6/10/2009 Reflections on 2008-2009 School Year

This school year, I worked with the freshman during their web unit, juniors during their Flash unit, and seniors during their non-profit unit. I will first start with the web unit. Looking at the websites from this Holiday Luncheon compared to last year, there has been a drastic improvement. The well developed lesson has played a major role in the unit's growth. However, there are aspects of the unit that I think could be further improved.

1. Students need to understand web design. The hardest part of a website is the actual design. Thus, maybe Photoshop or Illustrator should come before the web unit. As freshman the students would be able to explore their creativity and actually like ITA better because they are doing something fun. Also, HTML and CSS may be a little too difficult for students to completely grasp as a freshman.
2. In general, each unit should have one major goal or concept the students should remember even outside of ITA. Perhaps for the web unit it is the bare bones. Whatever this concept may be, it would be nice if the students remembered this idea until their senior year.
3. More pencil and paper activities. This can include drafting a web page design or even work sheets. Worksheets, if used correctly, will have students actively participating and listening, remembering more material, and can be used as a review guide. Worksheets need to be designed in such a way that they are useful and not just busy work.

I spent all last summer learning Flash and designing the unit. I was extremely nervous as to how it would turn out but for the most part I think it went okay. Because of the extreme organization, the students were able to follow Flash better than in the past. But, improvements need to be made.

1. We may want to gear the lessons toward creating one big master piece. Every session the students will be adding on to some flash animation story. Even though it will be relatively the same for everyone, the students will have a Flash project that they can be proud of. This may help the students see the bigger picture of why tricks like motion tweens or masking are used.
2. Worksheets this year helped a little bit, but not a great deal. I think that students should be given homework where we give them step-by-step commands on paper that they have to do in Flash. Then, the students would be required to e-mail this project. Instructors now could easily identify students that need help. Also, if students don't finish their homework, before they can take break or work on their BTW project they must complete the assignment. These assignments should be used as a good review/challenge.
3. Better Learn@UW questions. They really weren't helpful this year but it was good to get the students used to that style or learning.

The seniors this year actually finished a non-profit ahead of schedule. Part of this was my constant nagging which was stressful but I think next year with the Capstone Project idea we can really self-motivate the students.

1. To get seniors to work, you need to get them to care about the project they are doing. If you can't do that the first session, then you will of course have seniors that will not work. I think this year I had a good balance with being the seniors' friend but also being strict with what they needed to complete. I think any instructor that works with the seniors needs to balance these personality traits.
   
2. After students review a unit for their Capstone Review, they should have the option of taking the permit test.This will remind them about last minute certifications they can obtain.
3. Complete portfolios should be a major goal for the seniors. These portfolios should be examples for the younger students.
4. Instead of checklists created by the instructors, students need to make their own. Then, the instructors will go around class and glance at their checklists. This will make sure the students are more responsible for their own action and also it will be a good way for the instructors to know the progress of the students.