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Instructional Method Used in Advanced Industrial Arts

The document discusses various instructional methods used in teaching advanced industrial arts. It describes hands-on learning through activities like woodworking projects that provide practical skills. Project-based learning is also outlined, with an emphasis on real-world applications to foster problem-solving abilities. While hands-on learning is key, lectures can introduce theoretical concepts, demonstrate processes, and provide historical and technical context. Discussions further student understanding by encouraging critical thinking and application of knowledge to industrial scenarios. Adaptive learning caters to individual student needs and allows self-paced progression.

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Ruel Delgado
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0% found this document useful (0 votes)
260 views

Instructional Method Used in Advanced Industrial Arts

The document discusses various instructional methods used in teaching advanced industrial arts. It describes hands-on learning through activities like woodworking projects that provide practical skills. Project-based learning is also outlined, with an emphasis on real-world applications to foster problem-solving abilities. While hands-on learning is key, lectures can introduce theoretical concepts, demonstrate processes, and provide historical and technical context. Discussions further student understanding by encouraging critical thinking and application of knowledge to industrial scenarios. Adaptive learning caters to individual student needs and allows self-paced progression.

Uploaded by

Ruel Delgado
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Samar State University


COLLEGE OF GRADUATE STUDIES
Catbalogan City

Course : MAED-TLE
Subject Code : TLE 502
Subject Description : ADVANCED INDUSTRIAL ARTS
Semester and SY : First Semester, SY 2023-2024
Professor : JANET D. CABER
Discussant : ROCA E. ROLLO
Main Topic : INSTRUCTIONAL METHODS IN TEACHING ADVANCED INDUSTRIAL ARTS

Instructional methods in advanced industrial arts, should be designed to provide


students with a combination of theoretical knowledge and practical skills required in
various industrial and technical fields. These methods aim to prepare students for
specialized careers and equip them with the abilities needed to solve complex
problems in their respective industries. Here are some instructional methods
commonly used in advanced industrial arts education:

Hands-on or Experiential Learning

 means learning by doing. It’s another term for experiential learning, where
individuals immerse themselves in a subject to learn. Its partaking in activities
rather than reading a book or attending a lecture

 this approach is effective in promoting deeper understanding, problem-


solving skills, and retention of knowledge compared to passive learning
methods like lectures alone.

 Hands-on activities are essential in industrial arts education as they provide


students with practical skills and experiences related to various trades and
industries. Here's an example of a hands-on activity in an industrial arts class,
specifically in woodworking.
Activity: Woodworking - Building a Simple Shelf

Materials Needed:

1. Wood boards (pre-cut to the desired size for the shelf)

2. Measuring tape

3. Pencil

4. Saw

5. 5. Sandpaper

6. 6. Wood glue

7. 7. Clamps

8. 8. Screws

9. 9. Screwdriver or power drill

Instructions:

1. Safety First: Begin by emphasizing safety rules, such as wearing safety


goggles and appropriate clothing, handling tools carefully, and keeping the
workspace clean and organized.

2. Design and Planning: Have students sketch out their desired shelf design
and dimensions on paper. This can include the size of the shelf, the number of
shelves, and any decorative features.

3. Measuring and Marking: Using a measuring tape and pencil, students


should measure and mark the wood boards according to their design. They
can mark where they will cut and where they will attach shelves and brackets.

4. Cutting: Students use a saw to cut the wood boards along the marked lines.
Ensure they follow safety procedures for sawing, such as clamping the wood
securely and keeping fingers away from the saw blade.

5. Sanding: After cutting, students should use sandpaper to smooth the edges
and surfaces of the wood to prevent splinters and create a finished look.
6. Assembling: Using wood glue and screws, students assemble the shelf by
attaching the shelves to the vertical supports or brackets. They can use clamps
to hold pieces in place while the glue dries.

7. Finishing Touches: Once the shelf is assembled, students can apply a finish,
such as varnish or paint, to protect the wood and enhance its appearance.

8. Cleanup: Ensure that students clean up their work areas, return tools to their
proper places, and dispose of waste materials appropriately.

9. Assessment and Reflection: Evaluate the completed shelves based on criteria


such as accuracy of measurements, craftsmanship, and safety practices.
Encourage students to reflect on their project, noting what they learned and
how they can improve in the future.

 This hands-on woodworking activity allows students to apply woodworking


skills, understand the importance of precision in measurements and cutting,
and learn about safety procedures. It also gives them a tangible product they
can take home and be proud of, reinforcing the practical aspects of industrial
arts education.

Project-Based Learning (PBL)

 PBL involves assigning students complex, real-world projects that require


them to apply their knowledge and skills to find solutions. This method
encourages critical thinking and problem-solving and often includes elements
of teamwork and collaboration.

