Developing a First Course in the New Nate f Model

7/30/2019 Developing a First Course in the New Nate f Model

1/41

Developing a First Course in

the New NATEF Model

Presenter: Michael Gray

Author of Auto Upkeep

http://www.youtube.com/watch?v=rWHniL8MyMM


2/41

Introductions

Mike Gray

Linda Gray

Aiden Gray

YOU!


3/41

Essential Questions

What is the new NATEF model?

How do you develop rigorous and relevant curriculum?

How do Millennials learn?

How is the name of your course important?

Why is it necessary to teach maintenance and lightrepair?

How does an Intro to Auto course fit within a completeAutomotive Service Technology Training Program?

What are the essential units in an entry level course? What will each student know and be able to do at the

completion an entry level course?


4/41

The 2012 NATEF Model

In June 2012 NATEF published a new model forautomobile program standards. This new modelintroduced standards based on three (3) levels ratherthan by automobile area (brakes, electrical/electronicsystems, etc). The three levels are: Maintenance &

Light Repair (MLR), Automobile Service Technology(AST), and Master Automobile Service Technology(MAST). Each successive level includes all the tasks ofthe previous level in addition to newly designated tasks.In other words, the AST task list includes all of the MLR

tasks plus additional tasks. The MAST task list includesall of AST tasks plus additional tasks specifically forMAST. Obtained from http://natef.org/documents/2012autoprogramstandards-

final.pdfPage 4
http://natef.org/documents/2012autoprogramstandards-final.pdfhttp://natef.org/documents/2012autoprogramstandards-final.pdfhttp://natef.org/documents/2012autoprogramstandards-final.pdfhttp://natef.org/documents/2012autoprogramstandards-final.pdfhttp://natef.org/documents/2012autoprogramstandards-final.pdf


5/41

Tasks/Hours Required

MAST366 Tasks1080 hours (Includes MRL and AST)

AST - 331 Tasks840 hours (Includes MRL)

MLR - 191 Tasks540 hours

2012 NATEF Model

0 200 400 600 800 1000 1200

Tasks

Hours

MAST

AST

MLR


6/41

What is a Task?

A task is a psychomotor or cognitive entry-level

learning activity consisting of one or more

measureable steps accomplished through an

instructor presentation, demonstration,visualization or a student application. Obtained from http://natef.org/documents/2012autoprogramstandards-

final.pdf

It should be noted that each task is notdedicated an hour allotmentsome tasks take

longer than others.


7/41

One NATEF Assumption

Individual courses of study will differ

across automobile technician training

programs

Development of appropriate learning

delivery systems and tests which monitor

student progress will be the responsibility

of the individual training program Obtained from http://natef.org/documents/2012autoprogramstandards-

final.pdfPage 41


8/41

NATEF Does Not Endorse

Curriculum

NATEF does not endorse specific

curricular materials nor provide instruction.It does, however, set standards for the

content of instruction, which includes

tasks, tools and equipment, hours, and

instructor qualifications. (Obtained fromhttp://www.natef.org/program.cfm)
http://www.natef.org/program.cfmhttp://www.natef.org/program.cfm


9/41

Basically

NATEF provides the required tasks and

hours, you provide the program course

structure, curriculum, and student

materials.


10/41

Curriculum Design

Identify

Desired

Results

NATEF

Tasks

Determine

AcceptableEvidence

ASE/End of

Program

Tests

Plan Learning

Experiences and

Instruction

Curricular

Materials and

Learning

Activities

Adapted from Wiggins and McTighe - Understanding by Design framework.

Step 1Step 2

Step 3


11/41

Enduring Understandings

Worth Being Familiar With

Important to Know and Do

Enduring

Understanding

Priority 1Central to Discipline

Has Long Lasting Value Beyond the Classroom

Students Revisit These During Their Lifetime

Adapted from Wiggins and McTighe - Understanding by Design framework.

Priority 2

Priority 3


12/41

So how do you teach this new

generation of students the

basics?


