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© Manufacturing Section, Trades Innovation Institute
Welcome to Christchurch Polytechnic Institute of Technologies’ presentation
Changing teaching practice
to focus
on student learning
© Manufacturing Section, Trades Innovation Institute
“Our students are adults”
© Manufacturing Section, Trades Innovation Institute
“Our students are adults”
They bring life experiences and knowledge with them.
They already possess skill sets.
They usually know what direction they want to go in.
We were not student friendly.
We were locked into course centred delivery.
© Manufacturing Section, Trades Innovation Institute
The Old System – mid 1990’s
Educators concentrated so much on unit standards & moderation requirements
Focus on teaching and learning slipped
Trades tutors were advised to ignore literacy problems when marking work -
only the implied content was to be marked.
We were failing our students, they were passing the unit standards, but they were not
becoming as good as they could be at their trades.
We needed to change for our student’s sake
© Manufacturing Section, Trades Innovation Institute
Developing the new programme - 2007
Learning for Living programme gave us incentive to design “our” programme into:-
Contextualised course content
Stop teaching to the unit standards
Teach a holistic, fully integrated project based course
Course would encompass all of the outcomes of the unit standards
Course would use scaffolding teaching strategies
Provide individualized support based on the learners needs
Workshop
Practice“zone of proximal development” (Vygotsky), -
allowing a certain amount of self-determination to
the learner
© Manufacturing Section, Trades Innovation Institute
Had to make the accrual of literacy and
numeracy skills central to our new delivery
programme
Mental arithmetic was to be encouraged
Report writing, spelling and grammar were to
be included
Commented upon in the marking schedule of
each practical project
“happy coincidence that introducing deliberate acts of literacy and
numeracy fitted very well with the new teaching style” – Smith / Morgan
In 2008 Learning for Living started to include Literacy / Numeracy into programme content,
this lead to embedding of Literacy / Numeracy
In 2009 we started to work on a completely new delivery programme
© Manufacturing Section, Trades Innovation Institute
Incorporating
Generic
Numeracy/Literacy
Innovatively, in
Trades
Education IGNITE
© Manufacturing Section, Trades Innovation Institute
A lifelong love of learning
Learning can be rewarding and
enjoyable
Designed to be student centred
“If a child can’t learn the way we teach, maybe
we should teach the way they learn”Ignacio Estrada
© Manufacturing Section, Trades Innovation Institute
Embedding of Literacy & Numeracy
Luckily embedding numeracy and
numeracy fitted well with our oral delivery
system.
Had to make the accrual of literacy and
numeracy skills central to our new
delivery programme.
Mental arithmetic was to be encouraged.
Report writing, spelling and grammar
were to be included.
Commented upon in the marking
schedule of each practical project.
Approximation &
mental arithmetic
π = 3
© Manufacturing Section, Trades Innovation Institute
Delivery method comparison
Workshop
Practice
Tutor centred < 2009
Technical Drawing
Industrial Safety
Trade Maths
Trade Theory
Workshop Practice
Student centred > 2009
“The activities provided in scaffolding instruction are just beyond the level
of what the learner can do alone” (Olson & Pratt, 2000)
“Zone of proximal development” (Vygotsky, 1998) - allowing a certain amount of self-determination to the
learner
20:80
Theory
50:50
© Manufacturing Section, Trades Innovation Institute
BIG Problem!!
“How to include all of the theoretical
knowledge at the time it was needed by
the student, without sitting the student
down for two hour theory lessons”
Decided to design and implement a
series of “mini-teach lessons”
Delivered in ten minutes
The theoretical information they
needed at the apposite time –
scaffolding
© Manufacturing Section, Trades Innovation Institute
Assessment – Project based learning
concept
Knowledge
Units drop out of integrated
Projects
Knowledge Transfer
Programme StudentIntegrated Projects
Use naturally occurring evidence to assess
Scoped Unit Standards
Special notes,
Elements
PC‟s
© Manufacturing Section, Trades Innovation Institute
Programme Scoping – Projects matched to unit standards
© Manufacturing Section, Trades Innovation Institute
Programme matrix
© Manufacturing Section, Trades Innovation Institute
Learning in the Digital Age
Our learners needed to have the freedom to learn
in the digital age.
Digital tools would be welcomed into the
classroom.
The mobile phone moved from pariah to
necessary tool
Photographs of equations
Sound recordings
Calculating
Dictaphones to record thoughts or ideas
Connecting to the net for further research
Mini-teach sessions will be recorded and stored
on the CPIT Moodle website, in the near future,
able to be re-called by students at any time
© Manufacturing Section, Trades Innovation Institute
Toolbox Meetings
Vygotsky’s theory (1982) of “Proximal
Development” gave us the impetus to
gradually enlarge the area around the
student’s knowledge base to
encourage them to continue to expand
their knowledge & develop along lines
they choose themselves. The student’s
awareness would not expand linearly
as directed by the tutor but radially in
any direction they chose.
