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Exciting opportunities... (ME)
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As many of you know, I have been involved in an initiative to get interested high school students that don't have any intention of attending college to give the trades a "look see".
I am an advisor on a local project funded by the National Science Foundation via a grant to develop Technical Education Pathways to do just that, entice more young people into our trades. Recently, the head person for the T.E.P.P. received a call from a local high school math teacher who wanted to know if we could assist him and his fellow teachers by showing them some examples of the math we use on a daily basis. Something that might hold the attention of these young students (9th thru 12th grade) and show them why it's important to take math and understand it in high school.
We (advisory council) met with 8 of the math teachers from a local school where it is known that less than 10% of the students graduating will end up going on to college. They estimate that 60% of their graduates will end up going into some type of construction area, most probably on the bottom end of things as common laborers.
It is their intent to get these students more involved in their daily cirriculum and learn something of value that will offer them an opportunity to start into the trades at a level higher than common laborer, and increase the chances of ending up in management.
We met with them yesterday and gave them some quick everyday examples of how we use math and asked what more we can do to make it easier for them to teach their students. The staff of teachers was VERY excited, and said this is JUST what they had been looking for. We are taking them on a tour of a major construction project, and yours truly will be explaining the process applications to them as we go along, telling them what kind of mathematics we (trades as a whole) use on a regular basis. We will then re-meet back at the school on another day and sit in on a few classes and listen to their teaching process, then make suggestions to them on how they can equate certain things to make the math process "click" in these kids, and possibly get the kids headed in a positive direction.
One of the instructors made the comment yesterday that one of her students looked her right in the eye and said "If and when I get out of here (high school), I will probably get a job at Burger King, and they gots computerized cash registers there, so tell me again why I has to learn all this crap?" (ALL her words). She said she honestly couldn't answer the young lady, and realized that her lesson lacked the punch it needed to get the students interested and involved. This instructor caught me after the meeting and was extremely excited. She said she'd been teaching for 15 years, and this was the most excited she has ever been about a potential education process. She had a book full of notes, and I told her to feel free to e-mail me with any questions she had and ideas she wanted to bounce off of me.
Funny thing is, I could see myself in those kids shoes when I was their age. The only thing I thought I needed to know, was Bore times Bore times Stroke times Number of Cylinders (Engine displacement) and addition and subtraction so I could keep control of my money. Today, I find myself working with more math than I would have EVER thought possible, and loving every minute of it.
As time goes on, I will keep you all posted as to the outcome of this project. In the mean time, maybe it's time for you to take a trip to the local high school and give a quick talk to the math department about what you and your trade might be able to do for them to capture and retain the interest of these young people today...
Whodda thunk... The math department is the LAST place I'd have thought to go to when looking for a way to get more young people involved in our trades. The math department also said they thought it would be a great idea to invite the earth science teachers into the fray so they too can learn some ways to enhance the learning process using real world work scenarios.
Any thoughts wallies??
ME
I am an advisor on a local project funded by the National Science Foundation via a grant to develop Technical Education Pathways to do just that, entice more young people into our trades. Recently, the head person for the T.E.P.P. received a call from a local high school math teacher who wanted to know if we could assist him and his fellow teachers by showing them some examples of the math we use on a daily basis. Something that might hold the attention of these young students (9th thru 12th grade) and show them why it's important to take math and understand it in high school.
We (advisory council) met with 8 of the math teachers from a local school where it is known that less than 10% of the students graduating will end up going on to college. They estimate that 60% of their graduates will end up going into some type of construction area, most probably on the bottom end of things as common laborers.
It is their intent to get these students more involved in their daily cirriculum and learn something of value that will offer them an opportunity to start into the trades at a level higher than common laborer, and increase the chances of ending up in management.
We met with them yesterday and gave them some quick everyday examples of how we use math and asked what more we can do to make it easier for them to teach their students. The staff of teachers was VERY excited, and said this is JUST what they had been looking for. We are taking them on a tour of a major construction project, and yours truly will be explaining the process applications to them as we go along, telling them what kind of mathematics we (trades as a whole) use on a regular basis. We will then re-meet back at the school on another day and sit in on a few classes and listen to their teaching process, then make suggestions to them on how they can equate certain things to make the math process "click" in these kids, and possibly get the kids headed in a positive direction.
One of the instructors made the comment yesterday that one of her students looked her right in the eye and said "If and when I get out of here (high school), I will probably get a job at Burger King, and they gots computerized cash registers there, so tell me again why I has to learn all this crap?" (ALL her words). She said she honestly couldn't answer the young lady, and realized that her lesson lacked the punch it needed to get the students interested and involved. This instructor caught me after the meeting and was extremely excited. She said she'd been teaching for 15 years, and this was the most excited she has ever been about a potential education process. She had a book full of notes, and I told her to feel free to e-mail me with any questions she had and ideas she wanted to bounce off of me.
Funny thing is, I could see myself in those kids shoes when I was their age. The only thing I thought I needed to know, was Bore times Bore times Stroke times Number of Cylinders (Engine displacement) and addition and subtraction so I could keep control of my money. Today, I find myself working with more math than I would have EVER thought possible, and loving every minute of it.
As time goes on, I will keep you all posted as to the outcome of this project. In the mean time, maybe it's time for you to take a trip to the local high school and give a quick talk to the math department about what you and your trade might be able to do for them to capture and retain the interest of these young people today...
Whodda thunk... The math department is the LAST place I'd have thought to go to when looking for a way to get more young people involved in our trades. The math department also said they thought it would be a great idea to invite the earth science teachers into the fray so they too can learn some ways to enhance the learning process using real world work scenarios.
Any thoughts wallies??
ME
0
Comments
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long time coming
I can understand the fustration the Kids feel. When I was in school, the math they taught didn't reflect into real world problems.. or so I thought. It was the WAY they taught math.
