Posts Tagged ‘Online Training’

NATEF Certified, To be or Not to be………. August 2010

August 14, 2010

The average auto teacher is overworked and under paid. Got your attention! We could spend the rest of the week complaining and debating this statement. I recently toured European schools and the teacher’s number one complaint is the lack of time. (Note: see Dec Blog about time management) Same as here, we do not have time to shift gears or implement new ideas until the summer, winter, or spring break, if we are not completing personal courses of study, working on personal improvement or family experiences during those short times. Our classes are overwhelming in these times of bad economy when everyone that can’t find a job or seeks retraining wants to be a technician of some sort at the Technical College and in our High Schools the rigorous requirements of NCLB impact us in painful ways. It would be a lot easier if no one ever brought up the notion of being industry certified, would it not? What are some of the reasons your program is certified? What are the reasons it is not certified or the certification has lapsed? Let’s look at both sides here and try to be positive, open and realistic in our examination of this controversial subject.

Many times I have presented workshops for teachers to learn the NATEF process only to discover later that nothing changed at their school. Why? Lack of support is often blamed but why would the administration send the teacher to a workshop and then not support them for certification? One of the many items we covered in the workshop was how to apply for the industry certification grants the state provides. I discovered in some cases schools got the grant, spent it and did nothing else. A few never bothered to write the grant. When asked why they admitted procrastination or blamed someone who is now gone. Sometimes Administration would blame the teacher and while in some cases the teacher may be the problem, the teacher says otherwise.

Let’s look objectively at several possible scenarios and examine the cause and effect of the different paths we can take. If we take a positive look at the NATEF process we will discover all the items we see as being negative are a positive improvement for our programs overall health. I can show you that each of the standards used properly will benefit your students, the auto program and make the teachers job easier in the long run. If you have not read the standards I would advise you do so soon. They are located here http://www.natef.org/program.cfm I will be referencing them in this essay.

We can begin our process by developing our advisory or Business and Education Council. I know of no really great program that does not have a viable, dynamic and focused advisory. Sure, it is a pain and a lot of work to develop the relationships, and hours are spent going from place to place meeting new people, organizing and planning the events. See https://autoteacher.net/AYES_Page.php for helps and tips on developing and maintaining the B&E council.

Once you have a working advisory in place then you can share the promotion of your students. You have a source of donations and help when you have needs. Some advisory councils have developed Education Foundations for the program. This gives non-profit status and allows a free flow of donations without the entanglement of school/college rules that hinder fund-raising. After initial start-up two programs I developed were fully funded by donations from the Advisory. A warning sign of a poor advisory is more educators than industry on the council. The worst thing you can do is invite a dealership/owner/service manager to an evening of “Ed speak Presentations.”

See https://autoteachersonny.wordpress.com/2009/11/ for more on Advisory Committees

What does the Advisory do in a well run program? What NATEF Standards do they have input and direction? Std. 2.3 T&E, 6.5, 6.14, 7. 7.5, 8.11 If you allow the stakeholders to work with you on these you will share the burden of implementing the standards.

If we need new tools and equipment and who does not? We can plan a list based on the standards.

NATEF does have a list of hand tools, equipment and special tools that are considered necessary for training. http://www.natef.org/program_standards/auto.cfm I will not bore you with repeating what is written in the document. I will share with you this true story. A career center was planned by a school system. A well-meaning administration got a copy of the tool list and found some tool dealers and sent them the list. The bids were looked at and the lowest bidder picked. The building was built by the system. All the labs were designed alike. The tool bid winner asked for the number of students in a class and sold the school system 24 sets of every hand tool. Can you imagine 24 police grade Mag lights? The lab got offshore brand equipment, can you say not certified safe lifts and substandard special tools? Can you imagine dial indicators that fall apart when used or micrometers that don’t mike? Can you see a multimeter that burns out in a week of student use? Textbooks were ordered off the list from the state without review to see if content was relevant. Trainers that are not transitional trainers are bought at high prices that student learn nothing on except to operate the games. The money ran out before the alignment lift could be ordered. Several key big-ticket items were not purchased. The well-meaning administrator then looked for a teacher via the DOE channels. The teacher they hired had failed as a technician and the system he had worked as a teacher before was glad he moved on. Three years later the program is closed for lack of students. What could have been done different? Could the NATEF standards have prevented this expensive mistake? Consider this scenario.

