Digital Projects

Informal Assessment – Peer Assessment & Performance Checklist

Here is the link to my Digital Project


Chunk and Chew

I really started to sink my teeth into and understand more about the chunk and chew in my 3220’s class. It was a term that was used so much, that by the end of the course I was asking when was it time for a bit of a ‘chew’?

I have learnt that I will really need to be creative and manage my classroom time in such a way that student stay engaged. Maintaining the ‘chunk’ of learning for no longer than 10 minutes seems to be the standard in the teaching industry and prevents information overload during these lecture times. Once I see my students ‘glossing over’, I can then decide on what type of strategy or ‘chew’ to use into the lesson. For example, I may introduce a 10 minute talk on safety, followed by a 3 minute video to reinforce the concepts, and then break the students off into a think-pair-share to discuss potential safety hazards in their workplaces and finally regroup to discuss the outcomes. Some advantages to the chunk and chew are as follows:

  • Prevents information overload during lectures.
  • Makes the lectures memorable.
  • Promotes active leaning.
  • Allows immediate reflection and practice.
  • Particularly useful strategy when the topic is more difficult.
  • Provides the instructor with formative feedback.

Here is a link to one my classmate’s projects:


Ethical Dilemma

I can see many applications for this topic on ethical dilemma in my classroom. In metal fabrication there are specific standards and regulations that apply to meet code. One issue where this project be applied is in choosing the correct welding rod for the correct metal. If the wrong type of rod is used, it could cause a major failure. Imagine the ethical dilemma in this decision if what you were welding was a bridge support and millions of lives depended on you welding with the correct procedure.

  1. Choose 1 specific issue on which to focus.
  2. Locate or create a short case that poses the essential dilemma realistically.
  3. Write 2 or 3 questions that require students to take a position on the dilemma and then explain or justify that position.
  4. Ask students to write short honest anonymous responses.
  5. Allow enough class time for students to write responses or make this a take-home exercise.
  6. Tally the responses and discuss the results of the tally with students.

Here is a link to one my classmate’s projects:


Radical Candor: Getting the most out of mistakes.

In my current supervisory role, I manage unionized workers. One of the best ways to motivate staff in this particular work environment is to reinforce good work through praise and acknowledgment. It has always stuck with me that whether you are a supervisor or a teacher, when you are leading people, they will always remember how you made them feel.

I believe candid feedback will be one of the most important tools for me in future teaching. For example, feedback can be valuable in preparing students before exams and demonstrations to minimize anxiety. Students need candid feedback often and in a timely manner to build confidence, and reassurance that they are on the right track. It needs to be very specific, and students need to know that you are there to support them in any way you can to help them be successful.

As a future educator, I believe I would use candid feedback depending on the situation. For me, providing feedback would be giving students an explanation of what they are doing correctly AND incorrectly. However, the focus of the feedback should be based essentially on what the student is doing right. It is most productive to a student’s learning when they are provided with an explanation and specific examples as to what is accurate and inaccurate about their work. Starting a conversation with positive praise on a job done will encourage students to want to keep trying. Once a positive rapport has been established, adding in constructive or candid feedback will be more easily accepted by the student.

Here is a link to one my classmate’s projects:


Jigsaw Digital Project

I could see this Jigsaw strategy being applied in metal fabrication with introducing how to make an orthographic drawing. One expert group would show/teach the others how to correctly draw and then jigsaw into other groups to share their expertise. One group after another would learn how to make these drawings based off of the experts, and then gather students back to the expert groups for a quick debrief and a mini-quiz to ensure understanding.

Key highlights are:

  • Demonstrates Collaborative learning, based on student-centered learning, team-based learning, and project-based learning
  • The learner’s role: each part of the students is essential to completing the final product.
  • Students teach other students their topic using all forms of media graphs, charts.
  • Expert groups break out into jigsaw groups where each jigsaw group has an expert.
  • Students then break out again to form another jigsaw group with one expert remaining.
  • All students then debrief in their expert groups before entire class reflects together.
  • Instructor’s role:
  • Introduce topics and ensure material is clear to students.
  • Quiz students to ensure understanding.

Here is a link to one my classmate’s projects:


Field Trips:

I like this project on field trips as I can use this in teaching in my field of metal fabrication. Most of what we make is made in a shop environment or shop setting. I wished I would have had the opportunity to go out into the field as a young apprentice to see how all of the different pieces of metal go together to form a structure. There are so many different tolerances to learn and understand. For example, when drilling holes in a steel ‘beam’ it would be helpful in knowing where that ‘beam’ is going to be bolted and installed in the field. It would help me to understand how critical the holes have to be in relation to the drawing.

Some of the advantages to a field trip are:

  • Promotes change of pace in the classroom.
  • You can ask the experts more technical questions.
  • Potential for hands on experience.
  • Can visualize how the different pieces go together in the field setting.
  • Excellent way to engage in the subject they are learning.

Here is a link to one my classmate’s projects


Engaging Students using discussion

I like this project on student engagement as it reinforces what all of us as new or seasoned instructors can do to ensure we are engaging our students in our classrooms. By incorporating some or all of these tips, it will build a sense of community within my classroom that will be a safe place for students to speak freely and to also learn from other students.

  • Starting a new course can be intimidating.
  • Engage students by creating a safe learning environment.
  • Address each student by name.
  • Choose topics relevant to the course content.
  • Ask open ended questions and paraphrase for understanding.
  • Give positive feedback to students for insightful comments.
  • Allow students’ time to process what is being said.
  • List and summarize what is being discussed at end of discussion.
  • Set the tone by ensuring students are respectful of each other’s contributions.

Here is a link to one my classmate’s projects: