Electrical Training ALLIANCE National Training...

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NTI Course 32

Teaching and Managing in a Technical Laboratory 1

Course 32

Third Year

Instructor Training

Electrical Training ALLIANCE

National Training Institute

NTI Course 32


Session 2

Session 3

Session 4

Session 5

Session 1

Session 6

C32_Session 2_2015.pptx






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NTI Course 32


Instructor’s Name and Title

• Instructor’s name and title

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Participant Introduction Guide

• Name

• City or Community/State

• Years in Trade

• Related Courses/Lab Courses Presently Teaching

• Experience in Teaching/Managing a Lab

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Course Purposes

Prepare technical lab instructors to perform the following:

• Identifying laboratory teaching content and developing instructional materials

• Create a learner-friendly environment in a technical laboratory

• Develop and use an eclectic approach to facilitate learning in a laboratory

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Course Purposes (cont.)

• Deliver laboratory instruction using a variety of instructional strategies

• Manage learning in a technical laboratory

• Maintain a safe and effective technical laboratory

• Manage student behavior

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Course Objectives

After completing this this course, you will be able to:

1. Demonstrate an understanding of the task analysis process for identifying laboratory teaching content

2. Prepare instructional materials to deliver instruction in a technical laboratory

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Course Objectives (cont.)

3. Utilize a variety of learning strategies to guide instruction in a technical laboratory

4. Demonstrate how to deliver instruction in a technical laboratory

5. Manage laboratory learning and student behavior

6. Develop and implement a safety program for an electrical laboratory

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Definition of Analysis

“Analysis is the process where the duties, tasks, and task elements required on a job are identified and listed for instructional purposes.”

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Questions Answered

by Job Analysis

Questions answered by job analysis include:

1. What duties, tasks, and task details or elements does the job include?

2. How is each duty, task, and element accomplished?

3. Why is each duty, task, and element performed?

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Questions Answered

by Job Analysis (cont.)

4. In what order are they performed?

5. Under what conditions are they performed?

6. What equipment, materials, tools and supplies are used?

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Questions Answered

by Job Analysis (cont.)

7. To what standard of proficiency must each task be performed? How well must the apprentice perform the task?

8. What essential knowledge must be known before the task can be successfully performed?

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Three Phases of Job Analysis

1. Jobs must be identified and described completely and accurately

2. Duties and tasks of the job and the elements that make up tasks must be identified and described.

3. Requirements the job places on workers must be identified and described

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Graphic Illustration of Job Analysis

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Graphic Illustration of Inside Electrical

Worker Job Analysis

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Duties of an Inside

Electrical Worker

• Industrial wiring

• Commercial wiring

• Transformer installation

• Motor controls

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Tasks of an Inside

Electrical Worker

• Determine transformer polarity

• Connect and operate dual voltage single-phase transformers

• Connect single-phase transformers in series

• Connect single-phase transformers in parallel

• Determine the KVA ratings of single-phase transformers

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Task Listing Sheet

Duty_________________________

Task Listing Sheet

No. Task Frequency Import.

Learn

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Task Listing Sheet with Elements

Code Frequency: 1=daily, 2=Weekly, 3+Seldom

Importance: 1=Very, 2=important, 3=somewhat)

Learning: 1=Easy, 2=Difficult, 3=Very Difficult

No. Task Freq. Import. Learn

1 Plan Electrical Circuits 3 1 3

2 Plan service entrance panel & subpanel locations

2 1 2

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Task Elements or Steps

of Procedure Sheet

Task Elements or Steps of Procedure Sheet

Job_____________________________

Duty____________________________

Task____________________________

No Task Elements or Steps of Procedure

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Sample Task Elements or Steps

of Procedure Sheet

Task Elements or Steps of Procedure Sheet

Job__________________________

Duty_________________________

Task_________________________

No. 1. 2. 3. 4.

Obtain two three-way switches, 2-conductor & 3-conductor NM cables, cable ripper, needle-nose pliers, wire strippers, and screwdriver. Pull 3-conductor cable between switch boxes #1 and #2 and 2-conductor cable between fixture and switch box # 1. In switch box #1, pigtail the bare wires adding a short wire and fasten to the green terminal of the switch using the loop technique in clockwise fashion. In switch box #1, connect the white 2-conductor with the white 3-conductor fed from switch #2 with a wire nut,. Wrap black tape on the wire connection indicating hot conductor.

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Task Detailing Sheet

Duty_____________________________

Task_____________________________

Task Detailing Sheet

NO. Task Detail or Key Points of Information

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Sample Task Detailing Sheet

Duty: Install receptacles, lighting systems, and fixtures

Task: Install a three-way switch

NO. Task Details

1. 2. 3. 4. 5.

Common applications of a three-way switch How three-way switches work Tools required for installing switch Visually identifying the common terminal Install conductors clockwise around switch terminal

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Topics to Consider

for Detailing Tasks

• Safety

• Tools & Equipment

• Scientific Principles

• Mathematics

• Measurement

• Drawing & Blueprint Reading

• Materials & Supplies

• Terminology

• Efficiency & Conservation

• Social Relationships

• Vocational Guidance

• Design & Construction

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Components of a Lesson Plan

Components of a complete lesson plan include the following:

• Logistical information (course, unit, and lesson plan titles and date developed and revised

• Lesson objectives stated in terms of what students will be able to do

• Competencies/tasks that will be presented in the lesson

• Lesson introduction

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Components of a Lesson Plan (cont.)

• Preparation of learners (required reading, materials, tools, and equipment)

• Preparation of instructor (materials and equipment needed for lesson)

• Learning activities

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Components of a Lesson Plan (cont.)

• Presentation/key points (information outline and steps of procedure)

• Lesson summary

• Application activities

• Evaluation activities

• Enrichment activities and/or remedial activities

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Lesson Plan

Lesson Plan_____________________________

Course:_________________Task:____________

Objectives:

Competencies/Tasks:

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Lesson Plan (cont.)

PREPARATION

Of Student Of Instructor

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Lesson Plan (cont.)

Introduction:

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Lesson Plan (cont.)

PRESENTATION

Learning Activities:

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Lesson Plan (cont.)

Lesson Steps/Information Key Points:

Steps Key Points

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Lesson Plan (cont.)

APPLICATION

Application Activities:

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Lesson Plan (cont.)

EVALUATION

Evaluation Activities:

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Session #2 Objectives

After completing this session, you will be able to:

1. Describe how local training centers deliver instruction in a technical laboratory

2. Establish workstations in a technical laboratory in which apprentices can develop skills in performing specific work tasks

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Session #2 Objectives (cont.)

