As mentioned by others, decoding starts by breaking the information down into simpler concepts and build on that. In electronic module controlled systems, it is very easy to get lost when one looks at the complete circuit diagram at once. In Ford 1, they are given the concept of a simple circuit. Now we just show them that an electronic module controlled circuit is just a simple circuit on the input side and a simple circuit on the output side. The students go over this with web based training, workstations on the vehicles and in class reviews.
Lyle,
I like to use this format as well. Step by step, segment by segment and before long the students start to see how all the parts come together to solve a problem or complete a task.
Gary
I generally try to break a system down into it's simple components. By dealing with one simple component at a time they can usually quickly grasp its function. Then after all the components have been covered the system is built and the final operation becomes easier to understand.
When we review we relate the matter that they are learning to something that they have learned in some cases we have to break it down in to small section to get the student to understand and then he/she can relate it to what they are doing now. With fuel trim we use the knowledge that they gain about alignment to help them decode what they are seeing and to understand.
Use words they understand,use examples they can relate to,Break it down into the simplest terms and help them rebuild it.
It is easy to decode couse content, because Ford Motor Company has written out curriculum. They have already set it up to look at smaller systems first and then build on that. You have to crawl before you can walk.
I like to take a system and break it down into the basic subsystems. Once a student can grasp how the smaller parts work and what their purpose is then it is easier for them to see how each part interacts and affects the whole.
Terminology can be intimidating for students with limited vocabulary so I try to use multiple descriptive words with my presentations.
Hi Steven,
All good strategies to use. The more graphic and visual you can make the content the better.
Gary
Hi Errol,
This is progressive and sequential approach to instruction. You are continuing to build on previous knowledge as the students move through the course. Also, I like the way you provide support as needed to keep the students engaged and focused.
Gary
Draw pictures, hand out training aids and ask questions of them.
Steve,
I tend to break the content down into little bits for them. For example I will start with the purpose of the entire component being discussed and where on the vehicle it is located.
After that I will take that unit apart one piece at a time and discuss that piece's individual role in the operation of the entire assembly. I will repeat this process until we have covered all of the pieces of that drivetrain component. I will then link all of those " pieces" together for the students. During this process I may call on students for assistance as well. This works especially well with the "Drivetrain" systems.
Our course is taught in different formats affecting the different learning stylyes the students have. We teach the material in its simplest format, so as to aid the slower students but not to bore the faster students. We try to use the vocabulary they will be expected to understand in field, a chart with definitions and descriptions are furnished the students. We use examples they can relate to, break it down into the simplest terms and help them understand how it is used in the field. We also take that information and demonstrate through hands on how it will benefit the student as they enter the work force.
I will tend to ask open ended questions that encourge the students to get involved. If I find that only a few students are getting involved, then I will ask specific students for a response. it is important to make the student feel comfortible, so if they are not correct, I try to help the class to see how they may have come to that conclusion, and to try to avoid the class from ganging up on that student.
Have an open forum class is the best for me as they learn from one another in this setting. Then all i have to do is clear any areas that i fell they did not cover. If needed be i will find a part that is related to the questions that were not covered or answered clearly.This also shows me what i may have missed in the lecture as well.
Since I teach engine building, I break the engine down into seperate systems.Once each system is understood then I carefully relate one to the other explaining how each system is dependent upon the other to make the engine perform. Once the seperate systems are understood,we can then return and elaborate how to improve each individually and how these improvements can effect all others.
To help the students to learn abstract and non- associational information we provide in-class discussion of the topic material daily. All of the class participates as volunteers or as voluntold in the discussions. We practice the material that needs to be integrated and also encourage the use of 3X5 flashcards. Using a "buddy list" helps the students contact one another for additional help outside of class time.
Hi Dean,
Right on with your assessment of how to deliver content. Small segments allow for processing and internalizing of new knowledge leading to increased retention and application of content.
Gary
The information is presented in small a smounts. For the why and how of the subject. The information is new to most and will be information overload if not done in this manner.
i will simplefy some of the material by breaking it down too terms they understand
Hi Kenneth,
Good way to incorporate the different learning preferences for your students. This way they have exposure to all of the different learning modes.
Gary
