Week 2

Description - M1-Week 2

1. This week’s experience highlighted multiple opportunities to integrate digital fabrication tools into my classroom to support hands-on, student-centered learning. These tools allow students to move beyond passive learning and actively create, design, and problem-solve. For example, students can design and produce visual representations of academic concepts, such as creating symbols for themes in literature, labeling diagrams in science, or developing prototypes. In my teaching, this technology would enhance engagement and provide multiple entry points for diverse learners. It supports differentiated instruction by allowing students to demonstrate understanding through design and creation, rather than only through traditional written responses. Additionally, it fosters a sense of ownership and pride, as students produce tangible artifacts connected to their learning.

2.  Activity

Learning Objectives

Students will analyze and identify a central theme in a text and create a visual representation that symbolizes the theme.

Description & Stages of the Design Thinking Process

Students will read a selected text and identify a central theme. They will then design a sticker that visually represents that theme through symbols, images, or text. 

2. 1. Empathize-Students reflect on the theme and connect it to real-world experiences or emotions.

   2. Define-Students clearly articulate the theme they want to represent, using textual evidence.

   3. Ideate-Students brainstorm possible symbols, images, or words that represent the theme.

   4. Prototype- Students create a digital design using vector software and prepare it for vinyl cutting.

   5. Test-Students produce their sticker using the vinyl cutter, evaluate the final product, and refine their design if needed.

3.  Digital fabrication continuum (DF for kids to DF by kids) 

1. • Based on this week’s experience, I feel most comfortable in the DF for kids. While I am developing confidence in using tools such as the vinyl cutter and laser engraver, I see value in providing structured guidance and modeling for students. My experience working with the machines adjusting settings, preparing designs, and observing the fabrication process helped me understand the importance of scaffolding when introducing these tools. I also recognize the potential for students to take increasing ownership of the process.