLATE or BLOCK object, sothat it can be re-used, modified, and inserted into many drawings lateron as needed.

This is an example of a very basic Title Box/Title Block

2

How do we make a Title Box and convert it into a Title Block?

LayoutTab

Model/PaperToggleButton

Drawingarea as itappears inPaperSpace.

First, start a new drawing and select the LAYOUT tab at the bottom of the drawingand then check the status line in order to make sure the MODEL/PAPER toggle button is set for PAPER.

StatusLine

Once in PAPER SPACE, from the LINE WEIGHT Properties Drop DownMenu, change the selection from BY LAYER to 0.40mm.

Line Weight PropertiesDrop Down Menu List.

This menu lets us change the thickness or “weight” of the lines with which we aredrawing.

To accomplish this, move the cursor to the drop down menu arrow, LEFT-CLICK on thearrow, scroll down to 0.040mm, and left click on 0.40mm.

Let’s fist draw a page BORDER on which to attach the TITLE BOX.

First, left-click on the viewport window and delete it . . . then selectthe RECTANGLE tool icon, left-click in the upper left-hand cornernear the dotted line, and drag the cursor to the lower right-hand corner near the dotted line.

RectangleTool Icon

Drag cursor to the lower right

Now you should have a 0.40mm border around yourlayout . . .

0.40mmBorder

3

Once the Border is in place, the next step is to make a Title Box . . .

RectangleTool Icon

Draw a 4-inch by 2-inch box by selecting the RECTANGLE tool iconagain, click in the drawing space and type @4,2 at the COMMAND LINE

CommandLine

Next, turn OSNAP “on” then RIGHT-CLICK onONSNAP to select the SETTINGS option . . .

OSNAP isturned“on”

Right-Click for“Settings”

The Drafting Settings Dialog Box will now open, andyou should select the Object Snap Tab, and then selectthe “Midpoint” mode button. Select “OK” when done.

Select the“Midpoint”modebutton

Left-Click“OK” whenfinished

Select the“ObjectSnap” Tab

Now you should be back in the drawing environment where yourrectangle is located . . .

The next step is to divide the rectangle into four even sections . . . Soselect the LINE TOOL icon . . .

Select theLINE TOOLIcon

4

Place your cursor on the midpoint of the left vertical line of the box.

The midpoint triangle should appear . . .

Note theMidpointtriangleisvisible

Left-Click your cursor on the midpoint of the left vertical line of thebox and drag the line straight across to the opposite midpoint.

The midpoint triangle should appear on the right side . . . Left-click onthis triangle and hit ESCAPE to finish the line and bisect the box.

Note theMidpointtriangleis nowvisibleon therightside

Drag thelinefrom theleft sideto therightside.

Now that the box is bisected, you need to bisect each half in order toend up with four equal sections . . .

To do this, select the OFFSET TOOL icon then type 0.5 at thecommand line.

Type thenumber 4at thecommandline.

SelecttheOFFSETTOOLIcon

Next hit the “ENTER” key . . .

. . . And then select the bisecting line by left-clicking on it . . . It willturn into a dotted line to indicate that it has been selected.

5

Move the cursor above the dotted line and left-click.

A new solid line should appear, bisecting the top half of the box.

Move the cursor back to the original bisecting line and left-click on itagain . . .

It will once again become a dotted line indicating that it has beenselected . . .

Left-Click below the dotted line and now there should be three solidlines which divide the box into four equal size sections . . .

Hit the “ESCAPE” key to finish this process . . .

Left click below the right-hand lower corner of the box and drag thecursor to the upper left enclosing the box in a selection window.

. . . Now left click again . . . You should have a dotted box windowaround your four section box.

6

The next step is to DEFINE the ATTRIBUTES that each section of the boxwill possess . . . such as NAME, DATE, SUBJECT, and DRAWING . . .

First we must decide how to enter the ATTRIBUTE information . . . to dothis, type ATTDIA at the COMMAND LINE . . . And hit “ENTER”

If the number “0” follows ATTDIA on the Command Line . . . Type in “1”and hit “ENTER” . . .

This allows you to use an Attribute Dialog Box to enter the Title Box’sAttribute information, rather than using the Command Line process

At the Command Line type ATTDEF then press ENTER, and the AttributeDefinition Dialog Box should appear . . .

Now you can enter the ATTRIBUTES (or information) that youwould like to appear in each segment of your title box . . .

AttributeDefinitions Dialog Box

In the Attribute section type “NAME:” in the box marked “Tag”

Then type “Enter your name here” in the box marked “prompt”

Then type your actual name in the box marked “Value”

Select “Fit”in the boxmarked“justification”

Enter 0.3 inthe “height”box

Left-click“OK” whenfinished

7

Back at the title box . . . Turn off OSNAP and turn on ORTHO . . .

Left-click in the left-hand bottom corner of the top title box segment, then dragthe cursor in a straight line to the lower right corner of the segment.

Now the word (or ATTRIBUTE) “NAME:” should appear.

Hit the “ENTER” key and the Attribute Definition Dialog Box will re-open, so you can enter the proper information for the next boxsegment. Make this segment the “SUBJECT:” segment . . . Repeatthis process for each box segment . . .

Your Title Box should look like this after you have entered all of theinformation via the Attribute Definition Dialog Box for each title boxsegment . . .

Now you need to save this Title Box as a TEMPLATE or TITLEBLOCK, so that it can be used again and again in future drawings . . .

Type the word BLOCK at the Command Line, and the BlockDefinition Dialog Box will appear . . .

1) Type BLOCK here at the Command Line

2) This is the Block Definition Dialog Box

8

In the Block Definition Dialog Box, first make sure that the “Convertto Block” button is selected, then Left-Click the SELECT OBJECTSicon.

