an emphasis on developing learning objectives for your...

An Emphasis on Developing Learning Objectives for Your Students

Presented by:

Rhonda Cooper, M.Ed., A&P

James Allen, MD, MPH Environmental Health Physician

April 11, 2011 1ATEC Conference, Orlando, Florida

FAASafety.gov

Numerous maintenance related on-line courses – FREE!

Working Healthy – 8 Steps for Protecting Your Health

Dirty Dozen – Human Error in Aviation Maintenance

April 11, 2011 ATEC Conference, Orlando, Florida 2

“This would be great information for my students!”


“But, how can I incorporate it into my class?”


Instructional Design Step 1: Assess WEB Course

Step 2: Write Objectives

Step 3: Develop Activities

Step 4: Implement and Evaluate

Step 5: Encourage Continued Learning


Step 1: Assess WEB Course Take course yourself

May review several times

Know your curriculums

Know the FARs/AC


Step 1: Assess WEB Course


Part 147 General Curriculum (Appendix B) Working Healthy-8

f. 20. Start, ground operate, move, service, and secure

aircraft and identify typical ground operation hazards.

Step 1: Plan Your Work

Step 8: Consider Others

Case Study: CO Exposures – “Fueler Who Did Not

Return Calls”

f. 21. Identify and select fuels. Step 4: Don‟t Forget the Skin

g. 22. Identify and select cleaning materials. Step 2: Ask for Information

Step 4: Don‟t Forget the Skin

Step 6: Anticipate Clean-up

Step 7: Use Degreasing Station

Case Study: “Mechanic Who Can‟t Walk”

g. 23. Inspect, identify, remove, and treat aircraft corrosion

and perform aircraft cleaning.

Step 3: Think Ventilation

Step 5: Focus on the Work Environment

Case Study: “DE Who Neglects Ventilation”

j. 30. Use and understand the principles of simple

machines; sound, fluid, and heat dynamics; basic

aerodynamics; aircraft structures; and theory of flight.

Step 5: Focus on the Work Environment


Part 147 General Curriculum (Appendix B) Dirty Dozen





Case Study: “Mechanic Who

Can‟t Walk”

Step 2: Write Objectives Well-written

Competency or performance-based

Align with activities and assessments

See resource list at end of this presentation on how to write objectives




Part 147 General Curriculum (Appendix B) Working Healthy-8





Case Study: “Mechanic Who Can‟t Walk”

Objectives

Given an aircraft component that is to be cleaned, the student will:

Identify the manufacturer‟s approved cleaning materials and methods.

Locate relevant health and safety data on the cleaning materials using various sources (MSDS,

Haz-Map, NIOSHTIC, ICSC).

Determine correct Personal Protection Equipment (PPE) for use with the approved cleaning

materials and methods.

Present a plan for cleanup in anticipation of spills.

Demonstrate a positive safety attitude by using both appropriate PPEs and procedures at

degreasing station.

Step 3: Develop Activities Determine teaching level of chosen topic and align

with activities

Assign the web-based course as homework or in-class individual assignment as early in student’s course of study as possible

Student should print certificate as proof of course completion




Activities for “Identify and select cleaning materials” & Working Healthy

Note: This topic has a teaching level of “3” which requires “Knowledge of general principles, and

performance of a high degree of practical application” and “development of sufficient

manipulative skills to simulate return to service” per FAR Part 147.

Suggested activities might include the student:

Actually cleaning an aircraft component. Have students complete lab using the manufacturer‟s

approved cleaning materials and methods and applying the Working Healthy 8 Steps.

Answering specific questions about the cleaning materials health and safety data using the various

sources of information available.

Researching for approved alternative cleaners that are less toxic.

Suggesting other possible alternatives for safer use of materials (administrative/engineering).

Creating a safety program for course.

Demonstrating to the class the proper use of PPEs.

Participating in a contest to create a safety poster for degreasing station with a prize for the winner.

Practicing a „drill‟ on a spill.

Participating in a facilitated discussion of the “Mechanic Who Can‟t Walk” case study.

Step 4: Implement and Evaluate Put your plan into action

Student assessments Should be completed to confirm if objectives met

See resource list at end of this presentation on how to write test questions

Evaluation Complete after new activities / web-course

Encourage honesty / constructive feedback



Be a role model

Participate AMT Awards

FAASTeam attendance

NCATT Certified Instructor

Encourage same behavior Provide guidance for

continuing education


5 Steps Step 1: Assess WEB Course






Step 1: Assess WEB Course



a. 6. Inspect and service batteries. Complacency, Distraction, Awareness, Norms, Fatigue

c. 11. Weigh aircraft. Communication, Distraction, Teamwork, Awareness

e. 17. Identify and select aircraft hardware and materials. Resources

e. 18. Inspect and check welds. Knowledge, Complacency, Distraction, Awareness,

Norms, Fatigue

f. 20. Start, ground operate, move, service, and secure aircraft and identify typical

ground operation hazards.

