Justin Breen

WFED 495C-2
Assignment 12, Visit 6

The instructional strategies that were demonstrated and learned throughout

this semester of the workforce education course were Problem Solving, Case Study,
and Simulation. Although I have never specifically defined the ways in which I
present a lesson, these are all ways that are involved in nearly every task
performed. Due to the nature of the class, it is close to impossible to not have at
least one of these methods incorporated in the lesson being presented.
I chose problem solving for the first lesson I presented because in almost
every single lesson I present, there is a method of problem solving involved. The
culmination of the lesson that the students are learning then becomes problem
solving. The theory of operation behind the discipline being taught until the
incorporation of those theories to create or troubleshoot a system. Even within the
basic theory of a lesson lies problem solving. Identifying solutions or resolves to an
identified theory or expression. Problem solving also allows the students to learn
from mistakes and by trial and error. Utilizing the scientific method of defining the
problem, gathering information, formulating a hypothesis, testing the hypothesis,
and forming a conclusion the students get to see exactly why something operates
the way it is intended; all while solving the problem of why it doesnt operate at that
time.
For the second presented lesson I chose simulation and the topic of
pneumatic control logic. I created a pneumatic circuit for the students in our lab.
This circuit was a manually started, automatic circuit that simulated a braking
system of a roller coaster. The students had to review a schematic and identify the
components of the circuit. After the identification process, they had to determine

Justin Breen
WFED 495C-2
Assignment 12, Visit 6
how the circuit would operate. Then the students performed tests with the circuit
that was created. The simulation process is another instructional strategy that is
used heavily in my class. Every time we go into the lab and create a functioning
circuit, it is a simulation of a real world application. For example, our hydraulic
troubleshooting trainer is a simulator of a large boring drill. It has the compression,
motor, as well as the extension and retraction components similar to a boring drill.
The simulation process allows the students to see in a deconstructed scale, the
actual workings of larger scale operations. It also allows the students to make
changes and troubleshoot faults without the potential of catastrophic events. This
lesson was very successful in that the students were able to correctly identify the
circuit, its operation, and its real world application. I was able to inject faults into the
circuit and have the students troubleshoot it, without causing a potential hazard
which may be accustomed in real world use.
For the last lesson I chose to do a case study. This strategy as with the other
strategies is also one that is performed fairly regularly within my lessons. Due to the
nature of the industry and the disciplines taught in my class, case studies are a very
common method of understanding. Case studies allow for a broad discussion on a
topic and allows for each student to express their own opinion and thoughts. The
case study we utilized was one that was actually experienced by the students in the
class. We have performed service on a shear in the Welding Technology class and
the instructor had asked us to troubleshoot an issue with the shear. I used this
example as a lesson due to the nature of having the case study available as well as
the ability to have real world application. I feel that this lesson was effective
because the students were able to discuss in depth all of the things that they have

Justin Breen
WFED 495C-2
Assignment 12, Visit 6
actually experienced. This brought a broad perspective to the process and gave
them various opportunities for gained knowledge.
My classroom demographic varies in multiple aspects from age, to the
learning style in which they excel. Students present during the lesson were ages 17
to 18. The class consists of 5 male students. Each student comes from a different
school and a different social background. Most students I have found throughout the
year excel in a mix between problem solving and simulation strategies. The
students perform very well when I allow them to perform the tasks in the lab which
fine tunes their skills for the trade.
All of the lessons were presented in a mix of classroom setting and lab area.
On the case study lesson, the students were able to go and view the shear in the
welding classroom. Doing so allowed them to see exactly what they were dealing
with in this scenario. The classroom contains an area for all desk learning and book
work with large monitor for instructor lead learning. The area is positioned well so
all students can observe the monitor and the instructor during a lesson. Also
allowing the students room to spread their work out on the table tops. The lab area
consists of trainer/simulators for the students to gain the basic knowledge as well as
advanced principles and applications of the topics they are learning.
The environment within the classroom includes extremely well behaved and
motivated students. The students are receptive and understanding to the occasional
disruptions in their learning. My class is usually a laid back and go with the flow
type of environment. Being too rigid in the structure can lead to the students to
shutting down, but being too relaxed is also a recipe for chaos. I try to ride the
middle when it comes to structured lessons and a relaxed setting. The students

Justin Breen
WFED 495C-2
Assignment 12, Visit 6
understand what is required by me and hold themselves to a standard of respect
that is commendable.
I felt that the delivery of most of the topics was relatively strong. I however
cannot take all of the credit for the lessons going smoothly. If it were not for my
students being so actively persistent in their education and having the excitement
that they do for the class, it would be much more difficult to present some of the
topics. This is where adaptation and experience will help me gain techniques to
work through future lessons.
What I believe is my most lacking instructional strategy and that would
benefit my classroom tremendously is team teaching. Along with Electromechanical
Technology our school also offers Electrical Technology and Industrial Machine
Technology to the students. The instructor within those programs could be a huge
resource for bringing a different viewpoint into my lessons as well as disciplines that
I may not be as strong with. The electrical technology program and my class is
aligned very closely for the first marking period and into a good part of the second
marking period. Team teaching would allow interaction with new students and also
doubling the field experience of the instructors leading the lesson.
My overall impression of the instruction strategies is indifferent. I believe that
most teachers within career and technical education use these strategies on a
regular basis. This course did help to define the strategies that I have already been
using. Incorporating these strategies was a simple process of aligning vocabulary
defined by the workforce education course and processes already implemented
within the program. Small changes were needed to conform to the requirements of

Justin Breen
WFED 495C-2
Assignment 12, Visit 6
the course, but I believe most of those changes were beneficial to the knowledge
that the students gained and retained.