ATech Educator News - ATech TrainingShelton and Filipp Gleyzer received our Applied Electri-cal Trainer (model 4810)! Congratulations! Pictured Above Left to Right: Filipp Gleyzer

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ATech Educator NewsCopyright ATech Training, Inc.

September 2015

Kicking off the New School Year Where do you start the school year as an automotive/diesel instructor? So often we fall into the pattern of using the lecture approach, however, automotive/diesel program structures may not fit the lecture approach of higher education. In these types of situations, the lecture approach could frustrate both the instructor and the students. Student progress could be hit-or-miss and the instructor may feel that things are out of control. Automotive/Diesel instructors should welcome not being the focal point of attention. The program needs to organize with each student as the focus. Training aids are recommended to enable the instructor to man-age instruction and guide students in lieu of the in-structor standing in front of a class with talking as the primary means of delivery. Is there a place for lecture? Yes, but lecturing assumes that all students have a common need at a specific point in time. That is unusu-al in programs such as automotive/diesel technology which require the development of both cognitive and manipulative skills for a wide range of entering student abilities. How to start? After completing orientation and safety training, pick a section of the program that is suitable for entry-level students based on safety issues, interests of students, and the availability of training aids. Let’s examine each one individually. Safety, must be the number one concern and dealt with early in the learning process. If you want a guar-anteed lawsuit, operate your program as a job shop with beginning students performing live work. Af-ter the accident, how will you answer the question, “Please show the jury this student’s documented skill evaluations before he/she was allowed to perform this task on some-one’s vehicle”? Don’t believe that letting students work only on their own cars gets you out of that possibility. It doesn’t. The

instructor is responsible, period. Gaining and maintaining the interest of students is another primary concern. Students will invest in their learning if they are motivated. The easiest way to motivate students in any program is to let them work on what interests them. What are the primary interests of the majority of your entering students—NASCAR, hot-rods, drag racers, custom cars and trucks? The common theme in these areas that may be suitable for beginners is mechani-cal (engines). Orga-nizing your program to let entry-level students do an engine on a stand tear down can be good if the lesson is organized to teach the relation-ship of measurements, specific engine parts and function. There aren’t as many jobs for engine rebuilders today, but with proper instructional and job sheets, the process can provide students with hands-on knowledge and free the instructor to manage the total class instruction. With careful planning, the safety con-cerns of this activity can be reduced. The third concern, availability of training aids, can also be addressed with engine tear down, since engines and stands that are suitable for this activity are readily available. The key to effective use of this instructional activity is organization. Time management here must be carefully controlled so that the activity does not merely become a “stay-busy” assignment; an engaging lesson that has meaning is the goal. What should follow this beginning mechanical sec-tion? Although it is not a subject that students would choose, I recommend electrical (majority of vehicle content). Basic electrical system skill development will require many opportunities to practice the “black art” before students stop thinking of electricity as magic.

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Safety on twelve volt systems is not a major concern, and training aids can either be built as a class project or purchased. If your program has access to basic electri-cal trainers to teach ohm’s law, along with teaching basic meter usage, that would be a good place to start. Computers or reasonably priced simulation programs enable students to practice basic electrical skills and troubleshooting circuits. It is best to start with basic electricity while working up to some troubleshooting of basic circuits as soon as possible because this skill only comes with practice, and the logical troubleshoot-ing process will aid the student in understanding how a circuit works. With the use of virtual software or an online electri-cal curriculum, I have had the ability to start students on the electrical trou-bleshooting process in the classroom, in the computer lab, or on stations set up in the automotive/diesel lab. Training first on computers prevents students from dam-aging components in the initial stages of learning electri-cal circuits. I have seen more success with students while introducing the basics of electrical circuits in a virtual way. You may want to do some research and talk to other instructors to help decide what will work for you. The next step that I take is to move students on to more hands-on activities with something like the GM Specialized Electrical Training (S.E.T) program, allow-

ing students to use meters and live components. After students have developed the requisite skills, the final step is to move on to more advanced electrical trouble-shooting trainers or training vehicles, wherein we use instructional and evaluation sheets. Again, with a little research and some networking with other instructors, you can find the system or electrical trainers that will work for you.

