Rufus+Miller

Lesson #1 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson. Date(s) lesson taught:LOGO Title of lesson taught:Logo programming coordinates Total class time, in minutes, spent on this lesson:120 Total number of classes in which the lesson was taught: 4
 * CTE/Arts Teacher Post-Teaching Report

1. What CTE/Arts concepts were covered in this lesson? Regular polygons and related angels.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson 5.9 Identify, select, evaluate, use, customize, and problem solve application software. 5.12 Demonstrate basic programming/computer languages.

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? Examples using LOGO and Projection. Guided practice works well.

4. What did you use to pre-assess your students? Describe the pre-assessment results. Simple warmup exercise (4 QUESTIONS) Using LanDesk Classroom Manager.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. Very well. Everything is embedded in the cirriculum.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. Positive gains: 20% improvement on next week formative (warmup) assessment.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. Positive gains: 20% improvement on next week formative (warmup) assessment.

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

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? Consistent pre and post lesson assessments

**CTE/Arts Teacher Post-Teaching Report Lesson #2 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson. Date(s) lesson taught:RoboMind Title of lesson taught:Loops and Decision Structures Total class time, in minutes, spent on this lesson: 120 Total number of classes in which the lesson was taught: 6

1. What CTE/Arts concepts were covered in this lesson? Logical Statement/Proof Iterations

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? 5.9 Identify, select, evaluate, use, customize, and problem solve application software. 5.12 Demonstrate basic programming/computer languages.

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? RoboMind programming software. Yes, Robomind is a simple language that visualizes all the above concepts.

4. What did you use to pre-assess your students? Describe the pre-assessment results. Simple warmup exercise (4 QUESTIONS) Using LanDesk Classroom Manager.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. It was hard to find academic examples for the Logical Statements (IF/THEN), but this was addressed using recursion and loops.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. The concept of loops was difficult to master, but students generally understood how repetition helps the functionality of a program. Assessment data (warmup) showed improved understanding.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. The CTE standard was to make a working program and that task was completed by most. Assessment was measured by program completion.

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

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? Find more academic examples.

**CTE/Arts Teacher Post-Teaching Report Lesson #3 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson. Date(s) lesson taught: 11/2/09 Title of lesson taught: Web Page Images: Ratio and Proportions Total class time, in minutes, spent on this lesson: 45 minutes Total number of classes in which the lesson was taught: 1

1. What CTE/Arts concepts were covered in this lesson? Resizing images for web pages.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? 5.9 Identify, select, evaluate, use, customize, and problem solve application software. 5.12 Demonstrate basic programming/computer languages.

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? LCD projector, laptop, example sites with large images and small images, Fireworks 10, and CuteHTML. Everything was very effective.

4. What did you use to pre-assess your students? Describe the pre-assessment results. Used a proportions warmup activity of 5 ration and proportion problems.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. I used cross multiplication to walk the students through some traditional examples and then I used an example that showed how to resize an image using proportions on a web page in HTML.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. Students could see there results immediately as we graded the warmups as they were completed.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. Visually, students could easily recognize when an image was distorted or skewed.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? I am very comfortable with this subject. It is actually quite simple and makes perfect sense due to it's visual nature.

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

**CTE/Arts Teacher Post-Teaching Report Lesson #4 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson. Date(s) lesson taught:11/30 Title of lesson taught: Scratch, Probability, and Random Numbers Total class time, in minutes, spent on this lesson: 120 minutes Total number of classes in which the lesson was taught: 3 to 4 class periods

1. What CTE/Arts concepts were covered in this lesson? Using Scratch programming language to teach probability.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? 5.9 Identify, select, evaluate, use, customize, and problem solve application software. 5.12 Demonstrate basic programming/computer languages.

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 used a set of dice to demonstrate probability and examples of the HiLo game from the Scratch website to demonstrate random numbers. The concept of how the computer generates random numbers was confusing, but in Scratch the students understood right away.

4. What did you use to pre-assess your students? Describe the pre-assessment results. I used some basic probability problems. From chances with dice rolls to the lottery.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. Both concepts were basically the same.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. Students understood the simple chance probability, but had a harder time with the more complicated dialogue of the word problems.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. They produced some really good examples of the HiLo game.

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

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? Scratch is one of the best programming languages for teaching basic concepts. With a little effort it can also be used to teach concepts in any discilpine.

**CTE/Arts Teacher Post-Teaching Report Lesson #5 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson. Date(s) lesson taught: 3/17/2010 Title of lesson taught: Flash Total class time, in minutes, spent on this lesson: 120 Total number of classes in which the lesson was taught: 3

1. What CTE/Arts concepts were covered in this lesson? Flash programming demonstrating the use of variables.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? 5.9 Identify, select, evaluate, use, customize, and problem solve application software. 5.12 Demonstrate basic programming/computer languages.

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 used demonstration and scaffolding by making use of step by step directions and the use of an LCD projector. The guided practice leads students to answer higher order questions by getting them to anticipate results.

4. What did you use to pre-assess your students? Describe the pre-assessment results. A simple warmup using simultaneous equations and substituion problems. The students have had some previous practice with these problems. They are starting to undersatnd the algebraic representations.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. Yes. The equations in Flash Actionscript are simple. The difficulty is getting the concept of the code into the program so the game works correctly.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. Most students understood the movement of the ball in Flash by changing the equation values. Scores on the post test for the lesson went up by 20%.

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. Students made working Pong games from the lessons.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? Very easy. The concepts are visual so you can see how changing an equation affects the way an object in the code performs.

9. Were you able to complete the lesson as planned? If no, what prevented you from completing it? Most students completed the lesson within the 3 days. the only limmitations were with students who were absent. I created pod casts for those who missed, but that was a lot of work.

10. Do you have any suggestions for improving the CTE/Arts content or the academic concepts in this lesson? Maybe make the upgrade to Actionscript 3.0

**CTE/Arts Teacher Post-Teaching Report Lesson #6 ** Complete this **within one week** following the final day of teaching the academic-enhanced CTE/Arts lesson. Date(s) lesson taught: 4/12/2010 Title of lesson taught: GameMaker Total class time, in minutes, spent on this lesson: 120 Total number of classes in which the lesson was taught: 3

1. What CTE/Arts concepts were covered in this lesson?

5.9 - Identify, select, evaluate, use, customize, and problem solve application software. 4.2 Use appropriate vocabulary, grammar, and format in oral and written communications. § Interpret information from manuals, computer printouts, and electronic sources. <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">5.12 - Demonstrate basic programming/computer languages.

2. If your program area has CTE/Arts Standards, which ones were covered in this lesson? 2.1.1. Demonstrate Problem analysis for a given software problem.

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?

Concepts were illustrated using an overhead projector, laptop, and LCD projector. This is an effective way to guide students and then ask them higher order questions. This gives you time then to help the students who are struggling.

4. What did you use to pre-assess your students? Describe the pre-assessment results.Use a warmup with a traditional coordinate setup and then one where you have the origin in the upper left corner.

5. How well were the academic concepts integrated into the occupational content of this lesson? Describe. Very well. The students had to understand how the coordinates of an object were manipulated in order to provide movement.

6. How well did the students learn the academic concepts in this lesson? Provide assessment data. Informal testing showed that students increased their scores at least 20% from the pre-assessment

7. How well did the students learn the CTE/Arts concepts in this lesson? Provide assessment data. assessment was done by the presentation of completed games.

8. How would you rate your “comfort” with teaching the academic concepts embedded in this lesson? Very comfortable and enjoyable.

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? Find more tutorials on Gamemaker and allow students to choose different types of games with more difficult concepts.