There are several subjects in my course that require an active approach, Cam profiles is some times very challenging for the student to understand, so when we put them in front of a cam degree trainer and have them start degreeing the cam actively they recieve a much better understanding of the valve timing events that are in direct relations to cam shaft profiles.
Hi Bob,
Whenever students have the opportunity to perform hands-on activities, they enjoy it, and they retain the learning.
Patricia Scales
Hi Mike,
Providing explanation, then lab, and lecture seem to be an effective method for most students to learn. Students need to fully understand how theory applies to application.
Patricia Scales
Iteach phase 1 most of the time, these are new students & we do a lot of hands on at any time.
In the Engine class that I teach i like to discuss things while putting the parts in there hands and then go to lab and see how they work and then lecture on how they all work together and show them how to inspect and measure the componets.
Hi Jason,
Wow, you do a super job by putting great thought into your lessons to ensure that your students have what they need in order to be successful in the workplace.
Patricia Scales
I begin with the end in mind. I visualize what I competancies I want to see in my technicians, then I refer to the lesson plan, and determine if the lesson by itself will acheive the desired result. More often than not, the lesson alone will not get the job done, so I must determine what is missing, and how to integrate the missing elements in an active learning style lesson. I will make "assesment" points along the way to determine how much of the information is being retained and used. If I feel that the information is not being used, then we will move onto a backup task that will allow them to use the information in a different way, without being boring.
Hi Fred,
This is when effective learning really takes place; when the student can use the textbook theory and apply what they have learned in a real setting.
Patricia Scales
In my A/C class, we deal with a lot of theory. We discuss the theory first, then go out to the lab where we have an A/C unit with some clear lines. This helps students see what the refrigerant is doing in the system, and helps reinforce the theory. Same thing in some other chapters- discussion first, then out to lab to look at the way it is laid out on real cars.
Hi David,
This is a great way to ensure students understand the application. I have seen where students will do well on the theory part, then when it is time to apply the theory, they do not have a clue. Both components are important.
Patricia Scales
Hi Rocklan,
The idea lecture then lab to apply the theory is awesome.
Patricia Scales
Active learning should always be a part of blended learning. It is especially critical for not only our students, but the industry they are entering. The automotive field is a very active career choice. It involves analytical problem solving skills and technical skills. Our process involves different methods. There is a short lecture covering the concepts we will be demonstrating in our labs. Each work station is previewed for the learning and practical goal of that activity. The work stations are set up before class which enables the students to be able to rotate through the work stations where they are instructed to discuss their findings with me when they have completed that work station before moving the next. That allows me to check their findings, ask directed questions to make sure they just did not “guess†their answer.
In my classes I like to use the 15 to 30 minutes of lecture and then make a state change. We will go out to the lab area and discuss the system or components that were discussed in the lecture and to use this time to also discuss safety and what the expectations are for the lab assignments.
Hi Joseph,
Reinforcement is always good for students. The tend to have a better understanding when we reinforce various concepts.
Patricia Scales
Hi Robin,
How thorough! You leave know stone unturned. Your students should know exactly what to expect when they go to work.
Patricia Scales
I use wiring diagrams which we color in to understand the concepts of current flow. Then we review the circuit after we have color coded the various parts. This reinforces the learning concepts.
The steps I take are to determine if the active lesson is meeting the objectives of the subject matter and going to benefit the student in the lesson and his/her future. The first thing I do in setting up the lab is to ensure that all tools and equipment are there for the student then that safety issues are taken care of. I explain the lab and the process of what they will do then what they will obtain from the process. After the lab is over we do a review and discussion of the lab and what it produced. I give the class examples of what this would be like for them in the field.
Hi Adam,
I like how you do your activites based on the understanding of the students. Sometimes you simply have to demonstrate to get students to understand.
Patricia Scales
In our course we will use the lesson plan already in place. Then we will adjust our labs, group sizes, & training aids so the students grasp the concept of each lab station. Som times we go months without using some material because the students grasp the concepts very fast. Other times we have to pull out everything we have to get some concept acoss.
Hi Kenneth,
Students should always be given a lecture based on the hands-on activity they are going to do.
Patricia Scales