During the process mentioned above, I was talk-ing about utilizing “Structured Skilled Development” which is still one of the best approach’s to teach our students. By building from fact to understanding, working from simple to complex, learning through discovery and then transferring knowledge to problem solving, the students develop a better understanding of the concepts. “Structured Skill Development” is a use-ful approach which should be incorporated in all areas of automotive/diesel curriculums. Always keep in mind that organization is the key to handling difficult situations and difficult students in your program. Keeping students involved with well-planned, on-task activities will help eliminate behavior and discipline problems, keep your students interested and involved and maintain a safe environment for learning. Whether you use these suggested starting areas or not, you should develop your instructional plans with the goal of reducing your direct involvement. Over time you will find your program improves, your stu-dents are better prepared to enter the work force out in the real world and your enjoyment of teaching increas-es.

Lyle Taylor, Instructor/Program Developer

Ford/AAA Student Auto Skills Competition

Congratulations to the 2015 National

Champions students Morgan White and Jay

Saunders - instructor Mr. Drew Barnes (Vale High

School - Oregon)!

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Structured Skill Development/New Instructor Workshop

Troubleshooting Contest

Winners of the 2015 Troubleshooting Contest, Dave Shelton and Filipp Gleyzer received our Applied Electri-cal Trainer (model 4810)! Congratulations!

Pictured Above Left to Right: Filipp Gleyzer (Skyline College - San Bruno, CA), Michael Gordon (US Air Force - Scott AFB, IL), Steven Koch (Iowa Valley Com-munity College - Grinnell, IA), Jeff Adams (Hillyard Technical Center - St. Joseph, MO), Jeff Heinbaugh (Franklin County High School - Rocky Mount, VA), Wesley Mickens (Chicago Vocational Career Academy - Chicago, IL), Lawrence Schwendeman (J. Sargeant Reynolds Community College - Richmond, VA), Dave Shelton (Grant County Career & Technology Center - Dry Ridge, KY), and Fred McGee (Thornton Township High School - Harvey, IL)

Pictured Above Left to Right: Dave Shelton, Brian Jenkins, and Filipp Gleyzer

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ATech Training, Inc.12290 Chandler Drive • Walton, KY 41094

Toll Free: 1-888-738-9924Phone: 859-485-7229 • Fax: 859-485-7299

E-mail: [email protected] Automotive Technology

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Starting System (model 811C)

The ATech Starting System Trainer (model 811C) is part of an electrical system program which presents the live operation and study of starter motor systems. This trainer allows for instuctor demonstration, student hands-on reinforcement and troubleshooting practice. Powered by a 12VDC automotive battery (not included). The Starting System is based on a CAN platform vehicle.

Features:

• New vehicle components, connectors, and factory wire colors.• Provides an advanced level of instruction by duplicating actual on-vehicle troubleshooting procedures.• Intermittent and hard fault codes can be inserted using the Instructor Management Program (IMP) via a

computer connected to the trainer or over the ATech Network System (ANS).• Hard faults can be inserted by using the built in keypad on the Starting System Trainer.• Ability to perform actual service manual test procedures.• Compatible with ATech’s Instructor Management Program (IMP).• Courseware includes Instructor Guide, Student Manual, and Service Manual Information.• Battery posts are protected against polarity reversal.• Includes external power supply for fault activation.• Connects to a 12 VDC automotive battery (not included).• User Interface displays built in scan tool data.

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ATech Training, Inc.12290 Chandler Drive • Walton, KY 41094

Toll Free: 1-888-738-9924Phone: 859-485-7229

E-mail: [email protected]: www.atechtraining.com

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CAT Fall 2015Conference

October 16th & 17th, 2015

Hosted by:Miracosta College

Oceanside, CA

Contact:Steve Vail

[email protected] or 760-757-2121 ext. 6354

Website: www.calautoteachers.com/conferences.html

Stop by our booth to see ademonstration of our NEW

Next Generation ‘Smarter Car’CAN Platform!