Pneumatic solenoid types.

Based on last lesson

Collate all answers on the board for quickness.

Then use speech bubble on white board for new subject. Ask learners to provide anything based on the new subject whether it’s a component, manufacturer or something they have heard.

Or use a set of words on the board and do the same.

Exam question, peer feedback from homework activity, using flip chart or white board to combine answers and come up with a model answer.

Walk through of session, tool box talk to talk through theory to recap on practical session

Weekly safety briefing from HPC focussing on a particular subject

Recap with learners what they did last week and perhaps how it differs to this week and potentially the next.

Perhaps ask some questions on tools, methods, precautions etc.

I then ask the cohort to rag rate themselves with a post-it with their name on, on the scale as to what hey feel they know about the topic. At the end of the session I aske them to rerate themselves. This is hand to measure the learning, and see how well the previous topic stuck

Leading to discussion of understanding of terms

Use AI to create it -Low risk for errors

Health and safety recap and reminders on ppe for practical sessions

Walk through of equipment being used during the session, questions during this to embed learning from last session

Word association ... lecturer says one word, then say an associated word.

Relay .... coil ...

Needs to be on topic so needs policing

Expected outcome ... engagement , terminology, listening, recapping, revision, build confidence.

Each learner nominates the next person, but needs to unique picks.

Adaptions : ask learner to write it down instead if not confident , use the white board or paper.

Developing Problem solving skills - Link to industry

This is ‘low risk questioning’ as nobody knows if the question is based on genuine lack of knowledge or a question because they know the answer - they are also anonymous.

Questions can be manipulated by the lecturer to make easier, change terminology or make harder etc.

Gauge of learning can be achieved as well as areas to re-visit or stretch.

Materials needed: A list of specific material data e.g. Density, Tensile strength etc. A paired selection of materials or pictures of the material.

Steps: In groups students need to discuss the material properties, assess the materials and pair them together.

Students get points for the correctly paired materials.

Expected Outcomes: Students will have a better understanding of what the material properties are as they should have all been explained within the process of checking the students results (maybe with students giving the definitions of the properties).

Adaptations: Different level learners could be given different materials or properties e.g. lustre and density.

Different levels of students could be paired together for peer teaching.

Objective: gauge the mood of the cohort / and red flags. helps to warm the group up for the week ahead. Also shows that we as staff care, and not just here for the subject.

Material: an article / current affair from the weekend

Step: allow everyone to share what they did at the weekend. Then float the discussion point.

Outcome: group discussion, warmed up before moving to the topic of that session

All learners to contribute with some relevant info. Good initial assessment and starter discussions