Jeanne

Course: INST 204 Description: Programmable Logic Controller Programming (Entry Level)

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Step #1: Identify Important Situational Factors

Specific Context of the Teaching and Learning Situation • How many students are in the class? 30 - 40 • Is the course lower division, upper division, or graduate level? Lower division – second year of vocational program • How long and frequent are the class meetings? Daily 3 – 6 hours • Class Delivery Method: live classroom instruction

Expectations of External Groups • What does society at large need and expect, in terms of the education of these students, in general or with regard to this particular subject? They must maintain and repair automation equipment in extremely dangerous environments in a safe manner. • Does the state or related professional societies have professional accreditation requirements that affect the goals of this learning experience? ISA (professional technical Society). There is also one association that is putting together a certification test for entry level apprentices, when they have finished a two year vocational program. • What curricular goals does the institution or department have that affect this course or program?

Nature of the Subject • Is this subject matter convergent (working toward a single right answer) or divergent (working toward multiple, equally valid interpretations)? convergent • Is this subject primarily cognitive, or does it include the learning of significant physical skills as well? Cognitive and some physical requirements • Is this field of study relatively stable, in a period of rapid change, or in a situation where competing paradigms are challenging each other? The field of study has stable components and components that are constantly changing, do to changing computer related technology.

Characteristics of the Learners • What is the life situation of the students at the moment: All students are full time. Their studies require a commitment of at least 50 hours per week, including class time. Many students work 40 hours or more. • What life or professional goals do they have that relate to this learning experience? They are expecting this to be their career. • What are their reasons for enrolling? They are expecting this to be their career – to get a job. • What prior experiences, knowledge, skills, and attitudes do the students have regarding the subject? Most have little knowledge or background. • What are the students’ learning styles? Adult learning, hard studiers.

Characteristics of the Teacher • What prior experiences, knowledge, skills, and attitudes does this teacher have in terms of the subject of this course? Several years professional background. • Has the teacher taught this subject before, or is this the first time? First time teaching this subject. • Will this teacher teach this course again in the future, or is this the last time? Yes, annually. • Does the teacher have a high level of competence and confidence in this subject, or is this on the margins of the teacher’s zone of competence? High level of competence. • What prior experiences, knowledge, skills, and attitudes does this teacher have in terms of the process of teaching? (That is, how much does this teacher know about effective teaching?) None, except hands-on teaching or labs.

Special Pedagogical Challenge • What is the special situation in this course that challenges the students and the teacher in the desire to make this a meaningful and important learning experience? The teacher is learning the details (hands-on) aspects of the profession, since the teacher comes from an engineering background (related to this subject) and a teaching background of electrical (a similar field).

Step #2: Formulate Significant Learning Goals

What impact do I want this course experience to have on students, that will still be there a year or more after the course is over?

FOUNDATIONAL KNOWLEDGE • What key information (facts, terms, formula, concepts, relationships. . . .) is important for students to understand and remember in the future? • What key ideas or perspectives are important for students to understand in this course?

APPLICATION • What kinds of thinking are important for students to learn here: Critical thinking, in which students analyze and evaluate? Very important Creative thinking, in which students imagine and create? Somewhat Practical thinking, in which students solve problems and make decisions? Very Important • What important skills do students need to learn? Calibration, calibration, working with handtools, safe working practices. • What complex projects do students need to learn how to manage?

INTEGRATION • What connections (similarities and interactions) should students recognize and make. Among ideas within this course? Be able to use knowledge learned in one quarter in the other quarters. Between the information, ideas, and perspectives in this course and those in other courses or areas? N/A Between material in this course and the students’ own personal, social, and work life? Life long learning

HUMAN DIMENSION • What can or should students learn about themselves? Learning styles, how to improve life-long learning • What can or should students learn about understanding and interacting with others? Teamwork.

CARING • What changes would you like to see, in what students care about, that is, any changes in their. . . Feelings? Interests? Values? To understand that they should undertake a profession not for the money, but they must enjoy the work.