2) Left-Clickthe SelectObjects icon

1) First make sure that the “Convert toBlock” buttonis selected!

Left-click in the lower right corner below the title box and drag thecursor diagonally across to the upper left corner of the title box,enclosing it in a “Selection Window”. . . left click . . . hit “ENTER”

1) Left-Click here . . .

2) Drag to here

In order to select the entire Title Box:

SelectionWindow

4) Hit “ENTER”when done.

3) . . . andthen Left-Click . . .

Now the Block Definition Box appears again . . .

In the Base Point section, Left-click the “Pick Point” icon . . .

Left-click onthe “PickPoint” icon

Now that you are back on the Layout Page, turn on OSNAP

Move the cursor to the lower right-hand corner of the title box, and left clickon that intersection in order to select this point as the object’s BASE POINT.

Left-Clickhere toselect thebase point

9

When the Block Definition Dialog Box appears again . . .

Left-Click in the “Name” box and type “Title Block One”

Left-click and type “Title BlockOne” in the “Name” box, then . . .

Left-Click the“OK” Buttonwhen finished.

. . . Now the EDIT ATTRIBUTES Dialog Box will open . . .

Make any necessary changes to your Title Block information . . .Then left-click OK to close this dialog box . . .

Make anynecessaryeditshere.

Left-click“OK”when youarefinished

. . . Now you should be back to your Title Block layout . . .

. . . But before you save your work, let’s change the TEXT FONT tosomething other than the default txt.shx font now visible . . .

From the drop-down menu, select FORMAT > TEXT STYLE . . .

10

. . . And the TEXT STYLE dialog box will appear . . .

Select a different font (such as Times New Roman) from the FONTNAME drop down list . . . As long as it is not txt.shx . .

Once you have selected your new font . . .

. . . Left-click the “Apply” button, and then hit “ENTER”

Left-Clickthe “Apply”Button . . .

Then hitthe “ENTER”Key on yourcomputerkeyboard.

Now the text in your Title Block will be of the newly selected font.

If you are satisfied with your Title Block, you need to SAVE it . . .

At the Command Line, type WBLOCK and the WRITE BLOCKdialog box will open

. . . Check the BLOCK option under Source . . .

. . . Select “Title Block One” from the drop down menu list . . .

. . . Left-Click the “OK” button when finished . . .

Left-clickthe drop-down menuarrow . . .

11

Now that I have this nice Title Block . . . What can I do with it??

Close this file and let’s see what we can do with this Title Block Let’s INSERT a Title Block into the T-Square Set drawing shown below . . .

First, open another drawing such as the T-Square Set drawing you have done.

Left-Click INSERT > BLOCK from the drop down menu . . .Now the INSERT Dialog Box will open . . .

The file “Title Box One” should be visible in the “Name” box, if not,left-click the Browse Button to find it, then left-click “OK” . . .

Left-Click theBrowse Button . . .

12

. . . And the Select Drawing File Dialog Box will open.

Find and Select TITLE BOX ONE . . .

Now the outline of your Title Box should be visible . . .

. . . Drag it by its Base Point to the lower right corner of your drawing,(or wherever there is room for a Title Box on the page) and then left-click in the lower right corner of the drawing . . .

Drag and clickto this point

The ENTER ATTRIBUTES Dialog Box will now open in case youneed to change any of the information (Attributes) in your title box forthis particular drawing

Make any necessary changes then left-click the “OK” button . . .

Your layout should look something like this . . .You have just inserted your first Title Block!

Save your work, and insert Title Blocks in the rest of your drawings.

13

NEW TERMS• ATTDEF

Attribute Definition is the command used to access the ATTRIBUTE DEFINITION dialog box in order todefine/select the various attributes (such as NAME, DATE, SUBJECT, etc.) that the new title box will contain.

• ATTDIAAttribute Dialog is the command used to determine whether the block attributes will be entered via the commandline of the Attribute Dialog Box (which is a much easier method).

• BLOCKBlock is the command used to access the BLOCK DEFINITION dialog box. After an object has been drawn, itcan be saved as a BLOCK so that it may be imported as one object into a drawing.

• BORDERA Border is a rectangle drawn around the perimeter of a layout so that the Title Box has a place to be docked.

• TEMPLATEA template is a re-useable object. It could be a Title Block, a Border (or both together), or any object(s) saved witha .dwt extension. A drawing can be started by using a pre-made template, such as as Title Block and Border, or atemplate can be imported into an existing drawing as a Block.

• WBLOCKWBLOCK is the command that is used to access the WRITE BLOCK dialog box. The Write Block dialog box iswhere you save and name your title block as a template file.

Assess the extent that the candidate has achieved the following Rhode Island Beginning Teacher Standards in the student case study and assessment. Rate the candidate’s performance 1 (an area of weakness) to 4 (an area of strength) for each Standard.

1. The case study demonstrates that the candidatecreated instructional opportunities that reflect an understanding of how children learn and develop. (RIBTS 3)

2. The case study demonstrates that the candidate created instructional

opportunities that reflect a respect for the diversity of learners andlearning styles. (RIBTS 4)

3. The case study provides evidence of the candidates’ ability to encourage

students’ development of critical thinking, problem solving, and performance skills. (RIBTS 5)

4. The case study demonstrates that the candidate createdan appropriate learning environment for students where positive social interaction, active engagement in learning, and self-motivation were evident. (RIBTS 6)

5. The case study demonstrates collaboration with colleagues and/or families to support student learning. (RIBTS 7)

6. Formal and informal assessment strategies were integrated in the case study to evaluate student learning and growth. (RIBTS 9)

7. The case study provides evidence of the candidate’s self-evaluation and responsibility for continued professional growth. (RIBTS 10)

Comments:

Name:

Teacher Preparation Program: Secondary Education Major: Technology Education

ID#: 0221659

Evaluator: Farinella ID#: Date:

Weakness(1)

Developing(2)

Competence(3)

Strength(4)


Weakness Developing Competence StrengthRIBTS 3: Teachers create instructional opportunities that reflect an understanding of how children learn and develop.Displays minimal knowledge of developmental characteristics of learners or fails to activate students’ prior knowledge.




