Oscar Castillo 

ocastillo.pbworks.com

 

A Learning Design

 

Top 10 Principles of the Efficiency Model

Have workable curriculum which would be based on feedback from student data 

Constructive trainings for teachers that will be implemented in classroom 

Smaller class sizes leading to a closer knit learning environment 

Emphasizing on the student to become an explorer in the subject matter and learn the material 

Small collaborative teams, students learn from each other 

Spiraling information and content to provide scaffolding 

Content matter made relevant to student social environment and student demographics 

The environment will be forever changing to adapt to the students' learning process 

Different teaching styles to tailor to different learning styles 

Stating objective to inform the students what they are supposed to learn and reiterate/close upon completion

   

Top 10 Challenges to the Efficiency Model

Old school teacher direct instruction 

Lack of efficient training on resources, hindering possible integration and usage 

Grill and drill of content, (TAKS) 

No relevant connection to outside world in student social environment 

Different levels of education and prior knowledge of students 

Students not engaged with new cost effective available resources 

Collaborative learning is minimally used 

Topical discussion of content, no in depth analysis leading to higher order level thinking 

Pace of instruction is not adequate for level of students 

Exposure to technology is not evident

   

 

Step One: Define a Learn Goal

 

The student will be able to figure out the complementary or supplementary angle of an angle.

   

 

Step Two: State Objectives

 

Given a protractor and an acute angle, the student will be able to measure the complementary and supplementary angle of any given angle.

   

 

Step Three: Sequence Instruction

 

The first thing to do is to define complementary and supplementary angle and distinguish both 

Teach hand gestures to be able to identify both types of angles 

Go over examples on how to measure given angles 

Determine if the given angle needs the complementary or supplementary angle to fit requirements 

Work on math, either subtracting original angle from 180 or 90 

Label angles to specific type of descriptor, complementary or supplementary

   

 

Step Four: Determine Learning Success

 

Determining learning success will include but will no be limited to a small quiz over angles and on teacher observations. Two different ways to assess the concept: 

1) Student is able to distinguish both types of angles 

2) Student is able to determine the complementary or supplementary angle given an angle.

   

 

A Reflection and Critique of the Design

 

My design is very basic, and the concept would be difficult to incorporate into something relevant to students. The instruction is very direct, though it is not very modern technology, the students do use a tool with their hands and can lead to individual exploration of concept. An adaptation to work with a partner can also add to the collaborative experience and be able to learn from each other.

 

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The FACTS Model of Design

 

Teachers as Designers: A Cinquain Poem

Teacher 

Engineers Innovators 

Leading Creating Imaginating 

Upholding Integrity Life Changers 

Educator

 

Teachers as Designers: A Diamente Poem

Educator 

Intellectual Moral 

Instructing Informing Conserving 

Planning Conceiving Destroying Ruining 

Lacking Missing Wanting 

Informal Unsophisticated 

Ignorant

  

 

The FACTS Model: A Summary 

A structured set model of ideas leading to an effective method of teaching consisting of a foundation, activities, content, tools, and a system of assessment.

 

The F is for Foundations

The foundation is the most essential part of the model, it sets the tone, expectations, and goals.

 

The A is for Activity

The activities engage the student and are relevant to their lives, as they will be embedded after they have analyzed the information sparking interest.

 

The C is for Content

The content is the meat, once the foundation and the student is engaged, this part is what the students will learn and will use later as it has been classified as necessary.

 

The T is for Tools

To make the learning easy, tools, if used effectively, enhance the learning and can even be thought of as fun to learn the content and ease any doubts on the subject.

 

The S is for Systems of Assessment

The system of assessment measures the quality of the students' knowledge. It helps in the development of how precise and effective the teaching was.

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6341 FACTS Design Challenge

Teaching with technology

 

Oscar Castillo

 

Geometry 

High School

The students will be general building contractors

This should be a 1-2 week unit

Concepts addressed are ratio, proportion, similarity of polygons, area, and volume.

 

Synopsis:

The students will be Architects and General Contractors, designing and constructing a model house that meets certain requirements (or client's wants).  There will be sections within the unit that will gauge the students' understanding of specific geometric concepts. To gauge their understanding, each section will have a quiz, once showing mastery of the concept, they will be granted a permit allowing the student to keep on going through the unit leading up to the actual construction of a model house and finally their presentation of their model in an "open house."

 

The requirements would be limited to the supplies that the instructor has access to or can provide to the students. The client wants would be listed by instructor as well, depending on what the instructor deems as appropriate for construction. (ex. one story house vs apartment complex)

 

 

Foundations

 

Literacy:

Symbols:

Architecture and Construction:

There are certain symbols within architecture and construction that represent specific things and fulfill a certain task. The scale on the drawings, the thickness of lines, the key having important objects, and the measurement devices used. These are the applications of symbols used within the disciplines and learning what they represent will give the students an idea how to interpret plans and understand the importance of the meaning behind a simple symbol or marking.

 

Discourse:

The design has to be logical fulfilling the clients needs and wants through the visual representation of the design to get approved before construction. There has to be consistency within the design and the student should be able to explain and elaborate on the flow and placement of rooms and certain required objects that a functional house requires.

 

Cognitive Processes:

The student will illustrate their design either on paper and on the computer. They will be able to construct their model, be able to explain their thought on their design, and evaluate/constructively critique other student's work.