13/41

Generations are Defined by Life

Experiences Life experiences develop

attitudes, beliefs, andsensitivities Depression (aka Silent)

Generation (~Born between1925-1945) WWII and ColdWar

Boomers (~Born between 1946-1964) - space race, civil rightsmovement, Vietnam, Watergate

Gen-Xers (~Born between 1965-1980) fall of Berlin Wall, AIDS,Chernobyl, Challenger, WorldWide Web

Millennials (aka Gen Y) (~Bornbetween 1981-2000+)MySpace, Facebook, CellPhones, Instant/Text Messaging

Gen Z (aka Gen Now, Gen C)(~Born after 2001)They dontknow a time before computers

Sourceshttp://net.educause.edu/ir/library/pdf/e

rm0342.pdfandhttp://en.wikipedia.org/wiki/List_of_Generations

Generational Start Dates
http://net.educause.edu/ir/library/pdf/erm0342.pdfhttp://en.wikipedia.org/wiki/List_of_Generationshttp://en.wikipedia.org/wiki/List_of_Generationshttp://en.wikipedia.org/wiki/List_of_Generationshttp://en.wikipedia.org/wiki/List_of_Generationshttp://en.wikipedia.org/wiki/List_of_Generationshttp://en.wikipedia.org/wiki/List_of_Generationshttp://net.educause.edu/ir/library/pdf/erm0342.pdfhttp://net.educause.edu/ir/library/pdf/erm0342.pdf


14/41

How do Millennials learn?

With your colleague next to you, identify

10 ways that students from the Millennial

Generation (students born between 1981-

2000) learn differently than other studentsyou have had in the past? Rank these

items 1 to10 with 1 being the most

important difference. (5 minutes)


15/41

Information Age Mindset

Computers arenttechnology they are anassumed part of life

Internet is a place forsocialization

Doing is more importantthan knowing

Learning is more trial anderror

Multitasking is a way of life

Staying connected isessential

Expect services/responsesto be quick and available24x7

Sourcehttp://net.educause.edu/ir/library/pdf/erm0342.pdf

http://www.youtube.com/watch?v=DtilWL4mnhI
http://net.educause.edu/ir/library/pdf/erm0342.pdfhttp://net.educause.edu/ir/library/pdf/erm0342.pdfhttp://net.educause.edu/ir/library/pdf/erm0342.pdf


16/41

How Millennials Learn

Experiential/hands-on learning

Working in teams

Social networking

Online, cell phone messaging, chats,texting

Connected (often 24/7) and fast (theyexpect immediacy and live in themoment)

Face-to-face learning (but have a lowtolerance for boring)

Achievement-oriented

Millennials also value authenticity andstories

Source http://www.brandonhallnews.com/28oct8.htm
http://www.brandonhallnews.com/28oct8.htmhttp://www.brandonhallnews.com/28oct8.htm


17/41

What do most Millennials know

about automobiles?

With your colleague next to you, identify

the prior knowledge and understandingsthat your entry level students have.

5 minutes


18/41

Uninformed Consumers

Search YouTube for Video

Keyword Search Car Gets Bumper Ripped Off

Turn Volume Off Inappropriate Language


19/41

Automotive Statistics

84% of vehicles

need service, fluids,

or replacement

parts (Car Care Council, 2012)

10.8 years old is

the average age of

cars and trucks inthe USA (R. L. Polk & Co., 2012)

References:

R. L. Polk & Co. (2012). Average age of vehicles reaches record high, according to Polk. [Press Release]. Retrieved from

https://www.polk.com/company/news/average_age_of_vehicles_reaches_record_high_according_to_polk

Car Care Council. (2012). Car care events reveal need for increased maintenance. [Press release]. Retrieved fromhttp://www.carcare.org/2012/03/car-care-events-reveal-need-for-increased-maintenance/

Common Vehicle on the Road Today

Is ~ 11 Years Old

Has 132,000+ Miles

Needs Service


20/41

The NEED

Uninformed

Consumers

Current

AutomotiveStatistics

The NEED for a Basic

Auto Course

New

NATEF

Model withMLR Tasks


21/41

So You Need a First Course

What will your first course look like?

How will it feed your advanced programs?

How could it serve a community need? How can you generate more informed

consumers AND increase the number of

highly-qualified technicians? How can you serve both populations at the

same time?


22/41

Attracting Non-Traditional Students

Defined:

What is a Non Traditional Student?

A non-traditional student would be any male or

female that is enrolled in a program of study wherethe opposite gender accounts for more than 75%,

such as a male student enrolled in Health and

Human Services or a female in Automotive

Technology. Obtained from http://www.gptc.edu/content.cfm?PageCode=other_non_traditional
http://www.gptc.edu/content.cfm?PageCode=other_non_traditionalhttp://www.gptc.edu/content.cfm?PageCode=other_non_traditional


23/41

The Case for Non-Traditional

Students Careers should be based on abilities and interests, not

gender stereotypes.

