Hello, my name is David, or Dave, or Gabe if you prefer that. I may forget to respond to Gabe though. If you are interested, I have a blog that I am working on. It's address is http://cosmo.marlboro.edu/dcarter/
Topic for your mini course:
Safety around and appropriate operation of power tools in construction.
ANALYZE How do you know there is a need for your course- Some numbers indicate that there are 100 table saw injuries per day. My number one concern as building trades instructor is that students understand the risks and know how to safely navigate and mediate those risks. This is a course that anyone who wants to work with power tools should take, or at least one similar. My class is currently a pre-technical course that is a lead in to higher level building trades classes. It is an introduction to building trades; what types of jobs there are, what types of work they do, and how to be safe in the industry. What types of learning you seek to achieve- Skills in accurate operation, attitude about taking safety seriously, knowledge of how the tools work, what the dangers are and how to operate them. What prerequisite knowledge will be needed- There is no prerequisite knowledge needed to take this course. It is designed for beginners. Who is your learner and what are her needs.- My learner is someone who wants to feel more comfortable around power equipment, someone who wants to get better at using equipment, and someone who is expected to know how to use equipment safely.
-How important is this course to the student’s success in a career field?- This course is a good start for students interested in the career field. The information is necessary and critical, but this is not the only place a student can get the information. Students who take this course will be more advanced and ready to learn more involved skills. -How does this course add to the student’s personal development?- This course is good for many little personal skills. You learn confidence, problem solving, attention to detail, caution, and a lifelong skill of the ability to work with power tools. - What other courses does this course build on?- This course builds on math classes (fractions and geometry) -What other courses depend upon skills learned in this course?- Other building trades classes are enhanced by students who come out of this class. Any other woodworking class. The attention to detail can carry over to any art/science class that requires careful focus, whether computer programing, graphic design, chemistry, photography, etc. -Where does student-directed learning fit in? How can you maximize authenticity?- I try to maximize authenticity by having students use the tools to make projects. We make different projects with different tools. For student directed learning, I want them to find information to share with the class. I want to them to research the tools they are going to use and how to use them appropriately. Often times students come into the class with experience in the industry or have taken a shop class. Those students can make great leaders and teachers in my class.
_
Technology I want to use:__ QR coded information about the tools.- I would like to have QR codes on or by the tools so that students and users can come in, click on the code, and get a video that explains the tools uses, functions, dangers, and safe operating procedures. SOmeone in class gave me the idea that I could run a scavenger hunt with the QR codes as well, where they had to find certain information ( I have access to iPads to help with this). Video tutorials- Ultimately I would like the students to make the videos that will be on the QR codes. I think that I will have to do it to start so that we have them, they can see an example, and they just don't know the information yet. But I think for the class it's a great way to assess them at the end of the year. And if they are competing to make their video better than the one before, they may take it more seriously and put more into it. YouTube videos- There are some good videos out there already to supplement videos that I feel I need to make. Class Wiki- I think that a class wiki could be used as a glossary for vocabulary. Students would be required to have a certain number of entries and would have editing responsibilities for other entries. Voice Thread- This could be used to have someone share a story of an accident and let the students inquire about what went wrong and how it could be avoided. That may be a little touchy.
So another way to use voice thread would be to have a student post about a tool and have the other students ask that student as the "resident professional". The student in charge could then research the answers as necessary and respond to the questioning students. Class Blog about tools- I am constantly wanting my class to be more visible digitally (mostly for parents, but also so kids have something to refer back to). They could post their information about a tool (one per student) on the blog that would be hosted on the class web site (to be created). The blog could include digital media such as photography and video tutorials. Cattle Prods- So when they do something that seems dangerous, I can let them know in a way the discourages that behavior again (behaviorism) without the student having to get really hurt. (Just kidding- 95%)
DESIGN Performance Objectives Action statements (align with types of learning) By the end of the course students will demonstrate safe and effective use of all power tools in the shop. Students will pass a safety test which covers written and operative information about the tools.
Students will explain the dangers of the tools and how to avoid accidents. (possibly by making a video).
Students will identify the appropriate tool for specific uses. (modeled by practice and application)
Students will exhibit safe behavior at all times in the shop.
Task Analysis - break down your objectives into smaller tasks or steps and consider the best order.
Students will watch a safety video about each tool.
Students will submit an assignment that describes safety rules for each tool.
Students will view a video that models the adjustments for each tool.
Students will do a one-on-one run through with the instructor on how to set up the tool and all the adjustments.
Students will work on individual projects that allow for them to demonstrate how to operate the tool for the instructor.
Students will create a safety poster for one of the tools.
Students will take a written test on safety measures for the tool.
Students will create a video about a particular tool.
Assessment - How will you know if your learner has met your objectives (Formative or summative assessments) There will be one:one observations and demonstrations that the student does for the instructor. There will be a written test to document the student's competency. The student will create personal works that require the safe use of tools while being observed. Students will create safety videos at end of class to use as models for next class.
What big and small theories will you draw from Constructivist- students will apply what they know about tools and apply that to safe use of tools during the production of personal work projects.
Behaviorist- students will be quickly told when they are doing something unsafely and redirected to correct use. Or they will be praised for good use.
Cognitivism- students will develop knowledge and use a variety of practices and applications that strengthen and deepen understanding of tools and safe operating procedures.
Strategies - What activities will learners engage in... Making videos Building projects
Making safety posters.
How will you make it available (wiki, moodle, google docs) Google Site
DEVELOP Instructional strategy Gather your media and resources Draft your activities Build out first unit or two Make frequent adjustments
IMPLEMENT Test the first unit or two on us
EVALUATE Feedback from classmates Assess the direction you are going and as a result finish course.
http://cosmo.marlboro.edu/dcarter/
I am building my mini-course as a Google Site.
