As of my visit last Wednesday, and on every Wednesday until the end of my time at the UPSM I will be running the class. More specifically I am working with the students to get through a Project Lead The Way activity to design a co2-powered dragster.
The dragster is to be done in AutoDesk Inventor (a 3D modeling program that I only learned to use as an undergrad in engineering). Ms. Smylor had told me that a lot of the students had used inventor before but not all of them.
As far as difficulty of the activity - for someone who had used the computer program in the past, it would be low to medium difficulty. For a group that had never used Inventor, it would be highly difficult ---- But for a group that had some students with experience and some students without any experience, it was boarder line Nightmare!!
I tried doing the activity simultaneously with them - i.e. I had a laptop hooked up to the projector and went step by step so that we could all do it together. I figured this way, the students who knew what they were doing would be able to go at their own pace and look up if they needed help while the inexperienced students could just follow along step by step.
IN REALITY - the experienced students quickly got bored and started playing a game that the kids found on the computers (Icy House). The inexperienced students quickly got lost and started playing Icy House as well!
I ended up having to do a few steps at a time on the laptop/projector and then walk around the class room answering questions to get everyone up to speed while trying to keep everyone from totally falling off the project by playing games or going on the internet.
This difference in knowledge levels is something that is very difficult to deal with and I'm well aware that it happens in almost every subject and every grade level. Ms. Smylor gave a good suggestion and told some of the experienced students to go around helping the inexperienced ones. Great suggestion but unfortunately it didn't save the day. Nothing but students impatiently yelling "Mr. Diaz..!" "Mr. Diaz..!!"
Then I had the pleasure of repeating the experience for the class period after.
Nevertheless it was interesting to try my hand at it. The following week I had to continue with the activity, and things went much the same way. With the exception of one student who was on Facebook. I said "Charles..." (he quickly minimized the window and replied) "What?"
...
"What are you doing on Facebook?"
Ms. Smylor heard that and immediately made him shut down his laptop and put it back on the shelf. He was quite upset with me for having told on him.
Next week is their spring break so I'll have some time before I have to go in there once again and continue the activity. I will try and come up with a different way of running the activity in an attempt to curtail the madness and to ensure they get something useful out of the activity. I also threatened to not help anyone who was asking for help but was caught playing Icy House. I'm not sure if this was a great idea but with so many people needing help I didn't think it was fair for me to spend time with students who were playing games while others were quietly waiting for help. On the other hand I didn't stick too hard and fast to this "rule" because I knew that some students just get bored waiting for help.
We'll see how the last few classes go!
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Mike,
ReplyDeleteWow-I know the challenges that computer work can present to classroom management and productivity. Some of my classes required a seating chart in the computer lab. However, one suggestion I would make is that you try to do a quick assessment of the ability to handle the software. You could group students of like ability together or group one student with another of just slightly better skills. It is sometimes easier to instruct a small group and then move on to the next group.
Another helpful practice is to give students specific goals to accomplish by the end of the hour. It would also help to give more advanced groups more goals to accomplish by the end of the hour. Sometimes I have written out the steps on the goal sheets. The more you can break down the task and be explicit in writing, sort of cook book style, the less you are repeating it over and over.
Let me know how this activity progresses and if any of my suggestions help.
Carol Cramer
Would you choose UPSM for your son?
ReplyDeleteThe alternative grading /curriculum has me a little concerned. As a Technologist the potential intrigues ME and I’m trying not to superimpose that onto the decision. My son was bored throughout 5th grade but was taught the essentials well. (He’s a day dreamer and hands on kinda guy). I would like to think that UPSM would help make the ‘institution’ of school palatable. I am, however, concerned about the basics.
I will hold your reply in confidence I assure you…
Collisb[at]gmail.com