3. Organize multiple learning activities

4. Establish routines for beginning class, monitoring laboratory activities, and cleanup

5. Manage laboratory learning

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Laboratory Activity Chart LABORATORY ACTIVITY CHARTS

PROGRESS CHART

Inside Wiring

STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

1 Acorn, Charlie

2

3 Blue, Royal

4

5 Blount, Carey

6

7 Horse, Charley

8

9 House, Hardy

10

11 Joyce, Andy

12

13 Kay, Larry

14

15 Love, Randy

16

17 Moore, Manfred

18

19 Prior, Bill

20

21 Code

22 Began Assignment

23Completed Assignment

24Assignment Completed &

Scored

25

Pla

n C

ircuits

Insta

ll boxes

Insta

ll serv

ice e

ntrance

panel

Insta

ll cable

s a

nd

conducto

rs

Insta

ll re

cepta

cle

s

Insta

ll sw

itches

Insta

ll gro

undin

g

syste

m

Insta

ll circuit

bre

akers

Insta

ll gro

und fault

inte

rrupte

r

Insta

ll conduit

Insta

ll lig

ht fix

ture

s

Estim

ate

wirin

g

cost

LABORATORY ACTIVITY CHARTS

PROGRESS CHART

Inside Wiring

STUDENT 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

1 Acorn, Charlie

2

3 Blue, Royal

4

5 Blount, Carey

6

7 Horse, Charley

8

9 House, Hardy

10

11 Joyce, Andy

12

13 Kay, Larry

14

15 Love, Randy

16

17 Moore, Manfred

18

19 Prior, Bill

20

21 Code

22 Began Assignment

23Completed Assignment

24Assignment Completed &

Scored

25

Pla

n C

ircuits

Insta

ll boxes

Insta

ll serv

ice e

ntr

ance

panel

Insta

ll cable

s a

nd

conducto

rs

Insta

ll re

cepta

cle

s

Insta

ll sw

itches

Insta

ll gro

undin

g

syste

m

Insta

ll circuit

bre

akers

Insta

ll gro

und fault

inte

rrupte

r

Insta

ll conduit

Insta

ll lig

ht fix

ture

s

Estim

ate

wirin

g

cost

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Laboratory Activity Chart (cont.)

Individual Activity Chart: Course_____________ Laboratory Assignment Demonstrated Began Practiced Evaluated

Assignment #1

Assignment #2

Assignment #3

Assignment #4

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Project Planning Sheet

Name_____________Class__________ Score_______

Project__________ Date Began___Comp._____

DIRECTIONS: Plan your project determining the bill of materials needed, tools, and machines, and the steps of procedure required to complete the project.

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Project Planning Sheet (cont.)

No. Dimensions Materials Unit $ Total $

Bill of Materials

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Project Planning Sheet (cont.)

Tools and Machines:

Steps of Procedure:

1.

2.

3.

4.

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Assignment Sheet

Assignment Sheet #___ Wire a typical bedroom

Name______ Date Began____Completed____ Score__

DIRECTIONS:

Plan, Schematic or Drawing:

Steps of Procedure:

Questions:

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Four Laboratory Routines

1. Routines for preparing the classroom and laboratory

2. Routines for beginning class

3. Routines for instructing, supervising, and monitoring learning

4. Routines for ending class

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Routines for Beginning Class

• Take attendance

• Make announcements

• Use a “Bell Ringer” or “Focusing Activity” (question, food for thought, etc.)

• Give a short motivational talk or feedback on the previous day’s work

• Set aside time for student questions

• Introduce lesson or make assignments

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Routines for Instructing,

Supervising, and Monitoring

• Present instruction

• Assist students in planning their work and getting started

• Provide individual assistance as needed

• Assess student performance and give specific feedback

• Supervise laboratory activity according to a management plan

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Routines for Ending Class

• Give signal for cleanup

• Direct student attention to assigned duties (posted on cleanup wheel)

• Supervise the cleanup

• Check the condition of auxiliary areas and the laboratory

• Move to the door and dismiss students

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Instructor Duties for Every Class

1. Control classroom and laboratory behavior

2. Set a good example of personal appearance, work habits, communication skills, and enthusiasm for learning and work

3. Motivate students to enhance their learning

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Instructor Duties for Every Class (cont.)

4. Exemplify and encourage cooperative learning

5. Present quality instruction

6. Demonstrate efficient organization and working methods

7. Expect appropriate quantity of work as well as quality

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8. Insist on safe work habits

9. Demand proper care of tools, machines, and equipment

10. Require respect for school and student property

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11. Evaluate student progress and achievement and give specific feedback

12. Be enthusiastic toward students and demonstrate concern for the welfare of each one

13. Be willing and available to render special assistance to learners

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Facilitating Laboratory Learning

1. Observing and assisting learners

2. Evaluating work performance

3. Supervising student behavior and operation of the laboratory

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Student Assistance Needs

Assisting students in planning their work by:

• Selecting work tasks or projects

• Drawing sketches or illustrations

• Determining operations and steps of procedure

• Estimating materials

• Selecting tools and equipment

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Types Of Assistance

Providing individual or small group assistance by:

• Demonstrating all or portions of a task over again

• Asking and answering questions

• Helping learners select tools and obtain materials

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Types Of Assistance (cont.)

• Assisting students with difficulties

• Helping a student with personal problems

• Encouraging students

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Reasons for Checking Progress

• Motivating and encouraging students

• Determining level of progress

• Assisting students with difficulties and correcting errors

• Ensuring that students have completed the learning activity satisfactorily and are ready to move to the next learning station

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Supervising the Laboratory

• Controlling student behavior

• Detecting fatigue and frustration

• Assisting students to keep their workstation organized

• Observing correct operation of equipment and machines

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Supervising the Laboratory (cont.)

• Regulating student absence from the laboratory

• Moving about the laboratory and keeping students in sight at all times

• Keeping students involved in learning activities at all times except during announced breaks

• Getting students back to learning activities after breaks

• Ending laboratory learning and cleaning and organizing the laboratory

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Laboratory Instructor Responsibilities

• Delivering quality laboratory instruction

• Controlling laboratory behavior

• Motivating students to enhance learning

• Exemplifying and encouraging cooperative relationships

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Laboratory Instructor

Responsibilities (cont.)