Communication, Complacency, Distraction,

Teamwork, Pressure, Stress, Awareness, Norms

g. 23. Inspect, identify, remove, and treat aircraft corrosion and perform aircraft

cleaning.

Knowledge, Complacency, Distraction, Awareness,

Fatigue, Norms, Resources

i. 28. Write descriptions of work performed including aircraft discrepancies and

corrective actions using typical aircraft maintenance records.

Communication, Complacency, Knowledge,

Teamwork, Pressure, Assertiveness, Norms

i. 29. Complete required maintenance forms, records, and inspection reports. Communication, Complacency, Knowledge,

Teamwork, Pressure, Assertiveness, Norms

k. 31. Demonstrate ability to read, comprehend, and apply information contained in

FAA and manufacturers' aircraft maintenance specifications, data sheets, manuals,

publications, and related Federal Aviation Regulations, Airworthiness Directives,

and Advisory material.

Communication, Complacency, Knowledge,

Teamwork, Pressure, Assertiveness, Norms, Awareness

l. 33. Exercise mechanic privileges within the limitations prescribed by part 65 of

this chapter.

Communication, Assertiveness, Norms, Pressure,

Complacency, Knowledge



c. 11. Weigh aircraft. Communication, Distraction,

Teamwork, Awareness




c. 11. Weigh aircraft. Communication, Distraction, Teamwork,

Awareness

Objectives

During an aircraft-weighing lab, the student will be given an evaluation form to rate both the team

and student‟s performance during the lab. Students will:

Demonstrate good communication skills by

o completing a pre-weigh briefing with the team;

o maintaining continuous contact with team during weighing; and

o completing a post-weigh “lessons learned” session with the team.

List possible distractions that might arise during the weighing and provide safety nets to reduce

or eliminate these distractions.

Demonstrate quality team attributes, including preparation, involvement, and encouragement.

Maintain awareness of surroundings at all times, including assigned aircraft and those working

around hangar not involved in assigned aircraft.



Activities for “Weigh Aircraft” and Human Factors

Note: This topic has a teaching level of “2” which requires “Knowledge of general principles, and

limited practical application.” and “development of sufficient manipulative skill to perform basic

operations” per FAR Part 147.

Suggested activities might include the student:

Participating in a class discussion of possible issues that could arise from human factors issues

while weighing an aircraft and apply safety nets that can reduce or eliminate possible errors.

Leading shift briefings prior to every lab, being sure to allow everyone an opportunity to be the

lead.

Participating in a poster contest displaying one of the safety nets for each of the Dirty Dozen.

Completing team and individual rating evaluations for all group work assigned.

Writing up an article review on human factors and presenting it to the class.

Participating in class discussions on “lessons learned” from labs and other activities.

Attending a local FAASTeam presentation on Human Factors.

Being assessed on the “soft skills” as part of their overall grade. (Note: Be sure to use a rubric to

eliminate any subjectivity that could arise.)

Participating in class discuss of actual incidents and accidents that have been linked to the task

being learned.

Step 4: Implement and Evaluate Put your plan into action

Student assessments Should be completed to confirm if objectives met

See resource list at end of this presentation on how to write test questions

Evaluation Complete after new activities / web-course

Encourage honesty / constructive feedback



Be a role model

Participate AMT Awards

FAASTeam attendance

NCATT Certified Instructor

Encourage same behavior Provide guidance for

continuing education


5 Steps Step 1: Assess WEB Course






Questions?

How can we help you be successful?


Additional Resources Writing performance-based objectives:

http://www.nedc.nrcs.usda.gov/isd/isd5.html http://honolulu.hawaii.edu/intranet/committees/FacDevCo

m/guidebk/teachtip/writeobj.htm http://www.internetraining.com/ID_Consult/7obj/7obj.htm

Writing test questions: http://www.park.edu/cetl2/quicktips/writingtest.html http://www.utc.edu/Administration/WalkerTeachingResourc

eCenter/FacultyDevelopment/Assessment/test-questions.html

http://testing.byu.edu/info/handbooks/bettertests.pdf


http://www.nedc.nrcs.usda.gov/isd/isd5.html

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/writeobj.htm

http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/writeobj.htm

http://www.internetraining.com/ID_Consult/7obj/7obj.htm

http://www.park.edu/cetl2/quicktips/writingtest.html

http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/Assessment/test-questions.html




http://testing.byu.edu/info/handbooks/bettertests.pdf

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