In this Version 5.0 two key changes:

1) Content mapping

Instead of organizing all content rigidly by level, Argo now presents all modules in folder like structures (e.g. by topic) to the teacher. A NATEF / ASE content mapping is being prepared and will be added shortly.

2) All / new modules

Below the folder like structure, the modules submenu features an ‘All / new’ item that lists all modules. The list is sorted by publication date, so teachers can easily check what modules have been added recently.
The list can also be downloaded as a CSV-file.

Electrical/Electronic Systems
- Acceleration sensor
- Combined hybrid
- Cornering Lights
- Gas generator
- Headlicht height adjustment
- Headlight cleaning systems
- Headlight tester
- Hybrid airbag
- Introduction to hybrids
- Light sources
- Lights
- Parallel hybrid
- Seat belt switch
- Seat position sensor
- Series hybrid
- Taillights
- Working on hybrid vehicles

Engine Repair
- 2-strokepiston engine
- 4-strokepiston engine
- Camshaft
- Cylinder head
- Engine block types
- Engine mechanical components
- Oxygen sensors
- Piston engines
- Serpentine belt
- Timing system
- Wankel engine
- Work diagram

Tools
- Micrometer

Physics
- Air mass
- Ideal gas law

This is the way I teach automotive service technology in a Georgia High School secondary program. Currently Georgia requires four areas of NATEF task list to be presented to the student. Most secondary programs do not have the contact hours for more course work. I have four 150 hour semesters and one150 hour summer internship to do this in. If you are post secondary the method will work for you as well. I have taught at the post secondary also using these same methods. This is not the only way or may not be the best way, or it may not meet your teaching style but it works for me. The freedom I have as an instructor, this way of delivering instruction gives me to meet more of my student’s learning styles is awesome. I like for the students to work and I have fun. If this is practiced in your class/lab and adjusted for your student’s needs then you will become the facilitator instead of the sole fount of all knowledge. Your students will become learners of their own right and you will have fun teaching.  

After years of being a shop owner and not knowing a better way, I developed my automotive class as I would a shop or service center with lots of employees. My class/lab reflects the world of work more than the average academic classroom. As in the workplace assessment is in the finished product. I use a hands-on performance test to prove mastery of the individual student of the task. I feel that the use of this rubric empowers the student to become a self learner with critical thinking skills instead of a recorder of facts for memorization and preparing for a pen and paper test.

I begin the class with a demonstration from the class site provided by Argo in the course area of my  lesson plan for the week. See https://autoteacher.net/E_Learning.html  for examples. All of my lesson plans are on the Georgia Dept of Education Peach State Pathways here: http://www.gactaern.org/curriculum_transsup.html

For example, I may use a web site as a “Spark Plug” for the student to visit while I get the day going. I use a lot of the web sites on the links at:  www.autoteacher.net 

I think I could teach for a year and not exhaust all the resources in these sites. Our main resource is an online interactive learning management system with courses and modules based on learning by doing instead of reading and listening. The students are assigned interactive modules using virtual vehicle components and engaging course work that requires active movement to progress through the course from beginner level to master level.  Each student has access to our web site and a 24/7 sign in to our custom set up Argo learning management system. Each student can have a separate learning plan or be in a class of students online. The course modules are easy to assign and they will not run out of modules to do online.  Students have access to all classroom resources and all the routine paperwork on the web site or I can download and print out for them the required paperwork for class; examples, Class Handbook, Home work assignments, Shop Rules, etc. See https://autoteacher.net/Class_Papers.html  . Even if they don’t have a computer at home they have access to one in the Media Center and of course each student has a computer in the classroom. I burn the syllabus, course description, handbook, homework assignments, and all required papers for the class onto a CD or flash drive for them if they want.

After about 20 minutes of learning using a “Smart Board Sympodium”, LCD projector,  with the online Argo module of my choice (I require notes each day for daily grade) I see eyes are getting sleepy, then I shift gears for the day’s assignment. A set of tasks for each week are assigned to the class which was divided into teams during the first week of school. Tasks are “Performance Tests” and these are NATEF tasks required for the course.  Students have access to all their Performance Tests online for instruction on their computer. They will be challenged to compete as teams to solve the failure in the virtual vehicle in the online module using the classroom’s LCD and Smart Board. See video at https://autoteacher.net/E_Learning.html

After preparation and practice with the virtual modules online, I will have students in the lab on actual vehicles with failures and problems to solve in their teams. Peer teaching and student sign off of each other’s performance test keeps all active and engaged.  The real world training modules and technical explanations can be absorbed by each learner at their pace. The tests are used as guides for learning, and an Assessment much like a job sheets.  The students print off the Performance Tests/tasks sheets as needed and keep them in their notebook which remains in the classroom/lab. I have a HP 9015 B&W printer that is cheaper to run than a copier. All class papers and performance tests are on the class server with hard copy files for back up in file cabinet. A quick look at the Argo LMS and I know who needs instructor attention. I can see where all students are at any time during the course on their online course work. I can even see which module is being used and how the student is doing in all of Bloom’s taxonomy.

