2. 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.
3. Why do we have a flexible approach
in project based learning.
What relevance NOTHING!!!!!!
does this have in
everyday life?
4. What does flexible learning mean to me
when using project based learning with
Youth guarantee.
We have to be indeed flexible with this
concept ,a lot of these guys were
disengaged with the school system, they
didn't come to poly tech to follow the same
formula a school That is why because of
the style/type of learner we introduced
them to project based learning where they
learn all the different facets of engineering
and automotive but they don't have a lot of
theory and paper work. They do literacy
and numeracy throughout the day even
though we disguise it in a manner in that
they are busy working.(measuring
,calculating ,using digital readouts and
equipment, pricing up of components for
projects, etc).If we sat them down in a
classroom and loaded them up with lots of
theory then we would not be as successful
as we are now with this type of learner,
5. 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.
6.
7. IF YOU READ VGOTSKY’S WORKS HE SAYS THAT STUDENTS LEARN BETTER BY
BEING SHOWN FIRSTLY AND THEN BY BEING MENTORED WITH EITHER A BUDDY OR
MORE COMPETENT PERSON. HE CALLS THIS THE ZPD, THE ZONE OF PROXIMAL
DEVELOPMENT.
8. HOW DOES THIS APPLY TO OUR
INDIGENOUS 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 don't, 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 isn't 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.
9. HOW WE AS EDUCATORS CAN LEARN
FROM 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’
10. 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 didn't 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.
Don't 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.