RIBTS 4: Teachers create instructional opportunities that reflect a respect for the diversity of learners and an understanding of how students differ in their approaches to learning.

Conveys modest expectations for achievement, fails to seek supplementary materials, or is unaware of individual learning abilities and the impact of cultural background on learning.




RIBTS 5: Teachers create instructional opportunities to encourage students' development of critical thinking, problem solving, and performance skills.Relies on direct instruction to passive learners utilizing few resources outside of the textbook.

Utilizes a limited repertoire of teaching strategies to engage the learner or resists exploring ways to develop critical thinking.

Uses variety of strategies and multiple resources for delivering materials to engaged learners in solving problems.

Actively involve students in decision making, collaboration, problem solving, and finding resources.

RIBTS 6: Teachers create a learning environment that encourages appropriate standards of behavior, positive social interaction, active engagement in learning, and self-motivation.Student behavior is not monitored, no standards of conduct have been established, or responses to misbehavior are overly repressive or insensitive to individuals.




RIBTS 7: Teachers foster collaborative relationships with colleagues and families to support students' learning.Makes minimal or no attempt to communicate with parents or colleagues to support students’ learning.




RIBTS 9: Teachers use a variety of formal and informal assessment strategies to support the continuous development of the learner.Uses minimal variety of assessment strategies and/or strategies that are inconsistent with instructional goals and do not provide constructive feedback.

Aware of a variety of assessments, but the information collected is superficially analyzed to adapt instruction and improve student learning.

Designs multiple methods of assessment that are used to collect information to adjust teaching plans and to support student learning.

Learners are involved in self-assessment where feedback is personalized and descriptive to foster continued learning. Multiple methods of teacher assessments enhance student learning.

RIBTS 10: Teachers reflect on their practice and assume responsibility for their own professional development by actively seeking opportunities to learn and grow as professionals.Misjudges the success of classroom practice and does not accept constructive criticism well.

Occasionally evaluates classroom practice and makes general suggestions how lessons may be improved.

Generally accurate in determining the success of classroom practice and is open to ideas and suggestions for improvement. Welcomes opportunities for professional growth.

Critically analyzes the strengths and weaknesses of classroom practice and actively seeks constructive criticism. Seeks growth through professional networks and professional reading.

Date:

26

Description of Students:

“Student A”

In January, 2008 at the beginning of the third quarter, when I began my initial

observations at North Smithfield High School, I was introduced to a newly arrived student

whom I will call “Student A.” “Student A” is a sixteen-year-old boy in the tenth-grade who

moved from New Jersey to Rhode Island to live with his aunt and uncle in order to attempt a

“new beginning” in school since he was struggling at his New Jersey high school. “Student

A” is a quiet, courteous young man who enjoys the school’s extra curricular robotics club

and playing video games with his cousin, with whom he lives (who is also in the CADD

class). According to his guidance department file, “Student A” has a 504 for a slight hearing

impairment which states that he “should sit at or close to the front row of the classroom” in

order to better hear instruction. According “Student A’s” guidance report, his cumulative

grade point average is 69.375; his class rank is 143/149; he has been absent 15 days and tardy

12 days thus far this year. Knowing this, it was decided that it would be appropriate and

helpful to make accommodations for this student in the form of seating, differentiation, and

extra help.

As a result of arriving so late in the school year, “Student A” missed the all important

introductory portion of the CADD course which includes the essential foundation of

AutoCAD LT 2002 operations such as initial start up, page setup, user interface, tool

selection, icons, menus, and how to save work. In order to help accommodate “Student A,”

lessons were modified in order to set an individual pace for him while the rest of the class

continued to proceed with the more advanced lessons they were working on when he arrived.

27

Specifically, during my initial observation period, “Student A” received one-on-one help

from me while the cooperating teacher taught the rest of the class. We started at the very

beginning of the course in order to learn the essential foundations of AutoCAD LT 2002 by

working on drawings that the rest of the class had already completed. “Student A” welcomed

this extra help, and was not afraid to ask questions.

Like many students his age, “Student A” is comfortable with computers and the Windows

Operating System environment, however he struggles with mathematical concepts such as

fractions and geometric concepts such as degrees and angles. After becoming familiar with

the AutoCAD work environment, we reviewed these basic mathematical concepts in order to

help draw the assigned geometric shapes often used in AutoCAD.

Student “B”

In addition to meeting “Student A” at the beginning of the third quarter, I was also

introduced to another student whom I will call “Student B.” “Student B” is a seventeen-

year-old boy in the eleventh-grade who is a native of North Smithfield, Rhode Island and

lives with his single mother. “Student B” is an outgoing, gregarious, courteous young man

who plays guitar and drums, and enjoys playing in a band with friends. According to his

guidance department file, “Student B” does not have an IEP; his cumulative grade point

average is 87.590; his class rank is 38/147; he has not been tardy; and he has seven absences.