• Demonstrating efficient organization and working methods

• Expecting quantity and quality work

• Insisting on safe work habits

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Laboratory Instructor

Responsibilities (cont.)

• Demanding proper care of machines, tools, and equipment

• Requiring respect for school and student property

• Evaluating student performance and providing specific, positive feedback

• Being enthusiastic and demonstrating concern for the welfare of each student

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1. Describe project-based learning

2. Describe direct instruction and components of this instructional approach

3. Prepare for and demonstrate how to perform a manipulative task

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4. Describe how to monitor, evaluate, and provide feedback to learners as they perform work tasks

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Definition of Task/Project-Based

Learning

“Learning experiences based on real-world performance tasks or projects in which students learn how to solve problems and complete a finished product or service.”

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Definition of Direct Instruction

• Direct instruction is defined as “teaching in the most effective way”

• It is an instructional approach that is used to get students to learn as much about how to perform a task as possible in the most efficient way

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Basic Direct Instruction Model

• Lesson introduction

• Lesson development

• Structured or guided practice

• Independent practice

• Evaluation

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Key Characteristics of Direct Instruction

• Teacher centrality

• Task orientation

• Positive experience

• Student cooperation and accountability

• Nonnegative effects

• Established structure

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Demonstration Defined

“A demonstration is an actual instructor or student performance using real tools, machines, equipment, and materials that is intended to show learners what they are to do by actually performing the skills or operations and explaining what learners will need to do in step-by-step fashion.”

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When to Use a Demonstration

The demonstration is the instructional method of choice when one wants to show someone:

• How to perform a task or function

• How a piece of machinery or equipment operates

• How a principle or theory works in practice

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Tips for Preparing for Demonstrations

• Set up and rehearse demonstrations in advance

• Develop an operation sheet or use that portion of the lesson plan that contains the steps of procedure to ensure that all steps are presented in proper sequence

• Prepare all tools, machines, equipment, materials, and facility in advance

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Tips for Demonstrating

• Limit demonstrations to the number of students that can see what is being demonstrated

• Arrange learners so that they can see the work from the same position as they will normally be working when possible

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Tips for Demonstrating (cont.)

• Perform steps of procedure at normal speed at first, then repeat the same steps at a slower speed

• Give only technical or essential information needed to describe why or what is being demonstrated

• Use questions as the demonstration advances to check for understanding

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Tips for Demonstrating (cont.)

• Demonstrate good craftsmanship and the safe way of doing something well

• Be sure to explain each step with key points to remember and emphasize any safety cautions

• Be sure that eye protection and protective clothing is worn by everyone if power tools, equipment, and chemicals are used in the demonstration

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Tips for Following Up Demonstrations

• Ask for student volunteers to demonstrate back what was just shown and ask other students to help him or her follow the correct steps of procedure

• Summarize what has just been demonstrated and give out operation sheets, project sheets, or assignment sheets to help students perform what was demonstrated

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Tips for Making and Ending

Work Assignments

• Assign students in small groups or individual students to perform the tasks or operations that were demonstrated using operation sheets and job sheets to guide performance

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Tips for Making and Ending

Work Assignments (cont.)

• Supervise students closely as they use tools, machines, and equipment

• Require students to clean up their work area and put away tools, materials, and incomplete projects

• Summarize your observations of student progress on practice tasks

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Preparing for the Presentation

Instructors need to prepare themselves and learners for the presentation by:

• Preparing a detailed manipulative lesson plan

• Preparing learners by asking probing questions

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Preparing for the Presentation (cont.)

• Providing learners with the “big picture” and the importance of performing this task on the job

• Asking them questions about transfer of learning

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Communicating Objective and

Learning Activities

Instructors must set the stage for learning by:

• Communicating the lesson objectives

• Communicating the learning activities

• Providing statements of encouragement and support

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Communicating Objective and

Learning Activities (cont.)

• Positioning learners so they can observe demonstrated steps of procedure

• Controlling any distractions or unnecessary noise

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Presenting the Lesson

Instructors need to follow certain presentation steps by:

• Thinking about the background and skills of learners

• Beginning lesson by telling learners what will be demonstrated and why

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Presenting the Lesson (cont.)

• Asking learners to pay close attention to each step and be prepared to ask and answer questions following the demonstration

• Presenting steps of the demonstration and explaining what is being demonstrated

• Checking for understanding along the way with questions

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Demonstration Follow-Up

Instructors need to follow up the presentation by:

• Reviewing the steps of procedure demonstrated

• Asking questions about procedural steps

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Demonstration Follow-Up (cont.)

• Demonstrating again steps that are unclear

• Asking questions that will facilitate transfer

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Learner Application and Practice

As soon as possible, instructors need to have students practice what they observed by:

• Assigning students to a schedule of practice

• Having students describe the steps they plan to follow before allowing them to begin the task

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Learner Application and Practice (cont.)

• Observing the task performance and giving encouragement and feedback

• Making final comments about performance emphasizing the good and encouraging further practice where needed

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Checking/Evaluating Student

Task Performance

When the student has practiced the task and is ready for a performance check, instructors need to arrange for evaluation by:

• Asking the student to self-evaluate his/her performance using a rubric

• Asking the student to describe his/her finding on the self-evaluation

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Checking/Evaluating Student

Task Performance (cont.)

• Evaluating the student’s task performance using the same rubric as the student used

• Going over rubric rating giving specific feedback followed by word of encouragement and challenge

• Asking student to reflect on this task performance

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Feedback Defined

Feedback is information that provides individuals with direct, usable insights into current performance, based on tangible differences between their current performance and the performance hoped for.

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Feedback Functions

Effective feedback serves two major functions with learners.

• It informs them about the quality and accuracy of their performance in comparison to expectations or standards

• It helps them learn how to monitor and improve their learning to meet standards

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Characteristics of Effective Feedback

• Relates performance to standards

• Indicates progress

• Indicates corrective action

• Is given frequently

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Characteristics of Effective

Feedback (cont.)

• Is given immediately

• Is specific and descriptive

• Focuses on errors and correcting errors

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Characteristics of Reinforcement/Praise

• Is specific

• Is spontaneous

• Relates to standards

• Focuses on attributes

• Shows progress

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Definition of Scaffolding

“Scaffolding is an instructional modification technique that provides additional structure and assistance to a learner who is struggling with a learning task.”

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Independent Study

Independent study is defined as “any assigned activities that students do more or less alone.”

Independent study can occur during the regular laboratory period, or it can be in the form of homework.

