THE KINESTHETIC CLASSROOM

During the fourth marking period at Warwick Middle School seventh grade Technology Education students learn how to safely solder electronic components to a printed circuit board (PCB). Unfortunately, they quickly forget the three important steps in successful soldering including solder, cut and cool (SCC). To aid better comprehension of soldering techniques and the tools and processes associated with building an electronic project students will now utilize kinesthetic motions to improve knowledge retention.

The activity changes include the following:

1. While watching the Technology Education instructor demonstrate proper soldering techniques students will learn and perform how to sign the SCC steps for successful soldering. Signing motions were found at the aslpro.com website. Variations could include having students tell the instructor how to solder safely by signing the appropriate procedures while the instructor performs the tasks dictated by the students; or students could also sign the procedures while a peer performs the tasks.
   
2. In the lab, students will be required to perform the tasks learned during the soldering demonstration. In order to alleviate stress and improve soldering fluidity students will be asked to stop working, move to the outside of the classroom and walk clockwise around the perimeter of the room while stepping to ...solder, ...cut and ...cool. Breaks should occur approximately every 20 minutes. Variations could include signing SCC with each step; increasing or decreasing the volume; or changing direction (counterclockwise/steping backwards).
3. After completing the circuit assembly process students use power tools to mount the PCB to an acrylic base. While demonstrating this process students will learn to sign the safety precautions associated with tool machine usage including wearing safety glasses, hand placement, hair management and clothing control. Signing motions were found at the aslpro.com website. Variations could include having students tell the instructor how to work the machine safely by signing the appropriate procedures while the instructor performs the tasks dictated by the students; or students could also sign the procedures while a peer performs the tasks.
4. Students will stand while reviewing the information learned in the above lessons. Variations could include the students performing the signing learned during the demonstration; or choosing review content with a partner, finding the sign equivalent and signing the information to the class.

The fourth marking period is always a challenging time of the year to get students motivated to learn. However kinesthetic actions highlighted above help students to keep on learning even when summer vacation is around the corner.

Project Lead The Way

On November 22, 2010 the Warwick Technology Education department had a rare opportunity to collectively attend a Project Lead The Way (PLTW) Conference at the Penn State Berks campus in Reading Pennsylvania. The Warwick School District has slated the Technology Education department to undergo a curricular rev during the 2010-11 school year. Here was an opportunity to see if PLTW would provide an additional/alternate means to teach students how to use, understand and manage technology.

During the initial session, Tom Weiss, affiliate director of Project Lead the Way at Penn State Berks, discussed the PTLW Science, Technology, Engineering and Math (STEM) program. PTLW affords students the opportunity to attain STEM knowledge through an engaging, hands-on curriculum much the same way Technology Education develops technological literacy. Tom highlighted three PTLW subprograms including Gateway to Technology at the middle school level and Pathway to Engineering & Biomedical Sciences at the high school level.

The first breakout session highlighted Radnor Middle School students demonstrating knowledge learned in their program. Instructors, both Technology Education certified and PTLW trained, presented how they teach students Science, Technology, Engineering, Math and Language Arts knowledge through content-connected activities. These students actually spent a majority of their day in this self contained course while instructors team taught and directed the PTLW curriculum. Students maintained a performance journal (resume) highlighting their accomplishments throughout the PTLW program.

Latter sessions at the Parkland High School Intro to Engineering Design & Digital Electronics and Forest City Middle/High School programs further emphasized and showcased the PTLW program with student presentations and hands-on activities (e.g., replicating a logic circuit and creating a 3D design via AutoCAD Inventor). Students actually taught the conference attendees how to manipulate the PTLW tools and highlighted the benefits gained via the program.

The conference provided us with an opportunity to learn about PTLW and gain insight into how the program could serve the Warwick student. Although the PTLW program does have elements that were leading us to learn more, a program of this nature would be best spearheaded from the top down starting at the school district level. The Warwick Technology Education staff appreciated the opportunity to share ideas, gain perspective and prepare for this year's upcoming curricular revision.

Developing a Web 2.0 Site

Joanne, Linda and I spent the day developing Web 2.0 lessons. We took time to listen, analyze and develop each person's unique ideas. Having time to reflect and respond was a necessary and invaluable experience. This is true collaboration! My ideas were in the clouds, but now there is clarity. Thanks groupies! :-)

PS - My new favorite video found here.

An Ah-Ha moment

While watching the Brian Crosby video there came an Ah-Ha moment. I've been teaching students the basic fundamentals of technology with an outdated software environment. The general information is great, but the delivery is so School 1.0. It's time to inject some Web 2.0 into the mix.

I'm thinking about housing the resources in Moodle since there's already a class framework setup. Students can log-on and blog, watch video, and follow tutorials to further investigate their understanding of the unit fundamentals. Details to be forth coming.

Technowork

My brain is spinning again. We used A LOT of Web 2.0 tools today. Anxious to get my Google Earth project done right, much time was spent playing and perfecting the tour process. To my chagrin, the audio button was not functioning correctly. I tested the microphone -- works great. For some reason Google Earth doesn't pickup my mic! Grudgingly, I went to my iMac and all worked well. PC's get no respect.

There are many Web 2.0 tools that are fun to work with, but which one(s) will help with the curriculum? I really think Moodle is the link that will tie or mash all the other tools together. As stated in class "it takes a lot of work ahead of time", but in the end the students will have a great experience.

Rethinking Classroom Design

What's your favorite way to study at home? Many of us enjoy lying on the couch, stretched out on the floor, listening to music and/or reading while watching TV. If these are our favorite/best ways to learn then why is the modern classroom designed the way it is? Here is an article about rethinking modern classroom design. What would your classroom look like?

I See the Light

Watching the Thomas Friedman Discussion blew me away. The idea that 'we' should start thinking horizontally instead of vertically is going to rattle the fundamental core of our educational system. We can't go on teaching as usual. It's just not working anymore. I would love to see small local classes taught in a community center at flexible times throughout the year. Each learning environment connected to the next via Internet. The community school is in the community and supported by the community. Knowledge comes from the global/local community and gives back to the global/local community.