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.
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.
Use words they understand,use examples they can relate to,Break it down into the simplest terms and help them rebuild it.
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.
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.
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
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.
I do re-caps through out the chapters, so as I am covering subject matter I will stop and go over a question and answer segment to make sure they are understanding the material.
most of my curricullum is pretty well broken down in small systems. but when the subject is lengthy or new to the learners, i will break it down inot smaller segments and use discussions or small hands on labs with quiz sheets to make sure everyone is getting the information.
James,
This will give you additional teaching success because the students will be able to grasp the concepts within the smaller segments.
Gary
I think of it as building blocks, each unit’s vocabulary, concepts and hands on skills creating a foundation for the next unit of study. I really enjoy at the end of the course watching the students put the blocks together and perform a task that they couldn’t when the class started.
Course 117 Basic Ele. has many different topics and is very changeling for the students. Topics must be broken down into subtopics. What I like I to do is to give some type of visual and a story on some experiences that I have had. Have the student do different projects that deal with the topic, this seams to work the best as you use most of the different learning styles that the students may have.
John,
Good strategy. You are helping the students to connect the dots between your course content and their futures with these methods.
Gary
I try to have the students look at the topic in small steps Ex. start with the battery then go to the starter I have them see all the componets that make up the big picture then brake them in to smaller pies. it is not so over wellming to them. Also I try to explain the terms that the MFG use into terms students understands
Have the students disect what is being learned, let them explore or research what makes up the big picture of what component they are learning about. This way it breaks it up into smaller sections and when the students break it down it makes more sense to them,and how each part interacts with the others. With the content broken down into simpler content the students can assimulate the material better and relate each piece to the full subject matter.
Jim,
Thank you for the comments in relation to segmenting instruction. This is critical for students so they don't become overwhelmed with all of the material they need to cover.
Gary
Each section is covered and then Demonstrated and then a lab is done to finish that section.
`By giving the information in an organized manner and not move on until all the questions have been addressed. I also debrief between topics so all students have time to take adequate notes.
Jeff,
This is a good way to reinforce the content through application. This method really helps the students with content retention because they are being exposed to both application and relevancy.
Gary
I'm always asking questions over subject matter already covered. I think this remind the students the material the qusestion covered may be testable.
