Hannah Ford

In my experience with assessments in the shop setting, I have found that rubrics tend to be the best fit. Many students can use the rubric to self evaluate their work and their progress through the project while also using it as a "to do list" so to say to assist them with what to complete and when. 

Assessment has always been something I think many teachers struggle with tracking and establishing. I really liked the table that utilized Blooms research in growing our skills: 1. Remembering 2. Applying to Understand 3. Evaluate/Analyze and 4. Create. This is a nice framework for the CTE classroom when it comes to project development. 

I set the tone for class, it all reflects back to my mood, my motivation, and my excitement in the lesson. If I don't show interest then neither will my students. 

Seeing the history and evolution of CTE throughout the years was very interesting.

Vary your delivery options throughout lessons to reach every student and their learning style. 

Students want to feel comfortable and that they are learning something valuable for their futures. introducing yourself and your expertise along with asking students to meet their peers will help to set that level of comfort and value in your classroom on day one. 

The biggest take away for me in this unit was the ABCD model for drafting learning objectives. This is something I will likely use weekly as I write out our learning criteria for each week. For me, having a better constructed objective using the ABCD method will ensure that I am setting up my classes for success while also better clarifying my students of our goals for the week and how they can achieve them. 

I think what I learned that will forever stick with me from this unit was a quote from the Harvard instructor, stating "be the mad scientist for your subject." The more excited I am about modeling my subject area, the more motivated and easier to manage my classes will become.