An administrator is assigned to develop the new auto program. He/She forms a team of teachers, counselors, work based learning coordinators and interested parties. The community auto businesses are surveyed by the team by calling on the dealer principals and shop owners for interviews with them face to face. Community Civic Organizations, Std 2.6 are presented with preliminary plans that ask for local input. The State program specialists are contacted and teacher position is placed on the state and local site. An advisory committee is formed from the survey of local businesses, Std 2.5. By this time the team has set up a chain of command of the interested stakeholders Std 2.2. Std 1.1 and Std 1.2 are being formed by the committee. Std 2.3 has been presented to the system leadership and Std 2.6 and 4.2, 5.6 are on the table for the leadership to act upon. The advisory has formed a team to plan the shop/lab layout with a focus on safety and learning as in Std 2.4. Another team is developing Std. 6.1 with an eye to emerging technology, DOE curriculum and incorporation of Science, Math and Language Arts. The advisory council’s next agenda item is Std 7.2 the selection and recommendations for tool and equipment needs for the program. The safety, Std 7.1 of the learning environment is foremost in all these proceedings. As soon as the building/renovation is complete the teams inspect and report on the new lab and classroom, Std 8.6 should have been addressed in the early plans of the site. During this walk through Std 8.11 is addressed. During this time the selection of an instructor is being done with interviews being held for qualified applicants. Std 9.1 requires ASE certification be current and the instructor continuing with industry recognized update training. Careful consideration with as many stakeholders in the program having input in the selection of a teacher for he/she is the key to an excellent program. After selection the  teacher is enrolled in a  Teacher Training to prepare a person out of industry for the rigors of the  classroom.  Now that we are at this point we see that the NATEF standards while minimum, their requirements are the framework a great program can be built upon. Once this basic work outlined here is done we can continue to build upon this foundation and have a truly great program ready for site evaluation in a few school years. All of these suggestions should be considered a continuous process and not a one time agenda item. See for more information    A guide to program certification 

Now what are your objections? Here are a few common ones. I would love to hear your story if I do not cover it here.

“I don’t have enough time in my school year for the required hours.”

This is a structure problem with a lot of high schools. Consider articulation with a post secondary and only certify your program in two areas. Consider a work based learning co-op program with local businesses for after school mentored training. Consider the General Service Technician Training Program, GST Certification which is according to the instructors I have talked with that are using the GST model works very well for Secondary schools. Consider adding a summer internship class or summer class to add more contact hours. Explore the new Std 11 and step into the 21st Century with your students. If done carefully learning can become constant and time the variable. You can place 25% of your instructional time into the e learning category if you follow the standard.

“I don’t have enough time in the school class period”

Some schools only have 50 minute classes. While this may work in a History class and is fine for teaching Spanish it will not allow for safe and proper delivery of a lab class.  A shop/lab teacher with requirements to teach hands on subject matter with a performance based assessment (std 6) can not safely and efficiently do the tasks in a 50 or 45 minute period. Clean up/ Lab set up time eat up effective instructional time. Present a plan to combine periods for your students in these short periods. A 100 minute class will give the organized teacher time to teach and the students can perform in a safe learning environment. The schedule and/or registering requirements of students should not place them in unsafe labs.

“I don’t have enough time (personal) “

If you are in this position and can not find a watch with more than 24 hours on the face then take a step back and examine your day. If you can not organize, plan and develop procedures to do your job with relative comfort, safety and deliver quality instruction then “What is wrong with this picture?”  I suggest you join NACAT and create, share and enjoy the fellowship. The networking with the very best auto teachers on the planet will be worth the time and expense of membership. Many times I have needed something for my class an a fellow teacher in another state I would have never met outside of NACAT will share the “Wheel” so I don’t have to reinvent the “Wheel”  See www.nacat.org

see for more on this https://autoteachersonny.wordpress.com/2010/01/

“I have no funds/money/budget”

Currently there are several grants out there for auto teachers. Are they going to call you up and deliver the cash? No, are they going to write themselves? No, Do you have to be a skilled grant writer? No, I obtained many grants by asking many more than I got. Were they hard to write? No, some were fill in the blank online and easy, some were difficult and required a team to develop. In a recent work shop I presented at NACAT 2010, an instructor from California shared how she had a grant from a source I quote http://www.grants.gov/ Her school will get $2 million for Hybrid, Alt vehicle study. Another source is to take a Skills USA student to the local civic clubs and have them speak, a 3-5 minute speech on why they are in Skills, or auto and then you talk for a few  minutes on your program and the benefits to the community. Then ask for donations! I do know this if you don’t ask you won’t get.

