Inquiry Project

Upon receiving the assignment of an inquiry project, I wondered what new skill I really wanted to learn. At first, I thought of maybe learning a new programming language. After more consideration, I decided to learn a programming language that would allow me to produce a tangible, rather than virtual end product.

At my school, there is a CNC Milling machine that has never been used. It was purchased to train millwrights, but the millwright program was cut. I contacted Eva and asked her if I could switch my inquiry; I explained that learning how to program the machine would benefit my students, and allow me to feel what it would be like to do something that truly scared me.

Getting an idea and knowing where to start is a whole different kettle of fish. I decided I would talk to my school vice principal who is a vast trove of knowledge. He suggested contacting an expert on this machine, then gave me his contact information. During my phone call to him, we discussed the process of getting this machine up and running. The expert also sent me a work book on CNC programming where I learned what code this machine uses and how to begin programming.

I enjoyed the process of learning how to program in G-code (G programming language) and M-code (miscellaneous functions). Remembering what each code meant was difficult, so to help with the learning process, I taped a copy of the more common codes directly on to the milling machine. This ended up being a great idea that assisted me in my learning journey

One thing I needed to do was put tools in the milling machine tool carousel. I learned how to perform this task after being walked through it step by step on the phone. The expert stressed to me that all commands must be entered from a keyboard attached to the machine; I was warned that if I missed a semi-colon after any programming step the machine would freeze and it would be a tedious job to get it working from the last command. This frightened me, and caused me to take special notice of every line of code I entered.

I was glad to be able to successfully complete a simple job involving two tools. I’m not sure if anyone knows this, but every tool must be told its position or disaster will occur. I had to enter the position of the Miller’s vise and exactly where the piece of Aluminum I put in it was. Then I programmed it to cut with the first tool which was a 3.5 inch face mill, which planed the surface of an aluminum block. The second tool was programmed to cut a 1 inch key-way across the face of that same block. Now after the programming was done, I had to press the green button and start the machine. I was scared and paused the program, which accounts for the rough appearance of the key in the block.

I know I still have much to learn. I will keep learning more about the G-codes and M codes of this machine. Also, I will keep advocating for purchase of the connection module to allow this machine to communicate with solid works and other CNC programs that are easier to use than machine code.

All in all, I feel this inquiry was fun. It also made me realize how nervous an inexperienced student would feel taking on a novel task.

 

For more information about CNC Milling machines, check out this link:

https://www.youtube.com/watch?v=kWUllHWt0wo

https://docs.google.com/presentation/d/1hVKroMZHMQm0C3bV1AYUD5uWk-6QElvwp1-j02saETw/edit?usp=sharing

Digital Story

As I pondered this assignment I thought to myself that a digital story would be the best idea for my class. Many of the students are into making online presentations and this assignment should excite their imaginations.

I would ask them to think of an art project they may enjoy building using their welding skills they have been developing. Some sources I found interesting with many great examples of art that has been done by many welders that my students can base their presentations on are:

http://www.lincolnelectric.com/en-us/support/welding-projects/Pages/welding-projects.aspx

https://www.pinterest.com/explore/welding-projects/?lp\=true

https://www.youtube.com/results?search_query=welding+projects

I would allow students to work on their own or with a group to make the presentation. The presentation can be a power point, google slide or even a video. I want the students to pick a project that will involve using three different welding skills they have been working on in class. For example, the use of an oxy-fuel cutting torch, the Shielded Metal Arc Welding (SMAW), Gas Metal Arc Welding (GMAW), or Flux Core Arc Welding (FCAW) process.

By doing this digital story these students will be learning how to research for ideas, document their ideas, and also experience how the skills they have learned in class        (such as welding coupons) can be used to produce a project they find stimulating and exciting.

To successfully complete this project, students will have to think on their own and solve many real world problems, something that cannot be learned by following instructions in a welding shop.  I know from experience that this agency and self-efficacy is something modern employers are searching for.

I can see that this project-focused lesson is a great opportunity to involve the student in their learning, and show them how to make welding a real part of his/her life, allowing them to enjoy the learning process and see the fruits of their labor.

Flipped Classroom

Article

Five Ways to Motivate Unprepared Students in the Flipped Classroom

I found this article very easy to read, and very informative on how to properly motivate students. The author, Barbi Honeycutt PhD, a professor at North Carolina State University, provided examples of very clear ways to engage students.  As I read the article, I found myself agreeing with with her approaches to getting students and the teacher to adopt the ideas of a flipped classroom; I can see many of these ideas working for me in the welding courses that I teach, and I feel that I already am using some of them unknowingly. I especially like Dr Honeycutt’s statement that “The flipped classroom is a partnership”, where the instructor (in my case, me) and his or her students are working symbiotically. In essence, we are both learning from each other.

I believe that for a class to be successful, it is imperative for students and teachers to work together. If either myself as an instructor or my students are not getting anything out of class work, why would either of us even want to continue do anything? It is nice to read an article that has clear-cut ways to fix problems, with directions on getting the most out of yourself as an instructor and to engage all of your students, even the reluctant ones. Too often I read articles that list the problems a teacher will encounter, without offering any solutions to fix these problems. Dr Honeycutt, in my opinion, did a great job with covering both the problems and the solutions. As I said before, I loved reading this article, and I would love to read more of her work. This is a great article and, in my opinion, any teacher that aspires to be better should read it.

Student-Centered Approaches

Article

Bob Lenz’s article, “A Case for Student-Centered Learning” explains how instructors need to focus on the individual student in order to engage underprivileged pupils. Teachers must commit to personalizing the learning experience on a case-by-case basis, building positive relationships with their students and evaluating their progress in ways that accommodate their specific needs.

In my experience as a welding teacher in a community that is largely Metis, I have had several students that struggle with normal every-day class structure. I found that I needed to work with these students and spend extra time talking to them in and outside the class in order to find common ground. I will sometimes give them special projects that interest them, allowing them to cover course materials without them realizing they are actually learning. One such project is a fire-proof safe. By building this project they cover all the course materials while remaining highly motivated from start to finish.  It is amazing to see how the shy and often timid student will come out of his shell and suggest ideas of his own on how to improve and decorate his safe, making it truly his own.

As a teacher and instructor, one must go above and beyond to tailor assignments to students that are struggling, instead of sticking to the same old curriculum every year without change. I find the end result of seeing an otherwise withdrawn and unproductive student succeeding in the welding shop a fulfilling experience. I also enjoy seeing these students branch out and start helping others as they themselves build confidence they once lacked. It is these more difficult students that will be remembered many years after they leave my class. Having these ex-students approach me after they graduate, and show me how far they’ve come since I had the chance to teach them transforms my job from simply a way to make a living into a career where I can feel I really make a difference in these kids’ lives.