Upon discovery of this information, I was not surprised at how rapidly “Student B” had been

progressing with his assigned drawings in class. “Student B” is an independent learner who

enjoys a challenge. Because he progressed so rapidly, it would also be appropriate and

helpful to make accommodations for “Student B” as well in the form of differentiation and

extra assignments in order to hold his interest and continue to challenge him.

He is extremely comfortable with computers and the Windows Operating System

28

environment and he excels with mathematical concepts such as fractions and geometry as he

is taking Pre-Calculus and Honors Physics. After becoming familiar with the AutoCAD

work environment, “Student B” quickly applied himself and consistently finished his

assignments before his classmates. Frequently he would help his neighbors with any

questions that they had regarding the program. Oftentimes, I would assign extra drawing

assignments to “Student B” so that he would have something important and meaningful to do

(not simply “busy work”) once he completed his assigned drawings. Being a more advanced

and very eager learner, “Student B” welcomed the extra assignments, and was not afraid of

new challenges. “Student B” would be assigned drawings derived from subsequent lessons

as well, and this was very helpful in allowing him to assist me at the master workstation

keying in information as I demonstrated new lessons and concepts on the Smart Board.

Overview of Instructional Goals for a Four Week Period

The instructional goals for the period from March 6 to April 3 include lessons and

drawing assignments for Orthographic Views, Isometric Views, and Sectional Views. The

following are the key concepts and objectives of the instructional goals for each lesson:

Orthographic and Orthographic Sectional Views Select, align, and draw FRONT, TOP, and SIDE VIEWS of an object provided

Correctly identify, align, and draw properly oriented and sectioned 3-View Orthographic drawings and PLOT when completed

Cutting plane lines in the orthographic view, section letters, and proper hatching

Isometric and Isometric Sectional Views

Isometric views are 2-D drawings which appear to be 3-D, all lines are vertical or 30-degrees off horizontal, Isoplane F5 snap settings for left, right, and top views are used.

Learning to draw in the Isometric environment; how to dimension objects using the oblique technique; and drawing true circles as isometric ellipses.

Cutting plane lines, section letters, and proper hatching of isometric objects.

29

Correctly identify, align, and draw properly oriented and sectioned isometric drawings

and PLOT when completed.

In order to accommodate both “Student A” and “Student B,” some modifications

were made to the instructional goals. Each student had the opportunity to redraw and

resubmit corrected drawings at least once in order to learn from their mistakes and attempt to

earn a higher grade. “Student A,” was allowed to redraw and resubmit three times. In

addition, he was provided with as much one-to-one help that I could provide during class. I

also sent home a progress report and deficiency to his guardians as school policy requires

that all students with a 70 or below average receive one. His guardians signed the deficiency

and wrote a note encouraging extra, after-school help. I stayed after school with him several

times in order to help him with any particularly troublesome areas. “Student A” had most

difficulty with some of the isometric sectional view assignments, and he certainly benefited

from his extra efforts and the extra help he received, as reflected in the improvement he made

in his drawing assignments. “Student B” also received differentiation and modifications, but

they were in the form of extra, more advanced assignments that counted as extra credit

toward his grade. “Student B” enjoyed the challenge of the extra assignments and was

actually able to help his classmates with the new concepts when they “caught up” with him.

The following is a Portfolio of Student work comprised of drawings completed by

“Student A” and “Student B.” The name of each student has been intentionally blacked out

in the title block and from any comments on each drawing in order to ensure anonymity and

privacy. The drawings are scans of photocopies of the original drawings complete with

corrections, comments, and grades. The original drawings were corrected with colored pens

so that the corrections could be easily distinguished from the CADD drawing. Unfortunately

these scanned copies are black and white.

30

Portfolio of Student Work The following is a list of work completed by “Student A” and “Student B” in March, 2008: “Student A” Work Examples – Fifteen Completed Drawings saved as PDF files Bookend Orthographic View Bookend Isometric View Bookend Orthographic Sectional View Bookend Isometric Sectional View Bracket Orthographic View Bracket Isometric View Bracket Isometric Sectional View Bracket Orthographic Sectional View Cutter Holder Orthographic View Cutter Holder Isometric View Cutter Holder Orthographic Sectional View Cutter Holder Isometric Sectional View Vertical Bracket Orthographic View Vertical Bracket Isometric View Vertical Bracket Isometric Sectional View “Student B” Work Examples – Twenty-Seven Completed Drawings saved as PDF files Bookend Orthographic View Bookend Isometric View Bookend Orthographic Sectional View Bookend Isometric Sectional View Bracket Orthographic View Bracket Isometric View Bracket Orthographic Sectional View Bracket Isometric Sectional View Clamp Plate Orthographic View Clamp Plate Isometric View Clamp Plate Orthographic Sectional View Clamp Plate Isometric Sectional View Cutter Holder Orthographic View Cutter Holder Isometric View Cutter Holder Orthographic Sectional View Cutter Holder Isometric Sectional View Exploded Box Exploded Bracket Fixture Base Orthographic View Fixture Base Isometric View Fixture Base Orthographic Sectional View Fixture Base Isometric Sectional View Vertical Bracket Orthographic View Vertical Bracket Isometric View

31

Vertical Bracket Orthographic Sectional View Vertical Bracket Isometric Sectional View Assessment:

Both students were assessed in several ways. Initially, a formative assessment of

each student’s prior knowledge and possible misconceptions of mathematical, geometric, and

drafting concepts was made by way of introductory question and answer sessions. It first had

to be determined if students: were able operate a Windows Platform computer; to properly

dimension objects; perform fractional mathematic calculations; were familiar with Standard

and Metric forms of measurement; understood shape and angle terminology; and possess a

rudimentary understanding of basic mechanical drawing concepts.