Is the NATEF process perfect? No, nothing with us humans is. We can work together to make a better NATEF. The NATEF staff are certainly focused on helping you. The NATEF President knows what you face each day having been an auto teacher and a technician. No one likes change but wet babies but our industry is changing so fast; only by staying on top can you deliver the technical instruction the new market place requires.

Bottom line is that you can leverage every NATEF Standard to have the type of program that students will demand to be in. Business will support the program because they will see the  market place value in the program. Your leaders and school boards can be proud of because of the excellence of the graduates. I have visited many good programs. I have visited many great programs. All the excellent programs were NATEF Certified. The choice is yours. Email me if I can be of service. See for more information https://autoteacher.net/

Sonny Reeves

http://www.linkedin.com/in/autoteachersonny

The New Auto Teacher

February 16, 2010

Autoteacher News for February 2010

Recent question from a new auto teacher prompted me to write this one. Seems a school started a new teacher into a class where he was handed little more than the keys to the room. Sadly sometimes we auto teachers get very little training for education. Many times we are not assigned a mentor. A lot of assume and maybe a little help with paper work from next door teachers during a rushed planning period. Here is what I wrote.

Welcome to the world of teaching. Relax; I must say that you are doing a lot of things at one time.  I will suggest a few things to do if you are not already doing them. Get on IATN educators forum, Join NACAT, and your state teacher’s organization that offers liability insurance.
http://members.iatn.net// http://www.nacat.org/

Visit my web site http://www.autoteacher.net and take anything there for your own use. Teach the basics; don’t worry about the wiz bang new stuff. Teach the science, physics and math of the automobile. Teach what you know and learn as you go. In all things teach safety. Cover the simple stuff that we all should know. Tools, fasteners and shop procedures. I have never had a student that knew the proper way to mop the floor.
Set a timeline for your teaching, a lesson plan for the week. Don’t let it be the rule, but rather a short term goal to follow. Do electrical, then something else for a week, don’t try and force too much on them at a time. Ohm’s law learned to the point that a volt drop is understood is way better than filling the hours with lecture and redundant theory. Write the physics/science principle on the board each day and require them to know that it will never change, even if everything we know about cars will change very soon. Teach them to work smart not hard. Make them work, and you have fun! Read Harry Wong’s book “The first day of school” if you have not done so already. Require the students to learn the concept before you move on. Don’t worry with the 20% that don’t want to learn. Focus on the motivated few and teach to them. If you teach to the ones that are interested then you will be happier at the end of the day. Use stories, metaphors and relate everything back to something you can allow them to see and touch.

Establish a set of procedures; require everyone to follow the rules. Procedures and way you want things done should be constant and enforceable. Be fair and firm. Be their leader, not their buddy. Keep your integrity at the highest level. Set the best example you can for you will be the person some will model for good or bad.

You are in charge; no one else can be there in your classroom/lab. Use the lab/shop time as a reward for hard work in class. Give them so much relevant work to do that they are never done and your discipline issues will go away.

One day you will find that you are no longer a technician that teaches but you have become a teacher of technicians.

Read my blog when you have time

https://autoteachersonny.wordpress.com/

Enjoy the day; you are making a difference very few can claim.

sonnyjreeves@hotmail.com

E learning the next step in Developing the 21st Century Class

September 8, 2009
Failed to evolve

Failed to evolve

Online E Learning, more on developing the 21st Century Classroom.

