Instructional practices within a high-quality CTE program are student-centered, engaging, and contextualized. Instruction connects academic and technical learning through project-based, problem-based, and inquiry-based methods. Teachers use authentic industry scenarios, modern equipment and technologies, and differentiated instructional techniques to meet the diverse learning needs of students. The learning environment promotes respect, collaboration, and a culture of excellence.
Tutoring math and drafting at Southeast Community College gave me meaningful insight into how to tailor instruction to meet individual student needs while building a supportive and respectful learning environment. Each student I worked with came from a different background and had a unique way of processing information. To support their learning, I used differentiated instruction strategies—breaking down complex problems into manageable steps, using visual aids, and offering real-life examples to make technical concepts more understandable. These adjustments helped students stay engaged and feel capable of mastering challenging material.
One of the most impactful aspects of this experience was creating a positive space where students felt safe to ask questions, express confusion, and try again after making mistakes. I remained patient and calm in my interactions, which helped students feel more relaxed and confident in their abilities. This respectful and encouraging approach not only improved their academic performance but also boosted their overall motivation.
Through this tutoring role, I saw firsthand how meeting students where they are—both academically and emotionally—can transform their learning experience. The one-on-one setting allowed me to connect with students individually, which reinforced the importance of building trust and being responsive to their needs. These experiences have strongly influenced how I approach instruction and student engagement, and they will continue to guide my teaching practices moving forward.
This lesson on using a planer in my Intro to Machining course reflects my growing ability to create instruction that is both student-centered and rooted in meaningful, real-world application. My goal was to help students understand not just how to operate the planer, but why it’s an essential part of any woodworking project. By starting with an essential question—Why is a level board important for building a project?—students were guided to think beyond just using a machine and instead connect the process to the larger purpose of craftsmanship and project accuracy. The structure of the lesson also promoted active, hands-on learning. After a brief review and demonstration, students immediately practiced the skill themselves, repeating the steps and applying them to real materials. This gave them ownership over the learning process and supported skill retention through direct engagement. I used plain, clear language to ensure all students could follow, and provided visual and physical cues to reinforce the steps. This approach helped support learners with different processing styles. The lesson also encouraged reflective thinking. Through exit ticket questions, students were able to identify key takeaways, ask questions, and reinforce safety procedures. These moments of reflection deepened their understanding and helped them see the value of the day’s learning within the broader context of building a project. Overall, this lesson allowed me to design instruction that was practical, engaging, and directly connected to the skills students will need in real machining and construction settings.
Demo3-Lesson Plan-Lilly Hanley.pdf