Lesson Plan: AutoCAD 2D Modeling and Features for Undergraduates

This assignment presents a detailed lesson plan for teaching AutoCAD to first-year undergraduate students. The plan, designed for a two-hour session, focuses on 2D modeling, covering objectives like interactive 2D model development, application of features (move, trim, etc.), and file management within AutoCAD. The lesson incorporates both theoretical lectures with PowerPoint presentations and practical exercises. The plan includes an introduction to outline session objectives, lecture-based learning to convey cognitive processes, pause for active learning for command practice, individual practice to enhance skill retention, and a summary with reflection to assess understanding. Constructivism and experiential learning theories are incorporated to encourage students to develop personal understanding through practice and reflection. The lesson plan emphasizes the importance of student engagement, positive interactions, and clear instructions, with references to established teaching methodologies. The plan aims to equip students with essential AutoCAD skills for their coursework and future assessments.

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Instructor
Course
25 December 2018
Lesson Plan: Literature
Essay
The proposed lesson plan has been prepared on the topic AutoCAD for first-year
undergraduate student scheduled between 1100 hours to 1300hours, a duration of two hours. The
lesson shall be conducted both theoretically and practically with presentations on PowerPoint
used for illustrations for better learning and delivery during the lesson. The objective of this
lesson is primarily to ensure that students acquire adequate understanding and familiarization of
AutoCAD, specifically, the ability to use AutoCAD to: - interactively develop a 2D model, apply
common features including move, trim, fillet, extension, just to mention but a few, and ability to
save and reopen AutoCAD files. Each student is therefore required to have access to desktop PC/
PC with licensed AutoCAD software fully installed. This session, therefore, could easily be
accommodated at any of the PC laboratories available and capable to accommodate all the first
year undergraduate students registered and required to take on the course. It should be noted that
the session marks the initial exposure on how the software is used and its working hence this
tutorial is obligatory. Before this session, students are expected to have a theoretical
understanding of AutoCAD and 2D modeling as well the related concepts applicable such as
common features of AutoCAD. As a teacher, I purpose to guide the students in each and every
step in 2D modeling on AutoCAD in addition to the application of features such as trimming,
move etc. of the models as well as how to save and access the files developed thereafter. Clearly,
the lesson plan spans two hours within which students shall be expected to create a 2D model
using AutoCAD software. This session shall impart relevant skills to the students necessary in
their understanding and learning throughout the period of their course including scheduled
assessments and reports.
Teaching and learning command a great deal of lesson planning and how prepared a
teacher is for given tasks is a primary determinant on its success (Beard & Hartley 2012).
Interesting delivery procedures and adequate techniques in managing a class are essential as well
hence are necessary references when developing a lesson plan. Establishing a positive classroom

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environment, use of clear and practical instructions and guides, being keen to maintain attention
from the students, in addition to positive interactions during the session are some of the
techniques I have practically adopted in my previous sessions as a student though and noted
significant success after sessions. Despite no existing record as a teacher, I strongly believe that
such strategies will notably enhance my approach and conducting of the session. My lesson plan
has been created based on personal experiences as a student referenced from the most impactful
and enjoyable class sessions in my previous classes as a student. Besides, significant exposure on
AutoCAD software and its use have enabled me to come up with key concepts in the subject as
well as how to introduce them in a learning session for easier understanding and application. The
challenging concepts or areas of study, some of which form the basis of the understanding usage
of AutoCAD shall be adequately and carefully handled for best outcomes of student learning and
integration. As in most subject units, conceptions surrounding AutoCAD software shall be
delicately explored and advised so that the students shall advantage on them and hence be able to
go through the session with ease. This shall entail adequate timing of each of the scheduled tasks
during the session as well as the provision of helpful information, data and/or explanations
accordingly (Bromley 2017). In summary, my lesson plan is based on the identified objective of
the session and the needed outcome at the completion of the two-hour session.
Commencement of the class: communicating the learning significance/ outcome
The session commences with an introduction scheduled for a duration of ten minutes. During the
ten minutes, the students shall have the opportunity to give a summary of the scheduled activities
for the session as well as the expected learning outcomes from the students at the end of the
session. The information communicated o the student during this time is essential as it meant to
guide and identify key activities/ learning experiences for their subsequent classes as well as for
identifying main areas and specific interests for their learning. The primary points shall be
highlighted during this time such that relevant areas shall be distinctively indicated are
highlighted or emphasized by the teacher (Fink & Fink 2009). It is my keen consideration that
each and every activity scheduled for the entire session is focused on achieving the objectives of
this specific session. By identifying the main areas of focus for the session, the students are well
at ease with the expected areas of learning and information at the beginning and at the end of the
study. To sum it up, during this time I aim to take the students through the planned activities