I have a simple vision for online courses. Model the Honda/Toyota training center procedures that have been used for several years to train the dealership technicians. This is a successful industry model of proven performance. I am sure many of you have attended the factory training centers of your choice. All the major players are using the online delivery of theory and cognitive instruction. I know from first hand experience that Ford and GM do. I have attended their training several years ago. I assume they have continued as one of my former students who is now at a Ford Dealership said he is taking the course work online and he likes it. I enrolled in the Honda University Online training in 2004. I complete course work online in the subject areas I need training in and then attend the American Honda Training Center near Atlanta for a week each June to complete the hands on portion of the course work I learned online. Honda has been very generous to allow AYES and NATEF Instructors to attend free of charge. The instructors at the training center can check our online transcripts and advise us which hands on modules we can test out on. We select the module and are assigned a vehicle as needed and follow the instructions much as if we are at the dealership and complete the task. The instructor checks our documentation and asks pertinent questions about the procedure to verify our understanding. The instructor may require us to demonstrate the procedure or task to prove mastery. The instructor is always available to help with our understanding or demonstrate the correct procedure. They may ask that we review the online lesson or redirect us to another course to learn before we attempt the module so that we build on learning.

I have used this facilitating of the learning environment in my class/lab for years with great effect. See my post for

https://autoteachersonny.wordpress.com/

Now if you understand the Honda model for E learning we can move on to the next step on how we can use it in our classroom/lab. Many of you are already using the SP/2 for safety training. Are you backing it up with hands on performance test to prove mastery? See

https://autoteacher.net/Electrical_PerformanceTests for examples of hands on test rubrics

Take the next step and assign a hands on course to students and allow 24/7 access. Set a date/time for hands on labs and practice of tasks. Set a date/time for hands on testing for mastery of the tasks in your lab. Now repeat until you and the students are comfortable with this type learning and assessment.

Now take the next step. Assign a task(s) to a student in Work Based Learning, YAP, DCT or AYES. (By the way, AYES is the model for this next step.) Of course the student must work at a shop that has an ASE technician who is certified in the course area you are enrolling the student. The workplace and the technician must agree to be the mentor for the student. Training for the mentor and the workplace is done by you or the school’s representative. Hopefully the AYES model of mentor/intern training is used and the mentor is now qualified to sign off for the student’s mastery of the tasks. Again the use of the AYES model of documentation and tracking is already proven so why reinvent the wheel. The next step is to use the online curriculum you develop and enroll students that can not normally attend your class/lab. Maybe even students in another school, county, state, or nation? Maybe by using the synergy of ASE, NATEF, NACAT, AYES and IATN we could develop a learning environment that is global. Maybe we can create an automotive learning virus that will infect future technicians everywhere. I know there are details and problems we need to solve. Any one that says “No” just needs to “Know” more about e learning which is evolving as we speak. I am doing it now and have been since 2005 school year when I combined my experience with Honda training with AYES mentor/intern experience and training and added in the resources of my web site. See

https://autoteacher.net/E_Learning.html

See August post if you missed it

https://autoteachersonny.wordpress.com/2009/08/

Enjoy,

Sonny Reeves

Developing a 21st Century Shop Class

August 9, 2009

Pictures from class/lab using Performance based online learning in an automotive program

Students work in teamsFigure from Chassis Class. Students work together in teams of two to four to accomplish tasks in the lab. Practice of tasks and instructor feed back results in ability to master the tasks.
to practice the tasks. The teacher facilitates the learning process.
Teams work with multimedia to create and explore.
Levon went from success at SkillsUSA to a rewarding Career with BMW
Peer Teachers are encouraged

Students use LCD to challange the team to diagnose the vehicle in the classroom

Levon is now at BMW of Macon living his dream of being a certified BMW Technician and not yet 21yrs old.
Students have 24/7 access to Elearning

Students practice the tasks on live vehicles

Figure from Electrical Class. Students use LCD to diagnose the problem of the virtual vehicle simulation online.

These students have ten minutes to fix the problem. Another team can challenge them with the same or similar problem winning the right to be excused from clean up or other spiff. They have already worked this problem on their own as individuals.

Shop/lab time is used to practice, practice and more practice.
The online Argo is true interactive e learning. Not just watching a video or reading a text on a PC.

