Shop Training
Hands on is the best way for my students to truly comprehend the subject matter.
Daniel,
As it is with most vocational programs. Theory and practice form the learning.
Ron Hansen, Ed. D.
It is of course dependant on the person but often in my field most people learn better hands on. There are some who can grasp a concept just by hearong or reading but very often it doesn't sink in until they see it put into practice.
Not in instructional methods, but they have some knowledge of the lesson plan and projects that are being introduced.
Steven,
Does the teaching assistant receive any training in instructional methods?
Ron Hansen, Ed. D.
A teaching assistant it assigned by my department if we have more than 8 students in a class. It is important to ensure that the teaching assistant understands the objectives.
Ben ,
The virtual garages are like video games. They experience trial and error in a safe non-threatening atmosphere before they do it for real.
Ron Hansen, Ed. D.
I am an Instructor of an automotive manufacture specific course. We have found that web based training and virtual garages are great stepping stones to the hands on lab. The student now has developed a critical thought process before entering the lab. We demonstrate to the student the process on the vehicles then observe while they perform the task. I will encourage them to explain to each other how they came upon their conclusion.
Dave,
The group work strategy aides the learning greatly.
Ron Hansen, Ed. D.
Darryl,
Putting the group work improves students' self confidence before they take on tasks as an individual.
Ron Hansen, Ed. D.
The course i teach is designed to put students in small groups of two or three. I find this helps the students teach each other the activity. I follow up with the students before they leave the lab station to make sure the objectives have been met.
My students are entry-level and their task are usually done in groups and we discuss their activities in a class setting with all the groups comparing their experience and challenges on their assignments.
Then each student is given an assignment solo and then I evaluate their performance based upon safety, resource training, skill level.
This gives the student an opportunity to evaluate themselves and discuss with me their overall performance and pitfalls.
Steven,
That is great that you have them work in groups right away. Probably makes the 3 weeks go even faster.
Ron Hansen, Ed. D.
Our courses are only 3 weeks long, so they are very concentrated. We are not togther very long before we have to form groups. I let the students choose their own groups. That way they get toghter with other students that they know (usually). I do have to keep a close eye on them to make sure each is doing the required tasks. Since we have a maximum of 6 groups, 4 per group, it is fairly easy to monitor each students progress. The first course I teach is engine building, if the engine does not run in the second course, then they can fail the first. It motivates them to do the required tasks.
Steven,
Yet the lab groups work well?
Ron Hansen, Ed. D.
At my school we use lab groups, 3 or 4 to a group.
I find that you have to monitor the groups closely to make sure that 1 or 2 of the students are doing the work while the others just coast along. You may have to take the students aside to talk to them. Most students seem to think that the instructor cannot see what they are doing.
I feel that breaking my class up in groups of 2 really helps the learning process. They are able to bounce ideas off one another in order to meet the objective of that lab.
Ernest,
The students come for the hands on.
Ron Hansen, Ed. D.
hands on has worked the best for me I show a group of students how to do a task and usually the students will take over from there helping each other to learn more about it
brandon,
Students learning from each other is the best method for the retention of information.
Ron Hansen, Ed. D.
