In this module, I learned the importance of making learning meaningful and valuable for students by connecting lessons to real-world applications and their personal interests. In a CTE environment, this means designing projects and activities that relate directly to careers, skills, and problem-solving tasks students may encounter outside the classroom.

In this module, I learned the importance of incorporating student voice and choice in the classroom. Allowing students to make decisions about their learning increases engagement, motivation, and ownership of their work. In a CTE environment, giving students options in projects, tools, or methods helps them connect learning to their interests and strengths, making lessons more meaningful and relevant.

In this module, I learned the importance of creating a classroom environment where students feel safe to take risks and make mistakes. A safe space encourages students to try new techniques, ask questions, and engage more fully without fear of judgment. In a CTE setting, this approach allows students to experiment with tools and projects, learn from errors, and develop problem-solving skills.

In this module, I learned the importance of designing a learning environment that is accessible and inclusive for all students, regardless of their abilities or learning differences. I gained insight into strategies that support executive functioning, such as structuring tasks clearly, providing visual cues, breaking assignments into manageable steps, and offering multiple ways for students to demonstrate understanding.

I also learned how to create equitable opportunities for engagement by adjusting instruction to meet diverse needs. This includes understanding individual learning styles, offering scaffolding when needed, and fostering a classroom culture where every student feels safe, supported, and capable of succeeding.

Removing barriers for one student may create a barrier for another so multiple options for assessment are needed.

I plan to continue to use exit tickets to gage the effectiveness of lessons.

An open discussion of perceived barriers from the student and parents will help in the removal of those barriers.

Formative assessments allow students to find areas of improvement needed before they reach a summative assessment. The use of exit tickets to gather data on understanding will allow me to adjust instruction to ultimately reach the instructional goals of the courses I teach.

Formative assessments are frequent and have a low impact on grades. They should help guide the student to identifying areas of instruction that they need to focus on to reach the final instructional goal ie. a summative assessment.

As a high school automotive teacher, I can create a safe and engaging learning environment by establishing clear routines, maintaining physical and emotional safety, and fostering respect and support. I can support students’ executive functioning by breaking down complex projects into manageable steps, using visual aids and checklists, and incorporating time-management tools. I can differentiate instruction through hands-on activities, varied learning modalities, flexible grouping, and assistive technology to ensure access for all learners. I can boost engagement by connecting lessons to real-world automotive careers, offering student choice, and using positive reinforcement. Regular check-ins and collaboration with families and support staff… >>>