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Delivery Steps for Independent Study

• Attract student attention in some creative manner

• Inform students of the rationale for the assignment (why it is important)

• Relate the assignment to previous instruction and to upcoming instruction and laboratory practice

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Delivery Steps for

Independent Study (cont.)

• Make sure that learners know exactly what they are to do and how to begin work

• Inform students about resources available to help them with their assignment and how they can get help when needed

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Delivery Steps for


• Make sure that students know what to do next when they finish an assignment

• Move about the laboratory to monitor student progress and interact with learners when needed. Maintain a sense of "withitness."

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Delivery Steps for


• Diagnose student problems and provide assistance while still maintaining visual contact and attention with other students

• Maintain a good learning environment by enforcing independent study rules, such as refraining from talking to others and staying busy at the workstation

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Tips for Closing Independent Study

• Collect assignments by asking students to place their work in a designated location, such as an assignment box, expandable folder, or hanging file folder in a portable file box

• Assess student work in a timely fashion using models and rubrics with specific criteria identified to maintain objectivity

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Tips for Closing


• Provide specific feedback so that students know their errors and can correct them

• When handing back scored independent study assignments, interact with students and encourage them to correct any errors. Give a portion of the points lost on the assignment back when students correct errors.

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Definition of Instructional Strategies

An instructional strategy is any teaching maneuver used to facilitate student learning and satisfaction. Other terms for instructional strategies include:

• Instructional alternatives

• Instructional methods

• Instructional techniques

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Instructional Strategy

Selection Questions

• Will the instructional strategy I select fit my subject matter and/or assignments?

• Will the strategy fit my students?

• Do I know how to use this strategy successfully?

• Do I have the time, environment, equipment, and supplies required for this strategy?

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At the completion of this session, you will be able to:

1. Recognize inappropriate behavior and assist students in regaining control

2. Identify major components of the laboratory safety program

3. Identify occupational hazards in the laboratory

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4. Conduct safety inspections of the laboratory

5. Develop emergency and first aid procedures

6. Identify possible causes of tort liability

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Preventive Discipline

• Get to know your students’ names and capabilities as soon as possible

• Establish a spirit of mutual respect, trust, and cooperation with students

• Establish and fairly enforce a few basic laboratory rules

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Preventive Discipline (cont.)

• Communicate to students your expectations and give them responsibilities

• Maintain a well-organized and managed laboratory

• Emphasize the development of self-control

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Common Inappropriate Behaviors

• Failing to arrive to class on time

• Leaving class early

• Falling asleep during instruction

• Alcohol or drug abuse

• Arguing with the instructor or other students

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Common Inappropriate

Behaviors (cont.)

• Falling behind on assignments

• Disrespecting the rights of others

• Acting immaturely

• Being negative

• Acting verbally and physically aggressive

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Behaviors (cont.)

• Irresponsibility

• Noncompliance

• Disorganization

• Easily frustrated

• Violates cell phone use policy

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Behaviors (cont.)

• Blames others for problems

• Poor impulse control

• Sharp decline in performance

• Defiance of authority

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Behaviors (cont.)

• Frequently disrupts class

• Not bringing pencils, paper, learning resources, and tools to class

• Displaying annoying behaviors

• Stealing

• Copying another student’s work

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Actions to Consider When

Inappropriate Behavior Occurs

• Remember that everyone makes mistakes and mistakes have causes

• Avoid using sarcasm and ridicule

• Keep your control

• Use common sense

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Inappropriate Behavior Occurs (cont.)

• Find out all the facts before reaching conclusions

• Act when inappropriate behavior first occurs

• Reprimand only in private

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• Criticize behavior and not the person

• Consider the student’s feelings

• Focus on student’s strong points and offer suggestions to improve weaknesses

• Be consistent and fair with all students

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• Forget the subject once inappropriate behavior is corrected

• Give the student an opportunity to save face

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Actions to Avoid When

Addressing Behavior Problems

Instructors should avoid:

• Taking inappropriate behavior personally

• Making threats or promises

• Arguing

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Actions to Avoid When

Addressing Behavior Problems (cont.)

• Making bluffs, deals, or bribes

• Preaching

• Making unrealistic demands or offering simplistic solutions

• Forcing apologies

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Nonverbal Cues for Dealing

with Behavior

• Facial expression – a smile or frown can redirect behavior

• Body movement – moving close to a student helps him/her regain control

• Head movements – shaking the head up and down or side to side controls behavior

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Nonverbal Cues for Dealing

with Behavior (cont.)

• Using hand gestures – holding a finger to the mouth may stop inappropriate talking

• Pausing or silence can help students regain control

• Warning cues or “soft reprimands”

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Verbal Reinforcers for

Controlling Behavior

• Instructor comments such as encouragement and praise

• Written, specific comments on students’ work

• Engaging in conversation about personal interest and experiences

• Acknowledging the student outside of class

• Offering assistance in a pleasant tone of voice

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Strategies for Addressing

Disruptive Behavior

• Remove student from the situation where inappropriate behavior occurred

• Calmly discuss the reason for removing the student from the situation

• Communicate concern about the inappropriate behavior

• Allow the student to explain the problem

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Strategies for Addressing

Disruptive Behavior (cont.)

• Cooperatively plan some solution to the problem

• Keep the student in the “time out” zone until he/she regains control

• Stress that you are always willing to discuss any problems with students

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Addressing Unacceptable

Behavior in Private

1. Find a non-threatening place of privacy

2. Establish rapport

3. Ask for an explanation

4. Check for understanding

5. Communicate rules, laws, and policies

.

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Addressing Unacceptable

Behavior in Private (cont.)

6. Develop a plan of action

7. Review what has been said and the action plan

8. Conclude meeting with words of encouragement and support

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Desirable Employability Skills

• Arriving for classes or meetings on time

• Completing work satisfactorily

• Responding positively to supervision and constructive criticism

• Following directions consistently

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Desirable Employability Skills (cont.)

• Adhering to policies and regulations

• Using tools and resources properly

• Observing safety provisions and practices

• Working effectively as a team member

• Seeking learning opportunities for self-improvement

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Instructor Responsibilities

for a Safety Program

1. Arrange or organize the laboratory for maximum safety

2. Provide instruction for an ongoing safety program

3. Set a safety example for students to follow

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for a Safety Program (cont.)

