Why Did We Take On This Project? • Trouble retaining students • Falling behind in math credits • When we started, students needed to pass the BST math test • Instructor were already teaching math, didn’t realize how it related to the students math classes
What Did We DoHow Did We Accomplish It? • Started over 3 years ago in Auto Technician (Summer of 2007) • With Auto Tech teacher, we went through the state math standards • Erick explained the math standards and Pete(auto tech teacher) gave examples from the world of automotive
Curriculum Sheet with Math Standards • NORTHEAST METRO CAREER & TECHNICAL CENTER • Career and Technical Academic Standards and Benchmarks • Program: Automotive Technology • Course: Brakes (AUST 100) • Course Description:This course covers basic automotive brake system theory including hydraulic systems, drum brakes and disk brake systems. Student will learn to diagnose brake systems, machine brake drums and rotors, remove and replace drum and disc brake system parts, and overhaul brake cylinders and calipers and the understanding of micrometer parts and readings. Students will learn automotive tools, shop equipment, and basic safety procedures. • Academic Standards and Benchmarks: • The student will: • Standard 1.0: Investigate career opportunities and career paths within the automotive industry. • Explain the roles and functions of individuals engaged in the automotive industry. • Investigate employment opportunities and five-year career outlook. • Standard 2.0: Identify and apply ethical and safe practices used in the automotive industry. • Describe shop safety rules. • Wear safety glasses when in lab. • Demonstrate safe and courteous behavior at all times. • Standard 3.0: Demonstrate a positive work ethic and employability skills required in the automotive industry. • Work as a team member in shop. • Develop and demonstrate time management. • Demonstrate safe and courteous behavior at all times. • Standard 4.0: Properly test, diagnose, service, and repair general brake systems. • Complete work order to include customer information, vehicle identifying information, customer concern, related service history, cause, and correction. 9412,9431,8248,9422 • Identify and interpret brake system concern; determine necessary action. 8241,8324,9411 • Research applicable vehicle and service information, such as brake system operation, vehicle service history, service precautions, and technical service bulletins. 220.127.116.11,9422,9438 • Locate and interpret vehicle and major component identification numbers (VIN, vehicle certification labels, calibration decals). 18.104.22.168 • Standard 5.0: Properly test, diagnose, service, and repair hydraulic systems. • Diagnose pressure concerns in the brake system using hydraulic principles (Pascal's Law). 9421,9422,9218,9242,22.214.171.124,9221,9222,8211,9212,8241,9212,9423,9431,9438
Who’s next? • Deanne DeGraff sent out an email, “Does anyone else think they cover enough math to earn a math credit?” • Over 2 years we’ve working with Design, Cosmetology, and Construction.
Why Did Instructors Sign Up? • Some to increase enrollment • Knew the math was important • They were teaching math anyway • Students struggled with math
Setbacks / Silver Lining • Our initial goal was to get a math credit • Found out requirements, talked to member districts
Transition from BST to GRAD • When first started project, the test to pass was BST • Then the GRAD test came along, and required an “intervention” to take the test again • All programs covered a lot of areas of the GRAD test
Two-Pronged Approach to GRAD Intervention (‘09- ‘10) • Targeted Computer Based Intervention 2x/ week • E2020 • A+dvancer • Integrated Curriculum
Need Validation • Needed validation for intervention • Contextualized pre/post test for 4 programs
Expansion for ‘10 – ‘11 • Perkins grant for full-time math coach • Include more programs • Shift focus from GRAD GRAD and Accuplacer
Expansion for ‘10 – ‘11 • VICTORY – Vocab to Integrate in Coursework Together Yearlong • 29 Generic SMARTBoard Lessons • All programs take sample Accuplacer instead of contextualized math tests
Challenges • Changing the Culture • Validation
Response From Member Districts • Over half of our 10 districts currently consider Connie’s Design & Interactive Media class an GRAD math intervention
Math by Design: Immersion Strategies for Visual Learners • Visual hooks and daily practice help students retain the math they need to know.
Background • The problem • The standards • Pre and post test using design problems • The math book • The problems by test by strand
Problemsolving • First 20 minutes of the day • Group activities • Some math, some design, some drawing, some creativity • Link to Connie’s blog for creativity exercises:http://demillodesign.com/wordpress/?page_id=125
Sketchbook • Daily practice in drawing.
Shadows in Perspective • Movies showing how to shade in perspective: http://www.ehow.com/video_4412111_drawing-two_point-perspective-drawing-shading.html • http://www.youtube.com/watch?v=pp4ykackWDo
Other Ways to Draw the Illusion of Depth: Overlapping Atmospheric perspective Farther away objects are smaller and closer to the top
Sustainable Design • Katrina Cottage Plans: • http://www.cusatocottages.com/selectaplan.php#
Dream Room Project • Measure your room or imagine the size of the room of your dreams • Go online and furnish your room with everything you want. Take screenshots and total costs in a Google docs spreadsheet • Draw your blueprint • Draw your room in one or two point perspective
Online Graphic Design Resource • Collection of drafting exercises:http://www.technologystudent.com/designpro/drawdex.htm
Online Design Basics Resource • The best design basics book I have ever found:http://www.gdbasics.com