Men and women spend more than 30 years in theworkplace and why not enjoy it?

Women can earn up to 30% more working innontraditional jobs.

The right occupation can support other life goals.

Nontraditional students can learn new ways of thinkingand dealing with others.

New skills will be needed in key fields. Less than one-third of new occupations require a four-

year degree. Obtained from http://www.hawaii.edu/cte/publications/nontrad1.pdf
http://www.hawaii.edu/cte/publications/nontrad1.pdfhttp://www.hawaii.edu/cte/publications/nontrad1.pdf


24/41

How do you attract non-traditional

students into your program? With your colleague next to you, identify

five ways to attract non-traditional students

into automotive programs. 5 minutes


25/41

How can an Intro course be rigorous?

Well, its already relevant all drivers should knowthe basics of how cars work.

MLR/Entry Level Programs are Rigorous TheyRequire Students to:

Learn in the Cognitive (knowledge), Affective (attitudes),and Psychomotor(skills) domains.

Think and work.

Apply knowledge across disciplines.

Apply knowledge to real-world predictable situations(e.g., change oil, rotate tires, check tire pressure, periodicinspections, check fluid levels).

Apply knowledge they learned to real-worldunpredictablesituations (e.g., burned out headlight, dead battery, flat tire,burst radiator hose, car stuck) remember that uniformedconsumer!


26/41

Rigor/Relevance Framework

K

N

O

W

L

E

D

G

E

APPLICATION

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge/Awareness

Application

AdaptationAssimilation

Acquisition

Adapted from International Center for

Leadership in Education


27/41

Empower the Students

Vehicle procedures may differ from one

model to another, but if students

understand the basic concepts and know

where to get the informationthen theyare empowered!


28/41

MLR Example First Course

Why is a course name important?

Lets sharewhats the name of your Intro

course?


29/41

Some Possible Names

Auto 101

Introduction to Automotive Technology

Introduction to Automobile Service

Basic Car Care, Maintenance, and Repair

Consumer Auto

Basic Automotive Service and Maintenance

Auto Maintenance and Light Repair

Auto Upkeep


30/41

MLR Example

It is difficult to generalize, since every secondaryand post-secondary school approaches thisuniquely. But if MLR requires 540 hours, then

It takes a minimum of 4 credits in a traditional secondaryschool system to complete (540 hours/135 hours = 4).

90 minute block x 90 days = 8100 minutes or 135 hours

Or

45 minute periods x 180 days = 8100 minutes or 135 hours

It takes a minimum of 20 credits/units in a traditional post-secondary system to complete depending how units areallocated (e.g., if a unit = 27 hours of instruction/lab, then 540hours/27 hours = 20 units).


31/41

Auto Upkeep

A Course for All StudentsAll Students

Auto Upkeep Curriculum

135 hrs meets 50% of MLR Tasks + Consumer Oriented Tasks

NATEF

AST Program

840 Hours of Instruction

331 Tasks (Includes MLR)

NATEF MLR Program

540 Hours of Instruction 191 Tasks

Automotive TechnicianEntry Level Technician

Students Not Entering

Automotive Field

More Informed Consumer

NATEF

MAST Program

1080 Hours of Instruction

366 Tasks

(Includes MLR and AST)


32/41

What is Auto Upkeep?

Was developed

because most texts

are either too

complex 1500+pages or too

simple to teach an

Introduction toAutomotive course.


33/41

Think of it this way

1500+ Pages = Comprehensive Automotive Technology Textbook

Includes a lot of Worth Being Familiar With Information

Best Suited for MAST Programs

Auto Upkeep = 200 Pages = Best Suited for MLR/Basic ProgramsInformation Central to Discipline, Long Lasting Value Beyond the Classroom


34/41

Whats special about Auto Upkeep?

Short, concise chapters (about 10 pages)

12 point font Easy-to-Read

3 Levels of Headings When Necessary

A figure, picture, or graph accompanies almost everyblock of text

Helpful emphasis blocks Tech Tips, Price Guides, WebLinks, Servicing, Trouble Guides, Activities, Q & As,Career Paths, Calculations

QR Codes to Extend Learn Online

Was reviewed by young adults.

Extensive effort was put on the book layout. Hands-on and Internet-based activities (32 activities in

all)


35/41

What are the Auto Upkeep units?

