3. Field Activity “Talking Trash Bin”¶
For the Field Activity, I worked on a project titled “Talking Trash Bin: A Self-Directed Environmental Project,” where students were tasked with designing and building an interactive trash bin that promotes environmental awareness through technology.
Link to my ScopesDF Projekt¶
You can view the complete lesson plan for the “Talking Trash Bin: A Self-Directed Environmental Project” by following this link: https://www.scopesdf.org/scopesdf_lesson/talking-trash-bin-interactive-electronics-and-programming-project/
Ongoing Project Status and future Updates¶
At this stage, we are still in the midst of the project, as the students are actively working on developing their Talking Trash Bin prototypes. Consequently, I am unable to provide a photo of the completed prototype or feedback at this moment. However, I am committed to sharing these elements as soon as the project progresses further. I will update my portfolio with a photo of myself alongside the working prototype, as well as copies of the students’ feedback, once they have completed their work. This feedback will be instrumental in reflecting on and refining the lesson plan for future iterations.
In the meantime, I will provide photos of the current project status and do my best to answer any questions or provide additional information as needed.
Gallery¶
Reflection questions¶
1 Collaboration
During the Field Activity, it was not possible for me to collaborate with other FLA participants. However, I frequently work in teams within my school, and for this project, I collaborated closely with a colleague. We brainstormed ideas and gathered diverse perspectives to shape the lesson plan effectively. By organizing regular meetings and maintaining open communication, we were able to share insights and expertise. This collaboration with my colleague enriched the lesson plan by incorporating a variety of teaching strategies and technological approaches, ultimately leading to a more comprehensive and engaging learning experience for the students.
2 Instructional Challenges
One of the primary challenges I encountered was ensuring that all students could effectively engage with the technology involved, particularly programming the Calliope Mini and integrating various electronic components. To address this, I planned to provide differentiated instruction and additional resources, such as tutorials and hands-on workshops, to support students who might struggle. I also anticipated that some students might find the concept of self-directed learning challenging, so I incorporated structured guidance and checkpoints to help them stay on track.
3 Diversity
To accommodate and support students with diverse learning levels, perspectives, and cultural backgrounds, I designed the lesson to be flexible and inclusive. I provided multiple entry points for students to engage with the content, such as offering choices in project topics and allowing for varied modes of expression in their final presentations. Additionally, I emphasized the importance of environmental issues from a global perspective, encouraging students to consider how their projects might address challenges in different cultural contexts. By fostering an environment of respect and inclusivity, I aimed to create a space where all students felt valued and empowered to contribute.
4 Teacher Growth
This experience has significantly influenced my approach to integrating technology into teaching. I have gained a deeper appreciation for the potential of digital tools, such as microcontrollers and sensors, to enhance learning and engage students in meaningful ways. As a result, I have developed new skills in facilitating project-based learning and supporting students in navigating complex technological concepts. This experience has also reinforced the importance of adaptability and continuous learning as an educator, encouraging me to explore innovative teaching strategies and remain open to new ideas.
5 Future Improvements
Reflecting on this project, I recognize the potential for further improvement in several areas. I plan to enhance the scaffolding provided to students, offering more structured support for those who may struggle with self-directed learning. Additionally, I aim to incorporate more opportunities for peer collaboration and feedback, allowing students to learn from one another and refine their projects through constructive critique. Finally, I intend to seek ongoing feedback from students and colleagues to continuously refine and adapt the lesson plan, ensuring it remains relevant and impactful for future iterations.