INDUSTRIAL TECHNOLOGY From Kim Huegerich, South Hamilton
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1. INDUSTRIAL TECHNOLOGY From Kim Huegerich South Hamilton Community Schools Jewell lowa 1 Power Thinking After presenting various ways of doing things concepts vocabulary etc the students can categorize types of finishes types of power tools types of measuring tools types of cutting tools etc You can give them a list of items and they have to provide the category Power 2 or you can give them the Power and Power 2s and they provide the details 2 Selective Underlining Highlighting As they read the directions or manual for maintenance of a machine have them highlight the key words or vocabulary This could be used in conjunction with power thinking using a different color for each power as they read 3 Pattern Puzzles Write out the steps to a process cleaning a machine using a particular tool following a procedure etc Cut apart each step and have the students put the steps back in order Anything that involves a process is a great candidate for pattern puzzles This can be used to introduce a concept or review a concept For example to introduce a process do the above Each student group may come up with a different process Have them explain why they chose to do it the way they did You can question their procedure by providing what if scenarios based on their process This allows them to experiment with the procedure without the element of safety concerns 4 Think Pair Share This is sometimes called Think Ink2. Pair Share TIPS Anytime you have them do a worksheet or textbook problem this is an ideal time for this They think about the answer ink it share their response with a partner and then share demonstrate with the whole class This builds in wait time for the slower students builds confidence because they are sharing and validating their answers with another student collaborative work teamwork skills possibly even some reciprocal teaching may be going on if their answers don t agree and then sharing one thought out answer with their peers 5 Mind Streaming This is a great way to assess the students background knowledge In pairs a topic is given such as a construction aspect plumbing electrical carpet laying etc a tool a process or any other concept One student talks for 1 minute saying everything s he knows about the topic The other student may not say anything however gestures such as nodding or smiling may be used At the end of the minute the roles are reversed The second student may repeat what the first student said but again must continue talking for the whole time 6 ABC Brainstorming This is also another way to elicit background knowledge about a topic or to review already demonstrated material You can use the whole alphabet or just a few letters You can assign certain letters to a group of students individuals This is a quick way to know what the students know 7 Carousel Brainstorming A question o
3. ay back when You could show pictures of how machines were used at the turn of the century have students guess what they were used for if no longer used or available describe explain what replaced that use the advantages of modern machinery etc 29 RAFT Role Audience Format Topic Students take on the role of another person or inanimate object They must describe or explain another operation For example a student may choose write from the perspective of a saw Role and the paper is written in the same theme as Three Trees Audience each saw dreams Format of cutting something special someday Topic Each gets his her goal but in a different way Throughout the paper the purposes of the saw the unique characteristics etc are documented showing the student s knowledge of the various types of saws 30 Writing Templates This is a quick way to know if students understand the objective This is similar to a one sentence summary except they are completing a few sentences in their own words to summarize the lesson concept For example Cuts can be made using a variety of tools such as When cutting the best tool for the job would be because 31 Word Map This involves great knowledge of a particular vocabulary word The student must dissect the word and put it back together without repeating any words vocabulary A full understanding of the term is necessary 32 Frayer Model This strategy uses the chara
4. ce of equipment the students are taking notes in the form of pictures A picture is worth 1000 words would best describe this strategy For the visual learners this is the preferred method Often the lower achieving students are the ones who prefer to take notes via pictures The non traditional students are the hands on learners 25 Content Frames This is used to see relationships between concepts Students class will write comments in each blank explaining the particular item material speed use power source ABC XYZ Saw 1 Saw 2 Saw 3 Saw 4 26 Semantic Feature Analysis This is similar to a content frame except the students are just identifying whether the saw tool has each characteristic or not variable speed cuts multiple materials battery or electrical 123 Saw 1 Saw 2 Saw 3 Saw 4 N has this characteristic does not have this characteristic 27 Two Column Notes Students write a concept in column one and the definition or explanation in column two This could take on the look of three column notes if you wanted to add another column for a picture graphic or an example Manufacturing enterprises Types of organization and ownership Marketing safety management Product liability 28 Observation Entries You Ought to Be in Pictures This is used to imagine what life was like w
5. cteristics of a vocabulary word or concept It identifies the essential and nonessential characteristics as well as examples and nonexamples Sometimes overgeneralization takes place so identifying what something is not is better than actually identifying what it is Essential characteristics Non essential characteristics What it must have What it may have Examples Non examples What is it What is it not Definition in own words Antonym
