Module 2 Week 2¶
Assignments¶
Fig 1
Process¶
I have tried to create a type tray from the template in Boxes.py using a laser cutter. Unfortunately I just could not cut out the tray inserts(still trying but…) It is frustrating.
I opened the svg file in Inkscape and separated the design into two files as it is too big. I managed to cut the box out (shown in Fig 1) but not the inserts.
Finally, after a few tries, I managed to cut the inserts as shown below.
I tried to understand the settings in Boxes.py and resized to only two compartments as shown below.
Reflection¶
Using TypeTray in the classroom supports:
• Design Thinking
• Measurement & Geometry
• Spatial Reasoning
• Digital Fabrication Skills
• STEM/STEAM learning
• Hands-on making
- Organizers for Classroom Tools
Teachers can design custom trays for: • Stationery • Robot parts • Circuit components • Craft materials
- Student Personal Projects
Students can design trays for:
• Mini-collections (stones, badges)
• Board games
• Storage for STEM kits
- Math or Science Activities
Because TypeTray requires dimensions, students practise:
• Measuring objects
• Understanding tolerances
• Calculating space
• Visualizing 2D → 3D transformation
- Literacy & Design
Students can create:
• Vocabulary boxes
• Story trays for sequencing
• Character trait organizers
**Integration into an activity aligning to the local curriculum
Activity: “Math in Real Life – Designing a Tool Tray” (Aligned with Curriculum standards - Primary 4 Math)
*Curriculum Link:
• Area & perimeter
• Decimals (mm/cm conversion)
• Geometry (2D nets → 3D objects)
*Task
Students design a tray that fits a specific set of objects (e.g., markers, batteries, blocks).
*Requirements: • Students must calculate dimensions • Convert between mm/cm • Consider thickness and kerf
*Integration With TypeTray (Boxes.py)
Though the vocabulary in the template in Boxes.py can be too difficult to understand, the focus can be just the following:
Students can decide the:
• Width, height, depth
• Number of compartments
• Material thickness
• Finger joint style (rectangular)
*Math Thinking Required:
• Planning space
• Understanding tolerances
• Visualizing a 3D structure from a 2D SVG
Education Portfolio¶
No. I have not built a general education portfolio. I used to write reflections on my teaching practices every term. I have also developed a Senior Teacher portfolio using google sites.
Why or why not? I focused on creating a Senior Teacher portfolio because it was required for my professional development and career progression. It allowed me to document my pedagogy, leadership roles, mentoring work, and contributions at a deeper and more structured level. Since the Senior Teacher portfolio already includes many elements of an educational portfolio—classroom practices, student outcomes, reflections, and professional growth—I did not see an immediate need to create a separate, more general education portfolio.
A Senior Teacher Portfolio is a type of educational portfolio, but with a more specific purpose.
In education, a portfolio generally means a structured collection of evidence showing someone’s skills, growth, impact, and professional practice.
A Senior Teacher Portfolio is a specialised form of an educational/professional teaching portfolio, usually created for:
• Career progression (e.g., Senior Teacher, Lead Teacher, Master Teacher pathways)
• Appraisal or recognition
• Demonstrating pedagogical expertise and leadership
It still includes normal educational portfolio components (e.g., lesson designs, student work samples, reflections), but it is framed around the Senior Teacher criteria, such as:
• Expertise in teaching
• Support for colleagues (mentoring/coaching)
• Contribution to school programmes
• Innovation in pedagogy
• Evidence of student outcomes
A Senior Teacher Portfolio is an educational portfolio, but more specifically a professional teaching portfolio for advancement.
Evaluating the Success of a Learning Activity¶
When executing a learning activity, evaluating its success usually involves multiple perspectives:¶
a. Student Outcomes
• Did students achieve the learning objectives?
• How well did they demonstrate understanding (through quizzes, presentations, projects, or discussions)?
• Were they engaged, motivated, and participative during the activity?
b. Observations During the Lesson
• Note which parts of the activity went smoothly and which caused confusion.
• Were the instructions clear? Did students need extra guidance?
• Did the pacing suit the class?
c. Feedback
• Collect feedback from students (informally or via surveys).
• Peer observation: Have colleagues observe the lesson and provide feedback.
d. Reflection
• Self-reflection: Consider what worked and what didn’t, and why
• Check alignment with curriculum goals and standards.
Tracking Modifications or Improvements¶
Keeping track of modifications ensures continuous improvement:¶
• Learning Diary / Journal: Record the original plan, what happened, and what changes you made in real time.
• Notes on Student Responses: Highlight which activities sparked engagement or confusion.
• Future Planning: Make annotations on what you’d adjust next time (timing, resources, group arrangements, instructions, etc.).
• Digital Tools: You can use spreadsheets, apps, or LMS platforms to log observations and track iterative improvements.
Including Them in an Education Portfolio¶
• Yes, definitely include them. They demonstrate professional growth and reflective practice.
• Your portfolio can show:
• Original plan → objectives, activities, materials
• Execution notes → observations, student responses
• Modifications → changes made during or after the lesson
• Reflections → what you learned, what you would do differently next time
This documentation is especially valuable for senior teacher portfolios, showcasing one’s ability to reflect, adapt, and improve teaching practice.
Tools¶
- Inkscape, laser cutter, Boxes.py
- Ministry of Education Curriculum Standards (Singapore)