Better learning than a handout.

Further reviewing previous learning material in handout form I soon found that the learners did not tend to value the handouts which were developed by the previous tutor, often making paper planes from them or leaving them on the tables after class. This I considered to be a waste of resource but more important a waste of the learners time in class as it probably meant that the learning experience was not valued. Generally handouts should be used to highlight information or recap on areas where learners need to gather knowledge. One problem with this resource is that it is very difficult to ensure that the knowledge or information has been retained by the learner unless assessment is done during the same day. Learners often discard the handouts, file them never to see the light of day again or in some cases they are used during revision sessions shortly prior to an end test.

I tend to find that the learners want to learn in a practical Kinaethestic learning style, learners join in more, participate with discussions, share own experiences by relating work activities with the theory in class. Learners need to understand links between practical and theory, Petty (2004 p337). I needed to develop a practical way of getting theory learning experience across in a practical way. An important part of the engineering discipline is to understand and comprehend the theory of speeds and feeds. By starting with a discussion about the importance of cutting speeds and asking questions about what effects it has it is usefull for learners to appreciate why it is vital to use correct speeds and feeds as it has an impact on:-

The quality of part,
The life of the tool (before needing resharpening),
Time taken to produce the part,
Economic cost implications for the business.

Effective use of learning and resources should also develop the 7 areas of understanding and perception, Reece & Walker (2006 p157). To transfer this knowledge I decided to break down the formula so learners could appreciate the links between cutting speeds in Metres/Minute and the rotary speed of the material in a lathe. By using a row of tables and a turning tool I could explain to the learners a surface speed of 30 Metres/Minute by walking along the row of tables (approx 7.5 Metres) in 15 seconds.

I then explained by using 2 fly wheels on the workshop wall the surface speed transferred into a rotary motion. The diameter of the fly wheels calculated at approx 1 metre in circumference (30 RPM) and approx 0.5 Metres in circumference (60 RPM). By explaining that the smaller the diameter the faster the RPM learners could then appreciate the ratio and link between surface speed and RPM. During the explainations I use open questions to ensure their understanding and retention of the theory and where appropriate relating this to practical situations in the workshop.

I also made a powerpoint presentation (Powerpoint) which explained the use of the formulae and how this was later used to calculate correct feeds in week 2.

I then got the learners to work in mixed groups ability to calculate a range of cutting speeds for 4 different materials at different diameters, by giving out calculators with a (Handout) or (Handout2) and a graph (Geometric) learners were able to calculate and plot a curved graph which explains the Geometric curve relating to RPM and Surface speeds for different materials. During this task I visited each group to ensure that each learner had a good understanding of what they were doing, how the calculations were done and answered any questions or concerns especially from any weaker learners.

Once all of the calculations were completed I tabulated the 4 materials at common diameters on the white board at the front of class. By doing this learners could see that each material had a different cutting speed ( 5, 24, 60 to 250 Metres/Minute) and how this gave a different RPM for each diameter.

By getting learners to share the profiles of the graphs during a discussion it was easier for the learners to understand Geometric Progression and how this is also used to calculate the common speeds used in gearbox setting on the lathes, again relating this to the power consumption of the lathe.

By starting off with the basic linear movement and transferring this into rotational movement, allowing the learners to calculate and transfer learning to practical applications it is possible to get the learners to work in groups to the higher levels of Maslow's hierachy of needs, Petty (2004 p53). To understand and transfer that understanding to how it affects other situations like Feeds and speeds, Surface finish and economy of production.

References:-

Petty, G. (2004) Teaching Today, 3rd Edition. Cheltenham: Nelson Thornes Ltd.

Reece & Walker. (2006) Teacher, training & learning, 6th Edition. Tyne & Wear: Business Education Publishers Limited.

From OHP to IWB

One recent development was to update a group task I used at the begining of the year, the task on Lathe Identification recaps on parts of the Centre Lathe and encourages discussion within class whilst the learners are working in small groups.

The original task was a laminated picture of a Centre Lathe with associated labels, this was originally developed by Steve Gregory at Sheffield College. One issue with this was that the strong members of the group tended to take control and soon had the labels linked to the picture. As an addition to this I also got learners to think about what important item was missing from the picture. This was closely linked to Health & Safety so the missing part should be identified as the machine guard.

During the recent resource group meeting at Leeds I developed a further aid to this in the form of a word document (Centre Lathe) which could be projected to the (IWB) interactive white board and therefore enable the learners to work individually to identify the labels to the correct part of the machine. This will further develop inclusivity and differentiation as I can select a learner early in the task who I think may struggle, thus enabling them to chose a label for a part of the machine they are familier with. A copy of the document was also returned back to Steve Gregory for possible use during future lessons.


References:-

Petty, G. (2004) Teaching Today, 3rd Edition. Cheltenham: Nelson Thornes Ltd.

Reece & Walker. (2006) Teacher, training & learning, 6th Edition. Tyne & Wear: Business Education Publishers Limited.

Acknowledgements:

Steve Gregory, Engineering Tutor Sheffield College and member of the North East Engineering Network (stevegregory@sheffcol.ac.uk)

Intro

Hi,I currently teach Advanced Mechanical Engineering studies and practical workshop skills at Bradford College. I started here in May 2007 and I am currently also taking the PCET Cert Ed course option of Developing and Managing Resourses. My background started in 1976 as an apprenticed trained engineer within the manufacturing industries, working within Lucas for 26 years before joining a local work based learning company in 2003. Whilst working for this company I managed to get my Assessors and Verifiers cartificates and later joined Bradford College as a Trainer/Assessor in May 2007. During June 2007 a tutor from the Engineering department left on early retirement and I was asked to step in and deliver the course for Advanced Turning and Milling for September 2007.