6. dure What did they learn transform change The plus of this strategy is to get the students to identify categories of information in the K so that they can identify what they Want in order to Learn Categories could be tools steps vocabulary used etc 20 Anticipation Guides This gets at what they already know background knowledge It can identify misconceptions they have of tools procedures safety rules etc This could be done via a checklist agree disagree This may serve as a pre post test In between the students create a project demonstrate the use of the tool and then see if they were correct in their evaluation of the concept 21 Concept Map Students create a concept map breaking down the concept into deeper more detailed descriptions This can be combined with powers Arc mig ___ welding tig 22 Comparison Organizer Helps students see comparisons similarities and difference between concepts and vocabulary items These can become very complex in nature arc mig tig 23 Sequence Organizers This is for step by step processes such as 1 demonstrate basic pipe fitting techniques 2 clean and store precision measurement tools or 3 set up and use horizontal saw The students are the ones becoming the meaning makers by creating the steps rather than just listening to them or reading them Step 1 Step 2 Step 3 Step 4 Step 5 24 Picture Notes As you explain how to use a pie
7. k if what they are reading summarizing recall makes sense summarize 11 Magnet Summaries You can have them discuss all four magnets or just 1 2 or a different one each day piece Concept idea vocab 1 Concept idea vocab 2 switch outlet Main idea Electrical troubleshooting Concept idea vocab 3 Concept idea vocab 4 Light fixture wiring 12 One Sentence Summary After explaining a concept and giving the students time to work on the idea in class ask them to summarize what they have learned into one sentence This can be done on a sticky note or orally as a ticket out or ticket in to the room to ensure brevity in their explanation It is a quick way to assess whether the students understood your objective See Manual p 113 for summary frames 13 Problem Solving Organizer Select a problem that has multiple steps measure parts with metric and English systems set up and use portable drills demonstrate welding of materials etc The following graphic is put into a worksheet format The students can combine written explanation with pictorial explanation such as in a user s manual Lastly the students create a summary about the process As students become more proficient in this ask them to create the organizer from scratch Problem How to weld 1 student writes first step here 2 Student writes second step here 3 Student writes third step here Picture to explain step 1 Picture
8. r topic is posed to the class The students work in groups or independently to come up with an answer Ideas are shared one by one as you go around the room carousel The ideas can be gathered and used in a later discussion or answers can be discussed right away 8 Three Minute Pause After explaining and modeling how to use a new power tool put kids in groups of 3 identifying person A B and C Each student speaks for 1 min You may choose to do more or less depending on the topic objective or group of kids Student A explains its use purpose etc Student B continues the explanation Student C asks a question This usually works best immediately following an explanation as the brain wants to organize the information provoking students to talk about it 9 Read and Say Something When reading a complex process or text break it into chunks This could be paragraphs or smaller sections between bolded headings Students read in pairs or small groups Each reads the chunk and one by one the students paraphrase each section An alternative to this is to read and write something The same concept is there but they are writing rather than discussing They can form groups after reading writing and discuss what they wrote Using only their notes they come up with a new text to explain what they read 10 Read Recall Check Summarize This is very similar to 8 but this usually involves a process They continually ask themselves chec
9. stions Jn the Book and In my Head In the Book questions can be divided into two additional types of questions Right There and Think and Search These questions can be found in the book as the name suggests In my Head can also be divided into two additional types of questions Author and You and On my Own These types of questions the student must think a little deeper about them Often students try to look for an answer that isn t there Helping them to realize that a question should come from their background knowledge and not from the book can be a revelation to them 18 Reciprocal Teaching Anytime a teacher can create a situation environment in which students are teaching their peers is an ideal situation We remember 90 of what we teach another person Getting students to summarize question clarify and then predict is how they will teach other students Anytime a student has a question and you think another student knows the answer or can figure it out send him her to that student It will boost their confidence and force them to go through the process and explanation again 19 KWL Plus Introduce a new tool procedure to the students K they identify what they already know this could be from their own experience with a parent or what they ve read W they will be creating a project using it so what do they want need to know about this process in particular L after it has been practiced what is new unique to this tool proce
10. to explain step 2 Picture to explain step 3 Summary statement about the welding process 14 Sticky Note Discussion As students read a text see a demonstration or hear a process they write comments questions or connecting text to text text to self and text to world statements about what they see or hear Sticky notes are later used to answer questions and create deeper discussions 15 Seed Discussions After starting a conversation explanation or at the end of a unit as a review students create a seed question that will result in a deeper discussion This may be a problem solving topic such as You have just been hired as a general contractor to build a house for your neighbor Questions may include budget types of materials to be used where to get the materials etc 16 Roles within Cooperative Groups As hands on teachers this could take on a whole new look than traditionally seen in classrooms When working together on a project each person could have unique construction repair duties As one type of job is happening on the project other students could be planning the next step critiquing the current job be a gopher or become the cleaner upper 17 QAR Question Answer Relationships This involves using a textbook or user s manual and answering questions about what is read By knowing the type of questions that are asked the answer can be found quickly There are two types of que
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