WSTDL: #7 Instructional Planning

Title: Multi view drawing lesson plan

Date: Fall 2014
Artifact description

The artifact is a lesson plan I presented to students in Intro to Engineering Design at

Platteville High School. I delivered this lesson in early October, 2014, and it contained a
condensed version of the glass box method of drawing as well as other techniques for
drawing multi view sketches. This lesson plan included an intro to what makes up a multiview sketch. It contained examples of what all 3 dimensional objects have, width, length
and depth, as well as how to represent those 3 things on 2 dimensional surfaces like paper.
The lesson plan also went over using orthographic projection, also known as the glass box
drawing method. To finish the lesson I reviewed with the students on how to pick the best
front view, a step by step instructions of how to draw multi-view sketches, as well as a
closing questions to get the students thinking before handing out a work packet. After the
lesson plan was presented, they were assigned a handout in which I assessed their
understanding of the concept.

Alignment Reflection

My experience aligns with Wisconsin Standards Teacher Development and Licensure

number seven. Number seven is instructional planning and it states The teacher organizes
and plans systematic instruction based upon knowledge of subject matter, pupils, the
community, and curriculum goals.

My experience aligns with this standard because I had to organize and plan
instruction based on my own knowledge of the subject matter, what I have learned
about my students, and my cooperating teachers overall curriculum. My cooperating
teacher suggested that since the Intro to Engineering Design class is a Project Lead
the Way class, I should base my lesson plan on one that already exsisted. I used the
existing lesson presentation but modified the packet handout to better fit the

student's understanding of the concept.

UW-Platteville Knowledge, Skill, Disposition Alignment

My experience aligns with UW-Platteville Knowledge, Skill, and Disposition Alignment

KSD1.a. : This standard states The candidate displays extensive content knowledge of his/her
subject areas and demonstrates a continuing search for new content knowledge, resources, and best
instructional practices, while understanding student diversity and student misconceptions and
misunderstandings as key to the teaching process.

My experience aligns with this KSD because through years of experience taking drafting classes
as well as being employed at two drafting positions, one drafting curtain wall window systems
and one drafting parts for nuclear power systems, I've drawn thousands of multi view drawings.
To teach this lesson I talked to two drafting professors to borrow a glass box since Platteville
High School didn't have a glass box. I thought using this glass box would make for a better
lesson plan so that students see how one is used and could use the glass box themselves. I also
talked with these professors, as well as my cooperating teacher at the high school, to see if my
lesson plan was clear, concise and made sense to students who knew very little about multi view
drawings since something I know might not be common knowledge to the student.

KSD1.c. : The candidate can establish clearly written goals that reflect the curriculum framework
and standards, and can articulate high expectations that permit viable methods of assessment and
account for varying learning needs and styles, and prior knowledge.

KSD1.d. : The candidate actively seeks materials and resources to enhance instruction by utilizing
school and district resources as well as other resources available outside the school/district.

KSD1.e. : The candidate, with appropriate student input, has the ability to develop relevant,
goal-directed, engaging, clear, and varied learning activities that progress coherently and
produce a unified instructional setting that reflects recent professional research.

KSD1.f. : The candidate understands, is committed to, and can develop assessments that are
clearly stated and congruent with instructional goals. The students are aware of how they

are meeting the established standards and are involved in the goal setting process.

KSD3.a. : The candidates spoken and written language are correct, expressive and clear,
with well-chosen vocabulary that enriches teaching and communicates thoughtfully,
responsively, and effectively for a wide range of student understanding and encourages
appropriate student language development.

KSD3.b. : The candidates questioning techniques and instructional strategies are of

uniformly high quality with special attention given to available time for student response,
varied levels of questions, and adequate student involvement in the discussion/instructional
process.

KSD3.c. : The candidate has the ability to engage students in the learning process by linking
appropriate content, based upon suitable instructional materials and resources, to students
knowledge and experience, being certain that all students are cognitively engaged in the
activities/assignments and that the students actively contribute to the content design.
Instruction is highly coherent and appropriately paced for all students and allows for
reflection and closure as appropriate.

Personal Reflection

What I learned about teaching/learning from this experience

I learned from my experience that teachers need to design different kinds lessons based
on the students in the classroom. You also need to know the subject matter, the
community and the curriculum goals to more effectively design lessons. I also learned
that effect teachers needs to continually search for new content, know what resources
are available and what instructional methods work best.

What I learned about myself as a prospective educator as a result of this experience/artifact:

As a result of my experience, I plan on designing lessons with the student, community

and curriculum goals in mind. I also plan on continually searching for new content,

know what resource I have and address and misconceptions students may have about the
content I am presenting.