…instruction where the teacher is a facilitator or guide as the learner constructs their own understanding

 Role plying  Scaffolding and Cooperative learning  The flipped classroom

 Problem solving through action?  Problem is identified acted out and discussed?  Role playing provides students with an opportunity to: explore feelings gain insight about attitudes increase problem solving skills

 Recall clearly which components are used for each gear  Apply accurately the active element chart to solving incorrect shifting problems  Have fun

Components or elements of a simple three speed automatic

BAND – TWO TYPESCLUTCH –TWO TYPES

 Divide the class into two groups  Explain assignment – must include downshift and reverse  Equip them and give them time to create  Optional exercise - include the hydraulics

 Informal – watching the students to see if their transmission will work correctly  Formal – the application of some of what is learned in this exercise will be on an existing test  Have used another teacher to judge the best job  Observe how much fun the students have

 Teacher models the skill  Teacher demonstrates thinking  Teacher withdraws assistance

 Students have been taught the manual transmission section - Synchronizer and power flow…  Students have learned planetary gear sets in automatics  A transfer case is a simple component that includes what has already been taught The scaffolding has happened providing I withdraw and give them a project

Identify the type of four wheel drive you have i.e. Part time Identify the type of transfer case Compare it to other models or generation of the same vehicles Is there a unique name for the system i.e. Command Trac Does this system have more than one range or mode of operation? How is it shifted? When can it be shifted? What fluids are required? Is a front axle disconnect used? If so how is it controlled? Are there any special service procedures? Any common problems? List one bulletin if possible Draw, sketch or illustrate power flow in different modes of operation. If I lifted one wheel off the ground would this vehicle drive?

 Picture of cutaway

 Describe basic operation and service information about one four wheel drive system  Label all major components inside their transfer case  Explain why their 4x4 would or would not drive if one wheel was lifted off the ground

Rate yourself on a scale of 1-10 with 10 being the highest mark. 1. Did you buy into the project? ____________ Example: ______________________________ 2. Did you learn something doing this project? Example: ________________________ 3. How well was your presentation done? _______ Comments: _____________________________ 4. Did you present something of value for the students in the class? ____________________ 5. How well did you cover the basics like type of system etc. __________________________

 I would go over the students evaluation with each individual group  Evaluation is formal but would be less rigid at the beginning of the year  Excellent group and in shop activity  Good use of shop time

Picture of my class upside-down The Flipped Classroom

 Engines is broken down in sections  Teach one part with flipped classroom  Camshafts are the most interesting so…

 Label all the parts of a basic camshaft  Explain clearly the operation of a camshaft in a stock vehicle  Draw a valve timing chart that represents this sound  Analyze the benefits of both advanced and retarded cam timing

 Read the following articles on camshaft design.  Be able to label the components of a camshaft.  Be able to identify the basic components of a valve timing chart.

 e-timing-tutorial.aspx e-timing-tutorial.aspx  icles/95298_camshaft_lobe_phasing/ icles/95298_camshaft_lobe_phasing/  haft-breakdown.aspx haft-breakdown.aspx  timing-lobe-separation-angle. e-train-geometry.aspx timing-lobe-separation-angle e-train-geometry.aspx

 Teacher would coach the students as they tried to draw a basic valve timing chart.  Students would work in groups and draw on the board their interpretation of what would get the Camaro to run the way it did.

Informal: Students are required to know basics of a camshaft for the engines final exam  This activity would only be a part of the bigger picture.

 /cartoon/cartoon_ html /cartoon/cartoon_ html 

 Add a rubric or make a test for cams but not really required for what I am going to do