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1. Welcome to Christchurch Polytechnic Institute of Technologies’ presentation Changing teaching practice to focus on student learning © Manufacturing Section, Trades Innovation Institute 7. We were locked into course centred delivery.© Manufacturing Section, Trades Innovation Institute 10. 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 IGNITE © Manufacturing Section, Trades Innovation Institute 21. 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 IGNITE © Manufacturing Section, Trades Innovation Institute 22. In 2009 we started to work on a completely new delivery programme Incorporating Generic Numeracy/Literacy Innovatively, in Trades Education IGNITE © Manufacturing Section, Trades Innovation Institute 25. 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 27. Had to make the accrual of literacy and numeracy skills central to our new delivery programme. 30. Commented upon in the marking schedule of each practical project.Approximation & mental arithmetic π= 3 IGNITE © Manufacturing Section, Trades Innovation Institute 32. “Zone of proximal development” (Vygotsky, 1998) - allowing a certain amount of self-determination to the learnerIGNITE © Manufacturing Section, Trades Innovation Institute 35. The theoretical information they needed at the apposite time – scaffoldingIGNITE © Manufacturing Section, Trades Innovation Institute 36. Assessment – Project based learning concept Programme Student Integrated Projects Use naturally occurring evidence to assess IGNITE © Manufacturing Section, Trades Innovation Institute 37. Programme Scoping – Projects matched to unit standards IGNITE © Manufacturing Section, Trades Innovation Institute 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 timeIGNITE © Manufacturing Section, Trades Innovation Institute 48. 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. IGNITE © Manufacturing Section, Trades Innovation Institute 56. 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. IGNITE © Manufacturing Section, Trades Innovation Institute 61. Huge benefit to us“That we could lift or lower the level of our material to accommodate the learners we were delivering to” Smith / Morgan IGNITE © Manufacturing Section, Trades Innovation Institute 63. Well, we were not quite ready, but we had to start somewhere, so it was:- 64. Steady – Go – Ready!!IGNITE © Manufacturing Section, Trades Innovation Institute 72. Case Study #1 - Pin Punch – SOP IGNITE © Manufacturing Section, Trades Innovation Institute 73. Case Study #1 - Pin Punch – Integration of technical literacy IGNITE © Manufacturing Section, Trades Innovation Institute 74. Case Study #1 - Pin Punch – Integration of numeracy IGNITE © Manufacturing Section, Trades Innovation Institute 75. Case Study #1 - Pin Punch – Self assessment Naturally occurring evidence provided by the student IGNITE © Manufacturing Section, Trades Innovation Institute 82. Case Study #5 – Comparison between projects Case Study #1 – Comparison of an individual student’s SOP’s – Project 1 & 5- Graphics IGNITE © Manufacturing Section, Trades Innovation Institute 83. Case Study #4 – Model Car – Integration of Digital Literacy - 3D IGNITE © Manufacturing Section, Trades Innovation Institute 84. Case Study #6 – Model Car – need for technical literacy IGNITE © Manufacturing Section, Trades Innovation Institute 85. Case Study #6 – Model Car – Development of teaching aids as used in industry IGNITE © Manufacturing Section, Trades Innovation Institute 86. Students' awareness of completion, reporting, collection of evidence and self assessment All driven by students IGNITE © Manufacturing Section, Trades Innovation Institute 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.IGNITE Manufacturing Section, Trades Innovation Institute 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.“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 IGNITE © Manufacturing Section, Trades Innovation Institute 100. Thank you for coming along and sharing our experience Tony Smith DDI 03-940-6030 MOB 027-540-8460 Tony.Smith@cpit.ac.nz John D Morgan DDI 03-940-6029 MOB 027-540-8217 John.Morgan@cpit.ac.nz © 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. IGNITE © Manufacturing Section, Trades Innovation Institute
