1. Welcome to Christchurch Polytechnic Institute of Technologies’ presentation Changing teaching practice to focus on student learning © Manufacturing Section, Trades Innovation Institute

2. “Our students are adults” © Manufacturing Section, Trades Innovation Institute

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.© Manufacturing Section, Trades Innovation Institute

9. Focus on teaching and learning slipped

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

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

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“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

24. Learning can be rewarding and enjoyable

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.

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.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

34. Delivered in ten minutes

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

38. Programme matrix IGNITE © Manufacturing Section, Trades Innovation Institute

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 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

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. Listening, interpretation and comprehension have become standard practice in our workshop sessions. IGNITE © Manufacturing Section, Trades Innovation Institute

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“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

66. Numeracy

67. Drawing/Communicating

68. Underpinning knowledge

69. Quality Assurance

70. Pride

71. Self assessmentIGNITE © 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

77. Self correcting

78. Competition between students

79. Improvement in pride of project

80. Underpinning knowledge of geometrical tolerancing

81. Virtually self assessingIGNITE © 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

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.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

99. Questions ? 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

101. IGNITE © Manufacturing Section, Trades Innovation Institute