Final Post for Curriculum Construction

This course has been a challenge for me due to time constraints, but I wanted to complete the course for use in several areas that I teach. I will use the procedures and information we have covered for the HVAV Print Reading and the HVAC Heat Load Estimation classes at WITC. I am also planning to prepare two additional classes outside WITC. One will be in Vegan Cooking classes which will be presented to the public and another will be for Spiritual Gifts to be used in the church.
Initially I was frustrated with Blackboard and found it time consuming to get around in the program. I lost a lot of time trying to locate areas in the program, but with practice it was getting much better and I like the advantage of getting the information from the computer without searching information sources on foot. Some of the links would not function on occasions and the system was down so that added to the frustration. But overall I appreciated the opportunity to work on this course. Thank you for the opportunity.

This one lesson has been very interesting as the resources have been encouraging for the various students I have worked with over the years. I have reviewed the Learning cycle which begins with motivation and have used that step in most all of my lessons. I wrote a paper for my master's degree with this very concept. I have always focused on getting the attention of the students and work with them from that perspective. I have focused on keeping that motivation strong as I continue toward the goal. I have also used the Kolb philosophy, but found the material from Dr. Gardner the most refreshing. I have over the years worked with many different kinds of individuals with mental and physical limitations. I have worked with multiple disabilities of all ages and each time I had hoped to have or find some way to reach each group. I have always been disapointed by the information in I.Q. tests, because I found that many of the individuals can do better if we do not label them. I have ordered some books from Dr. Gardner and hope to apply the information in the lesson plans and procedures. It appears refreshing that I may be able to offer all students more insight to their educational procedures.

Learning objectives

Reviewing the learning objectives as they relate to my field for the students in the techical programs has been refreshing. This will make the development of the objectives easier for the WIDS. The universal design was an interesting portion as I have been involved with ADA to a great degree in the past. It has been most encouraging to see the development of curbs for those in wheel chairs, but also the use by others which makes more sense. Makes on wonder why we made curbs the way they are for our streets. But more importantly I would like to see more done for those who has learning disabilities. I have made numerous options for some of those people and they have just improved dramatically. I have used options for vision, blindness, hearing impaired, mobility, health impairments of all sorts and psychiatric impairments. All of these impairments have been a large part of my reponsibility when working as a rehabilitation consultant and expert witness.

Multiple Intelligence Discussion

I began using intelligence testing back in the early 70 when I began working as a vocational evaluator and later completing vocational assessments for adults searching for work and clients who may need this evaluation as part of a vocational assessment. I was much concerned with the results of assessments when using the Wechsler or Stanfor Binet as well as others for clients who may not have the reading or understanding to complete that type of testing instrument. After searching for a better tool I would use several other methods to establish goal for the clients. One of the instruments, The Revised Beta was particularily helpful for the non reader. From this test I could make assessments and direct the client in several different options and then to explore with them.
Another test was the Army General Classification which again gave areas of strength to explore with the individual. This again was very helpful as many areas would be given to explore. This kind of information would not be included with the general intelligence testing and not helpful. I was glad to see that Dr. Gardner for one , is concerned out there and importance given to this matter.
I have long been determined to consider what the total student can do with what they have and then to motivate from that perspective. This just reinforces my practice in that regard.

Formative and Summative Assessments

Unit 4 Journal entry.
This is great stuff, if I can ever learn how to use all the electronic gadgetry. I would like to reflect on the Formative and Summative assessments which I have read. Initially immediately thought about Ecclesiastes 1:9 which states something about "and there is nother new under the sun". I used this information back in the early 70 and often would use the process following any formative assessment to further evaluate my process as well as the student process. Today I use both, but do much more of the formative to review individually with students and the entire class. This way I can review material they may have missed or I did not present entirely. Individually I can start with where they have a problem and continue with questions to forge a path for them to understand the concept.
It is most fun to watch the student as they begin to understand and discover that they can do it on their own. After they understand I ask what was their question? It is delighful. The summative is used also,but I find I do not use it as often and ony when needing to determine a mid semester and final grade.