4. Foster student involvement in the safety program

5. Devise and use safe housekeeping procedures

6. Insist on the use of necessary personal protective equipment

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7. Provide specific safety instruction on the operation of power tools, machines, and equipment

8. Provide for emergency care and first aid

9. Supervise the laboratory at all times, trying to keep all students in the line of sight

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10. Conduct frequent and regular safety inspections of the laboratory

11. Color code the laboratory and its equipment

12. Maintain records on the safety program

13. Establish and enforce safety rules and regulations

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Laboratory Safety Rules

1. Use only tools, equipment, and materials designated by the instructor unless special permission is given to use personal tools

2. Avoid loitering in the work areas of the laboratory

3. Report all accidents immediately

4. Wear eye protection at all times when the laboratory is in operation

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Laboratory Safety Rules (cont.)

5. Report any hazardous conditions to the instructor

6. Do not operate power equipment without being cleared to do so by the instructor

7. Return all tools and materials to their designated places

8. Keep work areas free from dangerous waste as you work and clean up before leaving

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9. Never operate a machine without a guard in place

10. Never attempt to operate power equipment when the instructor is not in the laboratory

11. Avoid talking to someone who is operating power equipment

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12. Do not operate power equipment when other students are too close to the area

13. Know where the panic buttons are located and when to activate them

14. Think about hazards associated with the use of most tools and how you will perform work tasks safely

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Two Major Aspects of a Safety Program

1. Provide safety instruction to reduce or eliminate unsafe human behavior

2. Provide a safe laboratory environment

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Three Considerations for Tool

and Equipment Safety

1. Safe tool and equipment operating procedures

2. Emergency procedures

3. Techniques used to teach these procedures

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Considerations for Housekeeping

1. Provide for sweeping the laboratory floor at the end of the class period and for sweeping it more often if excessive waste accumulates

2. Employ specific procedures for keeping the floor free of liquids, such as oil, grease, water, and solvents that make floors slippery

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Considerations for

Housekeeping (cont.)

3. Provide for daily removal of waste materials, such as conductor coverings, wood chips and sawdust, and metal cuttings

4. Provide approved storage boxes, bins, or buckets for usable scrap materials, such as pieces of wire, boxes, and conduit

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Considerations for

Housekeeping (cont.)

5. Provide an adequate supply of cleaning materials and equipment, such as cleaning solutions, soap, bench brushes, brooms, and vacuums

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Providing for Personal

Protection Devices

• Protective clothing, including gloves, shoes, and hard hats

• Face and eye protection, such as safety glasses, goggles, and face shields

• Ear protection

• Respiratory protection, such as the use of face masks or respirators

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Color Coding the Laboratory

• The American National Standards Institute has developed a safety color system that conveys an instant message about a hazard or condition present in a location or with a piece of equipment.

• Nine basic colors and three focal colors are used to promote safety and reduce accidents

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Inspecting the Laboratory

• Ten to 15% of all laboratory accidents are caused by environmental deficiencies

• Instructors should check environmental conditions daily

• An inspection committee should be formed and periodic inspections made

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Elements of Instruction

for a First Aid Program

1. Person responsible for administering first aid treatment

2. Location of the first aid kit and its contents

3. Emergency first aid procedures and the part they must play in case of personal injury

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Elements of Instruction

for a First Aid Program (cont.)

4. Location of information, such as important phone numbers to call

5. Emergency steps to follow if an accident or illness occurs

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Tort Liability

• A tort is a civil wrong committed against an individual

• Liability designates a person’s legal responsibility

• Negligence is the failure to do what a reasonable person would do in a situation

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Components of a Safety Program

1. Make every effort to identify and eliminate hazards in the laboratory

2. Establish and enforce safety rules

3. Provide general safety instruction throughout the course

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Components of a Safety Program (cont.)

4. Demonstrate the safe use of tools and equipment and require students to earn operator’s permits

5. Supervise laboratory activity at all times

6. Inspect and maintain the laboratory, tool and equipment continuously

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7. Act as a mature, reasonably prudent, and careful person under certain situations, especially when an accident occurs

8. Model safety behavior at all times

9. Provide for and require that personal protective devices, such as eye protection, be used at all times in the laboratory

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10. Give adequate warning of possible hazards that are inherent in using machines and equipment

11. Administer general and specific safety examinations

12. Require students to sign a safety pledge

13. Keep records of all aspects of the safety program

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Common Deficiencies of Laboratories

1. Poor housekeeping

2. Insufficient machine guarding

3. Defective equipment

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Common Deficiencies

of Laboratories (cont.)

4. Improper working conditions (lighting, heating, ventilation, crowding, etc.)

5. Improper dress and failure to use personal protective devices

6. Problems with electrical cords and devices

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Common Laboratory Violations

1. Electrical wiring – Frayed wires, loose conduit connectors, bare wires, damaged or missing outlet plates, and circuit breakers not marked to show their function

2. Open electrical panels – All electrical panel doors must be kept closed

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Common Laboratory Violations (cont.)

3. Ground plugs – If OSHA standards require grounding, the third-prong grounding plug must be used properly

4. Proper fan guards – If large ventilation fans to move air about the laboratory are positioned within seven feet of the floor, they must be guarded with wire mesh or grills with opening no greater than one-half-inch wide

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5. Poor housekeeping – Materials and liquids on the floor and in the aisles, improper storage of materials, including lack of proper labeling

6. Aisles – Not marked and maintained in good condition

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7. Air pressure for cleaning – Air pressure above 30 psi should not be used for general cleaning

8. Fire extinguishers – Inadequate, wrong type, and non-accessible

9. Handrails and guardrails – Guardrails must be 42 inches high with an intermediate rail

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10. Exit signs – Exit signs must be functional and routes to exits must be kept open at all times

11. Accident recordkeeping – Records of all accidents must be maintained

12. Safety feet on metal and composite ladders – Safety feet must be on metal and composite stepladders and extension ladders

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Three Types of Job-Hazard Analysis

1. Analysis by machine or equipment

2. Analysis by job or task

3. Analysis by occupation

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Suggestions for Performing

a Hazard Analysis

1. Develop and use a job-hazard analysis form

2. Compile a list of all tasks and jobs to be analyzed

3. Analyze the task or job as it is being performed, paying close attention to the phases of preparation, operation, and disposal

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a Hazard Analysis (cont.)

4. Look for potential health and injury hazards in performing the task.

5. Describe in detail health and injury hazards observed.

6. Determine if additional instruction, addition of protective equipment, or changes in tools, machine, and equipment design could eliminate or reduce chances of the hazard.

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7. Use hazard analysis to improve the laboratory safety program.

