Set Instructional Goals and Frame the Lesson in the Context of an Authentic Task (Tell)
In order to activate learners’ prior knowledge about electrical principles, and to ground the lesson in real-world experience, questions and videos may be used as discussion prompts.
Suggested Discussion Prompts: (pre-listening/viewing videos)
- What is the difference between voltage and currents?
- What are the dangers inherent in working with electrical circuits?
- “It’s not the volts that’ll kill you…” Is this true? Why (or) Why not?
Videos: “Arc Flash Accident”, “It’s Not the Volts That’ll Kill You, It’s the Amps”
Students may work in small groups or partners, in particular if they are not yet familiar with one another. When using simulation as an instructional strategy, Communities of Practice will develop (among “lab” partners as well as the class as a whole) as these become fundamental for self-directed learning, reciprocal teaching and peer demonstration – the backbone of simulation as an instructional strategy. See About Integration for more information.
Preparing Students to Accept and Learn from Failure
In order to calm student fear of failure when circuits do not operate as expected, a number of activities may help them learn to “think on their feet” and become more comfortable with troubleshooting a malfunctioning circuit. Flashcards with different “failure” scenarios could be created with optional “solutions”. Pairs of learners could practice and drill one another.
The New Learning Paradigm 