Subsequently, students are then formatively assessed by submitting both softcopy and

hardcopy versions of completed drawings which count as class work assignments. The

hardcopy drawings are archived in their individual three-ring binders for submission to their

Performance Based Graduation Requirement Portfolio (PBGR Portfolio) and are included as

PDF files as mentioned in the previous Overview Section of this document. These drawings

must be accurate two-dimensional and quasi-three-dimensional technical drawings plotted on

the correct ANSI-size sheet of paper. The softcopy drawings are checked for flaws and

accuracy that may not be readily perceptible on the hardcopy, and then receive a grade. For

each mistake five points is deducted. The students have the opportunity to redraw and

resubmit each corrected drawing at least twice and receive five points less than his high score

the first redrawn submission, and ten points less for the second submission. In the case of

“Student A,” he may submit the drawing three times, and he is able to receive his highest

score with no deductions. As previously mentioned, any extra drawings completed by

“Student B” earn him extra credit toward his final grade.

Students are also assessed for class participation so taking part in class discussions

32

counts toward class participation. Students have the opportunity to volunteer to input data

into teacher’s master workstation during Teacher Smart Board CADD demonstrations, and to

also help their neighbors. Students, such as “Student A,” who ask for extra help during class

or stay after school for help earn credit toward participation because they are viewed as

making extra effort as a form of participation. Class attendance is considered an important

part of class participation as this is when students are actually completing practice drawing

assignments during class time.

Finally, students are assessed by way of quizzes administered in class. Quizzes and

exams are both paper-based and computer-based. The traditional paper-based quizzes help

assess students’ general knowledge and comprehension of the AutoCAD LT program’s

workings. The computer-based quizzes are designed to assess students’ performance using

AutoCAD LT by measuring students’ abilities to apply, analyze, synthesize, and evaluate

how to use the various tools and techniques of actually creating accurate technical drawings

within a specified, finite time limit of a quiz. Since not all students are good “test takers”

(for example “Student A” has difficulty with tests), the evaluation process places more

emphasis on completed classroom drawings than on tests. Because there are many more

assigned classroom drawings than tests, students have a better opportunity to not only

practice their skills, but also achieve a better grade by learning from mistakes and having the

opportunity to correct those mistakes.

33

Commentary:

While student teaching at North Smithfield High School, much experience and

information was gained, and a great deal was learned about the teaching and learning

processes. Working with an excellent cooperating teacher, staff, and the students in this

CADD class, particularly “Student A” and “Student B,” I learned a great deal about

differentiation, which is what inspired me offer extra help to “Student A,” assign extra

drawings to “Student B,” and develop the PowerPoint Presentations as a form of

“scaffolding” for “visual learners,” and also to accommodate learners with different levels of

readiness. It was gratifying to observe several students, who had previously sought a great

deal of individual help (particularly “Student A”), download the PowerPoint Presentations

from the student resource folder to their flash drives (or network folders) so that they could

use them for future reference. The PowerPoint Presentations helped “Student A” and others

grasp key concepts that they needed to know, and allowed me to move about the room in

order to offer individual help in other areas. “Student A” appears to be a very “concrete”

visual learner, whereas “Student B” is at a level of readiness wherein he is able to think more

in the abstract domain. “Student B” progressed far enough ahead of the rest of the class

where he was able to begin the introduction to a three-dimension modeling program known

as Solid Works (which will not be introduced until the third week of the fourth quarter).

Reflecting upon my experiences in the classroom with students, I was able to re-

adjust and improve upon both the implemented and subsequent lessons by employing the

previously mentioned differentiation techniques. It was interesting to note how students

responded to different methods of lesson delivery and individual help, especially “Student A”

and “Student B.” While some of the lessons I taught used no technology assistance such as

34

PowerPoint, for the lessons that did used technology, it was extremely beneficial – especially

the Smart Board. After reflecting upon the technologically assisted lessons, it occurred to me

that an “audio-visual” presentation might help to convey some of the lengthy step-by-step

procedures more easily. Here was the PAR model (Plan, Act, Reflect) being used to good

effect. I planned the lessons, acted upon (implemented) the lessons, and subsequently

reflected upon each lesson in order to improve upon not only the lesson but also my own

approach and performance. I found certain areas to which I needed to pay more attention –

especially in regards to classroom management. Certainly the students in this class are very

respectful and well-behaved, however as I mentioned earlier I did find that I needed to move

around the room quite a bit in order to observe them to ensure that they were on task and not

“surfing the web” or using their workstations for anything other than the tasks at hand. This

is something important that I discovered and needed to make accommodations for after

teaching the first two lessons in order to help effectively guide future lessons (please see the

next section, “Classroom Management Plan,” for more information).

35

Philosophy Statement

In order to be successful in teaching and learning, teachers must develop a practical,

positive approach to classroom management. Of course, coming in halfway through the

school year as a student teacher, the tone has already been set by the cooperating teacher who

has established his own classroom management plan and teaching style. That being said, the

student teacher must still establish his own classroom management plan and teaching style as

well in order to be successful in the classroom. Upon first teaching at North Smithfield High

School, my initial approach was firm but relaxed – much like the approach taken by my

cooperating teacher. This approach worked well with these students. I made sure that I

really knew the subject matter in order to instill confidence and respect in my students, and I

spoke in an authoritative not authoritarian voice when addressing the class. Part of my

classroom management also included arriving early for class in order to properly prepare

lessons; keeping a plan book and grade book; taking daily attendance; and promptly

correcting, grading, and handing back assignments so that students receive useful feedback

quickly.

Management of Materials: Room arrangement, student resources, displays, etc.

