Do the math on these assignments....

Today we assigned our students some more task work. We do this often, if not daily.

Todays little gift...... Each student will need to do 12 different wheels of drum brake assembly. Tear down each set of brakes, show us the bare brake shoes, then reassemble the brakes correctly. If it's not right, tear it down and do over.

45 students at the moment.

Do the math on that..... My partner and I will have to check 540 sets of brakes off the vehicle (easy), then 540 assembled drum brake setups (takes some time). That's 1080 individual inspections, if not one student made one single mistake. The reality.... we will have more like 2000 inspection operations to perform, with just this one task. While we do an elaborate theory lesson on the operations, with large screen live video of the hands on portion, we can till expect to re-teach it to at least half the class in the next few days.

In addition (Yes, we are cruel!) we issued a task requiring each student to do one wheel of drum brakes.... remove drum, tear down brakes, assemble brakes, and drum back on..... in 4 minutes or under. We time them. Thats another 45 tasks that will require one of us to stand there with a stopwatch while the other instructor manages the other 44 students in the shop.

The point of the first task..... is they learn how to properly put together a number of different drum brake systems and gain hands on experience. The point of the second task...... it can't be done without practice..... and gained skill.

I usually lose a few pounds during this section of the class....... :-)



Oh..... and something else for the mathematically challenged tie wearing class.
Today my partner had an 'observation'. That's where an administrator with less classroom experience than the instructor observes the teacher in action officially, then offers critical thoughts on teaching skill to the best of their official abilities.
It's state mandated, which is only reason it happens, I think.

The admins thoughts today....
My partner needs to split questions more equally between males and females in the class. Each gender should get the same amount of questions.
We are an Automotive Mechanics program. We have one female and forty four males. (She is an adult student paying hard cash to be there, and one of my best students).

Now... that means if we ask questions during theory, as we are supposed to, and try to involve each student, as we are supposed to, then we will ask each male *1* question and our one female *44* questions.

To an administrator.... this makes sense.
I regard it as another bit of proof that Darwin might have been wrong.