TJ Winn

A - Knowledge of student learning styles.

Understanding and appealing to many different learning styles is something that I try and integrate into my practice daily.  An example from construction class is at the beginning of the semester during shop safety requirements I make sure to hit multiple learning styles. This includes completing written assignments, verbal directions, actual demonstrations, and practical use. This way the safety connects with everyone from the ‘thinker’ to the ‘doer’.

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Another way I try and appeal to multiple learning styles is through the student project planning phase. When students are new in the shop they receive a guided plan that includes written instructions along with pictures and measurements.  

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In addition, I have posted tool use reminder sheets with written and picture directions so students can be reminded how to operate machinery in a couple different forms.

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I have also installed whiteboards which allows me to both write and draw concepts to help solidify verbal instructions and create a reference.

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Take a look at some of my examples by clicking the links below:

• Sample Project Plan

• Scroll Saw Set Up Sheet

• Whiteboard Directions 1

• Whiteboard Directions 2

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B - Skill in utilizing a variety of instructional methodologies.

Included in the list below are some of my frequently used instructional methodologies. Each method includes a brief description of how I utilize that method.

 

• Teacher Led - Brief lectures, examples, and demonstrations.

• Students Training Students - If students miss out or fall behind in certain areas I encourage other, competent student, to teach and bring their peers up to speed.

• Partner learning - Encouraging students work or build with a buddy; such as a cutting or project buddy/group.

• Guided discovery - After basic skills are taught, students are able to plan and build a project of their choice.

• Discussion - Slowing class down and facilitating class discussions when teachable moments arise.

• Reflection - Allows students to reflect on project after completion an before they self-assess.

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Click on the link below to download a sample copy of the student reflection.​

• CTS Reflection

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C - Skill in utilizing a variety of student evaluation methodologies.

One evaluation method I am quite proud of is my development of a ‘softened’ grading scheme for the new CTF curriculum. While in university I developed a method to assess CTF students as it was quite a hot topic, and many teachers were struggling with it. I have since been refining my methods, and though not perfect, I feel it to be a sound way to evaluation CTF students. In a nutshell, students are graded using the suggested acquiring, applying, adapting model. I took this and created an assessment sheet that focuses on multiple categories such as project management, skills, and work habits. Each category has several areas that are graded out of three points each. However, using a simple algorithm, I softened the grades by making a 1/3 worth 50%-69% rather than 33%. I did this because I believe that if the student achieved a one and is still in the ‘acquiring’ stage that is indeed a pass; they just haven’t been able to refine the skill yet. The beauty of this assessment is that it can be used with all CTF courses with just mild tweaking of the assessment sheet. Of course, I can’t take all the credit! My assessment method was based on a website -www.roobrix.com- that helped me see errors in common grading methods.

 

Another evaluation method I employ is mutual assessment included with each project. Students and I assess the project using the same rubric. Both marks are then considered for final mark, not simply an average, but rather a consideration of each mark. In addition, if teacher mark surpasses the student mark then student automatically takes the teacher mark.

 

I also place great value on a reflection piece students complete at the end of each project. This can allow students to communicate learning from their experience regardless of project quality. It is essential in construction when 're-dos' are often not feasible.

 

Finally, I always consider student variables and evaluate on of progress rather than product. I consider such things as previous experience, contextual variables, learning disabilities, etc.

 

My CTF and CTS assessments and rubrics can be downloaded here:

• CTF Rubric

• CTF Project Assessment Sheet

• CTS Project Assessment Sheet

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D - Skill in diagnosing the entry knowledge and/or skill of students for a given set of instructional objectives.

In construction class assessment of entry knowledge and skills, or pre-assessment, is determined through my thorough safety and tool certification process. During this process student are able to both communicate their knowledge and skills as well as demonstrate their knowledge and skills. Thus, making it easier for me to prepare a successful initial project for them. If previously selected projects are too easy or difficult they will be adjusted.