As previously discussed, Room 219 (control click for floor plan map) is the lab in

which the CADD class takes place. It is fairly large, spacious, well-lit, and well stocked with

the latest technology. The room is logically laid out and sensibly set up. The room is

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comprised of a networked computer work station area with thirty-two brand new Dell

computers and three printers (one laser jet, one ink jet, and one large format ink jet plotter)

arranged on long lab benches. The room also has a very impressive smart board and

projection screen setup that is linked to the computers. The high school students sit at their

own computer workstations. All of the work stations have comfortable, wheeled office

chairs upon which the students sit. The students can easily see each other, the smart board,

and the instructor, and they have sufficient work space available to them at each desk for

writing notes. There are several bookcases and cabinets which are used to store drafting

books, and the students’ drawing portfolios. The rules and expectations are posted along

with the school’s mission statement. All around the lab there are colorful posters and

magazine clippings on the bulletin board.

If students so desire they are welcome to post on the bulletin board any completed

drawings of which they may be particularly proud. What is nice about this is that it offers

students a place to display their work, and it also affords other students the opportunity to

view completed drawings in order to ascertain if they are “on the right track” with their own

individual drawings. It offers students the opportunity to examine correctly completed

assignments as these drawings can be difficult to visualize in their early stages of completion.

Posted drawings help illustrate “the big picture.”

Classroom Rules

Classroom rules are necessary for a successful learning and teaching environment.

Both the school and the cooperating teacher had rules in place before I arrived of course, but

I still had to decide what rules I would employ, especially since many students may tend to

take advantage of having a student teacher so that they can “bend” the rules a bit. It is very

important to take attendance in order to ensure that students arrive to class on time. Late

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arrivals are only allowed with a pass from the office or another teacher. Each day teachers

must check their attendance book against the office’s daily attendance bulletin in order to

ensure that students are not “cutting” class. Each student must keep the North Smithfield

High School handbook/passbook on his person in order to go to the lavatory or another

destination. Upon entering the CADD lab, each student must take a seat at a workstation and

sit properly in the chair. Students can help each other and converse about assignments, but

they are not permitted to simply socialize during class.

Class participation is also an important component of class. Students are asked to

raise their hands rather than speak out in class and they are also expected to remain quiet and

attentive during lesson presentations. Students must also bring a pen, pencil, and notebook to

class in order to take notes. All students are assigned space on the school’s network where

they each have an electronic “folder” to store digital files. Each student must save their work

in his folder on the “M-Drive” and is encouraged to also save the work on a personal flash

drive in the event that the network fails. In addition to saving a “soft copy” of work on the

M-Drive, students must print paper hard copies which are submitted for grades. Students

must avoid all printing at the same time in order to prevent overloading the printer. Once the

graded hardcopy is returned to the student, it must be three-hole punched and archived in a

three-ring binder as part of the student’s portfolio.

One problem often encountered in a networked computer lab such as this CADD lab

is that of students “surfing the web,” playing computer games, or doing homework for other

classes. In order to prevent such activity the network is equipped with Vision Software

which provides the teacher with an “Internet Lock” and also allows the teacher the ability to

observe the computer activity of each student if need be. As I walked about the room I

observed several students surfing the net, playing games, and doing homework for other

classes the very first day of my student teaching assignment. This is very natural behavior as

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kids are very comfortable with and enjoy computer technology a great deal. However, they

are here to get work done, and when I asked them to stop these activities they did, but then I

would notice the behavior would begin again once I was away from their computer screens.

I eventually employed the Vision internet lock in order to prevent web surfing and then

explained that the consequence for game playing and doing homework for other classes

during CADD class would be the loss of CADD privileges. Another point to be aware of is

that of students using cell phones and wearing personal mp3 music players such as iPods.

The school handbook clearly outlines policy regarding such devices and students who do

not comply must turn in their devices to the teacher and “risk disciplinary action or

confiscation.” Students who repeatedly do not comply with the school rules, are informed

that they would subsequently have to use drafting boards, paper, and pencils, instead of

AutoCAD LT in order to complete their assignments. Most students readily comply with

school rules regarding these devices and only require gentle, periodic reminders.

e:Exit Portfolio.Professional Development Reflection Rubric.doc 12/09/05

Exit Portfolio

Name: ID #: 0221659 Telephone #: E-mail:

Teacher Preparation Program: Secondary Education Major/Concentration: TECHNOLOGY EDUCATION

Assess the extent that the candidate has achieved the following Rhode Island Beginning Teacher Standards in the Professional Development Reflection. Rate the candidate’s performance 1 (an area of weakness) to 4 (an area of strength) for each Standard.


1. The professional development reflection provided evidence 1 2 3 4of the candidate’s self-awareness of his/her strengthsand weaknesses. (RIBTS 10)

2. The professional development reflection provided evidence 1 2 3 4

of an informal plan for professional development where thecandidate reflected on his/her initial education, and assumed responsibility for his/her own professional growth. (RIBTS 10)

3. The professional development reflection provided evidence 1 2 3 4

of the candidate’s awareness of ethical, legal, and professionalstandards and the need to maintain these standards in his/her practice. (RIBTS 11)

Comments:

Signature of Evaluator: _____FARINELLA________________________________ Date: ________________________

e:Exit Portfolio.Professional Development Reflection Rubric.doc 12/09/05


RIBTS 10: Teachers reflect on their practice and assume responsibility for their own professional development by actively seeking opportunities to learn and grow as professionals.

Weakness Developing Competence Strength Misjudges the success of classroom practice and does not accept constructive criticism well.

Occasionally evaluates classroom practice and makes general suggestions how lessons may be improved.

