Standard+3

Standard 3 Home / Standard 1 / Standard 2 / Standard 3 / Standard 4 / Standard 5 / Standard 6 / Standard 7 / Standard 8 / Standard 9 / Standard 10 **Standard 3**  The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities.
 * Teachers understand that children learn differently.**

__**Evidence 1: **__  **Hybrid Vehicle Technology Research Paper / Presentation** This is the Learning Plan I wrote in the Worldwide Instructional Design Software (WIDS) that we use in the Wisconsin Technical College System. __** Rationale 1: **__  This learning activity is designed to help the student explore hybrid technologies of all types. Understanding different types of technology becomes important in a diversified repair facility. Many non-GM vehicles make their way into the service departments of GM dealerships; understanding of the various technologies used helps the student in diagnosis and repair of these vehicles, as well as developing a sense of direction relating to GM product development. This learning activity is intended for Associate Degree students in their final semester of Automotive Technology – GM ASEP studies. The assignment has not been given yet; it will be part of a cap-stone internship scheduled to be conducted spring 2012.

 As an Automotive Technology instructor, the integration of an optional assignment has really helped me appreciate the value of different kinds of media as a means of assessing student learning. Traditionally, instructors would only accept written research papers and I was one of those people. But now I know that the difference in the reporting mechanism doesn’t necessarily reflect on the effort or preparation that goes into the finished product. Frankly, automotive technicians need to become digitally fluent and many of my students are simply more comfortable there and will consequently put greater effort in an assignment that they enjoy more.

__** KSD: **__  3.K.1 The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design instruction that helps use students’ strengths as the basis for growth.

 The premise of this learning activity is to have the students do self-directed research on a topic that would otherwise not be taught at depth within the context of the basic Associate Degree program. Recognizing that students have different abilities and preferences, even at the post-secondary level, is evidenced by the choice given to students to either submit a written research paper or post a digital video presentation on-line; and the purposeful ambiguity regarding the specific subject matter and research references required. These can be seen outlined in the lesson plan and rubric.

 3.S.1 The teacher identifies and designs instruction appropriate to students’ stages of development, learning styles, strengths, and needs.

 Because this activity is intended as a project to be completed when the students are in their intership during the last semester of a two-year Associate Degree program, it allows the student to really work on and digest the project on their own. This would not be adviseable during the beginning of the program sequence; however, I do assign research projects that are more limited in face-to-face classes earlier on in the program. These tend to be good preparation for this type of assignment.

 3.D.2 The teacher appreciates and values human diversity, shows respect for students’ varied talents and perspectives, and is committed to the pursuit of “individually configured excellence.”

<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 110%; text-align: left;"> The grading rubric (particularly for the video option) is very flexible beyond the basic fundamentals of good, sound, video production. I encourage uniqueness and individuality in the presentations.

Home / Standard 1 / Standard 2 / Standard 3 / Standard 4 / Standard 5 / Standard 6 / Standard 7 / Standard 8 / Standard 9 / Standard 10