![]() Grading projects like this is not really something that can be done uniformly due to the unique nature of each student’s project. Obviously, this is not an approach that will work for all teachers and students. It also starts some small talk and other interactions (usually fairly rare with individuals on the autism spectrum). This can drive innovation, if a student sees a technique or idea that they like, they sometimes will try and include it in their future projects. This lets them show their classmates what they have added or changed in their models. By letting the students decide on what they want to work on for the next few class periods, they tend to be more motivated to create something new and unique.ĭue to the smaller class size that I tend to have (usually less than 10 students) I am able to set aside a small block of time for the students to present their latest changes to their project to the class. I have had students decide to do all sorts of different projects, some of the more notable projects I have seen over the years are hotels, restaurants, campgrounds, and underground disaster shelters. I let the students individually decide what they want to create (within reason) and try to tailor the lesson of the each class to the tools that will be the most helpful in that project. When I hold a class I try to focus on teaching the tools in SketchUp rather than a project. ![]() I want to share it in case anyone finds it helpful. ![]() We don’t follow a traditional curriculum but have found a slightly different method that works for the class quite well. My favorite activity that I get to work on is the classes that we hold from time to time for students on the autism spectrum. Project Spectrum is an extensive program covering all things related to our autism outreach. I work at Trimble on something that we call Project Spectrum.
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