8. Make a list of all the major task and jobs to be analyzed. Set a target date for completion of the list.

9. Analyze the task or job while it is being performed paying attention to key task steps, potential hazards, and safe practice.

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10.Record observations and thoughts on the job-hazard analysis form like the one just presented.

11.Make certain that potential health and injury hazards are described so that students can be taught how to avoid them.



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12.When safe apparel and equipment are designated, give detailed descriptions

13.Check completed analysis with students and colleagues to see if any corrections or additions are needed

14.Use job-hazard analysis to improve the safety program

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Considerations for an Emergency Plan

• Find out what the emergency care policies are for your center

• Maintain current training in providing first aid care

• Develop a list of school/training center and community emergency care providers with phone numbers

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Considerations for an

Emergency Plan (cont.)

• Have the most qualified person render emergency care

• Maintain a well-stocked first aid kit

• Develop an emergency care plan and teach students what they are to do

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1. Demonstrate how to teach a manipulative lesson to a student or a small group of students while monitoring learning of other students in a laboratory

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2. Demonstrate how to provide assistance to others while engaged in presenting instruction to an individual or group

3. Develop knowledge of a number of strategies for managing multiple laboratory learning activities and controlling behavior

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Definition of Transfer of Learning

“Transfer of learning is learning something in one context and applying it to another.”

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Things Instructors Hope Will Transfer

• Knowledge—information, facts, data (definitions, formulas, statistics, etc.)

• Skills—manipulative, social, learning, etc.

• Concepts—things and objects related to the electrical field

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Things Instructors Hope

Will Transfer (cont.)

• Principles—rules, laws, theorems, etc.

• Affective behaviors—attitudes, work habits, behavioral traits, etc.

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Setting Expectations for Transfer

Set expectations by:

• Talking to students about expectations for transfer to increase the likelihood that transfer will occur

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Setting Expectations for Transfer (cont.)

• Planning into instruction the questions or tasks that help students make connections

• Posing questions like “What is the big idea?” “How does this connect to what you already know?” Where might you use this?” “How is this relevant?”

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Modeling for Transfer

Model for transfer by:

• Demonstrating how to perform a task and use a running monologue as you present steps of procedure, emphasizing key elements

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Modeling for Transfer (cont.)

• Talking about the demonstration so that it makes sense

• Using statements like “Here’s an example,” “Let me illustrate,” “Give me a specific instance,” “Use this as an example”

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Matching for Transfer

Match the lesson presentation to the desired outcome by:

• Engaging students in practicing the task performance demonstrated

• Guiding the targeted practice behavior

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Matching for Transfer (cont.)

• Using procedural learning

• Telling students to “Practice this performance,” “Try it,” “Duplicate this,” “Follow the steps”

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Simulation for Transfer

Simulate the real-world environment when teaching by:

• Placing students in a real-world situation or scenario

• Practicing or pretending that you are an actual worker at the worksite

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Simulation for Transfer (cont.)

• Making learning more realistic by using words and phrases like “Pretend,” “Put yourself in his or her place,” “Imagine,” “ Take this role,” and “How might he or she think about this?”

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Anticipating Applications for Transfer

Have students think about an upcoming opportunity to use new learning by:

• Thinking about an adjustment that will need to be made to make the application more effective or more relevant

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Anticipating Applications

for Transfer (cont.)

• Targeting future applications or speculate about possible uses

• Using statements like “How might I use this?” “Can you think of any opportunities to try this out?” “What if you adapted it this way?” and “Have you seen this used somewhere else?”

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Generalizing Concepts for Transfer

Have students generalize by:

• Asking students to point out elements in general

• Encouraging students to generalize concepts

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Generalizing Concepts

for Transfer (cont.)

• Asking questions like “What big ideas can you piece together from this?” “What is the real lesson here?” “Is there a rule, law, or principle here?” “Can we say that generally speaking?”

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Using Analogies for Transfer

Have students find likeness in what you are teaching by:

• Finding and analyzing analogies

• Comparing current learning to previous learning

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Using Analogies for Transfer (cont.)

• Using metaphors and making connections

• Asking questions like “How is A like B?” “A is like B because C,” “What are the similarities between A and B?”

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Using Metacognitive

Reflection for Transfer

Have students plan, monitor, and evaluate their thinking by:

• Telling them to be aware of their own thinking and behavior

• Having them think about thinking

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Using Metacognitive

Reflection for Transfer (cont.)

• Teaching them to reflect on their learning and find meaningfulness

• Using statements like “Look back and reflect on your work,” “Track your steps in this and evaluate your progress,” “What was the purpose of doing this?” “What would you do the same or differently next time?”

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1. Describe how the laboratory environment impacts learning

2. Describe learner friendly environments

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3. Describe some learning theories and approaches and how instructors can enhance learning by using principles and teaching behaviors for each of these theories

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Impacts of Environment on Learning

Learning is enhanced in a positive and supportive environment where:

• Interpersonal relationships and interactions with caring instructors are present

• Individuals experience comfort, order and a safe environment

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Impacts of Environment

on Learning (cont.)

• Individuals feel respected, appreciated, and free to develop capabilities

• Environment is rich and stimulating

• The learning environment simulates the conditions of the workplace

• Workstations, equipment and materials are similar to those on the job

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Learner-Friendly Classrooms

and Laboratories

Learner-friendly classrooms and laboratories exist when teachers:

• Are friendly

• Maintain a positive attitude toward teaching and students

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Learner-Friendly Classrooms

and Laboratories (cont.)

• Demonstrate a genuine interest in students as individuals

• Are open and willing to “work things out” with students

• Work hard to help all students succeed academically

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Learner-Friendly Environments

Learner-friendly classrooms and laboratories also feature environments:

• That are safe

• Where learning activities are meaningful and perceived as “real world” and where students are presented with the right amount of challenge without undue stress

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Learner-Friendly Environments (cont.)

• Thinking and risk taking are encouraged, and errors are allowed with corrections

• Diverse learning groups are established and used

• Stimulus-rich environments are created to foster investigation, inquiry, and problem solving

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Principles of Learner-Friendly

Classrooms and Labs

Dale Parnell’s seven principles for making classrooms and laboratory environments more learner friendly are:

1. Purpose Principle

2. Building Principle

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Principles of Learner-Friendly

Classrooms and Labs (cont.)

3. Application Principle

4. Problem-Solving Principle

5. Teamwork Principle

6. Discovery Principle

7. Connection Principle

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Factors that Affect the Learning Climate

In setting the climate for learning, teachers must consider a number of factors including:

1. Classroom and laboratory arrangement

2. Appropriate equipment, machines, tools, workstations, and supplies

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Factors that Affect

the Learning Climate (cont.)