Now you have the right idea!!! relate math to real world problems in real world terms. I bet the kids would be more interested in learning science of heatloss calculations & business cash-flow problems than figuring out how many miles train A will run before crashing into train B... blah blah
Excellent. Keep up the great thoughts!
Terry
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Mark....
Congratulations !
You've struck something that the schools really need to teach . I went to a vocational High School, and the math courses were trade related . I think back and THANK my math teacher (Mr. Ed Fallon) for all the things I grasped right out of the box .
He also broke math down to its simplest form . I quote " There are only 4 things you can do with numbers , add , subtract, multiply and divide . The key is to know WHEN, and WHY your doing it ".(anyone know something else?) If everyone could see the light in this simplicity, it would make them so much easier to teach . This is the man who taught us inverse proportioning , drilled it into our heads HOW to do it , then blew everyone in the class away by telling us we now knew the basis of algebra. (then the excrement hit the air movement device, most everyone got so pshyced out by this , that we had to start all over again) 3 years in this fine mans class had me teaching my Coast Guard instructors how to teach their hydraulics course in a much easier way than they were .
Go for it ! Learn 'em good! Best of luck with your new project . Chris0 -
That is all a great idea. I am enrolled in the local Community College for an Business degree by night and "the" Hydronic man at the local wholesaler by day. Currently I am in a Physical Science class. This has really opened my eyes about using formulas and relationships in converting energy. I had never "stepped back" and looked at the number crunching that I do on a daily basis. It has really opened my eyes about things. Physical Science would really tie into what we do. Of course we crunch numbers (math) all of the time also. [btu's /(490 X delta t)]0 -
ME you might enjoy
a movie called "Stand and Deliver" about true-life math teacher Jaime Escalante who taught at (I think) Garfield High in Los Angeles.
This school was about to lose it's accredidation it was so bad off. He motivated the students to the point that he had them coming in before school, after school, weekends, and Summer to study things like College level Calculus (Nightmare).
He had a bunch of them take the advanced placement test, pass with flying colors, and go on to be college graduates.
I don't recommend many movies, but I think this one would be worth your while. Keep it up. Kevin
To Learn More About This Contractor, Click Here to Visit Their Ad in "Find A Contractor"0 -
Mark
Bravo.
I hated math. Took two years of college without any math. I hated it.
I could'nt understand why I needed to know decimals, percentages, or any of it.
Guess what ? I know own my own business. Lets see ...
Mark-up !
Delta Tee !
Profit/Loss !
Accrual or cash ?
Balance sheet !
Income statement !
GPM !
BTU's !
Feet of head !
Friction loss !
I'll stop now. Good for you Mark. If they need more examples I'll fly out !!
Scott " How much do I mark that up ? " Milne
To Learn More About This Contractor, Click Here to Visit Their Ad in "Find A Contractor"0 -
That's great Mark...
Though I'm not a teacher I've always wanted to be one and this is one of the reasons. When showing my fifth grader this kind of stuff, the use of simple everyday items as "X" in the equation makes a huge difference (yes, they are starting algebra basics in fifth grade).
If you want ALL kids to understand math, you MUST relate it easily to everyday life...sounds easy but it's not, and you have done it wonderfully!
JCA...not to be a smart a**, but there are other things you can do with numbers: integration, derivatives, etc...although I guess you could relate this stuff back to multiplication and division. Thinking back on those days (in calculus et all while working) just gives me a headache! :-)
Algebra is so prevalent in everyday life it's unfortunate there aren't more examples of ME's fine effort. KUDOS!
Take Care, PJO0 -
WOW!!
Cool idea but what really floored me was the low percentage going to a University. Mark what's with tht???Out here in the east our trade groups are trying to get to the kids in 5,6,7th, 8th grde. Reason is in my town something like 90% go straight to higher ed and have thier job path pretty well layed out by 9th -10th grde at the latest. They might not know what they are going to do but they know it won't be blue collar that's for sure!! So we need to get at them at a younger age. Our hospitals can't even get nurses, and that's a good solid job out here. Heck Home depot even cries , 14 an hr if you'll work weekends and they have very few takers. The girls ambition is to work at a Burger King after high school??? here they struggle to even get the kids in high school to work there. I talked with some kids about a year and.5 ago .Told them that we tried to give full bennies and if you where good in a few years you could be making 50-60k as a tech. Nothing, no reaction, blank stares ,then 1 girl spoke up , "Why would we want to work for THAT?" then another kid, "You mean we have to work outside in the cold?" and sometimes in attics when it's hot?" Even at 80-100k idon't think we could get them very interested. WOW with all those kids not going to school that's gotta be great. Iwould think you hve a big labor pool to pull from. Why do you think you have such a problem with it out there? Since construction would be a good job for those kids. I would think they would be very interested.0 -
This school is not typical...
it is located in a lower working class neighborhood. Many of the families qualify for government support. This school has one of the lowest college bound rates, and one of the highest drop out rates in the city. It obviously needs help, but we think it has some potential for development.
If what we do works here, there's no reason it wouldn't work at any of the other schools.
The key is to plant seeds of germination and foster education and growth.
Thanks to all for your responses.
ME0 -
Mark its nice to see you care !
thats a real intresting thing you got going on, i dropped out of school and joined the army. i wish we had someone like you back then0 -
PJO....
Yes brother ! They ALL can be traced to the basics . The key is knowing WHY and WHEN !
I rest my case . Kudos to Mark for bringing up such an important subject. We all need math every day , whether we believe it or not...it's an important thing to understand . Chris0 -
Pi times (half bore) squared times stroke times number of cylinders but I get the idea...
Howard Hansen Service Technician Extraordinaire0
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