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briefly and ensure each student has a grasp of what skills and knowledge are expected of them
when the session ends.
Lecture-based learning
This session is planned to run for twenty minutes. I have chosen to use lecture-based learning for
four good reasons. Firstly, modeling through a process of the learners; this is to be achieved by
giving key insights and conveying the cognitive processes useful in assimilating the given
insights and information (Friesen 2017). Secondly, giving the opportunity for students to share
cognitive structures; this entails sharing internal cognitive systems and mental models that have
been identified efficiently in understanding the use of AutoCAD. Thirdly, lecture-based learning
shall be used to give context to which the subject area applies and its relation to other subject
areas. Lastly, telling a brief story derived from popular history to help learners to have an
accommodative perspective of the subject area as well as to be able to relate it to the course
areas(Greive 2009).
PowerPoint presentations shall be used for illustrations during this session. PowerPoint
presentation has been identified to enhance learning as it serves to ensure improved
understanding as well as a motivation experience in a learning environment(High level group on
the modernization of higher education: report to the European Commission on new modes of
learning and teaching in higher education 2014). This form of presentation shall be used to
guide step by step procedures through modeling as well identification of specific features of 2D
modeling in AutoCAD.
Pause for active learning
A five minutes break shall be given during which students are expected to pause and locate the
relevant commands in AutoCAD as instructed at the time. Besides, students will be encouraged
to ask any question(s) during this time. This session is important in ensuring that no student is
left behind and that each has an understanding of the necessary concepts and information
taught(Valcheva & Todorov 2012).
Individual practice
A twenty-five minutes time duration will be slotted for student's individual practice during which
I will move around the class to see progress made by every student during the exercise as well as
inspecting each student's work. Each student will be required to out the various command
features of AutoCAD so as to draw specific lines as shapes as instructed. Individual practice is

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important for the following five reasons: increases likelihood of retention and remembrance of
the new skills and information, it enhances student’s automaticity, that is, ability of the student to
automatically apply the acquired skills or information without reflection, increases students
capability to transfer practiced skills to more and new complex problems, helps learners to get
expertise and lastly, cognitive gains is a source of motivation for further learning by the
students(Keup, et al. 2011).
Break
A ten minutes break will be allowed thereafter after which “pause for active learning shall
resume. Studies have stressed the need for breaks in between studies as it allows the students to
freshen up (KLAPPER 2015). This is beneficial as it increases students’ productivity and gives
students a chance to develop creative skills in addition to social skills.
Pause for active learning
During this time (10 minutes), students shall be instructed to try out commands in their
respective PCs including such commands not explored yet. Students are also encouraged to ask
any question(s) during this time.
Individual work
This thirty minutes activity shall be used in individual work but more comprehensively than the
preceding similar activity. Students shall be instructed to develop a 2D model in AutoCAD in
line with a demonstrated example prior. This shall be done individually in each student's
respective desktop PC and each student progress supervised accordingly. This is key in ensuring
correct integration of learned skills as well as correcting or reminding student(s) of any skill or
information missed or not well understood (Myers 2008). This time is essential in assessing the
students understanding of the learned knowledge and skills.
Summary and reflection
During this 10 minute duration, will give an educated summary of the lesson after which the
students will be required to reflect on the learning and give any comments on areas they find
confusing and or difficult in practice. In a learning process, reflection forms a fundamental
element (Stepanek 2007). Reflection aids in developing the needed skills as well as help students
to review the effectiveness of the learning process. This is key for both students and teachers.
Students are able to identify important activities to consider in their learning process as well as
how to implement and plan their studies (Hillier 2005). To teachers, reflection is helpful in

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assessing the effectiveness of the methodology used during the learning process and exploring
ways to better or improve or modify it for future use in teaching. Hence, students view shall be
well reviewed and considered in attaining the most effective learning and best outcomes in future
sessions.
The above stated approach considers aspects of constructivism and experiential learning theories.
Constructivism theory is exhibited in the conduct of the students and presentation of the learned
information through observation of available study information and how they use the availed
information at the time. Students are expected in this scenario to come up with personal
understanding, interpretation and use of the availed information upon careful reflection. For this
reason, students are encouraged to pause for active learning after every duration of lecture as
included in the time plan for the class.
Considerably, aspects of experiential learning theory has been adopted in this case. This has been
enhanced through asking students to individually try out and develop models in AutoCAD
during “pause for active learning” sessions hence in the process encouraging learning through
practice and reflection on such an experience a result. Based on the objective at hand and
learning area for this class, the above combination and proposed approach seems fundamentally
useful to ensure effective learning process.

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References
Beard, R.M. and Hartley, J., 2012. Teaching and learning in higher education. London, UK:
Paul Chapman.
Bromley, M., 2017. A planned lesson, not a lesson plan. SecEd, 2017 (33), 9–9.
Fink, L.D. and Fink, A.K., 2009. Designing courses for significant learning: voices of
experience. San Francisco, CA: Jossey-Bass.
Friesen, N., 2017. The textbook & the lecture: education in the age of new media. Baltimore,
MD: Johns Hopkins University Press.
Greive, D., 2009. Handbook II: advanced teaching strategies for adjunct faculty. Ann Arbor,
MI: The Part-Time Press.
High level group on the modernisation of higher education: report to the European Commission
on new modes of learning and teaching in higher education, 2014. Luxembourg: Publications
Office of the European Union.
Hillier, Y., 2005. Reflective teaching in further and adult education. London: Continuum.
Keup, J.R., Hunter, M.S., Groccia, J.E., Garner, B., Latino, J.A., Ashcraft, M., Friedman, D., and
Petschauer, J.W., 2011. The first-year seminar: designing, implementing, and assessing courses
to support student learning & success. Columbia, SC: National Resource Center, First-Year
Experience and Students in Transition, University of South Carolina.
KLAPPER, P.A.U.L., 2015. COLLEGE TEACHING. S.l.: BOOK ON DEMAND LTD.
Myers, C.B., 2008. Divergence in Learning Goal Priorities Between College Students and Their
Faculty: Implications for Teaching and Learning. College Teaching, 56 (1), 53–58.
Stepanek, J., 2008. Leading lesson study: a practical guide for teachers and facilitators.
Thousand Oaks, CA: Corwin Press.
Valcheva, D. and Todorov, M., 2012. Methods and Tools for Increasing the Effectiveness of
Learning. Methodologies, Tools and New Developments for Learning.