 

Problem-Solving:

Strategies:

Within the sections of the unit, there will be activities that will involve analyzing situations, calculating, expanding on prior knowledge, and making connections to certain geometric postulates.  Some problems faced by architects involve analyzing the needs and wants of the client and the resources available. These needs and wants shape their design and often have to revert to their past experiences of everyday life, thinking back on what makes a house livable and comfortable. How does a builder make any relevant changes to his initial plans? What are ways a scaled drawing give us information? Why is it important to understand the scale and proportion when reading house plans?

 

Authentic Problem:

The students will be given a brief description of a client, followed  by their needs and wants, and will have to indulge themselves within the disciplines of architecture and construction to design and construct a house fulfilling the said criteria. The students will research common house plans, develop their own design, interpret other student's designs and then show off and present their final product. Students will be allowed to digitally take us on tour of their proposed house or create a presentation to the public. In the end, the student can become a "Licensed Architect" if they have met all the requirements and passed the "License Exam" (exam over some geometric concepts that have been taught throughout the unit). 

 

Knowledge:

This unit focuses on the construction industry.

 

Disciplinary Structures:

architecture

construction

engineering

local government (city ordinances, building permits)

 

Disciplinary Processes:

interpreting construction plans

designing a model

construction methods

research design practices

 

Disciplinary Discourse:

magazines (Better Homes, House Plans)

internet sources (Google SketchUp)

books (Architectural Graphics)

text book (Geometry)

 

Narrative: 

Bring in a local general contractor to answer questions and present their knowledge of interpretation of plans and how geometry is used in their field, both directly and indirectly.

 

Expository: 

The students will construct a model house through the interpretation of design plans after fulfilling the requirements of each construction plan activities throughout the unit.

 

 

Using Information:

The students will be designers, exploring, creating, and constructing their house/building in this unit. There will sections within the units where the students will design, draw, measure, make connections, analyze, and finalize their projects. The students will make references to the client needs and wants, as well as their past experiences of houses that they had visited or lived in.

 

Community:

The students will work with a classmate, building their classmate's design and not their own where they will have to be able to interpret other design plans and seeing their own design come to life drawn to their specifications. Architects do not actually build their own designs, but oversee their creation and leave the work in the hands of others through their drawings. Being able to communicate with a classmate will give them the opportunity to exchange their thoughts and opinions with each other and be able to make any changes if needed in the end.

 

 

 

 

Contents

 

§111.34. Geometry 

(4) Geometric structure. The student uses a variety of representations to describe geometric relationships and solve problems. The student is expected to select an appropriate representation (concrete, pictorial, graphical, verbal, or symbolic) in order to solve problems. 

 (5) Geometric patterns. The student uses a variety of representations to describe geometric relationships and solve problems. The student is expected to: 

(A) use numeric and geometric patterns to develop algebraic expressions representing geometric properties; 

(B) use numeric and geometric patterns to make generalizations about geometric properties, including properties of polygons, ratios in similar figures and solids, and angle relationships in polygons and circles;

(11) Similarity and the geometry of shape. The student applies the concepts of similarity to justify properties of figures and solve problems. The student is expected to:

(A) use and extend similarity properties and transformations to explore and justify conjectures about geometric figures;

(B) use ratios to solve problems involving similar figures;

(C) develop, apply, and justify triangle similarity relationships, such as right triangle ratios, trigonometric ratios, and Pythagorean triples using a variety of methods; and

(D) describe the effect on perimeter, area, and volume when one or more dimensions of a figure are changed and apply this idea in solving problems.

 

 

Authentic Activities

 

To successfully design and create a model house, the student will have to analyze client needs and wants, research and compare and contrast several house plans, and discuss the importance of the cost of materials used in construction of houses and develop a construction cost estimate of materials. Towards the end they will create a report along with a presentation describing the overall unit and what the project and model contain.

 

 

Background Building Activities

 

Students will research different house plans, city ordinances, and compile a list of "requirements" that a house needs to be considered livable by the city. The students will view a walkthrough video of a new house and have a discussion of what they liked, didn't like, would change, and then write a brief description of what the house has in common with all the houses they have been exposed to all their lives. (YouTube: houseplangallery hpg-1635). 

 

 

Constructing Activities

 

The students will gather their information and create/draw their house plan. After finishing their house plan they will construct a model house with the available supplies. Prepare a presentation of their choice for the public to see the outcome of the model and accentuate on any geometrical relationships within their design.

 

 

Sharing Activities

 

The students will interchange their building designs with a classmate which they then will construct. The students will also share their materials cost estimates to compare the different ranges of cost per square living area and discuss the relationship on materials and house prices in the market.

 

 

Tools

 

Skills software (Google SketchUp)

Internet

    youtube.com

    houseplangallery.com

    architectmagazine.com

Storage Media Devices

Projector/peripherals 

Text books/print

magazines

school supplies

 

 

Systems of Assessment

Assessment:

This unit will be assess through a timeline and a rubric for each set of activities. By the end of each section, the student will be gauged on their mastery of certain concepts that they were taught and able to use and or identify.  The presentation assessment will be based upon question and answers by the students and the instructor.

Learning Environment

 

Learning Environment:

Classroom:

Students will have the opportunity to work with each other but not on each other's project, giving constant feedback within themselves and asking questions about the project.

 

Homework:

THe students will have to keep a journal on various house designs and write observations on their home to bring into their design to see what makes a person comfortable in their own home/environment.