Psychomotor activities
Engine repair classes are perfect for the use of psychomotor activities. The students must follow instructions, perform tasks, recognize flaws and formulate repair processes.
The instructor can easily evaluate the students performance.
I'm an occupational therapy assistant instructor, and I found this discussion thread very interesting becasue our profession's philosophy is based on John Dewey's "learn by doing" theory. This applies to both our patients we work with and the students we teach. We often use the method discussed here. However, there are many ways to achieve the same result ("there is more than one way to skin a cat"), so we often use what rationale they used when deciding on their treatment plan. If they can give solid reasons backed with theory then they are as correct as anyone else. Sometimes this is frustrating for our students becasue they have often learned that there is one correct answer to every question, instead of there being many correct answers. So, developing critical thinking and clinical reasoning skills is very important in our field.
Nursing is also another excellent example of psychomotor activities. We teach theory in the classroom and apply that theory to hands on skills in the lab portion of their learning.
I agree. I use this in teaching my English and Humanities classes even. I discuss the concepts, show them on Power-Point or whiteboard, and then put them in groups to replicate. Then on their own, they do papers, quizzes, and individual projects to illustrate their understanding.
Hi Andrew,
It is good you allow your students to be creative. I've seen some instructors require the students to do things their way.
Patricia
Along with tell-show-duplicate I also encourage the students to be creative and find a way they like to do something if they do not like they way I showed them, as long as no one gets hurt and the end result is the same.
Hi Tony,
Do you utilize the tactic tell-show-duplicate, and if so has it been effective for you?
Patricia
Hi Dale,
I agree tell-show-do is a good system, but it is not foolproof. Possibly it should be tell-show-duplicate as you noted. Notes still need to be taken to provide a reference. Many of my students have difficulty accepting the fact that, at this stage in their education-career track, there is no need for their "personal interpretation" on many things. If a baguette needs five slashes; four will not be sufficient, and six is still unacceptable, no matter what the students opinion is on the matter.
Hi Gary,
I like using this tell, show, do method in any course. The method simplifies concepts for students.
Patricia
Dale, I will do the same thing. I talk about it, then show how to do it, then let the students do it. A green culinary student with a sharp knife can be dangerous! I have a method of teaching them to be focused while dicing or slicing a vegetable and that is to count in your head how many times the knife hits the board. This will keep their mind on the task instead of day dreaming.
Hi Dale,
Isn't this an excellent method. I use this system with every concept I teach. The system works!
Patricia
This is the same as the cooking classes I teach. We tell them what we are going to do, then we demonstrate what to do, then the students duplicate. An excellent system.
I couldn't agree more John. When assembling their engines they have to first listen to instruction, evaluate and then apply their understanding. If their engine doesn't turn over when they are finished they have to figure out why or at least some possibilities as to why and then ask to see if they are correct.
