contextualized learning in water and wastewater treatment cte michael fritschi, pe, grade v wwtpo
TRANSCRIPT
BRINGING INDUSTRY INTO
THE CLASSROOM
Contextualized Learning in Water and Wastewater
Treatment CTE
Michael Fritschi, PE, Grade V WWTPO
CONTEXTUALIZED LEARNING
“Relating instructional content to the specific contexts of students lives and interests increases interest and motivation to learn”
(Dirkx and Prenger 97’)
CONTEXTUALIZED LEARNING
Abstraction and manipulation of symbols and theory often lead to de-contextualized learning.
CONTEXTUALIZED LEARNING
Removing the “detachment” of information from the real world can be accomplished by removing traditional academic abstractions.
(Re-phrased from Resnick
87’)
WATER AND WASTEWATER OPERATIONS CLASSESIntroduction/Mechanics: WAT-100 – Introduction to Water and
Wastewater Treatment WAT-180 – Analytical Methods in Water
and Wastewater Systems
Application Oriented (nuts/bolts): WAT-140 – Operation of Drinking Water
Systems WAT-160 – Operation of Wastewater
Systems
BASIS OF CONTEXTUALIZED LEARNING
Involves the student by combining Content with Context using authentic industry materials and standards.
Use real-life resources and scenarios for learning
Integrate existing skill sets into learning and performing new skills
Providing and applying multiple alternatives for solving problems
Students gain understanding through the mechanical process problem solving
BENEFITS OF CONTEXTUAL LEARNING:
The purpose of course material is understood.
The transfer of knowledge is efficient and immediately apparent.
Student interest is maintained.
COMPONENTS TO CONTEXTUALIZED LEARNING Inspiration – Encouraging participation
Presentation – “Lively Lecture”
Demonstration – Mechanics Intellectual process integrated with application Decision making skills
Culmination – Class Projects and Internships
INSPIRE!
Encourage students to integrate their own personal practical backgrounds.
Lecture Discussions Build on existing skill-sets
Real World Job Flyers Define skill sets and ranges of compensation
Congratulate
Small successes or mini-victories Recognize these students publically
Keep it light – Keep it fun!
PROVIDING A “LIVELY LECTURE”
Relevant lecture topics. Tie learning into “real-life”.
Images of the subject matter in industry Cut sheets from equipment manufacturers Drag equipment into the class room
Take less notes Take a more active part in the lecture
Intonation of key phrases
Relate personal industry experience to the subject matter
“why do we do this?”
THE “LIVELY LECTURE” Anecdotes
what students can expect in the industry “most folks really do it this way”
Keep the lecture “light” and energetic Fun Show interest
Key phrases or information Reiterate in different scenarios
Mechanical Application Follow-up Quizzes Question and Answer
Preparation for field trips Allow a “background knowledge”
DEMONSTRATE
Illustrate the decision making process
Analytical analysis tied to concrete methodology
System knowledge & Established goals.
THE MATH CHALLENGE:
Fall 2009 & Spring 2010 WAT-180 Class statistics
65.2% of the students have not taken a math class in over 10 years
Of those students, 63.3% have not taken a math class in over 20+ years.
Water and Wastewater Operations requires alot of math!
DEMONSTRATE
“ Non-Hate able” Math Just need a “Y”
Applied math Low Theory – High practicality
Relate and accept discomfort Remove the anxiety by mechanical practice (repetition) Find the Fun!!
Technical Apparatus Calculator recommendation, low cost Acceptable for certification exams advanced enough for square roots, parenthesis,
exponent, pi button.
DEMONSTRATE
Anecdotes used for teaching math “Mike’s rule”, “Ted’s method” “Area = bore * bore *0.785” 454 g /LB = “454 Chevy Big Block”
Dimensional analysis – lifelong tool Puts the power in the hands of the student
CULMINATE
Projects –“apply what you have learned” Summarization of learning experience Ability to apply knowledge
Internships – “apply what you have learned in the real world”
Ultimate Application of CTE Students can relate their own experience Bring their experience into the classroom Students learn from supervisors and co-workers
PROJECTS
WAT-100 Basin Plan
WAT-180 Process Analysis
WAT 140 & WAT 160 Water and Wastewater State Exams
WAT-180 PROCESS ANALYSIS
Requires student to arrange and visit a water or wastewater treatment facility
Requires student to identify the primary process components of the treatment facility
How the components of the treatment facility function with each other process
WAT-180 PROCESS ANALYSIS
Requires the student to pick one process and evaluate
Process objective Inputs and outputs How the process is controlled What process data is relevant? Ramifications of the process in success
and failure
WAT-100 RESEARCH PROJECT
Requires student to research the North Coast Basin Plan.
Student prepares a paper in their own words, that discusses selected topics covered in the research.
The goal is to teach the student through their own efforts
Student gains a basic understanding of relevant information that directly impacts the water quality industry.
WAT-140 & WAT-160 Prepare and take State Certification
Exams
Encouraged to join professional organizations (network)
CWEA-California Water Environment Association AWWA – American Water Works Association Industry Conferences Industry Specialized Training Sessions
In-depth “nuts and bolts” of operations
INTERNSHIPS
Will try to place every student locally that has passed WAT-100 & WAT-180 Classes
Designed to get students experience in the field
An additional dimension to the learning experience
Provide a basis for discussion in WAT-140 & WAT-160 classes
CONCLUSION CTE Students respond best to applied
concepts rather than abstract ideas Apply context to content through
mechanical process
Utilize Existing Skill-Sets
Culmination in projects and internships
Bring Industry Into the Classroom!