© Manufacturing Section, Trades Innovation Institute
Literacy and Numeracy skills - outcomes
Students now required to write out a procedure
sheet (SOP) detailing the method they will use to
produce a project
Marked for:
Spelling
Technical accuracy
Technical drawing
Actual manufacturing process
Accuracy of any trade related calculations
Above points must be completed before the
learner can proceed with their project work.
Listening, interpretation and comprehension have
become standard practice in our workshop sessions.
© Manufacturing Section, Trades Innovation Institute
2010 Adult Literacy and Numeracy Assessment Tool
introduced
“That we could lift or lower the level of our
material to accommodate the learners we
were delivering to” Smith / Morgan
For the first time we knew the literacy &
numeracy level from the start of the
course
Allowed us to tailor our delivery to suit
the student
Gave a starting point for us to scaffold
from
Fitted very well with our mini-teach
sessions.
Huge benefit to us
© Manufacturing Section, Trades Innovation Institute
2011 – Roll out of new delivery method with Literacy /
Numeracy embedded
Ready – Steady – Go!
Well, we were not quite ready, but we
had to start somewhere, so it was:-
Steady – Go – Ready!!
© Manufacturing Section, Trades Innovation Institute
Case studies of new teaching method that
includes: Literacy
Numeracy
Drawing/Communicating
Underpinning knowledge
Quality Assurance
Pride
Self assessment
© Manufacturing Section, Trades Innovation Institute
Case Study #1 - Pin Punch – SOP
© Manufacturing Section, Trades Innovation Institute
Case Study #1 - Pin Punch – Integration of technical literacy
© Manufacturing Section, Trades Innovation Institute
Case Study #1 - Pin Punch – Integration of numeracy
© Manufacturing Section, Trades Innovation Institute
Case Study #1 - Pin Punch – Self assessment
© Manufacturing Section, Trades Innovation Institute
Case Study #1 - Pin Punch – benefits
Outcomes
Greater understanding of graphs
Self correcting
Competition between students
Improvement in pride of project
Underpinning knowledge of geometrical tolerancing
Virtually self assessing
Technical
Terminology:-
Upper Limit
Lower Limit
Allowance
Deviation
Nominal size
Acceptance range
Uni/Bi-Lateral
Tolerance
© Manufacturing Section, Trades Innovation Institute
Case Study #5 – Comparison between projectsCase Study #1 – Comparison of an individual student’s SOP’s – Project 1 & 5-
Graphics
© Manufacturing Section, Trades Innovation Institute
Case Study #4 – Model Car – Integration of Digital Literacy - 3D
© Manufacturing Section, Trades Innovation Institute
Case Study #6 – Model Car – need for technical literacy
© Manufacturing Section, Trades Innovation Institute
Case Study #6 – Model Car – Development of teaching aids as used
in industry
© Manufacturing Section, Trades Innovation Institute
Students' awareness of completion, reporting, collection
of evidence and self assessment
All driven by students
Manufacturing Section, Trades Innovation Institute
Evaluation
We are constantly monitoring our learners reaction to the new teaching
programme through small group instructional diagnosis (SGIDs)
Surveys
Adult Literacy/Numeracy assessment tool – (ALNAT) testing
Question and answer sessions.
The feedback from our learners has been positive
We are committed to continuing to monitor the effectiveness of the new
programme.
Quality feedback is invaluable for programme improvements – hence ongoing
organic moderation
One of the main strengths of the new programme is that it is orally based. As
our learners initial ALNAT test results vary, we can alter our delivery to suit
them, this leads to a more satisfied and engaged learner being taught at an
understandable level.
© Manufacturing Section, Trades Innovation Institute
Summary
Our programme provides a fluid delivery process that can be easily altered to suit
the differing levels of students‟ understanding, and changes in technology.
In 2012 we are committed to a research programme that will look at introducing
“iPads” into the practical workshop environment.
Our hope is that we can finally become a paperless „e learning‟ establishment that
will reflect the working environment that many of our students will be entering
when they leave us.
But more than that, we must look to the future and try to future proof our students
as much as we can. We must equip our students to survive and prosper in a
rapidly changing world.
“These persons will be able to navigate change and diversity,
learn-as-they go, solve problems, collaborate and be flexible
and creative. Promoting these qualities, however, requires
significant change to both assessment and curriculum regimes”. Kalantzis et al 2003
© Manufacturing Section, Trades Innovation Institute
Question
s
?
© Manufacturing Section, Trades Innovation Institute
Thank you for coming along and sharing our experience
Tony SmithDDI 03-940-6030
MOB 027-540-8460
John D MorganDDI 03-940-6029
MOB 027-540-8217
[email protected]© Christchurch Polytechnic Institute of Technology. All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system or
transmitted in any form or by any means, electronic, mechanical,
photocopying,
recording or otherwise, without prior written permission of Christchurch
Polytechnic Institute of Technology.
© Manufacturing Section, Trades Innovation Institute