Learnativity
Please give a specific example of how you do or could use Learnativity in your classroom/lab environment?
one of the things i like to do is teach about a specific engine modifications and then have a student try to put the learnings into their own personal car and see how it works on their own car. it is eye opening to watch. having them work application into their own world does wonders for my teaching and their learning. this is easily accomplished on a computer built engine model and alot of fun for them as well.
In phase 29 I have the student groups research and select the mods that they will apply to their engines. This involves parts selection through use of the computers, lab books, notes, and any info obtained from class discussions.In this way, the student is responsible for the outcome in much the same way he would have done it for a customer at his shop. The results are very interesting and students have said that they learned a lot just from this simple task.
Hi Bill,
Talk about making it real. The get to do and then experience it by putting the modifications into their own car. They can see exactly what happens this way and this is going to be a rich learning experience for them for years to come.
Gary
Hi Bob,
Good preparation for the real world that is soon coming to these students. The more they can transfer their training to the customer setting the easier it is going for them to do when the customer is real, just as you mentioned.
Gary
When I teach IT Computer Skills, I ask students to show me how the skill is performed. If we are installing software, I have them try it, I watch, the class watches, "we" see if the skill was learned. If I have a class of 20 students, there is always someone who knows how or has practice with the skill we are learning and they are often eager to "show off."
In my sales class al students quickly relize that everyone is trying to sell something. I give them a journal to write down times during the day when someone is trying sell them something
With my students and in my course material the student is taught how to use a specific diagnostic tool (manufacture specific) to solve real world custormer concerns. Then student then spends time using the diagnostic equipment in hands on lab assignments. Then he or she will prove their competency by solving a actual customer concern. It is real gratifying to see the student actually solve the concern in a minimum of time and be 100% accurate. The results just pump up for my next class.
Before going to lab we always do a prerequisite review of the system the students will be working on the following day, emphasizing a systematic approach to solving problems. Several days ago I noticed one of the groups retrieved a trouble code from a vehicle that should not have been there. I told the students that I did not know what the problem was and that I wanted them to use their knowledge and diagnostic skills to find the problem. Because this was an unplanned, unexpected problem they became very excited and motivated to figure out what had happened. With just a few pointers from me the students were able to find and repair a bad connection in the related electrical circuit. This was a huge boost to their confidence and certainly very gratifying for me as their instructor. I find that if time allows many times unexpected problems can be great learning tools for the students.
I try to always bring the class material to a point of interest for the students and how they may see this elsewhere.
In the last week of course five we put problems in the cars and the students need to diagnose the car using the tools they have been taught to use over the previous weeks. They then have to explain what they have discovered as if I were the customer. And walk me through the steps of the diagnosis and justify their conclusions.
This is done both orally and in writing.
Hi Salvatore,
This is a great way for the students to put it all together at the end of the course. They get to use their newly acquired skills while explaining the problems they found to the "customer". This uses their written and oral skills as well which are so important in the service industry.
Gary
In course 28 after covering most of the materials I split them into 6 groups and have them research thier own vehicles to find out what type of suspension and steering systems they have
In transmission we bug a vehicles shift solenoid so the transmission shifts improperly. Then we have the students diagnose and come to a conclusion of what the failsd part is and why they knows this.
I like to have a class discusstion and demonstration of a special tool, its assembly and use. Then the next day I asign a task that requires the use of the tool. It becomes vey rewarding to both the students and myself when they can assemble and use the tool correctly.
At the end of three weeks of course and labwork we give the students a test called a lab practical. This allows each individual student to perform a timed lab task similar to the ones we asked them to complete for the class. Most of these students are able to confidently complete these tasks like they would do at their employers' workplace. This helps their confidence and enhances their hands on experience. A win-win situation for all the studnets involved.
Hi Gregory,
I like the way you are working hard and getting your students to leave the class feeling like they have learned a lot and can do the work that is required. By having confidence in their abilities the students are ready to move to the next course and be successful in it as well.
Gary
Electrical diagnosis requires both cognitive and tactile skills. Teaching a systematic approach for diagnosing and using that approach to diagnose bugged vehicles allows students to see real world application. From printing a diagram, power flow the circuit, understanding how the circuit works, using the required tools to get the information needed to locate the specific problem gives students the confidence that shows in their excitement when they have properly diagnosed the vehicles particular problem.
during the brake valve lesson i bring the students to the front of the class to dicuss the valve of thier choice. they also must be able to answer questions about the subject. this usually gets a positive response from both the student and the class
I try to tell personal stories of incidents that apply to the lesson material, or use students questions to illustrate how it applies to their own cars.
