STEAM-inspired, modular middle school curriculum designed to facilitate learning and empower teaching of abstract computational and electrical concepts through the personal fabrication of a physical, computationally-enhanced toolkit using alternative, “soft” materials.
I feel revitalized after some of the key decisions I have recently made based on the feedback I have been receiving and feel very confident in my direction and the scope of my work moving forward. Here is a deliverables list for thesis proposal. I would like to have completed drafts of the following: Anything with a ** will probably just be an unfinished outline/template.
Each stage of the process, i.e. lots o little paper boxes
(DESIGN, ELECTRONICS, TALKING, SENSING, COMPUTATION, NETWORKS)
(0) Outline of Computational Thinking skills
(1) Overview diagram to outline structure + refining stages (adding, dropping, changing names, etc)
(2) Essential Questions/Enduring Understandings
(3) Assessment rubric
(4) Diagram with Standards Alignment
(5) Individual lesson outline**
(6) Step by step documentation of lessons**
(7) Materials overview and list
This summer I took a class with Louisa Campbell in which we worked with a 7th grade science teacher to develop a unit long curriculum around matter and energy through the creation of various electronic projects. It is NYS Standard aligned and offers ample resources to guide the teacher in implementation (there is also a step-by-step guide that I am in the process of unearthing). For our approach to the curriculum framework, our main reference was Understanding by Design by Grant Wiggins and Jay McTighe. As with the goal of my thesis, our aim was to make this curriculum modular, thereby allowing the teacher to rearrange, subtract, or even add based on their own discretion and classroom setting.
Here is the lesson plan I mentioned the other day on Squishy Circuits:
Squishy Circuits D3
The most important takeaway from this presentation and critique is nailing down who it is for (teacher or student), where it will be implemented (in school or after school) – these are crucial questions I did not answer in this presentation, and Ryan’s critique made me realize that I needed to return to these as I move forward with my proposal. I believe his specific words were “those are key decisions that you’ll have to make that will have a big impact on what your project is.”
Here’s upshot: Continue reading »
Recently I have been feeling a great deal of dissonance between my direction and its lack of personal foundation. In other words, more often than not, my projects need a function to stand on. Initially I was trepidatious to integrate education and learning as a fundamental component of my thesis, but the past month has led me to see the importance of sticking with something you know well and something that you are passionate about.
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