BRINGING INDUSTRY INTO

THE CLASSROOM

Contextualized Learning in Water and Wastewater

Treatment CTE

Michael Fritschi, PE, Grade V WWTPO

CONTEXTUALIZED LEARNING

“Relating instructional content to the specific contexts of students lives and interests increases interest and motivation to learn”

(Dirkx and Prenger 97’)

CONTEXTUALIZED LEARNING

Abstraction and manipulation of symbols and theory often lead to de-contextualized learning.

CONTEXTUALIZED LEARNING

Removing the “detachment” of information from the real world can be accomplished by removing traditional academic abstractions.

(Re-phrased from Resnick 87’)

WATER AND WASTEWATER OPERATIONS CLASSESIntroduction/Mechanics: WAT-100 – Introduction to Water and

Wastewater Treatment WAT-180 – Analytical Methods in Water

and Wastewater Systems

Application Oriented (nuts/bolts): WAT-140 – Operation of Drinking Water

Systems WAT-160 – Operation of Wastewater

Systems

 

BASIS OF CONTEXTUALIZED LEARNING Involves the student by combining Content

with Context using authentic industry materials and standards.

Use real-life resources and scenarios for learning

Integrate existing skill sets into learning and performing new skills

Providing and applying multiple alternatives for solving problems

Students gain understanding through the mechanical process problem solving

BENEFITS OF CONTEXTUAL LEARNING:

The purpose of course material is understood.

The transfer of knowledge is efficient and immediately apparent.

Student interest is maintained.

COMPONENTS TO CONTEXTUALIZED LEARNING Inspiration – Encouraging participation

Presentation – “Lively Lecture”

Demonstration – Mechanics Intellectual process integrated with application Decision making skills

Culmination – Class Projects and Internships

INSPIRE!

Encourage students to integrate their own personal practical backgrounds.

Lecture Discussions Build on existing skill-sets

Real World Job Flyers Define skill sets and ranges of compensation

Congratulate

Small successes or mini-victories Recognize these students publically

Keep it light – Keep it fun!

PROVIDING A “LIVELY LECTURE”

Relevant lecture topics. Tie learning into “real-life”.

Images of the subject matter in industry Cut sheets from equipment manufacturers Drag equipment into the class room

Take less notes Take a more active part in the lecture

Intonation of key phrases

Relate personal industry experience to the subject matter “why do we do this?”

THE “LIVELY LECTURE” Anecdotes

what students can expect in the industry “most folks really do it this way”

Keep the lecture “light” and energetic Fun Show interest

Key phrases or information Reiterate in different scenarios

Mechanical Application Follow-up Quizzes Question and Answer

Preparation for field trips Allow a “background knowledge”

DEMONSTRATE

Illustrate the decision making process

Analytical analysis tied to concrete methodology

System knowledge & Established goals.

THE MATH CHALLENGE:

Fall 2009 & Spring 2010 WAT-180 Class statistics

65.2% of the students have not taken a math class in over 10 years

Of those students, 63.3% have not taken a math class in over 20+ years.

Water and Wastewater Operations requires alot of math!

DEMONSTRATE

“ Non-Hate able” Math Just need a “Y”

Applied math Low Theory – High practicality

Relate and accept discomfort Remove the anxiety by mechanical practice (repetition) Find the Fun!!

Technical Apparatus Calculator recommendation, low cost Acceptable for certification exams advanced enough for square roots, parenthesis,

exponent, pi button.

DEMONSTRATE

Anecdotes used for teaching math “Mike’s rule”, “Ted’s method” “Area = bore * bore *0.785” 454 g /LB = “454 Chevy Big Block”

Dimensional analysis – lifelong tool Puts the power in the hands of the student

CULMINATE

Projects –“apply what you have learned” Summarization of learning experience Ability to apply knowledge

Internships – “apply what you have learned in the real world”

Ultimate Application of CTE Students can relate their own experience Bring their experience into the classroom Students learn from supervisors and co-workers

PROJECTS

WAT-100 Basin Plan

WAT-180 Process Analysis

WAT 140 & WAT 160 Water and Wastewater State Exams

WAT-180 PROCESS ANALYSIS

Requires student to arrange and visit a water or wastewater treatment facility

Requires student to identify the primary process components of the treatment facility

How the components of the treatment facility function with each other process

WAT-180 PROCESS ANALYSIS

Requires the student to pick one process and evaluate

Process objective Inputs and outputs How the process is controlled What process data is relevant? Ramifications of the process in success

and failure

WAT-100 RESEARCH PROJECT

Requires student to research the North Coast Basin Plan.

Student prepares a paper in their own words, that discusses selected topics covered in the research.

The goal is to teach the student through their own efforts

Student gains a basic understanding of relevant information that directly impacts the water quality industry.

WAT-140 & WAT-160 Prepare and take State Certification

Exams

Encouraged to join professional organizations (network)

CWEA-California Water Environment Association AWWA – American Water Works Association Industry Conferences Industry Specialized Training Sessions

In-depth “nuts and bolts” of operations

INTERNSHIPS

Will try to place every student locally that has passed WAT-100 & WAT-180 Classes

Designed to get students experience in the field

An additional dimension to the learning experience

Provide a basis for discussion in WAT-140 & WAT-160 classes

CONCLUSION CTE Students respond best to applied

concepts rather than abstract ideas Apply context to content through

mechanical process

Utilize Existing Skill-Sets

Culmination in projects and internships

Bring Industry Into the Classroom!

QUESTIONS?OR CLARIFICATION?