Transcript Solar Hot Water Fundamentals – Siting, Design & Installation

Adapting Instructor Styles:
Smart Tools & Smart Instructors
Teach Trades
The content of this
presentation has
been prepared
exclusively for the
ESCO Education
Conference 3-19-13
by E2G Solar LLC
Prepared by:
Peter N. Skinner, PE – E2G Solar LLC
518-369-3208
[email protected]
7/17/2015
Copyright 2013 E2G Solar LLC
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Peter N. Skinner, P.E, E2G Solar LLC Founder
– B.S. & M.S., Civil & Environmental
Engineering – Lehigh University &
Rensselaer Polytechnic Institute (RPI)
– Forensic science staff supervisor for New
York Attorney General’s Environmental
Bureau - 33 years of work in a wide array
of issues including many energy related
cases.
– Adjunct professor at RPI for 6 years –
Solar thermal instructor – last 5 years
– Designs& installs all types of advanced
solar thermal systems for commercial and
residential clients.
– Develops solar and HVACR educational
curricula and demo devices
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Smart Tools &
Pedagogy
Deliver Trades
Content
Effectively
Pedagogy =
Science of
Teaching
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Learning style = “natural or habitual
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Learning Styles =
pattern of acquiring and processing
information in learning situations” (wikipedia)
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Individualized and Unique
Personality specific
Home environment & expectations
Community experience conditioning
Natural intelligence characteristics
Previous educational experiences
Student Learning Styles
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 David
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Kolb Model
(Experiential Learning Theory)
◦ Concrete Experience (CE) & Abstract Conceptualization (AC)
◦ Reflective Observation (RE) & Active Experimentation (AE)
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Resulting Learning Styles:
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Convergers AC & AE
Divergers CE & RO
Assimilators AC & RO
Accommodators AE & AC
Learning Style Descriptors
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Kolb model has been challenged and
adaptations suggested:
◦ Honey & Momford postulated stages of
learning and identified learners as:
1.Activist
2.Reflector
3.Theorist
4.Pragmatist
◦ Note: These learning styles are not fixed –
rather they are adaptable by student
Learning Style Definitions
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Gregorc & Butler & Dovakhin Models –
how the mind works
◦ postulated 2 perceptual qualities:
 Concrete – Registering info thru 5 senses
 Abstract – understanding ideas that can’t be
readily seen
◦ postulated 2 ordering abilities:
 Sequential - organizing info in linear/logical ways
 Random – organizing info in chunks – no order
Learning Style Definitions
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Flemings VAK/VARK Model – Categorizing
how students learn
◦ Visual Learners – prefer seeing ideas (pictures,
diagrams, overheads, slides etc. work well)
◦ Auditory Learners – prefer learn by listening
(lectures, discussions, recordings, etc. work well)
◦ Kinesthetic/tactile Learners – prefer learn by
experience (physical models, 3D simulations,
laboratory exercises, etc. work well)
Learning Style Definitions
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Learning styles are affected by:
1. Time of day
2. Sleep deprivation
3. Distractions (tablets, email, iPhones, etc.)
4. Lack of food/coffee
5. Hormones
6. Home & health problems
7. Socio-economic situations
8. Employment experience
9. How they grew up
10.Personal curiosity and drive
11.Shyness & ego protectiveness
Pete’s LS Observations
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Instructor Responsibilities
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Engage the student so as to:
◦ Identify prior knowledge levels
◦ Observe learning styles
◦ Modify presentation style as appropriate
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Deliver content effectively
Facilitate comprehension – use tools
How it works
Why it works
Retention – on the job or credential tests
Proof of Success – quizzes & final
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Student Engagement
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Effective Content Delivery
◦ Instructor/Student Pre-preparation (email
communiques & questionnaires)
◦ In class – get names & personal histories
◦ Assess likely learning styles
◦ Find out why they are sitting there
◦ Adapt your presentation styles to assure
engagement and topical comprehension
◦ Pick effective content delivery mechanisms
◦ Choose effective content delivery tools
◦ Fit instruction schedule to student’s needs
Instructor Tasks
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Content Retention
◦ For credential exams
◦ For on the jobsite performance
◦ Quizzes & final
◦ Homework
◦ Lab exercises
◦ Hands-on experiences
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Self-evaluation forms & queries
◦ How’m I doin’?
