![Picture](/uploads/2/6/5/7/26573602/6060639.jpg)
Behavioral:
Students appear more than a little excited as the program winds down, especially since we will have a competition next week. Instructors are really avoiding direct instruction and serving as floating facilitators. Students, who once had to be told to put their phones away, now are staying 1 or 2 hours late in order to troubleshoot design flaws. We spent 3.5 hours in the engineering lab on Sunday because one Lincoln High student was intent on coming and gaining access to the 3D printer. Others who have been dedicated from the beginning are now “feeling the heat” as they watch friends explore unique ideas like battery powered arms, and completely 3D printed prosthetics that are surprisingly strong yet lightweight and very inexpensive to build.
Affective:
Groups are taking different approaches to the design challenge of building a prosthetic arm for Laura – an athletic, 17 year old tennis player. Some utilize a division of labor with members assuming various roles (gathering materials/ tools, designing or 3D printing parts of the prosthetic, assembly, testing prototypes). Other groups walk thru the entire engineering design process together – reviewing ideas, sketching (on anything from paper plates, the whiteboard, or tinkercad*), discuss methods & errors, etc. It is encouraging to see most have usually taken pictures and updated engineering notebooks before being reminded to do so.
Cognitive:
Observation: A student operating power tools did not notice a group nearby preparing for the ball toss competition. He was alerted, and problems have been avoided for the duration of the program.
Considerations:
Students appear more than a little excited as the program winds down, especially since we will have a competition next week. Instructors are really avoiding direct instruction and serving as floating facilitators. Students, who once had to be told to put their phones away, now are staying 1 or 2 hours late in order to troubleshoot design flaws. We spent 3.5 hours in the engineering lab on Sunday because one Lincoln High student was intent on coming and gaining access to the 3D printer. Others who have been dedicated from the beginning are now “feeling the heat” as they watch friends explore unique ideas like battery powered arms, and completely 3D printed prosthetics that are surprisingly strong yet lightweight and very inexpensive to build.
Affective:
Groups are taking different approaches to the design challenge of building a prosthetic arm for Laura – an athletic, 17 year old tennis player. Some utilize a division of labor with members assuming various roles (gathering materials/ tools, designing or 3D printing parts of the prosthetic, assembly, testing prototypes). Other groups walk thru the entire engineering design process together – reviewing ideas, sketching (on anything from paper plates, the whiteboard, or tinkercad*), discuss methods & errors, etc. It is encouraging to see most have usually taken pictures and updated engineering notebooks before being reminded to do so.
Cognitive:
Observation: A student operating power tools did not notice a group nearby preparing for the ball toss competition. He was alerted, and problems have been avoided for the duration of the program.
Considerations:
- How much guidance is necessary before a group of learners can become self-directed?
- What safety issues are more of a concern when working with active, motivated learners somewhat oblivious to their surroundings?
- Does having a deadline increase desire to see a project completed?
- What student behavior/ performance is a facilitator evaluating before deciding to switch from guided instruction to facilitator mode?