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Noveloso Case Study Unit Plan Instruction Accommodation
Noveloso Case Study Unit Plan Instruction Accommodation
UNIT SUMMARY:
Students will use what they have learned about the elements and principles of design, design process
and design layout to create an original and creative design on Adobe Illustrator. Students will learn
the process of cutting out their designs on multicut vinyl using a plot cutter and using heat transfer to
apply their designs to a tangle product a t-shirt. Students will complete the following steps:
CLASSICAL To get my students to pay attention during this unit, I will create a
positive classroom environment to help students overcome
CONDITIONING anxiety or fear of receiving critique. During the critique step of the
design process, students often display signs of fear and
What strategies will you use to get
reluctance for a few reasons: fear of criticism, dislike being told
your students to pay attention?
they are wrong, and/or anxiety about speaking to students they
(Attention-getters)
are not friends with. I understand that these fears begin early in a
childs education since I remember experiencing many of those
fears myself. As we go through the school system, from
elementary school (if not preschool), we are taught that there is
usually a right or wrong answer to questions, assignments,
tests, etc., and we learn that a bad grade or directions for
changes to make on something we did wrong are situations to be
avoided. This is an example of classical conditioning that could
hinder students learning:
NEGATIVE REINFORCEMENT
I normally have a no cell phone rule in my class, but for classes
that show me they can follow all other class rules and stay on task
(good behavior), I allow students to listen to music if they wish
(take away something bad bad to them is not being able to
have their cell phones out). So the good behavior of following
rules and staying on task increases.
(This only applies during certain parts of the project where it
would be safe to use, such as during the sketching steps where all
students are seated and no dangerous equipment is in use
students must keep one ear headphone free).
POSITIVE PUNISHMENT
If students do not clean up their work areas after using class
supplies, tools or equipment (bad behavior) I give them detention
at recess or after school (negative punishment) so that the bad
behavior of not cleaning up decreases.
NEGATIVE PUNISHMENT
If students are horse playing or breaking class or school rules
(bad behavior) I take away their privilege of using industry
equipment, such as Xacto knives, the cutting machine and the
heat press (taking away something good ability to create their
own t-shirt) and I give them an alternate assignment so that the
bad behavior decreases.
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REAL WORLD During this unit, students will be exposed to the real world
scenario of having to complete a design challenge. Students are
What strategies will you use to presented with a design project brief, which outlines the purpose
connect the lesson to a real world of the project, the skills and knowledge they will learn and use,
application? (Real life) and all of their requirements. Students will have to complete their
project to assigned specifications and by a set deadline. This
mimics the experience of a professional designer who completes
work for clients.
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INTERPERSONAL
Student modeling students show students next steps and
guide each other with supervision from teacher.
INTRAPERSONAL
Students complete individual work packets are completed
individually and students are responsible for their own project
packets and final shirt products.
LINGUISTIC
Key words are written on the board. Definitions and steps are
provided in print and verbally.
LOGICAL
Students are presented with the design challenge and they
need to figure out how to meet the requirements. They use
reasoning to make their design fit project specifications.
TECHNOLOGY
Students use internet, computers, design software, cutting
equipment and heat press equipment to complete shirt.
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QUESTIONING To allow students to engage verbally during the lesson, they must
complete a critique as part of the design process. For critique, I
guide students with a set of questions and dialogue model of how
What strategies will you use to
critique discussions with each other should go. For example, I
allow students to engage verbally
direct students to address the following questions as a guide:
during the lesson? (Discussion)
Students should layout their designs for each other to see and
then discuss the questions above. Students are instructed to give
both positive feedback and constructive criticism.
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CRITICAL THINKING Critiquing each others designs is a good way to get students to
think critically. They have to analyze another students design and
think about what they have learned about what makes an effective
What strategies will you use to
design to give suggestions for improvements.
make your students think?
(Challenging issues)
Defining project specifications based on the project brief also
gets students to think critically because they have to evaluate size,
theme and placement of their designs. In this step of the design
process students need to set the specifications of how their
design will meet the project requirements. This involves
calculations and planning ahead.
GROUP WORK To get students to work together there are parts of the project
where students have to work in groups. For critique, each student
must choose three other students to give and receive critique
What strategies will you use get
from. Students also collaborate through modeling the final steps.
your students to work together?
When it is time to cut out designs on vinyl using the plot cutter
(Collaboration)
and apply vinyl designs to shirts using the heat press machine, I
start by giving the whole class a demonstration. Then as students
become ready for the cutting and heat pressing steps, I show the
first student who is ready one-on-one. Then that student must
demonstrate what to do one-on-one for the next student while I
supervise. This helps students work together and also retain more
knowledge of the process because teaching each other helps
them remember more.
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