Generally accurate in determining the success of classroom practice and is open to ideas and suggestions for improvement. Welcomes opportunities for professional growth.

Critically analyzes the strengths and weaknesses of classroom practice and actively seeks constructive criticism. Seeks growth through professional networks and professional reading.

STANDARD 11: Teachers maintain professional standards guided by legal and ethical principles.

Weakness Developing Competence Strength Makes no effort in sharing knowledge with others or assumes no professional responsibilities. Interactions with students, colleagues, and families reflect a lack of professional ethics.

Occasionally involved in broader professional issues that extend outside of classroom practice.

Participates in professional activities and conducts behavior in a professional, ethical manner in interactions with students, colleagues, and families.

Demonstrates leadership or volunteers to share new knowledge or skills with other faculty. Models highly ethical practices.

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The attached (hyperlinked), implemented lesson plans and artifacts are part of the

“Introduction to CADD Unit Plan for High School Students” which was implemented at

North Smithfield High School in North Smithfield, Rhode Island between January and May,

2008. All materials were developed, generated, and organized during the last weeks of

December, 2007 and the aforementioned time period during which I student taught. Class

work assignments were developed from drafting text drawings, and quizzes were developed

from class lectures and drawing experiences. The rather elaborate PowerPoint Presentations

were developed by compiling “print screen shots” of drawings which I completed in

AutoCAD LT 2002, while actually going through the step-by-step process of plotting and

developing title blocks, and then organizing the shots into cohesive, animated presentations.

These presentations were posted on the “Lab Drive” in the Student Resource Folder, so that

students have access to them as a resource for study.

In order to develop the artifacts presented here, it was invaluable to be able to draw

upon what I have learned during my in-school student teaching experiences, as well as from

key courses taken at Rhode Island College such as Foundations of Education, Special

Education, Methods for Teaching, and Counseling and Educational Psychology. These

courses stress the importance of Rhode Island Beginning Teachers Standards (RIBTS),

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the Four Themes Conceptual Framework, and the PAR Model (Plan, Act, and Reflect).

Through close examination and study of these concepts, I have certainly gained greater

appreciation and insight into the many ways in which children learn, as well as the

importance of becoming a reflective practitioner.

Considering the first Four Themes concept, “knowledge of content, context, and

human development,” it is important to first recognize and address RIBTS Two which states

that beginning teachers must “know their discipline and understand how knowledge in their

discipline is created, organized, and linked to other disciplines.” Essentially, what this means

is that the instructor must not only know the content area, but also recognize how the

particular discipline is related to the other subjects studied by his students. I spent several

hours per day working with the AutoCAD program in order to become more acclimated and

comfortable with its many features, tools, and commands so that I may better help students

learn the program. In addition, it was crucial for me to recognize the connections that CADD

has to other disciplines such as math, and geometry so that I could ascertain the students’

level of readiness in these other disciplines. The importance of recognizing these

connections became readily apparent when conducting a formative assessment of previous

mathematical knowledge that would be needed to measure, dimension, and scale objects

drawn in AutoCAD. I discovered that many of the students had difficulty remembering how

to divide fractions in half. It was therefore necessary to review this concept. We applied the

basic rule of thumb that when you need to divide a fraction in half, you simply keep the

numerator the same and double the denominator. For example, half of ½ is ¼. The students

were surprised and delighted with the simplicity of this concept and were able to apply it

quite readily when needed.

Courses such as SPED-433 and CEP-315 were quite instrumental in helping me to

recognize that children do not all learn at the same pace or in the same way. From SPED-

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433 I learned a great deal about differentiation, which inspired me to develop the PowerPoint

Presentations for “visual learners,” and also to accommodate learners with different levels of

readiness. I informed the students that the presentations were uploaded to the student

resource folder on the CADD lab server (the L-Drive), and was there for them to use if

needed. It was quite gratifying to observe several students, who had previously sought a

great deal of individual help (particularly “Student A”), download the PowerPoint

Presentations from the student resource folder to their flash drives (or network folders) so

that they could use them for future reference! Each student was able to review at his own

pace the Plotting Procedure Presentation and Title Block Presentation, both complex

lessons, in order to master the steps of each process. While developing these PowerPoint

Presentations was certainly quite involved and very time-consuming, in the end it was really

worthwhile because it helped the students grasp key concepts that they needed to know, and

allowed me to move about the room in order to offer individual help in other areas.

Another very important concept, which I initially learned about in CEP-315 and then

witnessed firsthand while student teaching, is how children construct knowledge. According

to the social-constructivist Vygotsky, children are able to co-construct knowledge, when they

are operating within their Zone of Proximal Development (ZPD). The ZPD is the area in

which a student is not yet quite able to accomplish a task independently but can do so via

scaffolding and with the help of a more experienced/knowledgeable adult or peer. We

discussed this concept a great deal in CEP-315 and I was able to apply this theory to “real-

life” situations in the classroom with several students. I conferred with my co-operating

teacher, who is most knowledgeable and helpful, and inquired if there were any students that

might benefit from some extra help. He informed me that there was one student in particular

who had recently transferred to the high school from New Jersey. This student arrived to the

CADD class four weeks into the school year and needed to “catch up.” While the rest of the

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class was occupied with independent practice, I was able to provide much needed individual

help to this student. Of course the key to scaffolding is not to give the answers to the student,

but rather it is to help the student develop the critical thinking and problem-solving skills

necessary to solve the problems himself. I would prompt the student with leading questions

in order to get him to think and then arrive at the answer himself. He was very pleased each

time he attained success. With each success came bolstered confidence and he was

eventually solving more and more problems on his own with little help at all.

