Evaluation Cyl: 0072018 -rar018 ‘ate Submited 4820891202 pm EDT ite Acknowledged: Unsehnowedged 4, Setting (Describe the population and specalleaming circumstances): teach two sections of Innovative Engineering, The frst section consists of 14 boys and 6 gis. The second section consists of 16 boys and 4 ois: All students are freshman as this Is en introductory course. This class Is also an inclusion course with 1 female student who has an IEP in my first section ‘and 3 students, 2 male and 1 female, who have an IEP in my second section. ‘The classroom Is permanently set with 2 1ong tab front ing 6 24 ermanently set with 2 long tables, one in front of the other, seating 6 students on either side, This makes it possible to sit students at these tables. In the back of the classroom, there are 24 computers. Ther [sa second set of long tables, set up similar to the tong tables Jn the front, again seating 6 on elther side. [There is a TV inthe front ofthe room that is used dally as well as a white Boor 1 Content/Subject/ Feld Area (The area/topic addressed based on leamer achievement, data analysis, or observational data) “This class Is a freshman, half year Introductory course, Once this class is taken, students have the option of taking more advanced engineering | Gasses, Since this ls my first Year teaching and these students are new to the arogram, I was not able to set a point of reference from previous years Seis ies es ctrefothe and weaknesves ie. I wanted to focus this SGO on what content/process I felt was most vital to the course content not ee eres clace but in the more advanced engineering courses. This process eing the abit to apply the engineering design process, Understanding oa ing ths process onal engineering preblems/projects Is Vitalin this profect-based learning environment, Students should be able to identify @ a eel tol and create possible soknions, produce an testa solution, and analyze he results, both in groups and individually. TIT Baseline Data (What i shown by the current data?) 1 administered a self-created pre-assessment that covered identiving the diferent steps ofthe enginering design process and thelr use in identifying administered 6 cue als presented them with an engineering problem that they hod to use the engineering design process to solve, This covered my aon ian aiid documentation of my students Identifying and epplying the engineering design process. mer analyzing the pre-test, {found that most students have cfclty describing the process that took place at each step n the design process. pret grand able to identify the steps but were not able to expand on thelr use ff the 20 students, only 5 were successful in expanding on the use of each step. Of tne 20 Students no then aplled the engineering design process when presented wth the engineering problem, only hal ofthe students were OF the Zor in accurately utlizing the design process to formulate vabe solution tothe problem. ‘hove attached the pre-test that was administered, the only modification I made was to remove the descriptors for J newGan descriptions. 1 blocked out that portion of the document. ich step. They were told to writereceive a score of 4-5 (meaning they able to. a score of 45 (meaning thay were ale to deny an poy 6 or more of soo eet one 1 project/engineering problem, students will utilize a graphic organizer of the design process for which they are to user to assist the ‘the engineering design process to solve problems, 7" ah as show the use of the graphic organizers in use ‘show the project grades which are heavily weighted on the completion and accuracy of the graphic organizer. jes may need to be adjusted Ifthe students struggle to accurately utlize the graphie organizer, ‘evidence ‘Grade book wil show the quiz grodes which wil, a fist, be graded mainly upon completion, but towards the end will be graded for accuracy. [After each quiz, the results will be discussed asa class. The teacher will document the summary of the discussion and how well the students are ‘attaining the skill to identity and apply the EDP. ‘Target Date inspois Strategy Three ‘Stents will work in pars or groups of 3/4 for each project in which they may discuss and work together to accurately use thelr graphic organizer. evidence {Documentation of each group's progress will be taken a preset checkpoints during each project in which the teacher will analyze and give feedback on the students progress. “Target Date: angpo19 Mi. Mid-Year Review (Describe goal progress and other relevant dat}. Please compete Mid-Year Review by beginning of 3rd marking period, “The students inthis course have made great growth and progress with obtaining my ebjecive, They practiced the EDP several times in this course ‘already and are very familar with the multi-step process. They utlize the EDP Yor eech project they Rave been given end they hawe hed preat seecess, Mid-year review conduct2/4/2019 De Unto See ee] FleNare ©) 07 sce pst onKe © 00,5, Yer Repo 490K it for this year's SGO #1 states "During the 2018-2019 school year, 100% of my students in both sections of the 0 course will make measurable progress in Identifying and applying the engineering design process to solve given engineering p ). There willbe three major projects, or