Stacey+Fornstrom

Lesson #1 ** Date(s) lesson taught: 8/31/09 & 9/1/09 Title of lesson taught: Coordinate Planes in Adobe Flash Total class time, in minutes, spent on this lesson: 90 minutes Total number of classes in which the lesson was taught: 2
 * CTE/Arts Teacher Post-Teaching Report

1. What CTE/Arts concepts were covered in this lesson? Multiple concepts in Adobe Flash, including: origin, x-axis, y-axis, height, width, viewing and changing grid lines, changing stage size, using ActionScript to move objects on the stage.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Computer Magnet standards

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? Poster that illustrates the coordiante plane in Flash, I think that it's effective because I see students looking at it to refresh their memory while they're working. I provided students with a Flash file with Sprites that they use to complete the inital assignment. I think it worked well becasue there were no issues with the file and all of the students completed the assignment.

4. What did you use to pre-assess your students? Describe the pre-assessment results. A paper pre-test that covered the lesson objectives: pg. 1 = Flash and computer screen; pg. 2 = Cartesian plane. Results = all students took the pre-assessment Avg. Score = 5/10

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. Very well, we used practice worksheets that Aimee created. Students compared the Flash coordinate plane to the Cartesian plane and were able to distinguish the differernces between them.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. Math worksheet (OrderedPairs.doc). All students completed, 2 did not pass the worksheet, avg. score = 8.26 / 10.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. Completed Flash project with buttons that: 1) move Pac up, down, left, right 2) move Pac to top left corner of screen 3) moves Pac off the screen. All students passed the assessment, avg. score = 12.68 / 15.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? 8/10; after I review the academic concepts I'm ok, but I don't have all of the concepts down cold.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes, no problems.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? No, it worked as a good review, as planned. Students did much better on future programs than previous students did without the review.

**CTE/Arts Teacher Post-Teaching Report Lesson #2 ** Date(s) lesson taught: 9/8/09 Title of lesson taught: Object Catcher in Adobe Flash Total class time, in minutes, spent on this lesson: 50 minutes Total number of classes in which the lesson was taught: 1

1. What CTE/Arts concepts were covered in this lesson? Multiple concepts for game design and development in Adobe Flash, including: why gravity is important for realistic games, embedding code in movie clips so that the same code is used for all instances of the object without writing new code.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Computer Magnet standards

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? I created an example Flash file that allowed students to change values used for gravity. Students made suggestions for gravity values and we observed the results on the projector. I think that it was effective to show how gravity makes games appear more realistic.

4. What did you use to pre-assess your students? Describe the pre-assessment results. Students answered questions relating to gravity and how it should be used and programmed in Flash.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. Academic concepts were fully integrated. The academic concepts (rescursion - for loops, exponential equations - for gravity) had to be used by students to complete the project.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. All students incorporated gravity in their project, assessment is included as part of the Flash project.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. Very well, we spent 6 class days completing a project using the CTE concepts. All students completed the project successfully, the average project score was, 84.21 / 100.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? 7/10, reasonably comfortable after reviewing.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes, students enjoyed the lesson and project.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? Maybe students can create a second project that incorporates the content. However, limited by time as to how long we are able to stay on each topic.

**CTE/Arts Teacher Post-Teaching Report Lesson #3 ** Date(s) lesson taught: 11/2/09 & 11/3/09 Title of lesson taught: Asteroids ship rotation in Adobe Flash Total class time, in minutes, spent on this lesson: 140 minutes Total number of classes in which the lesson was taught: 2

1. What CTE/Arts concepts were covered in this lesson? Understand why rotation is important for creating realistic games, write code in Flash to make objects rotate in a realistic manner.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Computer Magnet standards - Actionscript programming in Adobe Flash.

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? Students created a ship in Flash and then programmed it to rotate when keys were pressed. Yes, students received feedback quickly.

4. What did you use to pre-assess your students? Describe the pre-assessment results. Math: pre-test worksheet, convert radians to degrees; convert degrees to radians. Flash: write code to make a ship rotate around its axis. Pre-test results showed less than 50% understanding.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. Very well, student comments included "wow, now I understand this."