 Project-based learning in industrial arts not only teaches specific technical


skills but also nurtures creativity, problem-solving abilities, and a strong
work ethic. It prepares students for careers in various industrial and technical
fields by providing them with practical, hands-on experience and a deeper
understanding of the principles behind the work they are doing.

Here's how project-based learning can be implemented in industrial arts:


1. Project Selection: Choose projects that align with the learning objectives and
skill levels of the students. Projects can vary in complexity, allowing for
differentiation based on individual abilities.

2. Real-World Relevance: Emphasize the real-world applications of the projects.


Explain to students how the skills they are learning can be applied in various
industrial and practical settings.

3. Hands-On Experience: Give students the opportunity to work with tools,


materials, and equipment. This hands-on experience is central to industrial
arts education.

4. Problem-Solving: Encourage students to identify and solve problems as they


arise during the project. This can involve troubleshooting, critical thinking,
and adapting to unexpected challenges.

5. Collaboration: Foster collaboration by assigning group projects. Working


together on a project mimics the teamwork often required in industrial and
manufacturing settings.

6. Research and Planning: Have students research and plan their projects before
starting the hands-on work. This includes creating design sketches, budgets,
and timelines.

7. Safety: Prioritize safety throughout the project. Teach students how to use
tools and equipment safely, and ensure they wear appropriate personal
protective equipment.

8. Reflection: After completing a project, have students reflect on what they


learned, what went well, and what could be improved. This reflection process
helps reinforce the educational aspects of the project.

9. Assessment: Evaluate students based on their project outcomes, but also


consider their problem-solving skills, teamwork, and ability to apply
knowledge in practical situations.
10. Portfolio Building: Encourage students to maintain a portfolio of their
completed projects. This portfolio can be a valuable resource when applying
for further education or jobs in industrial fields.

11. Variety of Projects: Offer a variety of projects that cover different aspects of
industrial arts, allowing students to explore different areas of interest within
the field.

12. Feedback: Provide constructive feedback to students throughout the project.


This helps them improve their skills and knowledge

Lecture and Discussion

 While practical experience is essential, students also need a solid theoretical


foundation. Lectures can provide this foundation, and discussions can help
students clarify concepts and connect theory to practice.

Here's how these methods can be effectively applied in an industrial arts classroom:

Lecture in Industrial Arts:

 Introduction to Concepts: Lectures can be used to introduce students to


foundational concepts and theories related to industrial arts. This is
particularly useful for explaining theoretical aspects of topics like materials
science, safety regulations, or design principles.

Demonstration:

 In industrial arts, some processes and techniques are best demonstrated


through lectures. For instance, a lecture can be used to explain the proper use
of specific tools and machinery, highlighting safety procedures and best
practices.

Historical Context:

 Lectures can explore the historical context of industrial arts, discussing the
evolution of technologies and their impact on society. Understanding the
history of the field can help students appreciate its significance

Technical Knowledge:
 Lectures can provide students with essential technical knowledge and
terminology required for understanding and discussing industrial arts topics.
This may include discussions of different materials, manufacturing processes,
or engineering.

Discussion in Industrial Arts:

Critical Thinking:

 Discussions encourage critical thinking and problem-solving. Students can


engage in conversations about various industrial processes, design choices,
and problem-solving strategies.

Application of Knowledge:

 Discussions provide opportunities for students to apply their knowledge in


practical scenarios. For example, they can discuss how theoretical concepts
apply to real-world industrial projects.

Peer Learning:

 Group discussions allow students to learn from their peers. Students can
share their experiences, insights, and strategies, enriching the learning
environment.

Debate and Analysis:

 Engage students in debates and analytical discussions about current issues


and trends in industrial arts. This helps them develop a deeper understanding
of the field and its challenges.

Adaptive Learning

 Tailoring instruction to individual student needs can be achieved through


adaptive learning platforms and personalized learning plans. This approach
allows students to progress at their own pace and address their specific
strengths and weaknesses.

 adaptive learning is an educational approach that uses technology to


personalize the learning experience for individual students. While it's more
commonly associated with academic subjects, it can also be applied in
industrial arts education to cater to students with varying skill levels and
learning paces.

Here's an example of how adaptive learning can be implemented in an industrial


arts class

Adaptive Learning in an Automotive Technology Course

Objective: To teach students automotive repair and maintenance skills while


accommodating different learning needs and abilities.

Adaptive Learning Steps:

1. Initial Assessment:

1. Students begin with a diagnostic assessment that evaluates their


baseline knowledge and skills related to automotive technology.

2. The assessment includes multiple-choice questions, hands-on tasks


(e.g., identifying car parts), and a self-assessment of their confidence in
various areas.

2. Personalized Learning Paths:

1. Based on the results of the initial assessment, each student is provided


with a personalized learning plan.

2. Students who excel in certain areas may be directed towards more


advanced topics, while those who need remediation receive additional
support in foundational concepts.

3. Online Modules :

1. Adaptive online modules are created for various automotive topics,


such as engine diagnostics, brake systems, or electrical systems.

