As a Mechanics apprenticeship instructor in the area of skilled trades and vocational studies, my teaching is built around preparing students for the hands-on, real-world challenges they’ll face in their careers. This week in my Master’s program’s – Innovation, Design and Learning Environments Course, I’ve spent some time digging into several instructional designs (ID) models, and it’s made me think about how I currently teach, and how I might do even better, applying some of what I’ve been introduced to.
Some of the readings reinforced much of what I believe I already do well – like using structured approaches to ensure students master technical competencies – but they also gave me some ideas for fine-tuning my practices and had me think much more deeply about inclusive design. I found myself reflecting on how models like ADDIE, Merrill’s Pebble-in-the-Pond, and Problem-Based Learning (PBL) fit into what I have already been doing, without knowing I was doing it, and how they might help me create even more impactful and inclusive learning experiences.
What’s Working
Structured Learning Paths
The importance of a clear, structured design really resonates with me. Models like ADDIE and Dick and Carey emphasize setting measurable outcomes and creating step-by-step instruction, and that’s exactly how I approach teaching foundational skills like the diagnostic process used by technicians when working on electrical systems. These models validate my method of planning, ensuring students gain confidence and competence (Heaster-Ekholm, 2020).
Real-World Relevance
Merrill’s Pebble-in-the-Pond model stood out because it starts with real-world problems to drive learning. This is how I already frame many lessons. For example, I might ask students to troubleshoot an engine issue before diving into the finer details of the engine’s systems. It’s a great way to keep things practical and focused on what matters in the learning environment and in the workplace (Heaster-Ekholm, 2020).
Group Dynamics with Peer Mentors
One of the things I’ve embraced in the last year of my teaching is social grouping ‘Pod work,’ where each pod or cohort includes mentors – students identified as having a higher level of understanding – who support their peers. This aligns nicely with Vygotsky’s Zone of Proximal Development (ZPD), which emphasizes learning through social interaction and scaffolding (Vygotsky, 1978). It’s reassuring to know this approach is backed by theory and slightly mirrors the students, who are apprentices, in their workplace learning.
Where I Can Improve
Incorporating Gradual Complexity
While I do a lot of hands-on work, I could improve how I scaffold tasks. Merrill’s model emphasizes starting with a single, tangible problem and gradually increasing complexity as learners build their skills. I’ve noticed that sometimes students get overwhelmed when tasks feel too big. Breaking things down into smaller steps—like starting with simple diagnostics before tackling multi-system repairs—could help them feel more confident (Heaster-Ekholm, 2020).
Fostering Greater Learner Autonomy
PBL encourages learners to take ownership of their learning by tackling open-ended, complex problems. I love the idea of stepping back more and letting students lead their problem-solving efforts. Instead of giving them a clear troubleshooting pathway, I could present a broader scenario and let them decide how to approach it, only stepping in when absolutely necessary. This would help build critical thinking and adaptability (Parchoma et al., 2020).
Technology as a Teaching Tool
The readings made me think more about how I use (or don’t use) technology in my lessons. I’ve relied on traditional methods like shop tools and manuals, but incorporating simulation trainers or other technology tools like augmented reality could really take the students’ engagement levels to a whole other level. For instance, students could practice diagnostics on virtual equipment, giving them the freedom to make mistakes without risking expensive hardware (Parchoma et al., 2020).
Final Thoughts
The articles reinforced something I’ve always believed: good skilled trades teaching isn’t just about technical skills; it’s about helping students learn to think critically, solve problems, and work collaboratively. While I’m proud of the structured, practical approach I’ve brought to the classroom for the last 12 years, there’s always room to grow.
By scaffolding my tasks more effectively, encouraging students to take control of their own learning, and exploring new (and old) teaching technologies, I can ensure my students aren’t just competent but also confident – ready to thrive and adapt in the ever-evolving world of skilled trades and vocational studies.
I’m very new to the area of ID and see that it’s very complex and fluid in its nature. If you’ve tried any of these strategies, in this space, I’d love to hear how they worked for you.
References
Fischer, D. (2024). Digital artwork creation. 80’s Video Store for Instructional and Educational Design Models [image]. DALL-E. https://openai.com/chatgpt/desktop/
Heaster-Ekholm, K. L. (2020). Popular instructional design models: Their theoretical roots and cultural considerations. International Journal of Education and Development using ICT, 16(3), 50-65.
Parchoma, G., Koole, M., Morrison, D., Nelson, D., & Dreaver-Charles, K. (2020). Designing for learning in the Yellow House: A comparison of instructional and learning design origins and practices. Higher Education Research & Development, 39(5), 997-1012. https://doi.org/10.1080/07294360.2019.1704693
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
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