The virtual car is interactive and can be diagnosed, repaired just like a real vehicle

Figure from Argo Screen shot of virtual DMM used to test the vehicle’s electrical measurements. This virtual meter saves wear and destruction of the real meters and vehicles student will use later in lab
The use of the EDT allows student mistakes without damage to valuable test equipment and vehicles. Students move to live work after practice on the trainer online

This is the goal of the program. To develop life long learners that can have rewarding careers.
.

Micheal Alford became a Honda Certified Technician during his Junior-Senior Summer AYES Internship. He is now a Honda Technician at Walsh Honda Macon Georgia
Developing a Shop Class for the 21st Century

“You can do the work of the mind without the hand, but not that of the hand without the mind.” Danish Proverb

This is the way I teach automotive service technology in a Georgia High School secondary program. The program is NATEF Certified and AYES affiliated with good industry support. Currently Georgia requires four areas of NATEF task list to be presented to the student. Most secondary programs do not have the contact hours for more course work. I have four 135 hour semesters and one150 hour summer internship to do this in. If you are post secondary the method will work for you as well. I have taught at the post secondary also using these same methods. This is not the only way or may not be the best way, or it may not meet your teaching style but it works for me. The freedom I have as an instructor, this way of delivering instruction, gives me time to meet more of each student’s learning style is awesome. I like for the students to work and I have fun. If this is practiced in your class/lab and adjusted for your student’s needs then you will become the facilitator instead of the sole fount of all knowledge. Your students will become learners of their own right and you will have fun teaching.

After years of being a shop owner and not knowing a better way, I developed my Automotive class as I would a shop or service center with lots of employees. My class/lab reflects the world of work more than the average academic classroom. As in the workplace assessment is in the finished product. I use a hands-on performance test to prove mastery of the individual student of the task. I feel that the use of this style of rubric empowers the student to become a self learner with critical thinking skills instead of a recorder of facts for memorization and preparing for a pen and paper test.

I begin the class with a demonstration from the class site provided by the online course Argo in the course area of my lesson plan for the week. See https://autoteacher.net/E_Learning.html for examples. All of my lesson plans are on the Georgia Dept of Education Peach State Pathways here: http://www.gactaern.org/curriculum_transsup.html

For example, I may use a web site as a “Spark Plug” for the student to visit while I get the day going. I use a lot of the web sites on the links at:  www.autoteacher.net

I think I could teach for years and not exhaust all the resources in these sites. Our main resource is an online interactive learning management system with courses and modules based on learning by doing instead of reading, watching and listening. The students are assigned interactive modules using virtual vehicle components and engaging course work that requires active movement to progress through the course from beginner level to master level.  Each student has access to our web site and a 24/7 sign in to our custom set up Argo learning management system. Each student can have a separate learning plan or be in a class of students online. The course modules are easy to assign and they will not run out of modules to do online.  Students have access to all classroom resources and all the routine paperwork on the web site or I can download and print out for them the required paperwork for class; examples, Class Handbook, Home work assignments, Shop Rules, etc. See https://autoteacher.net/Class_Papers.html . Even if they don’t have a computer at home they have access to one in the Media Center and of course each student has a computer in the automotive classroom. I burn the syllabus, course description, handbook, homework assignments, and all required papers for the class onto a CD or flash drive for them if they want. Each student has a notebook to keep all class work, research paper work, documentation of lab work and performance tests.

After about 20 minutes of learning using a “Smart Board Sympodium”, LCD projector,  with an online Argo module of my choice (I require notes each day for daily grade) I see eyes are getting sleepy, then I shift gears for the day’s assignment. A set of tasks for each week are assigned to the class which was divided into teams during the first week of school. Tasks are “Performance Tests” and these are NATEF tasks required for the course.  This is “Beginning with the end in mind” by assigning the task to be mastered at the start of the lesson. Students have access to all their Performance Tests online for instruction on their computer. They will be challenged to compete as teams to solve the failure in the virtual vehicle in the online module using the classroom’s LCD and Smart Board. See video at https://autoteacher.net/E_Learning.html

After preparation and practice with the virtual modules online, I will have students in the lab on actual vehicles with failures and problems to solve in their teams. Peer teaching and student sign off of each other’s performance test keeps all active and engaged.  The real world training modules and technical explanations can be absorbed by each learner at their pace. The tests are used as guides for learning, and an Assessment much like a job sheets.  The students print off the Performance Tests/Tasks sheets as needed and keep them in their notebook which remains in the classroom/lab. I have a HP 9015 B&W printer that is cheaper to run than a copier. All class papers and performance tests are on the class server with hard copy files for back up in file cabinet. A quick look at the Argo LMS and I know who needs instructor attention. I can see where all students are at any time during the course on their online course work. I can even see which module is being used and how the student is doing in all of Bloom’s taxonomy. Online assignments can be quickly shifted as some students race ahead while others lag behind.

