Reflective Questions

3. 1. Are you planning to use the fabricated object in your classroom? If so, how?

I will use these creations as talking points in my science methods course to help my students see the potential of digital fabrication in education. I will incorporate examples like my 3D-printed people for the rescue raft model lesson and Ranger Penny for the firetower model lesson to walk students through how fabricated objects—and the design process behind them—can be meaningfully integrated into inquiry-based STEM lessons. These examples will help my students connect fabrication tools with pedagogical strategies, encouraging them to think creatively about how hands-on, designed objects can support both content learning and student engagement. I want to demonstrate how teachers can take charge of designing and making the tools they need—as producers—rather than relying on what’s available commercially and possibly not getting exactly what’s needed.

Im showing students that:

1) Digital fabrication isn't just tech for tech's sake—it can have real instructional value when tied to meaningful inquiry and student engagement.

2) Teachers can be makers—not passive recipients of pre-made materials, but active designers of their own tools to fit specific learning contexts.

3) The design process itself is a learning opportunity—it builds creative confidence, reinforces engineering practices, and mirrors the kind of iterative thinking we want students to develop.

3. 2. Think on a learning activity involving 3D printing. How could it be aligned with your curriculum / standard? What are the challenges?

For a learning activity involving 3D printing, I could align it with my curriculum by focusing on STEM principles and integrating subjects like science, technology, engineering, and mathematics. For instance, I could design a project where students create models to explore the concept of buoyancy—like a rescue raft—to help students understand density, force, and buoyancy. This project would align with Next Generation Science Standards (NGSS), specifically those related to force and motion, while also incorporating mathematical concepts such as geometry, measurement, and volume. Students would apply these concepts as they design their rafts using 3D modeling software and then print their models. The activity would also engage students with engineering design processes, teaching them to prototype, test, and iterate their designs. However, there are a few challenges I might encounter. One of the main challenges would be ensuring access to technology, as not all students may have access to 3D printers or other software. I would need to ensure there's enough technology available for all students and potentially schedule time for using the equipment. The complexity of design software is another challenge, as some students may find CAD tools difficult to learn. I could start with templates or simpler design tasks to help students build their skills gradually. Time management could also be tricky since the process of designing, iterating, and printing models can take time, and students may need to revise their designs after testing. I would need to set clear expectations and deadlines for each phase of the project. Additionally, the choice of materials for printing could be a limitation, as some designs might not hold up as well as expected, so I would need to choose the right type of filament for the project. Lastly, I may need to gain further expertise in 3D printing and other softwares to confidently guide students, so additional training for both me and the students might be necessary. To address these challenges, I would provide training for students on the design and printing process, start with basic templates for the design phase, and ensure I allocate time for trial and error in the project timeline

3. 3. Have you started an educational portfolio? Why or why not? . In your opinoin which are the advantages of having these education portfolios? How do evaluate success a learning activity and how do you keep track of possible modification/improvements ideas?

Yes, I have started an educational portfolio in the form of a teaching portfolio from my time as an elementary teacher, which includes model lessons, a classroom management plan, examples of teaching science, and a philosophy statement. This portfolio has been a valuable tool for reflecting on my teaching practice and documenting my growth as an educator. I have also built a professional portfolio for my retention, tenure, and promotion files at the university, where I include exemplars of teaching practices, service to the profession and community, and research accomplishments. These portfolios have allowed me to track my development over time and provide concrete evidence of my effectiveness as an educator.

In my opinion, the advantages of having an educational portfolio are numerous. It provides a structured space for reflecting on my teaching and tracking growth over time. Portfolios allow me to demonstrate successes, challenges, and the evolution of my teaching methods, including the integration of project-based learning (PBL), digital fabrication, and sustainability in the classroom. They also serve as a powerful tool for self-reflection and continuous improvement. Moreover, portfolios offer tangible proof of my teaching impact, which is invaluable for professional recognition, whether it's for promotion, awards, or professional development opportunities.

When evaluating the success of a learning activity, I consider several factors: 1) Student Perspectives: Are students actively participating and showing enthusiasm for the activity? I gather formative feedback through surveys or informal discussions to assess their satisfaction and learning experiences. How do they feel about the course activities and assignments? 2) Learning Outcomes: Did students meet the intended learning objectives, such as understanding core objectives in the course like floating and sinking? or for my portfolio as a teacher, geared more towards my own professional progress. To track possible modifications and improvements, I keep a reflection log after each lesson or activity, noting what worked well and what could be better. I also use student feedback and peer reviews to identify areas for enhancement. By reviewing assessment data and comparing it to learning objectives, I can pinpoint which areas of the activity need to be tweaked. Finally, collaborating with colleagues and discussing their experiences can provide valuable insights into how to refine future activities. All of this helps me build a comprehensive picture of how my teaching is evolving and where improvements can be made for future classes. I think I also do lots of design-based assessment akin to what Donald Shöne might describe as reflection in action because I make minor adjustments in my teaching, service projects and research endeavors, less quantitatively, but more qualitatively