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Implementation Plan
Jake Sandison
100530904
Table of Contents
Curriculum Unit Development and Implementation Plan .............................................................. 3
Overview ..................................................................................................................................... 3
Course Outline ................................................................................................................................ 4
Lesson Plan: Weekend Workshop Format: Pre-Workshop and Day 1 ........................................... 9
Lesson Plan: Weekend Workshop Format: Day 2 ......................................................................... 12
References .................................................................................................................................... 14
Weebly Website
Dry Stack Intro Video
Dry Stack Feature Video
Dry Stack Tools and Safety Video
Adobe Voice video summarizing learning outcomes
Ruth Stiehl web article related to backward design
There are other files and other sources attached within the Weebly website.
Course Outline
Course Name: Introduction to Dry Stack
Course Code:
DRYS 1000
Course
Hours:
Facilitator:
25
Class
Jake Sandison
Lab
3 hours
Field
Other
Total
20 hours
2 hours
25
Prerequisites/Corequisites/Equivalent Courses
PR/CO/EQ
Course Code
Course Name
N/A
Course Name
DRYS 2000
Dean
Approval:
1.
Date:
Calendar Description:
This is an introductory course that will allow the student the opportunity to develop basic
skills to safely tackle a simple dry stack landscape feature. This course is ideally suited
to for anyone young and old - who enjoys working outdoors with their hands.
Participants will work together in a small group to complete a walling project. In addition
to the hands on, experiential learning, students will discuss the history and philosophy
of dry stack along with the ecologically friendly benefits of using this construction
medium.
2.
3.
Portfolio
Interview
Dual Credit
Other
Not Eligible
PLAR Contact:
Jake Sandison jason.sandison@uoit.ca
4.
5.
Evaluation:
Evaluation Type(s)
Practicum, Quiz
2. Articulate a personal
philosophy of dry stack
construction
Discussion,
Discussion
Practicum, Quiz
Outcome Weighting
50
10
Written assignment
10
30
Total:
6.
100 %
Other:
Safety:
Personal safety is paramount for all participants. Although we will be working
safely and within groups, it is strongly advised to work within your limits and
wear protective equipment at all times. Failure to do so will prohibit you from
participation in the hands-on portion of the workshop
Please notify the course facilitator of any reason (medical or otherwise) that you
feel would preclude you from participating in any of the physical portions of the
workshop
7.
Course Learning
Outcomes
1. Apply
principles of
dry stack
construction to
contribute to
the safe
construction of
a stone
structure
Learning Activities/
Resources
Demonstrations, selected
readings, instructional
videos, discussions,
practical applications,
reflection exercises
Elements of Performance
Course Learning
Outcomes
2. Articulate a
personal
philosophy of
dry stack
construction
3. Discuss the
benefits of dry
stack
construction
as it relates to
sustainability
4. Utilize safe
and effective
work site
practices while
working on dry
stack
construction
Learning Activities/
Resources
selected readings,
discussions,reflection
exercises
Demonstrations, selected
readings, instructional
videos, discussions,
practical applications,
reflection exercises
Demonstrations, selected
readings, instructional
videos, discussions,
practical applications,
reflection exercises
DRYS 1000
Day &
Time
PreWorkshop
(approx..
2 hours)
Activity
Notes
Participants will review the handout
material and view the specified videos
(these documents and links will be
emailed to participants after
registration)
Resources
Required
Selected
readings,
videos,
participant
email info
Related
CLOs
1, 4
Online
Asynchronous
Work
Saturday
8:00 a.m.
Welcome and
refreshments
Refreshments
and snacks
8:20 a.m.
Introduction
Flip chart,
Samples and
extra safety
equipment as
needed
2, 4
Flip chart,
presentation,
demonstration
1,2,4
8:40 a.m.
History and
Theory
DRYS 1000
9:30 a.m.
Discussion and
Demonstration:
moving stone
and safety tips
9:50 a.m.
Starting the
wall
12:00
p.m.
Lunch and
philosophy
discussions
Demonstration, 1, 4
dolly, carts,
wheelbarrows,
safety
equipment
Demonstration, 1, 4
dolly, carts,
wheelbarrows,
safety
equipment
Demonstration, 1, 4
chisels,
hammers,
buckets
Demonstration, 1,4
chisels,
hammers,
buckets
Images, table
2
top question
cards
DRYS 1000
12:45
p.m.
1:10 p.m.
Continued wall
building
4:20 p.m.
Clean-up work
site
4:35 p.m.
Quiz on key
concepts
4:55 5:00
Wrap-up
summary for
Day 1
Batter frame,
metal fence
posts, string
1,4
Demonstration, 1,4
chisels,
hammers,
buckets
Buckets,
brooms
Quiz, seating
space, pencils
Personal
philosophy
assignment
1,2,4
DRYS 1000
Day &
Time
Sunday
8:00 a.m.
Activity
Notes
Welcome and
refreshments
8:20 a.m.
Share personal
philosophy
statement
Warm up and
site
preparation
8:45 a.m.
9:00 a.m.
Continued wall
building
Resources
Required
Refreshments
and snacks
Related
CLOs
1
discussion
Tools, hearting
buckets, steel
fence posts,
string
1,2,4
Demonstration, 1,4
chisels,
hammers,
buckets
Discussion
1, 4
DRYS 1000
1:00 p.m.
Continued wall
building
2:00 p.m.
Demonstration, 1, 4
chisels,
hammers,
buckets
Establish a finished height string line
Demonstration, 1,4
and build wall to it
chisels, string
As wall nears completion, demonstrate hammers,
how to start and place vertical coping
buckets
stones
As wall nears completion, designate
Rakes, brooms 2
some participants to start clean - up
Remainder of participants complete
Enjoy beverages and snacks and enjoy Beverages,
1,2,3,4
and appreciate accomplishments
camera,
Take photos
discussion
Share final reflections and highlights
Final good-byes
2:30
3:30 p.m.
3:30
5:00
5:00 p.m.
Workshop
concludes
1, 2
References
Mager, R.F. (1984). Preparing instructional objectives. (2nd ed.). Belmont, CA: David S. Lake.
Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for
Supervision and Curriculum Development.
Shannon, T. (2011). The Relative Weighting of Learning Outcomes. Council of Private Higher
Education Discussion Papers, (3). Retrieved from http://cophe.edu.au/policy/discussionpapers/COPHEDP3Learningoutcomesandassessment.pdf/index_html
Stiehl, R., Lewchuk, L. (2002). Reconstructing the College Curriculum. Learning Abstracts. 5(6).
Retrieved from
http://www.tcc.edu/welcome/collegeadmin/OIE/SOA/documents/Reconstructing_College
_Curriculum_Stiehl_2002.pdf