3. Learning centers within the classroom or laboratory

4. A rich, stimulating environment

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Factors that Affect

the Learning Climate (cont.)

5. Appropriate blocks of time for instruction

6. A balance of varying instructional strategies, methods, and techniques

7. A management system that involves students and gives them responsibility

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Learning Environment Elements

• Involvement—Instructors must actively engage students in the learning process

• Challenge—Instructors must establish a condition of mild tension (a challenge condition) using novelty, complexity, abstractness, ambiguity, and intensity

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Learning Environment Elements (cont.)

• Support—Instructors must facilitate learning through empathy, caring, and honesty

• Structure—Instructors must have a well-structured learning activity using models of effective performance when possible

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• Feedback—Instructors need to give students immediate and specific feedback about performance so they can practice new ways of thinking and doing

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• Application—Learners must be able to apply and practice new concepts, attitudes, and skills in a variety of situations

• Integration—Students need time to reflect on learning experiences so they can be associated with past learning experiences

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Dewey’s Steps of Learning

1. Learner has a “genuine situation, tasks or experience”—involvement in an activity in which he or she is interested

2. Within this experience, the learner has a “genuine problem” that is perceived as “real-world” and stimulates thinking

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Dewey’s Steps of Learning (cont.)

3. Learner possesses the information or does the research or learning to acquire the information needed to solve the problem or complete a task

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Dewey’s Steps of Learning (cont.)

4. Learner develops possible and tentative solutions that may solve the problem or complete the task

5. Learner tests the solutions by applying them to the problem or task. In this way, the learner discovers their validity for him- or herself

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Three Major Learning

Schools of Thought

1. Behaviorism

2. Cognition

3. Humanism

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Components of Behaviorism

1. Continuity—Pairing of a stimulus and response (lighting with thunder)

2. Classical conditioning—Pairing a stimulus with a desired response and then introducing another stimulus as a substitute for the original stimulus to get a similar response

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Components of Behaviorism (cont.)

3. Operant conditioning – learning enhanced through positive reinforcement. Any response or behavior can be conditioned or established by immediately reinforcing or rewarding it

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Behaviorist Actions

• Associate new learning with things they have already learned

• Encourage students who are hesitant to apply what they have learned by providing appropriate assistance

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Behaviorist Actions (cont.)

• Provide clear objectives and standards that students are expected to meet. Reinforce the learning behaviors you expect from students

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• Recognize and praise improvement—Do not expect all students to learn at the same rate. Catch students doing something better than before and encourage them to make it even better

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• Make sure that learners have the basic knowledge and skills that new learning can be built on (Building Blocks)

• When presenting new information, organize the material to be learned in small, sequential steps

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• When a task is new or difficult, provide more frequent reinforcement than when behavior is based mostly on prior learning. Use only occasional reinforcement when learners have mastered the task

• Demonstrate or model the behavior that students are expected to imitate

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• Draw attention to others who demonstrate or model desirable behaviors, such as the Journeyman on-the-job instructors or another student who has mastered the task

• Ask students to encourage each other as they work on learning activities

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Social Learning

One can learn a lot by observing the behavior of others. Four principles of social learning are:

1. Attention—Various factors increase or decrease the amount of attention paid

2. Retention—Remembering what was observed

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Social Learning (cont.)

3. Reproduction—Reproducing the action observed

4. Reinforcement—Having a good reason to want to imitate the behavior

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Cognitive Learning Ideas

1. Information processing—how information is taken in, stored, and retrieved

2. Meaningful learning—how information can be most effectively organized, structured, and taught so it can be used for problem solving and application

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Two Kinds of Memory

1. Short-term memory—a storage system that hold information for only a limited amount of time.

2. Long-term memory—a storage system in which individuals keep information for a long time

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Three Steps for

Gaining/Losing Information

• In step one, learners’ senses (sight, hearing, touch, smell, and taste) are stimulated

• In step two, learners may attend to the stimuli, then process it into short-term memory. Stimuli not attended go unnoticed and are ignored

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Three Steps for

Gaining/Losing Information (cont.)

• In step three, information that reaches short-term memory and is well organized and connected to what is already known will enter long-term memory for permanent storage

– To the extent that information in long-term memory is organized and connected, it can be recalled by the individual’s short-term memory for action

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Principles for Holding Attention

1. Learning experiences that are meaningful and pleasant are more likely to be retained. If not pleasant or meaningful, information must be presented in an extraordinary way

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Principles for Holding Attention (cont.)

2. Whenever possible, plan instruction that takes into account the interests and needs of students. Students are more likely to pay attention to what they are interested in or something they can apply

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3. The attention of learners can be gained and held longer by making use of different sensory channels and through movement. Instructors should employ a variety of stimuli and shift from one channel to another (oral to visual, etc.)

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4. Learners can only attend for so long, and they differ in their ability to attend. Younger adults generally have shorter attention spans than older adults

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5. Since it is easier to maintain attention when learners are alert, schedule learning activities that require intense concentration earlier in the laboratory session and application work later

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6. Distractions interfere with attention, and instructors must find ways to eliminate or drastically reduce as many interruptions as possible. If other learners are engaged in noisy activities, ask them to work on something else until your instruction is over

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7. Learners can attend to only so much information at one time. Space information and steps of demonstrations with some diffusion time, such as asking students to review what had been presented so far

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Principles for Short-Term Memory

1. Short-term memory is very limited, and therefore it is difficult for adults to remember more than five to nine bits of new information at a time. Children may only remember only three to five bits

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Principles for Short-Term

Memory (cont.)

2. Most individuals have learned to use another word or some syllables to help remember a string of information, such as PQRST for the steps of how to study—preview, question, read, study, test

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Memory (cont.)

3. Help students remember by connecting what is to be learned with what is already known. For example, compare tightening threaded fasteners clockwise with the direction the hook loop of a wire should be placed around a switch terminal screw

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Memory (cont.)

4. To help reduce the forgetting curve during a demonstration, instructors can ask a student to engage in rehearsal or practice. For example, instructors can ask students to repeat the steps of procedure shown so far

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Principles for Long-Term Memory

1. The capacity of long-term memory is limitless, and therefore individuals never run out of room to learn and store information

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Principles for

Long-Term Memory (cont.)

