In the class room I use work sheets that have them think through a diagnostic exercise and then when we get to lab I question them about their work and reference the problems we talked about at have them ably the theories and concepts taught in my course of study.
William,
I see, so the information is immediately applied to the work context - great! Could you also increase critical thinking by changing some of the parameters of the exercise or activity?
Dr. Ruth Reynard
Salvatore,
Great! So diagnoses provides opportunity to explore and the application and discussion increases discovery and understanding...
Dr. Ruth Reynard
I assess with standardize testing,verbal questions,projects in class.Most information recall is done in the lab assessment.
I have the students look up info on their own vehicles and powerflow wiring diagrams or troubleshoot the actual problems they have. This enhances their learning because they can see the benfits and outcome.
William,
Great! So both hands on demonstration ofthe learning alongside the more formal tests ...this provides a more holistic approach which benefits students.
Dr. Ruth Reynard
In the Phase I instruct we use "therory Cars" common concerns in the automotive field.The students have to use the information they obtained from other phases to diagnois the concerns. This gives us a good idea of retention
of each student. I use the tools provided to explain the purpose of the tool and the test results they should expect.With the use of the lab sheets and the tests we are able to see how many students we were able to retain the information provided.
Joseph,
Great ideas - thanks for sharing your approaches with us. You have found great connection points for the students with the content and with the real life use of the information and learning.
Dr. Ruth Reynard
I find that on a one on one basses while looking at the lab work as it is being done. At that time Questions can be asked and answers can be offered when they are related to what is being done.
This always leads to a better understanding of Student and class.
What I normally do is have a discussion of the labs before we go out to do the hands on. This will help them understand what the labs are trying to reinforce. Then we go through them so they can learn the concept of how the system works & how to diagnose the system. Then at the end of the lab part we will reveiw what they learned to help them remember it. Then the next day we build on the previous day so they learn how all the systems work together.
It is not enough that the students "know the facts"; in our training environment they must also know how to diagnose problems. To that end I ask pointed diagnostic questions related to the subject matter previously discussed to see if the students "get it". During the lab exercises I make sure to point out the abnormalities and ask what might occur if that were left unchecked or unrepaired. By doing these things I feel I am preparing them for what they will face in their working careers and helping them to be successful at their jobs.
Adam,
Great preparation and connection in what you describe. This helps to situate the learners in the context of what is being learned and helps to apply the learning directly to the real world.
Dr. Ruth Reynard
James,
Yes, so critcal thinking is central to your approach. Do you have examples of how new technology can facilitate and support your approach with students?
Dr. Ruth Reynard
Steve
On the first day of class I involve each student in a real scenario application using gathered data and require that each student respond to the question: What would you fix on this system? There are no other inputs from myself or other students, everyone must respond. I list on the board the solution each student gives. after each student responds I discuss the answers with a detailed explaination to enhance the students understanding of the problem. There is no you got the wrong answer or that's the correct answer. Just understanding of the diagnostic process. I have adopted this technique for learning in my classes quite successfully.
In my classroom I have a test out that tells me if they can do the work.I also ask openended questions.to have student desribe a step in the troubleshooting prosess.
James,
Critcal questions are central to learning...good point.
Dr. Ruth Reynard
Watching a student actually doing tasks, for us on different trucks, says it all. If a student can take the basic knowledge and extrapolate out how to use this knowledge for different tasks, that student has mastered the understanding of the training, not just regurgitating info in hopes it will work from job to job. If a student can explain not only how something works, but why it works that way, that is a step above just recall. Before having a student doing a task ask why he is doing the task, why it is needed and what he expects the results to be also verifies he has gained and retained more than just recall knowledge.
We try to discuss the process of diagnosstics as much as possible. When in lab I try to assess if the students have the ability to tackle their problem with an efficient method and not getting stuck chasing a problem that may not exist.
Mark,
Great! So the process of reasoning, planning, discovering and applying is observed...I like it!!
Dr. Ruth Reynard
One way to determine what a student understands is to just talk to them, either in class or lab. Have them explain why they perform a particular procedure, or how something works.