Reflecting upon my experiences in the classroom with students, I was able to re-

adjust and improve upon both the implemented and subsequent lessons. It was interesting to

note how students responded to different methods of lesson delivery. While some of the

lessons I taught used no technology assistance such as PowerPoint, for the lessons that did, it

was extremely beneficial. After reflecting upon the first two lessons, it occurred to me that

an “audio-visual” presentation might help to convey the lengthy step-by-step procedures

more easily. Here was the PAR model being used to good effect. I planned the lessons,

acted upon (implemented) the lessons, and subsequently reflected upon each lesson in order

to improve upon not only the lesson but also my own approach and performance. I found

certain areas to which I needed to pay more attention – especially in regards to classroom

management. Certainly the students in this class are very respectful and well-behaved,

however I did find that I needed to move around the room quite a bit in order to observe them

to make sure that they were on task and not “surfing the web” or using their workstations for

anything other than the tasks at hand. This is something important that I discovered and

needed to make accommodations for after teaching the first two lessons in order to help

effectively guide future practice.

During the first weeks of student teaching, my assigned task was to observe my

cooperating teacher Mr. McGee. Having the opportunity to observe him teach was of

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enormous benefit as I was able to observe how an excellent teacher approaches teaching a

highly technical, in-depth subject. He possesses mastery of the content area and of teaching.

Mr. McGee not only provided an excellent model for me to observe, he also provided a great

deal of insight and feedback both during my lesson planning and preparation phases, and

again upon my subsequent completion of lessons. His input was invaluable and quite

instrumental while I was reflecting upon lessons and seeking to improve my teaching. He

would ask questions of me in order to prompt me to think about how to better approach

teaching this highly complex subject matter. Because AutoCAD is such a complex program,

I needed to use the program every day in order to keep my skills sharp so that I was better

able to explain concepts and assist students. I learned a great deal about CADD and about

teaching from Mr. McGee. It was a great experience!

Assessing students’ work proved to be relatively straight forward. Because one of the

outcomes of this class is for students to plot (print) layouts of their completed drawings, I

was able to examine the hardcopies printed on the correct sheet sizes and view the softcopy

file in the students file located on the workstations’ M-Drive. The hardcopy output

illustrated whether or not the drawing layout was properly set up on the correct ANSI sheet

size of paper. The students archive these hardcopies in a three-ring binder portfolio and

submit them for a class work grade, plus they become part of each student’s PBGR Portfolio

(Performance Based Graduation Requirement Portfolio). Additionally, the students’

“softcopy” AutoCAD drawing files were also necessary to view in order to have the

opportunity to zoom-in to more closely examine proper line intersections, tangents,

dimensions, and angles. Providing grades and feedback for each drawing helps each student

correct and learn from mistakes in order to prepare for upcoming quizzes and to build upon

new concepts in subsequent lessons. Students are also encouraged to redraw and resubmit

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corrected drawings in order to not only learn from their mistakes, but also to have the

opportunity to increase their scores.

As previously mentioned in the lesson assessment, several of the Standards of

Technological Literacy (STL) addressed in these lessons are Standards Nine, Twelve, and

Seventeen. Standard Nine is addressed by examining the importance of sketching and

drawing in the field of technology, especially in the area of engineering and design. By this

point in the CADD Unit students have already acquired previous knowledge of hand

(mechanical) drawing methods, and they are then able to compare, contrast, and appreciate

the many advantages of Computer Aided Drafting and Design, such as accuracy, precision,

repeatability, dimensioning, ease of editing, and plotting (printing) to various layout sizes.

Standard Twelve requires students to be able to “use computers to access, retrieve, organize

process, maintain, interpret, and evaluate data and information in order to communicate.”

Through both guided and independent practice, students are able to verify the

aforementioned advantages that a computer program such as AutoCAD LT 2002 brings to

the designing and drafting processes. Through hands-on drawing experience with the

computer hardware and software, students are able to gain a much higher level of control and

precision in the drawing process, and are able to communicate design ideas more efficiently

and effectively as a result of using the computer aided process. Standard Seventeen

addresses the “use of symbols, measurements, and drawings” in order to “promote clear

communication by providing a common language to express ideas.” All students using the

AutoCAD program are required to make connections to and draw upon previous knowledge

of symbols, measurement, and drawing gained in other disciplines such as math, science, art,

and drafting. When called upon to dimension and create scaled layouts of objects they are

drawing (in order to ready them for plotting), students need to know how to add, subtract,

and divide fractions with different denominators (mathematical concept); they must be able

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to recognize the various standard and metric symbols of measurement and angles (previous

knowledge); and they must also adhere to the drawing conventions used in drafting and

technical drawing. Use of this knowledge and skill set is what allows students to not only

communicate with the computer program, but also with others who may view their drawings.

In my experiences at the college and in the classroom, a great deal has been learned

about educational theory from my experiences in the aforementioned Rhode Island College

education courses, and much opportunity to apply learned theories has been provided during

the student teaching experience in order to improve and build upon professional development

as a beginning teacher. Taking SPED-433 and CEP-315 during my elementary and

secondary experiences was essential in being able to consistently, immediately, and

successfully apply much of the educational theory and make “real-world” connections to

these courses. Indeed, along with working with my cooperating teacher it was invaluable

experience. While I still have a great deal of experience to gain and much to learn about

content area and human development knowledge, pedagogy, diversity, and professionalism,

thus far my positive experiences in the Rhode Island College Education Program and at

North Smithfield High School with Mr. McGee and the entire Tech Ed staff have helped

equip me with the necessary tools to become an effective practitioner who can reflect upon

and improve plans and actions in order to continually grow as a teacher and as a person.

Documents

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