 

An example of this is a project adjustment has recently occurred in Vilna. During the introduction of one of my construction courses I found that the initial project I had planned for the group was going to be unreasonable for them to accomplish based on entry knowledge and skills. Therefore, I am adjusting the projects/assignments as needed to accommodate students while still have them meet curriculum outcomes.

 

Another method I use for diagnosing skills is conducting formative progress checks during creative work time. Creative work time is something I like to do in my technology classes, such as in Photoshop, where students are able to spend a period creating something of their own on their own. This allows me to check the progress with each student. These periods can also be given at the start of a course to help determine previous knowledge.

 

View some student exemplar CTF Photoshop creations in the gallery at the bottom of this page.

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E - Skill in assisting students to develop a positive self-concept.

One of the first things that comes to mind when considering self-concept in shop is the gender biases that can exist in this environment.  I try extremely hard to mitigate these biases, keep my shop a safe place, and promote my program to all students.

 

One success story I can share is about a young lady who was rather timid at the beginning of her construction endeavors. However, through extreme perseverance, and a little encouragement from me, she was able to create the most complex and beautiful pieces of furniture to come out of my shop to date. The nightstand she built can be viewed in the gallery below, or by clicking here.

 

Other methods I employ to help students develop positive self-concept include:

• Building up students by affirming them

• Encourage positive talk in the classroom

• Using ‘I Can’ statements

• Allowing students to fix or redo major errors when possible 

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F - Involvement in professional development.

This year I have been able to attend three significant professional development sessions that I was lucky to be a part of. The first was a two-day Technology and Learning Symposium, the second was a construction collaboration day with other teachers in a neighboring district, and the third was a five-day welding workshop held at Lakeland College.

 

The welding workshop was by far the highlight where I was able to participate in several types of welding and practical experience as well as get a solid overview of the theoretical aspects as well.  Pictures of the welding workshop can be viewed in the gallery below. 

 

In the next year I would like to focus on a few of items. First, proceed through the necessary steps and submissions to receive an Alberta Certificate of Qualification in cabinetry; and second, obtain a full class 2 licence with the ‘S’ endorsement to help better contribute to the school ‘in house’ student transportation team; and third, I would also like to consider the start-up of a welding program and create a proposal for the program.

 

In the future, I would also like to work toward a full Journeyperson Certificate. I would also like to learn and possibly develop courses in the following areas: photography, computer science, outdoor and adventure education, as well as become more familiar with the CTS curriculum in the Marketing and Management Cluster.

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G - Involvement in extra-curricular, and community activities.

Involvement in extra-curricular activities have included field trips horseback riding, skiing, and to the Skills Competition in Edmonton coming up; but my main contribution has been in archery. This past November I took the NASP Archery Coach Certification and have since been working in both Smoky Lake and Vilna with the archery teams. I even created a prize banner for the winning schools of the Smoky Lake Archery Tournament that took place in February.

 

In Smoky Lake I was also able to connect to the community by coordinating with the parent group CASA to help provide some fundraising for tools in the shop. We were awarded $1000 and were able to purchase two scroll saws and an oscillating drum sander! All of which have been excellent additions to our shop.

 

Picture of extra-curricular and community involvement can be seen in the gallery at the bottom of the page.

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H - Interpersonal skills with students.

Maintaining trusting relationships with students when one switches between schools mid-year, as I do, can definitely be a challenge. Especially in smaller schools where students have such strong ties to teachers. An interpersonal philosophy that helps me with this challenge is the -Respect Gets Respect- model that I try to live by. This motto implies that I first have to respect my students before I can gain respect from them. I also strive to keep a professional, but friendly, relationship with students. I am firm and consistent, but also fair in my dealings. In addition, I listen to students and value their opinions.

 

A good example of developing relationships that comes to mind is with student that I had who was struggling significantly with attendance. When I called home, though there were many variables contributing to his poor attendance, a major issue he was dealing with was the passing of his beloved cat that he had since birth. Without even thinking twice I offered to build his late cat a pet casket to help aid in the grieving process; the student gladly accepted. Consequently his attendance increased in my class, and I hope that this act helped him feel support from his teachers.

 

A picture of the small pine box can be viewed here or in the gallery below.

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