INTRODUCTION. Hi everyone, my name is Nick Moss and I am the program me manager /lecturer for engineering trades and our youth guarantee programmed involving auto mechanical. The trades programmed is called Bmets and involves the first year of an apprenticeship involving welding, fabrication and machining. The Automech course is one that involves the students doing various skills, projects and building grass karts and mini pit bikes for racing (fun). This means we do some theory work but we do a lot of practical work in the workshop.
Why do we have a flexible approachin project based learning.What relevance NOTHING!!!!!!does this have ineveryday life?
What does flexible learning mean to mewhen using project based learning withYouth guarantee.We have to be indeed flexible with thisconcept ,a lot of these guys weredisengaged with the school system, theydidnt come to poly tech to follow the sameformula a school That is why because ofthe style/type of learner we introducedthem to project based learning where theylearn all the different facets of engineeringand automotive but they dont have a lot oftheory and paper work. They do literacyand numeracy throughout the day eventhough we disguise it in a manner in thatthey are busy working.(measuring,calculating ,using digital readouts andequipment, pricing up of components forprojects, etc).If we sat them down in aclassroom and loaded them up with lots oftheory then we would not be as successfulas we are now with this type of learner,
How do we make the course inclusive. For the Automech youth guarantee boys we have an inclusive set up for them to cover all the aspects of the course. When in Automotive they do set procedures on the vehicles supplied, under body checking, auto electrical, steering geometry, brakes and transmissions and of course engine stripping and management. These are all in paper form and are in turn installed onto Moodle, which gives them access whilst they are at polytechnic and access when they are away. This system we also use in our engineering side of the course with them writing in a work log book and recording their evidence, (what they did, what materials were used, were there any hazards involved, the tools and the machinery they also used). This gives them access and also evidence to what they have been doing especially later when they need to reflect on what they have been doing. Moodle is also used here for our machinery use and potential hazard and to maintain the knowledge for when they come to operate the machinery. This makes it very inclusive for all our guys no matter what their level is or their background. When we come to actually design the karts we first use basic sketching on white boards and paper, this gives everybody a basic understanding of the requirements needed, the more we do this the better the understanding and it is progressive as the next step is to use a Google App called Google sketch up. This tests everybody’s skills for designing but is also inclusive as they are in teams and they can decide which design they can go with.
IF YOU READ VGOTSKY’S WORKS HE SAYS THAT STUDENTS LEARN BETTER BYBEING SHOWN FIRSTLY AND THEN BY BEING MENTORED WITH EITHER A BUDDY ORMORE COMPETENT PERSON. HE CALLS THIS THE ZPD, THE ZONE OF PROXIMALDEVELOPMENT.
HOW DOES THIS APPLY TO OURINDIGENOUS LEARNERS. INDIGENOUS LEARNERS. As i look after the courses for the engineering trades i do find we have a few Maori students enroll for each different course. The first thing we do when they are here is encourage them to go to the Powhiri on the Marae. We find some want to go and some dont, when i ask them is there a specific reason ,they are like most teenagers and shrug their shoulders(there is an obstacle there but it isnt always recognized). http://literacyandnumeracyforadults.com/Educator- resources/Knowing-your-learner-Engaging-M%C4%81ori- learners If you read the above link and its article it describes the how as tutors we can interact better with our young Maori students.
HOW WE AS EDUCATORS CAN LEARNFROM OUR LEARNERS. Expertise up-skilling appropriate to the environment’ ‘Have passionate but understanding people (as tutors)’ ‘Have a gentle, humble demeanor’ ‘Build programmes for young Maori around their skills and passions and integrate literacy and numeracy into programmes’
IS THIS SUSTAINABLE.? I will now talk about the Automech If we still look at sustainability then we guys and how they respond to Project can see that the guys relate more to based learning, as i have written this course than school so it obviously earlier sitting them in a classroom for works better for them. hours does not work (it didnt work at This course is also sustainable school why would it work now?).These because it gives the students a guys love moving why they learn (they pathway, the first year this was run were fidgety and disruptive at school) four students came back and enrolled and spent many a time removed from in the full Automotive programme. lessons because of this. The second year more students We firstly say that this is not school, enrolled in different pathways, 3 in treat this like a work place where you Auto, 4in engineering,1 in carpentry, 2 are responsible for your actions. This in foundation studies, what this course at first is challenging as they are still does is reengage them where they had in school mode but if you make it become disengaged and creates an gradual then they respond. interest plus pathway where they would have otherwise not bothered. Dont put your hand up if you need to We have found that bringing real life go to the toilet. examples of learning and experiences If you need to smoke at break you can can also position them better than but off the campus. being at school which did not. Wear safety gear when in workshops. Respect!!!!!! We can of course always change the Give them subjects that they are programme to cater for new actually interested in. techniques and technology so it will never stand still, it will keep on moving just like our students.