1. Introduction and How CarsWork

2. Buying an Automobile

3. Automotive Expenses

4. Repair Facilities

5. Safety Around theAutomobile

6. Basic Tools

7. Auto Care and Cleaning

8. Fluid Level Check

9. Electrical System10. Lubrication System

11. Fuel System

12. Cooling System and ClimateControl

13. Ignition System

14. Suspension, Steering, and Tires

15. Braking System

16. Drivetrain

17. Exhaust and Emission System

18. Alternative Fuels and Designs

19. Automotive Accessories

20. Common Problems andRoadside Emergencies

* 32 hands-on and internet-based activities engage the students.


36/41

How is the Auto Upkeep commonly

delivered?

Most often offered as a 1 credit course, but alsoused by some school districts as a creditcourse.

Some community colleges and universities use itas a first auto course or as an evening adult edcourse.

Auto Upkeep was designed to have a balancebetween in-class and hands-on instruction.

Commonly two days a week are in-class andthree days a week are in the automotive lab.


37/41

What will each student know and be able to do

at the completion of Auto Upkeep?

Over 150 competencies are assessed.

Over 50% of MLR Tasks are addressed. In general, students become confident,

empowered, consumers and users of the

automobile.

Lets look at the complete competency profile

and the NATEF MLR Matrix. http://3rd.autoupkeep.com/standards/
http://3rd.autoupkeep.com/standards/http://3rd.autoupkeep.com/standards/


38/41

Instructor CD Turn Key Curriculum or

Modify it as YOU Want

Sample Course Syllabus PowerPoints

Competency Profile

MLR Matrix

400+ Images

Tests and Exams

Lab Activities

Study Questions Answer Keys

Extras to Extend Learning


39/41

The Auto Upkeep Wiki

A Wiki is a collaborative website Wiki is a Hawaiian word for fast

Wiki (What I Know Is)

A wiki invites all users to edit anypage or to create new pages acollaborative site for teachers toshare materials

WYSIWYG ("What You See IsWhat You Get") editor

Auto Upkeeps Wiki -www.Wiki.AutoUpkeep.comsign up once you adopt Auto

Upkeep! Most of the content on the

Teacher CD is also on the Wiki
http://www.wiki.autoupkeep.com/http://www.wiki.autoupkeep.com/


40/41

Whos using Auto Upkeep?

Over 500secondary andpost-secondaryschools throughout

the United Statesand Canada

Large schools fromLas Vegas to smallschools in

Wisconsin. NATEF and Non-

NATEF Schools


41/41

Contact Information

Michael GrayRolling Hills Publishing

800-918-READ

www.RollingHillsPublishing.com

www.AutoUpkeep.com

Email: [email protected]

Connect on LinkedInwww.LinkedIn.com/in/MichaelEGray

Follow me on Twitterwww.Twitter.com/AutoUpkeep

Follow my Blogwww.Blog.AutoUpkeep.com

View/Add Videoswww.Video.AutoUpkeep.com

Car Care Q & A Forumwww.Forum.AutoUpkeep.comUsing Auto Upkeep? Join the Wikiwww.Wiki.AutoUpkeep.com

Subscribe to my YouTube Channelwww.YouTube.com/AutoUpkeep

Become a FAN of Auto Upkeep on Facebook www.FaceBook.com/AutoUpkeep
http://www.rollinghillspublishing.com/http://www.autoupkeep.com/mailto:[email protected]://www.linkedin.com/in/MichaelEGrayhttp://www.twitter.com/AutoUpkeephttp://www.blog.autoupkeep.com/http://www.video.autoupkeep.com/http://www.forum.autoupkeep.com/http://www.wiki.autoupkeep.com/http://www.youtube.com/AutoUpkeephttp://www.facebook.com/AutoUpkeephttp://www.facebook.com/AutoUpkeephttp://www.youtube.com/AutoUpkeephttp://www.wiki.autoupkeep.com/http://www.forum.autoupkeep.com/http://www.video.autoupkeep.com/http://www.blog.autoupkeep.com/http://www.twitter.com/AutoUpkeephttp://www.linkedin.com/in/MichaelEGraymailto:[email protected]://www.autoupkeep.com/http://www.rollinghillspublishing.com/

Date post:	14-Apr-2018
Category:	Documents
Upload:	alex
View:	215 times
Download:	0 times

Developing a First Course in the New Nate f Model

Documents