◦ Seek critiques from other pros
Instructor Responsibilities
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 Goal: Engage Your Students for
learning
◦ Partnerships between instructor &
student and among students
◦ Match your instruction style to their
learning style
◦ Connect on a personal level (names)
◦ Don’t Entertain with PowerPoint
◦ All eyes on you & your content
◦ Teach the WHYs and the HOWs
Student Engagement/Learning
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Instructor’s
equipment
Brain –
Mouth –
Hands - ears
Student’s
equipment
Brain –
Mouth –
Hands ears
Instructor & Student Resources
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Instructor’s
equipment
Brain –
Mouth –
Hands - ears
Student’s
equipment
Brain –
Mouth –
Hands ears
Student Learning Styles
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Instructor resources
1. Brain for content presentation &
observing student learning experience
2. Eyes and ears for monitoring student
engagement and learning success
3. Hands for operating learning tools
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Student resources
1. Brain for content observation and
comprehension
2. Eyes and ears for content capture &
monitoring lab equipment data
3. Hands for operating learning tools
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
Students learn by talking to each
other (so do adults BTW)
◦ Students trust each other more than their
instructors
◦ Students have their own argot to describe
things that sometimes aids comprehension
◦ Students appreciate instructor confidence in
the back and forth on a peer to peer level
http://tech.mit.edu/V130/N49/n
ormandin.html
Peer to Peer Learning
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Be Prepared – ahead of time
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Reach out to your student body by email
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Send simple questionnaire – assess
results
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Prior work experience
Prior education experience
Tools on truck – if any
Pre-requisite course experience
Educational goals – long & short horizons
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Comprehension – this is obligatory
◦ Understanding the whys before the hows
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Illustrating the theory with DIY tools
Math (with sensitivity runs) = Whys
Students explain what you just presented
Team exercises for inter-student learning
Manipulatives are an excellent and cheap tool
Demo devices are excellent learning tools
Contexturalize your content to their
lives and experience
Content Comprehension
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Conceptually adept
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Spatially adept
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Kinesthetically adept
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Lectures
Textbook
PowerPoint
Handouts & lab book
Homework – reading & exercises
E-learning platforms
Distance learning methods
◦ Diagrams
◦ System models & 3D simulations
◦ Sketch-up & CAD
◦ Working models
◦ Training tools using hands & brains
◦ 3D simulations
Inside the Instructor’s Tool Box –
learning style specific
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Content Delivery Mechanisms
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Videos & SnagIt clips
Textbook = centerpiece
Homeworks & quizzes
DIY Hands On tools
◦ Lab exercises
◦ Manipulatives
◦ Demo devices
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On-line resources –
◦ real time system performance
◦ site reviews from aerial fotos
◦ Learning clips on-line
 Simulation outputs
 Animations, videos & fotos
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Students learn by doing
Challenge: create a “blackboard” for every
student – erasable magnet boards work
Student designs identify where instruction
was missing or weak
Provide a re-usable device
Make the job go faster with icons
Icons get returned to the board
Inexpensive and effective
Manipulatives
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Magnet Board
Manipulative
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Demonstration Devices
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Challenge 1: make a realistic portable SHW
teaching platform that teaches the WHYs
Challenge 2: Make it constructible so students
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Challenge 3: Make it so it will work outside
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Challenge 4: Make it see-through
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can put it together & then watch what happens & diagnose
& fix:
◦ Leaks, entrained air & cavitation
◦ Siphon actions
and get HOT so students can see:
◦ Flow rates & temperature deltas
◦ Pump pressure patterns
◦ Drainback flow regimes
◦ HX characteristics
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DIY
Drainback
Rover
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Challenge: create a cost effective
alternative to hands-on demo devices
- Animations will do the trick
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Slide by slide condition changes
Keeps students’ attention
Explain at your students’ pace
Back up and go slow
Computer Animations &
Simulations
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Drainback
Phase
Tank temperature is now
hotter than panel
temperature
Solar Hot Water Fundamentals
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Immersive interactive computer gameesque problem identification and
correction program
Gamification options
Instructor controllable
Student performance metrics
Adaptable to any HVACR activity
see http://www.designingdigitally.com/portfolio/simulations
3D simulations for trouble
shooting – brave new world
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Professional, but fun – Consider team teaching
Get there early & fully prepared
Reach out to students individually early and often
NO DEATH BY POWER POINT
Escape the lecturn – rearrange the chairs
Ask them lots of questions for oral answers
Love the WhiteBoard
Teach from the Textbook
Use manipulatives & animations & videos
Bring in show & tell equipment
Frequent breaks for personal connections & Q&A
Leave time for team building and networking
Be ready for Plan B presentation
Instructor Rule Set
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Progressive Stratification in
TiSUN Lochinvar Tank
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Ariel View of
Potential Site using
Bing Maps
Looks like a
pretty good site
for a roof mount.
Are those trees
in the backyard
going to grow
taller?
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SolarWave Performance Graph
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Adapting Instructor Styles:
Smart Tools & Smart Instructors
Teach Trades
THANK YOU FOR
LISTENING &
PARTICIPATING
Prepared by:
Peter N. Skinner, PE – E2G Solar LLC
518-369-3208
[email protected]
7/17/2015
Copyright 2013 E2G Solar LLC
Copies forbidden
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