Reflect

This is the week following finals. 

Students have been post tested in CASAS, and point gains have been calculated.  Though many instructors at this time are eager to leave campus to start their break, it is important to spend some time evaluating how the quarter went.  How did students do in their welding classes?  Did they make a gain on the CASAS test?  What are the students still struggling with?  How can I embed more ABE objectives into welding content?  What changes should I make?  What is working well?

Here are some of my observations:
1. There is a continued need for developing number sense, problem solving strategies, and estimation.  Two of my second year students still rely on the calculator to figure out simple fraction problems.  More mental math is needed.
2. How will I embed percents into welding content?  Students always miss the percent problems on the CASAS.  I'm thinking of using the CASAS competency checklist.  Since so many missed the percent problems, I'll create some challenge problems that incorporate comparing price lists of metal and consumables, figuring out sales tax and discounts.  I need to do something with increased percents.
3. The Homework Club was a hit.  Last quarter, not so much; but this quarter, more than half the class participated on a regular basis.  Students were engaged and regularly helped one another.  Those that participated, earned the majority of the A's in the Blueprint Reading class.  Our program is feeling like a learning community.
4. Teamwork was excellent: daily communication, shared lesson presentation, and weekly reviews. Following clean up, my welding partner and I spent the whole day setting up the agenda for next quarter.  It's a good start!

I may or may not think of these things during Spring Break, but I'll be ready to jump back into it come April 4th. 

Rest easy and be well!  -Tricia

Post Testing Support

Just two weeks left of the quarter and while students are frantically trying to complete their last shop assignments, I'm also busily preparing for post testing, getting WABERS Progress forms written up and thinking about next quarter.  The end and start of each quarter is always a whirlwind of excitement!

We've been doing I-BEST in welding for almost two years now, and we've transformed the attitudes of many students about what it offers.  Many, if not all, participate on a regular basis.  Plus, there are the non I-BEST students who also take advantage of the extra academic support.  It's worked out to be a good fit.

Students often grumble when it is post testing time though.  I have to be clear at the start of each quarter that they are required to do so at the end of the quarter.  They're not really concerned about ABE objectives, so I can't just rely on their excitement for making gains on the CASAS tests.  But hey, I-BEST is free and they really do get a lot out of it.  If I can weave the ABE objectives into welding content, I'm doing my job.   At least, that's what I'm striving for.

So, we'll be post testing on the last day of class.  Students have to attend this day or else they drop a letter grade in welding.  That's a powerful punch!  Following testing, they clean the shop.  It's a great set up and I'm continually pleased that I-BEST is supported by the welding instructor and the college.

Happy post testing to all!

Steps vs The Big Picture

We've just past the mid point of the quarter and we've started our concentric drop application problems. Up until this point, we've reviewed all of the arithmetic they'll need to work on for these (and other) types of problems. Students have to find the dimensions of the plates so they can cut them out accurately for correct fit up. They won't actually be making the drop, but it is a good lead into one of their fabrication assignments (the garbage can).
It's a complicated problem. They are given limited information to start with (outside width of top and bottom, vertical height, and plate thickness). They then have to draw the lay out, find triangles, use trig, inverse trig, and properties of right triangles. Once they have the inside widths, length, bevel angle, and interior angles, they have to convert their answers to the nearest 32nd and tenth degree. Needless to say, there is a lot of math and problem solving to do!
Inevitably, newer students tend to ask for the steps. What do I do first? Second? And so on. It makes sense that someone who doesn't have a clue would ask these questions. I think we all can relate. Here lies the dilemma... how much should I disclose?
New students often struggle throughout the math quarter and continue to need support in and out of the classroom. They often come in afterward for homework help. We sit around a table and work through each problem. They help each other problem solve and share their insights. And as they wade through the process, I find I am also struggling. I want to show them every little step. That's my job, right? As an I-BEST instructor I am the one who breaks the bigger picture into smaller bits. I write the guides, offer helpful hints, and review the intricacies of why .040 is more accurate than .04. In our program, the details matter. Proficiency and accuracy is the goal. Some of it can be taught through breaking it down. Steps alone can help them get to the end product, but it is not a guarantee they've learned anything.
I bring this up because we see students who are only focused on the steps. Every time it's the same, "What do I do next?" or "I just need to pass". It's like when the welding instructor tells them to use their peripheral vision when welding. They should watch the puddle and respond to how it is behaving which is a lot different than just melting metal into the joint.
A first quarter student recently told me that he spent over 3 hours working on a trig assignment. 3 whole hours! "Sometimes that's what it takes," I replied. He nodded and I could tell he was thinking there was a lot more to this welding program than what he had originally thought.

Student Attributes

What makes a good student? What attibutes help them succeed?

Check out the Student Attributes for Math Success from the Transition Mathematics Project:

http://www.transitionmathproject.org/college-spark/index.asp

1. Students must demonstrate intellectual engagement;

2. Take responsibility for one's own learning;

3. Persevere when faced with time-consuming or complex tasks; and

4. Pay attention to details.

All of these attributes are clearly evident in the students who succeed in our program! The trick is in how we help new students develop them.