Section

• Using a didactic video for wheel assembling

  Thematic: Teaching activity Main aim: be able to proceed to the wheel assembling/disassembling by myself   Language: French    - Synchronous sessions: french   - Other sessions: french  Target audience’s level:  first year of apprenticeship - automobile training Professional sector: cross-cutting           Pre-requisite: in relation to the profession – wheel assembling Tools needed: Internet connection, DVD, computer and blackboard   Characteristic of the sequence: The sequence is adapted to the students’ level and profession. This will lead them to assembly a wheel in autonomy. Function: This sequence is prepared for students in 1st year of vulcanization training. The sequence will lead them to the ability of wheel assembly and better knowledge of the materials they need. The video sequence recorded in advance will show them how to proceed and will give them the opportunity to watch the video at home in order to prepare them for the practical evaluation. They will also prepare some media material in order to get used to the method and present it afterwards. This way, they will be able to re-explain the methods to others.  The advantage of the video is also that absent students will have the opportunity to watch it at home and in the same way, trainees could watch the video again and again till they will manage the technique. The video sequence is made BY STUDENTS for students.
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  STEP 1 : Introduction and Brainstorming - Basculer

  Characteristic : obligatory

  Mode : in classroom - plenary

  Duration : 1 hour

  Langage : French

  
  

  • OBJECTIVES :

    - Vision and mission of the lesson (aims and objectives)

    - Collecting students’ ideas in order to construct the lesson

    - Lesson planning

  • DESCRIPTION :

    Introduction and description of the lesson (aims, content, system…) by the teacher.

    Brainstorming + Question and answers in order to let the students explain their representation of the method / causes of wheel problems

    Presentation of deadlines and planning for next steps

  • ROLE OF THE TEACHER :

    In the introduction-phase of the project the teacher and explain the details of the lesson. Then, he will be the moderator for the brainstorming and planning phase.

  • EQUIPMENTS/TOOLS :

    Blackboard
    

     

  • DOCUMENTARY RESOURCES :

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  STEP 2 : Video sequence – 1 - Basculer

  Characteristic : obligatory

  Mode : in classroom – plenary

  Duration : 1 hours

  Language : French

  • OBJECTIVES :

    Enrich the daily life vocabulary on their job

    Be able to find relevant information / ask relevant questions on the technique

    Be able to write answer questions on the technique they watched

  • DESCRIPTION :

    - Video – 1:

    Trainer will show the video to the students a first time.

    Question and answers on basis of the brainstorming

    - Questionnaire:

    The trainer will give them a questionnaire on the video content in order to measure their comprehension of the method descripted in the video sequence. Trainees will answer the different questions.

    - Video - 2:

    Trainees will watch the video again in order to correct / fill in the unanswered questions

    - Video - 3:

    They will watch the video a third time for correction (with the teacher and its comments)

  • ROLE OF THE TEACHER :

    The teacher is in the classroom as the coach. He answers the student’s questions and helps them on demand. He will also give them complementary information if necessary.

  • EQUIPMENTS/TOOLS :

    Computer room with Internet connection

    DVD to watch the video

    Questionnaires

     

  • DOCUMENTARY RESOURCES :

  • QCM Fichier
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  STEP 3 : Practical session / Procedures' preparation - Basculer

  Characteristic : obligatory

  Mode : in workshop + classroom 

  Duration : 1.5 hours

  Language : French

  • OBJECTIVES :

    - be able to prepare media material in order to show the technique to others

    - be able to reproduce what they previously learned

    - be able to use the technique practically in the workshop 

  • DESCRIPTION :

    First, the trainer will explain the exercise the group will prepare during the individual work. Students will prepare individually and the together a PPT to explain to a potential client, the method for wheel assembling, potential problems that could occur

    Then the trainer will go with the group to the workshop and show the gesture once again.

    Then, the group will be divided. 1 per 1, trainees will come and practice at the workshop. The rest of the group will work on a PPT presentation of the technique describing all the steps they have to follow in order to do the practical work.

    Then the trainer will ask the trainees to present their PPT + comments and corrections / adjustments

  • ROLE OF THE TEACHER :

    For the practical work, the trainer observes the trainee and give advices if necessary.

    For the PPT preparation, the french teacher is helping the group in order to formulate the trainees's ideas and structure the procedures.

  • EQUIPMENTS/TOOLS :

    Workshop with all the required tools for the practical demonstration
    

    + classroom with computers and Internet connection 

  • DOCUMENTARY RESOURCES :

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  STEP 4 : Video at home - Basculer

  Characteristic : obligatory

  Mode : at home

  Duration : 15 minutes

  Language : French

  • OBJECTIVES :

    -Homework – preparation for next training lesson

  • DESCRIPTION :

    Trainees will watch the video at home as homework in order to prepare themselves for evaluation

  • ROLE OF THE TEACHER :

    
    

  • EQUIPMENTS/TOOLS :

    CD with the video

    Computer or DVD reader

     

  • DOCUMENTARY RESOURCES :

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  STEP 5 : Practical evaluation - Basculer

  Characteristic : obligatory

  Mode : at workshop

  Duration : 0.5 hour

  Language : French

  • OBJECTIVES :

    Be able to reproduce the gesture learned previously

    Be able to comment the work they are doing

    Be able to answer questions about the wheel problems

  • DESCRIPTION :

    On basis of what they’ve learned and done previously, the students will have to reproduce the work at the workshop and they will be evaluated by the trainer. He will also ask them questions on wheel balance problems and solutions based on the QA and PPT done before.

  • ROLE OF THE TEACHER :

    Teacher will evaluate the work and give them a feedbacks

  • EQUIPMENTS/TOOLS :

    Workshop and machines 

  • ADDED INFORMATION / SESSION :

     

    After many work meetings in Autoform (competences center for car trainings), an idea sprout out; give the trainees the possibility, to visualize, through a web platform, mini video sequences demonstrating technical actions  they learn in Autoform.

     

    - Trainees will have the opportunity to watch (and rewatch), at any moment, the technical action they have to learn.

    - In order to be efficient, the didactic video must give a global view of the technical act, but it is also important to zoom on the some parts. for   example, wheel balance, it is important to have a strong look on the hands but also on the technical acts in the same way if the trainee was at the place of the actor (subjective view)

    -  The video has to be dynamic and attractive for the trainees. We decided that the technical actions have to be realized by trainees and explained by themselves with a complementary explanation from the trainer (if necessary)

    -  The video was made in 20109 - 2010 by the trainees in “audiovisual realization”. This was for them a very good exercise that can be used in the training and in the future also.

     

    For mobility, wheel balance is a key point as without having the competences to replace a wheel, you cannot move forward...

     

    The videos could be used in other counties for the courses or similar videos could be created / discussed in parallel classes from different countries or between trainers → virtual sessions could take place.

    In the framework of virtual mobility, here are some ideas that could be used:
    

    
    

    1)   In order to prepare a physical mobility, the apprentices acquire the technical vocabulary linked to wheel balance in target language and must be able to to explain the different steps to others. Before and during mobility, the apprentice watch the video (S1 and S2) and validate the acquired competences during its physical mobility (S3, S5, S6)

    2)    As an alternative to physical mobility. They could, during S3, work synchronous (through videoconferences) with another class and present (in small mixed groups) their PPT presentations.

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