Topic for your mini course:
Safety around and appropriate operation of power tools in construction.
ANALYZE
How do you know there is a need for your course- Some numbers indicate that there are 100 table saw injuries per day. My number one concern as building trades instructor is that students understand the risks and know how to safely navigate and mediate those risks. This is a course that anyone who wants to work with power tools should take, or at least one similar. My class is currently a pre-technical course that is a lead in to higher level building trades classes. It is an introduction to building trades; what types of jobs there are, what types of work they do, and how to be safe in the industry.
What types of learning you seek to achieve- Skills in accurate operation, attitude about taking safety seriously, knowledge of how the tools work, what the dangers are and how to operate them.
What prerequisite knowledge will be needed- There is no prerequisite knowledge needed to take this course. It is designed for beginners.
Who is your learner and what are her needs.- My learner is someone who wants to feel more comfortable around power equipment, someone who wants to get better at using equipment, and someone who is expected to know how to use equipment safely.
-How important is this course to the student’s success in a career field?- This course is a good start for students interested in the career field. The information is necessary and critical, but this is not the only place a student can get the information. Students who take this course will be more advanced and ready to learn more involved skills.
-How does this course add to the student’s personal development?- This course is good for many little personal skills. You learn confidence, problem solving, attention to detail, caution, and a lifelong skill of the ability to work with power tools.
- What other courses does this course build on?- This course builds on math classes (fractions and geometry)
-What other courses depend upon skills learned in this course?- Other building trades classes are enhanced by students who come out of this class. Any other woodworking class. The attention to detail can carry over to any art/science class that requires careful focus, whether computer programing, graphic design, chemistry, photography, etc.
-Where does student-directed learning fit in? How can you maximize authenticity?- I try to maximize authenticity by having students use the tools to make projects. We make different projects with different tools. For student directed learning, I want them to find information to share with the class. I want to them to research the tools they are going to use and how to use them appropriately. Often times students come into the class with experience in the industry or have taken a shop class. Those students can make great leaders and teachers in my class.
_
Technology I want to use:__
QR coded information about the tools.- I would like to have QR codes on or by the tools so that students and users can come in, click on the code, and get a video that explains the tools uses, functions, dangers, and safe operating procedures. SOmeone in class gave me the idea that I could run a scavenger hunt with the QR codes as well, where they had to find certain information ( I have access to iPads to help with this).
Video tutorials- Ultimately I would like the students to make the videos that will be on the QR codes. I think that I will have to do it to start so that we have them, they can see an example, and they just don't know the information yet. But I think for the class it's a great way to assess them at the end of the year. And if they are competing to make their video better than the one before, they may take it more seriously and put more into it.
YouTube videos- There are some good videos out there already to supplement videos that I feel I need to make.
Class Wiki- I think that a class wiki could be used as a glossary for vocabulary. Students would be required to have a certain number of entries and would have editing responsibilities for other entries.
Voice Thread- This could be used to have someone share a story of an accident and let the students inquire about what went wrong and how it could be avoided. That may be a little touchy.
So another way to use voice thread would be to have a student post about a tool and have the other students ask that student as the "resident professional". The student in charge could then research the answers as necessary and respond to the questioning students.
Class Blog about tools- I am constantly wanting my class to be more visible digitally (mostly for parents, but also so kids have something to refer back to). They could post their information about a tool (one per student) on the blog that would be hosted on the class web site (to be created). The blog could include digital media such as photography and video tutorials.
Cattle Prods- So when they do something that seems dangerous, I can let them know in a way the discourages that behavior again (behaviorism) without the student having to get really hurt. (Just kidding- 95%)
DESIGN
Performance Objectives Action statements (align with types of learning)
By the end of the course students will demonstrate safe and effective use of all power tools in the shop.
Students will pass a safety test which covers written and operative information about the tools.
Students will explain the dangers of the tools and how to avoid accidents. (possibly by making a video).
Students will identify the appropriate tool for specific uses. (modeled by practice and application)
Students will exhibit safe behavior at all times in the shop.
Task Analysis - break down your objectives into smaller tasks or steps and consider the best order.
Students will watch a safety video about each tool.
Students will submit an assignment that describes safety rules for each tool.
Students will view a video that models the adjustments for each tool.
Students will do a one-on-one run through with the instructor on how to set up the tool and all the adjustments.
Students will work on individual projects that allow for them to demonstrate how to operate the tool for the instructor.
Students will create a safety poster for one of the tools.
Students will take a written test on safety measures for the tool.
Students will create a video about a particular tool.
Assessment - How will you know if your learner has met your objectives (Formative or summative assessments)
There will be one:one observations and demonstrations that the student does for the instructor.
There will be a written test to document the student's competency.
The student will create personal works that require the safe use of tools while being observed.
Students will create safety videos at end of class to use as models for next class.
What big and small theories will you draw from
Constructivist- students will apply what they know about tools and apply that to safe use of tools during the production of personal work projects.
Behaviorist- students will be quickly told when they are doing something unsafely and redirected to correct use. Or they will be praised for good use.
Cognitivism- students will develop knowledge and use a variety of practices and applications that strengthen and deepen understanding of tools and safe operating procedures.
Strategies - What activities will learners engage in...
Making videos
Building projects
Making safety posters.
How will you make it available (wiki, moodle, google docs)
Google Site
DEVELOP
Instructional strategy
Gather your media and resources
Draft your activities
Build out first unit or two
Make frequent adjustments
IMPLEMENT
Test the first unit or two on us
EVALUATE
Feedback from classmates
Assess the direction you are going and as a result finish course.
Self Evaluation
Reflection