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NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
NTLTC 2011 IGNITE
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NTLTC 2011 IGNITE

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  • 1. Welcome to Christchurch Polytechnic Institute of Technologies’ presentation<br />Changing teaching practice<br /> to focus<br /> on student learning<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 2. “Our students are adults” <br />© Manufacturing Section, Trades Innovation Institute<br />
  • 3. “Our students are adults” <br /><ul><li>They bring life experiences and knowledge with them.
  • 4. They already possess skill sets.
  • 5. They usually know what direction they want to go in.
  • 6. We were not student friendly.
  • 7. We were locked into course centred delivery.</li></ul>© Manufacturing Section, Trades Innovation Institute<br />
  • 8. The Old System – mid 1990’s<br /><ul><li>Educators concentrated so much on unit standards & moderation requirements
  • 9. Focus on teaching and learning slipped
  • 10. Trades tutors were advised to ignore literacy problems when marking work -</li></ul>only the implied content was to be marked.<br />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. <br />We needed to change for our student’s sake<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 11. Developing the new programme - 2007<br /><ul><li>Learning for Living programme gave us incentive to design “our” programme into:-
  • 12. Contextualised course content
  • 13. Stop teaching to the unit standards
  • 14. Teach a holistic, fully integrated project based course
  • 15. Course would encompass all of the outcomes of the unit standards
  • 16. Course would use scaffolding teaching strategies
  • 17. Provide individualized support based on the learners needs</li></ul>Workshop Practice<br /><ul><li>“zone of proximal development” (Vygotsky), - allowing a certain amount of self-determination to the learner</li></ul>IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 18. In 2008 Learning for Living started to include Literacy / Numeracy into programme content, <br />this lead to embedding of Literacy / Numeracy<br /><ul><li>Had to make the accrual of literacy and numeracy skills central to our new delivery programme
  • 19. Mental arithmetic was to be encouraged
  • 20. Report writing, spelling and grammar were to be included
  • 21. Commented upon in the marking schedule of each practical project</li></ul>“happy coincidence that introducing deliberate acts of literacy and numeracy fitted very well with the new teaching style” – Smith / Morgan<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 22. In 2009 we started to work on a completely new delivery programme<br />Incorporating<br /> Generic<br /> Numeracy/Literacy<br /> Innovatively, in<br /> Trades<br /> Education<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 23. IGNITE’S Aims<br /><ul><li>A lifelong love of learning
  • 24. Learning can be rewarding and enjoyable
  • 25. Designed to be student centred</li></ul>“If a child can’t learn the way we teach, maybe we should teach the way they learn”<br />Ignacio Estrada<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 26. Embedding of Literacy & Numeracy<br /><ul><li>Luckily embedding numeracy and numeracy fitted well with our oral delivery system.
  • 27. Had to make the accrual of literacy and numeracy skills central to our new delivery programme.
  • 28. Mental arithmetic was to be encouraged.
  • 29. Report writing, spelling and grammar were to be included.
  • 30. Commented upon in the marking schedule of each practical project.</li></ul>Approximation & mental arithmetic<br />π= 3<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 31. Delivery method comparison<br />Student centred > 2009<br />Tutor centred < 2009<br />Theory<br />Industrial Safety<br />Trade Maths<br />Technical Drawing<br />Workshop Practice<br />Trade Theory<br />Workshop Practice<br />Comm. Skills<br />20:80<br />50:50<br /><ul><li>“The activities provided in scaffolding instruction are just beyond the level of what the learner can do alone” (Olson & Pratt, 2000)
  • 32. “Zone of proximal development” (Vygotsky, 1998) - allowing a certain amount of self-determination to the learner</li></ul>IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 33. BIG Problem!!<br />“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”<br /><ul><li>Decided to design and implement a series of “mini-teach lessons”
  • 34. Delivered in ten minutes
  • 35. The theoretical information they needed at the apposite time – scaffolding</li></ul>IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 36. Assessment – Project based learning concept<br />Programme<br />Student<br />Integrated Projects<br />Use naturally occurring evidence to assess<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 37. Programme Scoping – Projects matched to unit standards<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 38. Programme matrix<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 39. Learning in the Digital Age<br /><ul><li>Our learners needed to have the freedom to learn in the digital age.
  • 40. Digital tools would be welcomed into the classroom.