Teams of students practice the tasks online after a through study of theory then they can practice the tasks in the lab or challenge the other teams in performance of the tasks. Students use video to film their practice and some are created to demonstrate mastery of the tasks. Creating a video of their work or developing a training module in the lab is very uplifting for students and is the highest learning order for Bloom’s Taxonomy.

I use a simple performance evaluation rubric to evaluate the task or set of tasks. I give these Performance Tests to each student during the first week of the semester so they know what they are expected to do. This is the “Beginning with the End in Mind’ way of teaching. The desired outcome is the mastery of the tasks on the Performance Test.  It is important to walk them through the NATEF task list, how to print and use the Job sheets to practice.  The simple assessment form is an adaptable word document, and covers the job/tasks similar to how you would actually do the service in a real shop. Example: To service a disc brake I combine the tasks for; writing a brake repair order, service of the caliper, rotor, wheel bearings and checking pedal height. You need to combine the related tasks into a sequential order to suit your lab and resources. Ask your self how you would do the service on a customer vehicle. Make it real! I like for each student to practice the tasks three times if possible. Each must have a team member sign off that they practiced the task properly with the other student. Then if that student can not meet the performance objective for the teacher’s observation of the task both students are redirected and must practice the tasks until they are successful. The use of a hands-on Performance test meets the requirements of Standard Six of NATEF Industry Certification. Some students do the tasks, and others don’t. Attitude defines the outcome and student progress is monitored in the lab by teacher observation. Being a facilitator of the learning environment provides you more one-on-one time some of our students need. You have the time to “Differentiate Instruction” and meet all those different learning styles of your students. I feel more learn this way than not. Furthermore, I can prove they know what they are doing when they are done because of the hands on mastery recorded on the Rubric.

Each student keeps up with their tests, supporting documents and records the completion in their notebooks. You sign off after the observation of the student’s final practice. Security is maintained by knowing your students, and having the notebooks to back up what they say they did with Job Sheets signed by you. You will know who is working because now you have time to observe.  I give very few written tests other than practice for the NATEF end of course test and then only to evaluate what I teach in theory.

Do all students complete? Do all learn? No! Are all engaged? Yes!

You and your administration have to decide. Do you really want it to work or do you just want to pass the time?

Positive comments welcome. E mail or call for more information.

HTH,

Sonny Reeves

sonnyjreeves@hotmail.com

Sonny is an Automotive Educator, Consultant to DOE, Schools, Colleges and Teachers

Sonny has co-owned and managed a Nissan Dealership; owned a NAPA Auto Care Service Center, and has been teaching Automotive Service Technology for fifteen years at the secondary level and two years post secondary. Sonny is currently an AYES instructor at his second Career Center in a NATEF certified program. He is ASE Master Certified (1975) and a NATEF ETL since 2000. In 2001 Sonny became an AYES instructor and was selected school system Teacher of the Year in 2003 and 2008 by two different school systems. His program was recognized by AIPC and ASE in 2003.

Let us know what you think! Any modules or subjects you would like to see covered as well? We appreciate hearing your suggestions.

Watch the video:

http://www.excellencegateway.org.uk/page.aspx?o=201042

 
When visiting the page of above URL, there’s an option for this video on “Settings” (bottom right of the page) to choose between Windows Media Player or Flash Player, for best results.

New modules added:

Air conditioning: compressor with fixed output
Air conditioning: compressor with variable output
Air conditioning: condenser
Air conditioning: fixed metering
Air conditioning: variable metering
Air conditioning: evaporator
Air conditioning: accumulator
Air conditioning: filter/drier
Air conditioning: switches and sensors
Air conditioning: coupling and lubrication
Fuel lift pump
Oscilloscope: introduction
Oscillograph
Oscilloscope: guided tour
Oscilloscope: step-by-step plan

Watch the video and hear what students have to say on the new automotive online learning system Argo, and compare it with the real car and other learning tools.

http://www.teachertube.com/viewVideo.php?video_id=96828&title=_Students_Explore_New_Automotive_Online_Training

This is the way I teach automotive service technology. Remember I teach in a Georgia High School secondary program. Currently Georgia requires the basic four areas of NATEF task list to be presented to the student. I have four 150 hour semesters and one 150 hour summer internship to do this in. If you are post secondary don’t give up yet as I have taught at the post secondary also using the same methods. This is not the only way or may not be the best way, or it may not meet your teaching style but it works for me. I like for the students to work and I have fun. If you are tired at the end of the day you are not doing it right.