2. Students can access these modules at their own pace, with interactive
lessons, videos, quizzes, and simulations tailored to their specific
needs.
3. The system adapts the difficulty of questions and assignments based
on a student's performance, providing more challenging content as
they progress.

4. Hands-On Workshops:

1. Practical workshops are conducted in the automotive shop, allowing


students to apply the knowledge they've gained online.

2. The level of guidance and difficulty of tasks during these workshops


are adjusted according to the student's learning path.

5. Progress Monitoring (Throughout):

1. Real-time data analytics are used to track each student's progress.


Teachers can see which concepts students are excelling in and which
ones they are struggling with.

2. Teachers use this data to provide timely feedback and intervention


when necessary.

6. Assessment and Certification:

1. A final assessment evaluates students on their overall automotive


knowledge and practical skills.

2. Students receive a certificate of completion, and the certificate may


include detailed information about their achievements in specific
automotive areas.

7 Continuous Improvement:

1. The adaptive learning system continually updates its algorithms based


on student performance, making improvements for future cohorts.

This adaptive learning approach in an automotive technology class allows


each student to progress at their own pace, focusing on areas where they need
the most help while challenging them in areas where they excel. It maximizes
the efficiency of learning and ensures that all students have a solid foundation
in automotive repair and maintenance by the end of the course.
Technology Integration

 Advanced industrial arts often involve cutting-edge technologies.


Incorporating the latest tools and software into the curriculum helps students
stay current and prepares them for the challenges of modern industries.

 Technology plays a crucial role in modern industrial arts education and


practice. Here are some of the key technologies used in industrial arts:

Computer-Aided Design (CAD) Software:

 CAD software is used for creating detailed and precise 2D and 3D designs of
various projects, including architectural plans, mechanical parts, and
woodworking designs. Common CAD software includes AutoCAD,
SolidWorks, Fusion 360, and SketchUp.

3D Printing and Additive Manufacturing:

 3D printers are used to turn digital designs into physical prototypes and
objects. They are commonly used for rapid prototyping in product design,
automotive, and aerospace industries.

Robotics and Automation:

 Industrial robots and automation systems are used in manufacturing


processes to improve efficiency and precision. Students may learn how to
program and operate these robots.

Augmented and Virtual Reality (AR/VR):

 AR and VR technologies are used to create immersive simulations for


training purposes. They are especially valuable in fields like welding, where
safety and precision are critical.

Computer-Controlled Lathes and Mills:

 These machines are used for precision metalworking. Computer control


allows for complex and accurate machining operations.

Internships and Co-op Programs


 Partnering with local industries to offer internships or co-op programs allows
students to gain real-world experience and build professional networks.
These programs provide valuable insights into industry practices and
expectations

 Internships and co-op programs are valuable components of industrial arts


education, as they provide students with practical, real-world experience in
their chosen field. These programs can help students bridge the gap between
classroom learning and the skills required in industrial arts professions.

Here's how internships and co-op programs can be implemented in industrial


arts

Partnership with Local Industries:

 Collaborate with local businesses, manufacturing companies, workshops, or


automotive repair shops to establish internship or co-op partnerships. These
partnerships provide students with access to real-world settings and industry
professionals.

Structured Learning Plan:

 Develop a structured learning plan that outlines the objectives, tasks, and
expectations for students during their internship or co-op. Ensure alignment
with the curriculum and learning goals of the industrial arts program.

Application Process:

 Establish a clear application and selection process for students interested in


participating in internships or co-op programs. Consider factors such as
academic performance, dedication, and prerequisites.

Duration and Schedule:

 Determine the duration of internships or co-op placements. These can range


from a few weeks to a semester or even a full academic year. Align the
program with the academic calendar.

Skill Development:
 Encourage students to apply the knowledge and skills they've learned in the
classroom to real-world projects and tasks. This hands-on experience is
invaluable for their professional development.

Supervision and Mentorship:

 Assign experienced mentors or supervisors at the host organization to guide


and support students during their placements. These mentors can provide
valuable insights and help students develop their skills.

Learning Objectives:

 Define clear learning objectives for each student, allowing them to focus on
specific skills or areas of interest within industrial arts. These objectives
should be aligned with their career goals.

Reflection and Assessment:

 Require students to maintain a reflective journal or portfolio to document


their experiences, challenges, and accomplishments during the internship or
co-op. Use these reflections as a basis for assessment.

Feedback and Evaluation:

 Conduct regular evaluations of students' performance, both by the host


organization and by the educational institution. Provide constructive
feedback to help students improve.

Credit or Certification:

 Offer academic credit or certifications for successful completion of internships


or co-op programs. Recognize and reward students for their efforts and
achievements.

Networking Opportunities: - Encourage students to network with professionals in


the field. Attend industry events, conferences, or workshops to broaden their
knowledge and build connections

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