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. Students completed a worksheet in which they converted degrees to radians and converted radians to degrees. The average score on the worksheet was 8.6 out of 10 possible points.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. Excellent, all students were proficient or advanced on the CTE/Arts content.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? Reasonable, it's much better than it was before we started developing the lesson.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes, for the most part. Discussions were more advanced than I anticipated.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? No, just keep working with it and find more examples to use in explanations to struggling students.

**CTE/Arts Teacher Post-Teaching Report Lesson #4 ** Date(s) lesson taught: 11/5/09 to 11/12/09 Title of lesson taught: Asteroids in Adobe Flash – Speed and Acceleration Total class time, in minutes, spent on this lesson: 400 minutes Total number of classes in which the lesson was taught: 8

1. What CTE/Arts concepts were covered in this lesson? Understand how radians are used to compute sine and cosine. Use sine and cosine to program movement along the x-axis and the y-axis. Program the ship in asteroids to accelerate in the proper direction. Program the ship to reach a maximum speed. Program the ship to decelerate.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Computer Magnet standards - Actionscript programming in Adobe Flash.

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? Complete the Flash program “** pd6_ yourName _Asteroids **” that was started in lesson #3.

4. What did you use to pre-assess your students? Describe the pre-assessment results. Pre-test worksheet. 4/18 kids were able to answer more than half of the questions. The remaining students struggled, they weren't able to complete most of the questions.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. The academic concepts were fully integrated. Students had to understand the academic concepts in order to complete the Flash programming. Lectures and worksheet practice were used to explain and practice the academic concepts.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. Students did a good job learning academic content. Average score on the final worksheet was 8.9 of 10 points possible.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. All students completed the project with a proficient or advanced score.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? Improving, my comfort level gets better each time that I teach it.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes, although I added a lot of extra days that were not originally planned.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? No, it's a fun lesson. Teachers can modify the lesson to address topics that students are most interested in.

**CTE/Arts Teacher Post-Teaching Report Lesson #5 ** Date(s) lesson taught: 2/4/2010 Title of lesson taught: Adobe Flash - Acceleration & Friction Review Total class time, in minutes, spent on this lesson: 140 minutes Total number of classes in which the lesson was taught: 2

1. What CTE/Arts concepts were covered in this lesson? Flash programming: acceleration, deceleration, maximum speed. Create a vehicle movie clip.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Computer Magnet standards

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? I have a Flash program that I created prior to class to provide an example to students of what their program will do. I do believe it was effectivie because the entire class was able to complete the programming assignment in 1 class period and they created some very good programs.

4. What did you use to pre-assess your students? Describe the pre-assessment results. I gave students a math worksheet in which they were to calculate acceleration and deceleration. No one was able to finish the calculations until we had a lesson that covered the math concepts.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. Tightly integrated. Students needed to understand functions for acceleration and deceleration before they could program acceleration and deceleration in Flash.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. After making the Flash program, I had students redo the acceleration/deceleration math worksheet. The average score was 4.61 out of 5.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. Students did a good job on the program. The average score was 14 out of 15.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? Above average, I am not as comfortable as I am with the Flash concepts but it is not too bad.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? No, there are many variations that teachers will be able to build into this lesson.

**CTE/Arts Teacher Post-Teaching Report Lesson #6 ** Date(s) lesson taught: 2/8/2010 to 2/12/2010 Title of lesson taught: Adobe Flash - Drawing with Flash; using slope and the Pythagorean theorem Total class time, in minutes, spent on this lesson: 250 minutes Total number of classes in which the lesson was taught: 4

1. What CTE/Arts concepts were covered in this lesson? Using Actionscript to draw in a Flash program.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? Computer Magnet standards

3. What instructional aids did you use to illustrate concepts and vocabulary in the lesson? Do you believe they were effective? Why or Why not? I made several Flash files to demonstrate how to draw with Actionscript code. The aids seemed to work well because students jumped in and began working before I had shown them all of the examples that I had prepared.

4. What did you use to pre-assess your students? Describe the pre-assessment results. Math review worksheet that used the Pythagorean theorem. Students either knew the theorem and did well or did not remember the theorem and could not do any of the work.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. Very integrated. Students had to use the Pythagorean theorem to calculate the points they would use to create the practice drawing.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. Very well. All students were able to calculate the points needed to create the practice drawing.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. Very well. All students were able to program the practice drawing and a drawing of their own design.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? Good after reviewing the concepts.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Yes, completed without issues.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? No, again I think this lesson provides lots of opportunity for customization by the teacher.