engineering problems, given to the students over the course ofthis half-year class A cont [post-test as well as a rubric for each project that measures the students ablity to identify and apply the engineering design proce 4 out of 5." Sol ee eee asec Bee rare ee ea ieee eee eants ours reflections whch asked them to rate thelr confidence with the EDP and to st ours. Below, {wil ‘clude answers from the students to these questions. ‘Do you believe that you know how to use the engineering design process with 100% confidence? ‘Although T was confused onthe engineering design process Inthe Beginning, I think I can use Is successfully now. f we were w have anther project ‘to due I feel that I would be able to recite the steps it took to complete the project. I wouldn't have been able to memorize it if we didn't practice It ‘mony times, Iwill dfintely be abe to use the engineering design process In another seting. ‘What concepulshil did you become song at understandinglspping? feel my strongest skill I learned was to design and brainstorm. Also, | feel | have developed a strong skil of interacting with others. When you are forced to work in group and come up with leas as @ whole, it changes the way you tink of projets: Me personaly ike ta work alone but this iss fade me open t0 working in groups: ‘What was your biggost weaknots in this clas and what di you do to overcome i? ‘My biggest weakness n this class was sketcng, What! sid to overcome thls was practice. Sketching for me was hard because when you sketch You have fo be mindful ofthe anles and menses, That sorting tat am nt good ot Bu th praien each project became much Deter at sketching, Do you believe that you know how to use the engineering design process with 100% confidence? Personally, I know how to use the engineering design process with 100% confidence. Ths Is because this process was taught mutiple times throughout ‘the semester, and reviewed many times after. If had to follow the steps by myself 1 feel like 1 might knowingly skip or slack on some steps, I mast key would skip 0 final sketch before constuction, because almost every ime | design something, the fal produc is usually diferent fom the Final sketch, ‘What conceptiskil dls you become strong at understanding/sppying? If Thad to choose, the ski] became strong at because of ths class Is most likely improvising. Ths is because elther human error or constraints not seen before, the design changes. since this was not a rare occurrence, | was forced to begin to adapt to mistakes or miscalcuations. This skll can | hopefully help me in the future If its developed as time goes on, untill can effectively adapt to problems very quichly. | What was your biggest weakness In this class and what did you do o overcome I? | My Hogest weakness nh class was actualy bong hands on vt ihe acne. To overcome is, road some pwn te hands on acti, ut | ud a to Stengiie mentaly. With having partner that was good wth he physical scvios, proves very rice alan hat elpe the project succeed. fet ike if were | improve physically pemaps a project hat me and my group made could to eared onthe wal of fame end of work samples 1 beieve tht the responses above, along wih the rest of the class's reeponces, reflec a conden stint outcome. They al fel at they have mastered the EDP and coud ply lto other dasseslstualons, They leo preformed rellecton on tor biggest svengths an weekneses which tay evercame inthe curse. Tis evidence Is proof that | reached my SGO goal or hs course, | ane second secon of myn. Eng cures, snc they aren ee fo couse, were evading 2 "ek pol tt on a Bridge Pre They wor ask a re eee desctte te EDP stops they utizd ore bidge projec. Ths only stape whe tay have nat et complotod Is the Testing & Eval and Reflection stps. | asked thom fo hypothesize what would be done a these sips inthe projec. The student's had a fim grasp.on whl they had accomplished already in ens ofthe Enginoorng Design Process and what slaps wore to come. Below are some ofthe esponsee form the "checkpoint test” ented withthe 6 Bridge Project? {trou 2am members “identify the problem” when pre eee 7 hee is that we mast tow forthe bridge. We aio pald cose attention to how much material we [FSi eom dented the protien by loking tough the requirments and constant | wore given forthe bridge fo help understand our iis. rer Jo we worked ndvicual to create posse schtons, We then volod onthe bridge designs to select heb bia you werk individually or as a team when "developing possible Pie ygid your toam “select the best possible solution"? Was tho selection a tam etfor? How on ylang pose suitor’ we worked iniadvaly then we combines some of ou eos The process was succes and selecting the el design [-iaarket * in selecting the bridge which made easy to be motivated when construct en ex aap an ml or tae ia wth ni er ae Ce ne aes hha ap ae toate a pa Reese te =a Lt as yu 6 wigs bens eal tn eth th i a bt erat oo crate rot net a ee ene een re we wit dl oles for he bots fs. This was o make sure we had enough materi o mak the design hat we crew. AE tat we could iy an aid out al of Co ara al faking eqs patin tis lage but! would say tal | a Becoming the leader of te gro and I maka sure everyone f onthe same page ‘gn the machines. We are