Identity Building through Fabrication

Post-Lesson Reflection

 – Compare the lesson plan with a similar activity that does not include the physical teaching aid. 

In the past I have engaged students in similar purposes of sharing about themselves, self-identification, or branding, and it was mostly through discursive modes or accompanied by pictorial drawings. While I think the draws and discussions are worthwhile, I noticed that adding the purpose of integrating the technology of the laser cutter helped keep the original purpose in tact while adding on layers of student collaboration, excitement and motivation to use a new tool, and students even had a lot more interest in each others’ work – whereas in the drawings, students were not asking detailed questions like ” how did you make that”, “what else are you going to include on your plaque”. 

– Identify challenges and opportunities in integrating digital fabrication technologies in the lesson plan.

Some of the challenges for integrating DFT into lesson planning is considering the extent to which students are already familiar with the technology or will be able to pick it up or considering classroom management issues – when beginning new technologies often require heavier dedication of the teacher to helping facilitate the technology. Some of the opportunities include expanding the lesson purpose to include or address additional standards and learning objectives to aim for more of a ‘project-based’ approach. 

– Reflection on the personal learning experience.

 I notice that I get so many ideas from how my students re-interpret the directions as they are going through the activity. I’m always weary about giving too many verse too few (open-ended) directions. I tend to lean towards more open-ended directions to allow students to take the base activity in their own directions and add their level of creativity.  Then, if/when some other stduents who need more guidance, I can assist those individually.