By trying to start out small on the subject matter then build bigger. just like builbing blocks. if you stop along the way and ask questions on the subject your answers will let you know if you grew too fast for the class.
Starting off with the basic information about a component and/or system. Then breaking down that system into simple working functioning pieces. Making sure they understand the terms that are used for a particular subject.
I will spend time on one specific part of the alternator, for example, and give all the imformation on that particular item, then later, after doing that with all the parts, tie those all together.
Thomas,
Segmented content helps the students grasp the critical information and then start applying it as they move to the next stage. This then gives them the big picture without feeling overwhelmed with what they need to learn. Good plan.
Gary
start by getting to their leval, use words they understand,use examples they can relate to,break it down into simple terms and help them put it back together again.
First thing I do as an instructor for my students is try and help them gain some of these skills for themselves. As they learn to do the decoding themselves the better they are prepared to become much more improved learners in the future.
I try to see what my students already know about the particular subject matter and add to that. If they can relate in some way shape or form I believe it will be understood clearer. If it is something is way over their heads I try to relate the material to something they are familiar with and relate my concepts to what they already know. The key here is, know your audience.
During my course the student learns about the proper way of communicating with a customer to obtain the needed information to repair the vehicle correctly on the first visit.
The customer has all the necessary information that the technician needs but has no clue of what’s important and what is not. When talking to customers we need to filter out the non-important information and ask certain types of questions to get the necessary information that is needed.
To get the necessary information we should avoid using specialized terms or acronyms. If those terms are the only way to explain what needs to be done or what is happening with their vehicle make sure the customer understands what these specialized terms or acronyms mean.
Sometimes when the customer does not fully understand by using a different way of explaining it using a topic that the customer is more familiar with, such as food as an example, we can get the customer to better understand what is happening when their vehicle is acting up.
Same principle applies when my student is struggling to understanding a concept. Food seems to be a universal language to use.
I call it down in the dirt simple......sometimes I think we tend to make it too complicated. If we break it down to the dirt and put it back together it makes any subject easier.
i break things down by using my own wordsm, relate to things/experiences the student can bring into thier heads, try and make it easy for them to store and retain. Not everything you learn has to be retained "proper", as long as you remember it and are able to reuse the information, that is what is important.
the power point presentation, the pictures I draw on the board to support power point,the training aids of components I pass around the class, the discussions that develope,I then help students see how the components come together,then we will go to lab to see how it really looks and how it works. and most of all I tell them how important it is to take good notes.
Kenneth,
So important for effective instruction. If the students don't understand what is being taught they are not going to be engaged. They need to see value to what is being offered.
Gary
When I can get the students to relate the course content to there real life, it seems to have the most impact.
Steve,
It sure does because they can see application and relevancy to what they are learning. These two components are necessary to keep the students engaged.
Gary
I try to simplify as much as possible. One of the biggest problems I notice is they tend to overcomplicate things. I attempt to help them for overthinking it and confusing themselves.
total multi attack combintion graphics, area, time(history)assocations too!
I like to use pictures of the systems we are discussing. as we progress through the explanation of the system i encourage the students to write key notes on the picture. Also I like to use key words or phrases that have come up in other discussions, phrases that are funny or provacative in one way or another, the students seem to remember these things very easily and make reference to them as the course proceeds.
KEEP it simple to start ELECTRICAL is not an easy course. You don't need to impress with fancy terms or fancy MATH.As there knowledge and confidenc increase you can proceed to more complex circuits.Then they will go from I R A TECHNICIAN to I AM TECHNICIAN.
By introducing the 'system' as a whole,the students get a concept of how the end result of the operation works. Then, by going into detail,and going step by step, the student learns how each part contributes to the whole.
Omar,
Good plan. The more graphic introduction you can make the greater the retention of content is going to be.
Gary