The use of performance based testing is not new and I did not invent it. I do like the use of performance based testing. Hands on testing that proves the student has learned the lesson by proving a level of mastery of the skill validates the teaching, insures the student is competent and gives the future employer a benchmark in the training program.
After about 20-30 minutes of online instruction (I require notes each day for daily grade) eyes are getting sleepy and I will shift gears for the day’s assignment. Introduction of a new unit may require more time on theory. A set of tasks are assigned to the class which was divided into teams during the first week of school. Students have access to their online courses for instruction on their computer. The virtual training simulations and technical explanations can be absorbed by each learner at their pace. The performance tasks are also online. The students print off the performance tasks sheets as needed and keep them in their notebook which remains in the classroom/lab. I have a HP 9015 B&W printer that is cheaper to run than a copier.

I give the student a written test or quiz only to see if my teaching of theory is being learned or at least memorized. Most students can memorize vast quantities of information if they choose to. From about the third grade on students are taught to memorize this fact or that formula, as it will be on the test. I call it the “Telephone Book Memory.” This short-term memory is used to remember phone numbers and after the call they are forgotten. When students use this method to learn they are often caught not knowing. There is not much difference in “I do not know and I don’t remember!” When this happens in the History class it is easy to remediate. In the technical lab it sometimes can lead to an accident or incomplete procedure on a service operation. Of course students can practice the formula or practice memorizing the dates and facts of a subject until they “Know” the subject. I am sure you agree that there is a big difference in reciting a fact for a written test or remembering a formula so you can work a problem and being able to do a task or procedure with out mistakes. Like Golf Champion Tiger Woods said “You can always become better.” Correct and consistent practice makes perfect in any area as evidenced by the results of Tiger Wood’s commitment to the practice of his sport. Performance based assessment is a good way to practice and prove mastery of the task.
I use a simple Performance Evaluation Rubric to evaluate the task or set of tasks. I give these to each student during the first week of the semester so they know what they are expected to do. It is important to walk them through the NATEF task list and how to print and use the job sheets to practice. The simple assessment form is adaptable, and covers the job/tasks similar to how you would actually do the service in a real shop. Example; to service a disc brake I combine the tasks for; writing a brake repair order, service of the caliper, rotor, wheel bearings and checking pedal height. You need to combine the related tasks into a sequential order to suit your lab and resources. Ask your self how you would do the service on a customer vehicle. Make it real! I like for each student to practice the tasks three times if possible. Some students do the tasks, some don’t. I feel more learn this way than not and I can prove they know what they are doing when they are done. Each student keeps up with their job sheets and records the completion in their notebooks. Security is maintained by knowing your students, and having the notebooks to back up what they say they did with performance tests signed by you. You will know who is working because now you have time to observe. I give very few written tests and then only to evaluate what I teach in theory.
Do all students complete? Do all learn? No! Are all engaged? Yes!

You and your administration have to decide. Do you really want it to work or do you just want to pass the time?
Performance based hands on training is “Beginning with the end in mind” and the epitome of differentiated instruction that is being pushed currently in education.

Here is how I go about the process.
I give my students theory presentations and the information they need to know; then we are in the lab to demonstrate the processes or skills needed to solve the puzzle. I use detailed job sheets, hand outs and set up modules, trainers and live vehicles to allow student practice of the skill sets I want to teach that time period. I facilitate the practice sessions with demonstrations and answers to all and any questions. The student can see the demonstrations and immediately practice the skill. All classroom teaching is backed up with online instruction, videos and multimedia examples of the theory and the task procedures. The student can review these at any time. I would like to say each student practices three times with success each skill set, but you know how much time it would take to do each tasks three times? Each student has a copy of the assessment rubric outlining the task set to be practiced and the requirements for the successful completion of the task set. The performance tests are assigned at the beginning of the lesson. Students know what is required at the start of the lesson. Each student is required to partner with other students for the practice and peer assessment is built in the rubric. After a several hours of practice by the students the performance tests are graded when the student is ready and has been signed of by the respective partner or team on the task they have been practicing. I use a hands-on rubric covering the tasks to be tested that each student has. Each student is given the opportunity to prove the mastery of the tasks. Most are able, some do not try and some try and fail. I give them three tries and take the best score of the effort for grade. I will come after school for those that want to practice more and even test then. I allow testing up until grades go in. You have to prepare students, parents and administrators for this type of assessment. Most only want to do pencil and paper test and get the grade. How many brake service jobs on their personal vehicle would that parent or administrator want done at say 70, 80%? The only students I have that fail are the ones that do not care or put forth no effort.

This does take a lot of work for the teacher. It requires an administration that believes in career education. They have got to see that your classroom/lab is different from the academic classroom. There is a steep learning curve for everyone especially the teacher. The extra work you must do becomes easier as you organize and develop your teaching style to performance-based lessons. Doing this way is easy now that I have all the tools.
You have to have an online 24/7 access curriculum resource. I would never go back to the way I see some doing with endless bookwork and testing. Email me and I will share everything I do, use and teach with. No need to reinvent the wheel!

HTH
Sonny Reeves
www.autoteacher.net

I do not consider these two to be anywhere as dynamic and exciting as Argo at any level.

I will next review a curriculum that is popular in the market place. I know it well having used the product since 1999 in several classrooms, secondary and post secondary.

 Sonny Reeves www.autoteacher.net