  • 41. The mobile phone moved from pariah to necessary tool
  • 42. Photographs of equations
  • 43. Sound recordings
  • 44. Calculating
  • 45. Dictaphones to record thoughts or ideas
  • 46. Connecting to the net for further research
  • 47. 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</li></ul>IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 48. Toolbox Meetings<br />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.<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 49. Literacy and Numeracy skills - outcomes<br /><ul><li>Students now required to write out a procedure sheet (SOP) detailing the method they will use to produce a project
  • 50. Marked for:
  • 51. Spelling
  • 52. Technical accuracy
  • 53. Technical drawing
  • 54. Actual manufacturing process
  • 55. Accuracy of any trade related calculations
  • 56. Above points must be completed before the learner can proceed with their project work. </li></ul>Listening, interpretation and comprehension have become standard practice in our workshop sessions.<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 57. 2010 Adult Literacy and Numeracy Assessment Tool introduced<br /><ul><li>For the first time we knew the literacy & numeracy level from the start of the course
  • 58. Allowed us to tailor our delivery to suit the student
  • 59. Gave a starting point for us to scaffold from
  • 60. Fitted very well with our mini-teach sessions.
  • 61. Huge benefit to us</li></ul>“That we could lift or lower the level of our material to accommodate the learners we were delivering to” Smith / Morgan<br />IGNITE<br /> © Manufacturing Section, Trades Innovation Institute<br />
  • 62. 2011 – Roll out of new delivery method with Literacy / Numeracy embedded<br /><ul><li>Ready – Steady – Go!
  • 63. Well, we were not quite ready, but we had to start somewhere, so it was:-
  • 64. Steady – Go – Ready!!</li></ul>IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 65. Case studies of new teaching method that includes: <br /><ul><li>Literacy
  • 66. Numeracy
  • 67. Drawing/Communicating
  • 68. Underpinning knowledge
  • 69. Quality Assurance
  • 70. Pride
  • 71. Self assessment</li></ul>IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 72. Case Study #1 - Pin Punch – SOP<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 73. Case Study #1 - Pin Punch – Integration of technical literacy<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 74. Case Study #1 - Pin Punch – Integration of numeracy<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 75. Case Study #1 - Pin Punch – Self assessment<br />Naturally occurring evidence<br />provided by the student<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 76. Case Study #1 - Pin Punch – benefits<br />Technical Terminology:-<br />Upper Limit<br />Lower Limit<br />Allowance<br />Deviation<br />Nominal size<br />Acceptance range<br />Uni/Bi-Lateral Tolerance<br />Outcomes<br /><ul><li>Greater understanding of graphs
  • 77. Self correcting
  • 78. Competition between students
  • 79. Improvement in pride of project
  • 80. Underpinning knowledge of geometrical tolerancing
  • 81. Virtually self assessing</li></ul>IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 82. Case Study #5 – Comparison between projects<br />Case Study #1 – Comparison of an individual student’s SOP’s – Project 1 & 5- Graphics<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 83. Case Study #4 – Model Car – Integration of Digital Literacy - 3D<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 84. Case Study #6 – Model Car – need for technical literacy<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 85. Case Study #6 – Model Car – Development of teaching aids as used in industry<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 86. Students' awareness of completion, reporting, collection of evidence and self assessment<br />All driven by students<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 87. Evaluation <br /><ul><li>We are constantly monitoring our learners reaction to the new teaching programme through small group instructional diagnosis (SGIDs)
  • 88. Surveys
  • 89. Adult Literacy/Numeracy assessment tool – (ALNAT) testing
  • 90. Question and answer sessions.
  • 91. The feedback from our learners has been positive
  • 92. We are committed to continuing to monitor the effectiveness of the new programme.
  • 93. Quality feedback is invaluable for programme improvements – hence ongoing organic moderation
  • 94. 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.</li></ul>IGNITE<br />Manufacturing Section, Trades Innovation Institute<br />
  • 95. Summary <br /><ul><li>Our programme provides a fluid delivery process that can be easily altered to suit the differing levels of students’ understanding, and changes in technology.
  • 96. In 2012 we are committed to a research programme that will look at introducing “iPads” into the practical workshop environment.
  • 97. 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.
  • 98. 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.</li></ul>“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<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 99. Questions<br />?<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 100. Thank you for coming along and sharing our experience<br />Tony Smith<br />DDI 03-940-6030<br />MOB 027-540-8460<br />Tony.Smith@cpit.ac.nz<br />John D Morgan<br />DDI 03-940-6029<br />MOB 027-540-8217<br />John.Morgan@cpit.ac.nz<br />© Christchurch Polytechnic Institute of Technology. All rights reserved.<br />No part of this publication may be reproduced, stored in a retrieval system or<br />transmitted in any form or by any means, electronic, mechanical, photocopying,<br />recording or otherwise, without prior written permission of Christchurch Polytechnic Institute of Technology.<br />IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />
  • 101. IGNITE<br />© Manufacturing Section, Trades Innovation Institute<br />

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