Teams of students practice the tasks online after a thorough study of theory; then they can practice the tasks in the lab or challenge the other teams in performance of the tasks. Students use video to film their practice and videos are created to demonstrate mastery of the tasks. Creating a video of their work or developing a training module in the lab is very uplifting for students and is the highest learning order for Bloom’s Taxonomy.

I use a simple Performance Evaluation rubric to evaluate the task or set of tasks. I give these Performance Tests to each student during the first week of the semester so they know what they are expected to do. This is the “Beginning with the End in Mind’ way of teaching. The desired outcome is the mastery of the tasks on the Performance Test.  It is important to walk them through the NATEF task list, how to print and use the Job sheets to practice.  The simple assessment form is an adaptable word document, and covers the Job/Tasks similar to how you would actually do the service in a real shop. Example: To service a disc brake I combine the tasks for: Writing a brake repair order, service of the caliper, rotor, wheel bearings and checking pedal height. You need to combine the related tasks into a sequential order to suit your lab and resources. Ask your self how you would do the service on a customer vehicle. Make it real! I like for each student to practice the tasks three times if possible. Each must have a team member sign off that they practiced the task properly with the other student. Then if that student can not meet the performance objective for the teacher’s observation of the task both students are redirected and must practice the tasks until they are successful. The use of a hands-on Performance test meets the requirements of Standard 6 of NATEF Industry Certification. Some students do the tasks very well after much practice. Attitude defines the outcome and student progress is monitored in the lab by teacher observation. Being a facilitator of the learning environment provides you more one-on-one time some of our students need. You have the time to “Differentiate Instruction” and meet all those different learning styles of your students. I feel more learn this way than not. Furthermore, I can prove they know what they are doing when they are done because of the hands on mastery recorded on the Rubric.

Each student keeps up with their tests, supporting documents and records the completion in their notebooks. You sign off after the observation of the student’s final practice. Security is maintained by knowing your students, and having the notebooks to back up what they say they did with Job Sheets signed by you. You will know who is working because now you have time to observe.  I give very few written tests other than practice for the NATEF end of course test and then only to evaluate what I teach in theory.

Do all students complete? Do all learn? Are all engaged? Yes!

You and your administration have to decide. Do you really want it to work or do you just want to pass the time?

Positive comments welcome. E mail or call for more information.

HTH,
Sonny Reeves
sonnyjreeves@hotmail.com
Sonny is an Automotive Educator, Consultant to DOE, Schools, Colleges and Teachers
Sonny has co-owned and managed a Nissan Dealership; owned a NAPA Auto Care Service Center, and has been teaching Automotive Service Technology for fifteen years at the secondary level and two years post secondary. Sonny is currently an AYES instructor at his second Career Center in a NATEF certified program. He is ASE Master Certified (1975) and a NATEF ETL since 2000. In 2001 Sonny became an AYES instructor and was selected school system Teacher of the Year in 2003 and 2008 by two different school systems. His program was recognized by AIPC and ASE in 2003.