2. Learners can better retrieve information from long-term memory if that information relates to something already known

3. Learners can call up or recall related information from long-term memory when processing new information in short-term memory

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Meaningful Learning

“Meaningful learning involves delivering instruction so it is more meaningful and more likely to be retained and made usable.”

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Steps in Reception Learning

1. Tell students what they are expected to know and be able to do before delivering the main part of a lesson (communicate objectives clearly)

2. Present information in an organized, sequential way (use steps of the demonstration lesson plan to guide instructional delivery of content)

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Steps in Reception Learning (cont.)

3. Move from general to specific knowledge—give the big picture before moving into specific elements of the lesson

4. Utilize advanced organizers that help students see the connection between information to be taught and what they already know

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Advance organizers include:

1. Connect new information to what is already known

2. Give students necessary background information

3. Use focusing comments to gain student attention

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4. Encourage student involvement and interaction—ask “fat” questions to encourage student to teacher or student to student conversation

5. Use examples and non-examples when presenting new concepts or steps of procedure

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6. Ask students to reflect on the personal meaning and use of information presented. Instructors can ask students to summarize what was learned and share personal meaning of the lesson

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Discovery Learning

“Discovery learning occurs when learners are able to discover solutions to problems or situations, making learning more meaningful to them.”

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Ideas for Discovery Learning

• Discovery learning is especially suited to learning objectives that require higher-order thinking, such as analysis, evaluation, and problem solving

• Instructors need to regularly arouse students’ curiosity about things and procedures

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Ideas for Discovery Learning (cont.)

• Discovery learning should include both independent and collaborative, or peer group, activities

• When students come to understand something on their own, it is more meaningful to them than when someone else presents it to them

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Ideas for Discovery Learning (cont.)

• When learners share what they think about things and how they see things and solve problems, they grow intellectually

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Structuring Discovery Learning

• Students are given ideas, objects, or equipment to manipulate

• Instructors encourage students to be curious by using comparisons

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Structuring Discovery Learning (cont.)

• Instructors encourage informed guessing

• Instructors encourage learners to react to their own and other student’s thinking

• Students are asked to analyze their own thought processes

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Problem Solving

“Problem solving is one of the most important forms of learning that involves learners using a form of the scientific method to solve a problem or resolve a situation.”

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Steps for Structuring Problem Solving

• State the goal or objective to be achieved

• Identify any obstacles standing in the way

• Project some alternative ways to achieve the objective

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Steps for Structuring

Problem Solving (cont.)

• Consider the consequences of each possible solution

• Decide how to implement the best alternative and do so

• Evaluate the degree of satisfaction with the problem solution

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Constructivism

“Constructivism is a learning theory that involves learners constructing meaning from their experiences. It often involves meaningful learning, reception learning, and problem solving.”

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Principles of Constructivism

• Learning is an active process

• Learning involves understanding concepts and procedures at ever-increasing levels of complexity

• Learning is personal and unique to the individual student

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Principles of Constructivism (cont.)

• Learning must be useful

• True learning is based on intrinsic motivation

• Evaluation is broad based

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Constructivist Learning Environments

• Curriculum is presented whole to part with emphasis on the big picture

• Pursuit of student questions are highly valued

• Curricular activities rely heavily on primary sources of data and manipulative materials

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Constructivist Learning

Environments (cont.)

• Students are viewed as thinkers with emerging theories about the world

• Instructors behave in an interactive manner, mediating the environment for students

• Instructors seek the student’s points of view in order to understand students’ present conceptions for use in subsequent lessons

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• Assessment of student learning is interwoven with teaching and occurs through instructor observations of students at work and through their completed tasks

• Students primarily work in groups. Teamwork is emphasized so that student can learn form each other

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• Motivation is viewed as intrinsic to the learning task for individual students

• Multiple sources of information are used to help students achieve their learning objectives

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• Instruction is personalized and adjusted to individual differences

• Time periods are variable depending upon the nature of the work to be done

• Problem solving and the application of knowledge constitute understanding

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Humanism

“Humanism focuses on meeting the emotional and personal needs of the learner.”

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Humanism (cont.)

• Instruction is personalized and adjusted to individual differences

• Time periods are variable, depending upon the nature of the work to be done

• Problem solving and the application of knowledge constitute understanding

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Humanistic Instructor Characteristics

• Well informed about their subject

• Are sensitive to the feelings of students and colleagues

• Believe that students can learn

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Humanistic Instructor

Characteristics (cont.)

• Have a positive self-concept

• Believe in helping all students do their best

• Use many different methods and techniques of instruction

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Humanistic Suggestions for Teaching

• Be aware of the extent to which you direct and control learning. When possible, encourage students to make choices and manage their own learning

• Establish a warm, positive, accepting atmosphere. Communicate your belief that all students can learn and you want them to learn

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Humanistic Suggestions

for Teaching (cont.)

• When appropriate, function as a facilitator, encourager, and assister

• Do your best to help students develop positive feelings about themselves. Empathize with them and show you are sensitive to their feelings and needs

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Humanistic Suggestions

for Teaching (cont.)

• Show that you are a real person by telling students how you feel

• Provide learning experiences that will lead to the development of habits and attitudes conducive to learning

• Set a good example of a positive, confident, and caring individual

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Blended Learning

“Blended learning is a relatively new term used to describe a mix of traditional and e-learning strategies, methods, and techniques.”

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Blended Learning (cont.)

Traditional blended learning is when instructors use a variety of different learning activities, such as:

• Lectures, lab demonstrations, lab exercises, self-paced modules, and self- and instructor assessment

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A growing number of e-learning tools provide enhanced blended learning options, such as:

• Distance learning (TV broadcasts, video and phone conferencing

• Independent study through internet resources

• Virtual learning sessions and online collaboration

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• Blended learning supported by e-learning options allows instruction to be delivered with instructors and learners in different places

• The new NJATC Inside and Outside Blended Learning programs allow participants to learn at different times and places

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Synchronous Learning

• Learning that occurs at the same time/same physical place (real time) or at the same time/different virtual place is called “synchronous learning.”

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Asynchronous Learning

• Learning that occurs at a different time/sample place (physical) or different time/place (virtual) is called “asynchronous learning.”

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Asynchronous Learning (cont.)

Blended learning instructors can make use of a variety of instructional methods, such as:

• Live classroom or lab method

• Virtual classroom or lab method

• TV broadcast method

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Asynchronous Learning (cont.)

• Interactive chat method

• Online information and instructional materials

• Threaded discussion

• Live practice or virtual practice methods

Electrical Training ALLIANCE National Training...

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