August Auto Teacher News

July 31, 2009

I hope you were fortunate enough to attend the NACAT conference in Charlotte this past July. The very best in training, teachers and fun for all was there. The staff at CCPC was awesome. The fellow teachers were wonderful and almost all my heroes were there. The presentations were as they should be; on the cutting edge of technology, informative with all the latest and greatest explained in detail by the authors and creators. Very much an enjoyable and restoring week. As one of the seven principles of Covey “Sharpening the Saw” is important if we are to do a good job of serving our customers. See the NACAT.org web site for more on the great workshops we enjoyed! Many times during the week I was reminded about how important it is for us to rely on each other. No one else knows the difficulty of the duties of an auto teacher. The vendor that has never been in a classroom of teenagers does not have a clue as to why his great product won’t meet our needs until classroom control can be achieved. The engineer that can expound for hours on the inner workings of the automobile and can’t build working professional relationships with students is at a loss to explain why he/she can’t seem to hold a student’s attention. The academic teacher that has never had to deal with the retail customer driven world can’t understand our passion for excellance in our teaching. We know that the automobile owner will hold their auto techncian and service center to a higher standard than their Doctor. We know that our students don’t care what we know until they know we care.
If you were able to attend Jeff Curtis’ presentation you now know how not to do a power point. If you attended the NATEF training for ETL’s you now know how important the integrity of the evaluator is for the validation of all our programs. Many of the teachers I spoke with are sincerely concerned with the state of our industry. Many new teachers were there and that is good, but it only means we have more to do in the nurturing and support of these new teachers. There is a lot we need to know to do this teaching, way more than new ways to do a volt drop test that I learned or to safely train our students to service Hybrids in an excellent fast paced class by Craig. There is a lot to know and a lot to learn. I am thankful for NACAT and all they do for us.
We all mourn the passing of one of my heroes, Fred Hines and we see the retirement of many good teachers each year. Where will the new champions come from? We must nurture and protect our new teachers.
Share! Enjoy! Create! Celebrate!

Best wishes for the school year………….

Sonny Reeves http://www.autoteacher.net/ http://www.nacat.com/

April Auto teacher News

July 30, 2009

April 6, 2009 Teacher News

A vocational supervisor asked me about online curriculum last week during an Industry Certification site visit. We were in a new auto lab with nothing as of yet purchased in the way of curriculum. Now just so we are all on the same page what do you call curriculum? If all it is for the teacher and student to have a textbook then I feel pain for your students in this fast paced, ever changing technology world we train for the future in. Curriculum to me is everything from all your resources; textbooks, lesson plans for the course and each day, web based resources, online modules, transitional trainers, assessments and rubrics you use to judge your delivery and student mastery. I also include the LCD, digital cameras and video equipment, smart boards and student computers.
In the conversation we had he also asked how I taught automotive. I replied that lecturing more than 20 minutes is a waste of time; few people can hold or give attention longer than 20 minutes. I described how I teach. Each day of course varies along with each class is different. Sometimes I demonstrate with real car parts how the system works beginning with the simple science or physics first. I then describe how the system relates to something they know, like how vacuum is used to fill their lungs in the same way a combustion cylinder is filled with fuel/air mix. I may have already assigned an online resource for the students to watch online, or I may project it on the smart board and use the video or graphics to demo the system. The online resources I use are from the very latest virtual reality programs using the latest technology. See
http://www.teachertube.com/view_video.php?viewkey=b2b198b5bb5ba7961a95

The student may have homework to learn or introduce the system before the class. We then go with our teams to the lab for a practical demonstration of the system either on a real vehicle or a transitional trainer. What is a transitional trainer? A Transitional Trainer is one that uses real parts and/or cutaways to give the student something they can see in operation, touch, and demo just like the component or system was in a live vehicle. It may be a set of lights or cooling fans on a board that allows students to hook up and operate just as it would on a vehicle. The trainers can be made to order by a company or created by students in your lab. See
http://www.teachertube.com/view_video.php?viewkey=82054fbac07cd4a8ba2b

http://www.teachertube.com/view_video.php?viewkey=061806a5f4b358e1d5fc

http://www.teachertube.com/view_video.php?viewkey=16d496f4d48b6d5e513b

I tell all my students that this is a fun, working class; they work and I have fun.
Seriously I become the facilitator of learning instead of the fount of all knowledge and professor in charge of a lock step lesson. Automotive technology is dynamic and evolving as we speak. The methods of the 60s will not meet the needs of today’s digital native “Why” generation student. If you were to check most of your students have learned to memorize for the test. They are masters of using short term memory to meet the academic requirements of NCLB testing. We have to challenge them to stop using short term memory to meet long term goals. Learning to learn is our biggest challenge. Next month “Performance Testing!

Sonny Reeves www.autoteacher.net