LEARNING HOW TO LEARN • What would you like for students to learn about. . .How to be a good student in a course like this? 2 – 5 hours of reading and homework every night prior to the lecture/discussion class

How to engage in inquiry and construct knowledge with this subject matter? They must learn how to use Manufacturer’s literature related to the equipment they are working on. How to become a self-directing learner relative to this subject? That is, have a learning agenda of what else they need and want to learn and a plan for learning it. They must learn how to investigate all avenues when they run into a problem they do not understand -- i.e. research

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==================================================================== III. STEP #3: Educative Assessment (Formulate Assessment and Feedback Procedures) Educative assessment has four primary components: forward-looking assessment, criteria and standards, self-assessment, and “FIDeLity” feedback.

A. Forward Looking Assessment. 1. Definition: Focus on how students will use course material in meaningful ways. 2. Methods: a. Give students some control system scenarios that they will cover in the coming weeks. Ask them to be thinking how they will design a control strategy to control the process. b. Have students think of control system loops that they may want to solve a control problem for. c. Give assignments as simulated real-life control problems. d. Exam questions and lab assignments will place the student in the context of the knowledge they are supposed to have learned. e. Instructor must establish grading scale.

B. Criteria & Standards. 1. Definition: Focus on how students will use course material in meaningful ways. 2. Methods: a. Grading is done on written assignments as well as lab assignments. There are oral tests as well as written. b. Students assess each other's projects. c. Feedback is given by instructor on all written, oral, and lab assignments. d. Instructor will meet with each student to explain where points were received or not received and why. e. Have students help create the criteria and standards so that they are clear on what is expected.

C. Self Assessment 1. Definition: "...to be powerful performers in life as well as self-directed learners, students must learn how to assess the quality of their own work." 1 2. Methods: a. Use self assessment form to have students critically analyze their own work. b. Incorporate the criteria and standards into the self assessment form. c. One-minute paper. Have students briefly tell how they would correct their mistakes, if they made any.

D. Fidelity The instructor will lovingly deliver frequent, immediate and discriminating feedback, based upon the criteria and standards established (above) for the class.

IV. STEP #4: Select Teaching and Learning Activities.

A. Experiences 1. Socratic discussion, instead of straight lecture. 2. Daily homework assignments that are discussed during the socratic discussion. 3. Daily quizes. 4. Lab assignments. 5. All activities will be doing experiences, rather than passive learning.

B. Information and Ideas 1. Textbook 2. Manuals for equipment used during lab periods. 3. Videos on youtube that have been previously prepared by the instructor (demo).

C. Reflection 1. Half sheet paper on "The Muddiest Point." 2. After each lecture period and each lab period, the instructor will discuss "what the students learned" in a group.

1 Creating Significant Learning Experiences : An Integrated Approach to Designing College Courses. Jossey-Bass (2003) by L D Fink

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==================================================================== V. STEP #5: Integrate the Primary Components

• Criteria & standards • Self assessment methods • Fidelity (as outlined in III. STEP #3: Educative Assessment) || • Knowledge probe: What do students already know? • Reading and homework assignment for socratic discussion. • Develop Criteria & standards • Write a journal for this activity || • Criteria & standards • Self assessment methods • Fidelity (as outlined in III. STEP #3: Educative Assessment) || • Reading and homework assignment for socratic discussion. • Lab assignment that involves building and tuning a loop. • Youtube videos (watch for proper techniques) • One minute paper • Update a journal for this activity || • Criteria & standards • Self assessment methods • Fidelity (as outlined in III. STEP #3: Educative Assessment) || • Lab assignment that involves building and tuning a loop. • Criteria & standards • Entry level exams. • One minute paper • Update a journal for this activity || • Criteria & standards • Self assessment methods • Fidelity (as outlined in III. STEP #3: Educative Assessment) || • Emphasize proper interaction with client. • One minute paper • Update a journal for this activity || • Criteria & standards • Self assessment methods • Fidelity (as outlined in III. STEP #3: Educative Assessment) || • Emphasize proper interaction with supervisors and coworkers. • Reflection: Compare how you would normally interact with coworkers/supervisors and the proper way to interact with coworkers/supervisors. • One minute paper • Update a journal for this activity || • Criteria & standards • Self assessment methods • Fidelity (as outlined in III. STEP #3: Educative Assessment) || • One minute paper • Youtube videos • Research standards for installation. • Update a journal for this activity ||
 * __**//Learning Goals// ** __ || **//Assessment Procedures// ** || //__**Learning Activities ** __// ||
 * Foundation Knowledge: Understand standard procedures for calibration of industrial pressure, temperature, and flow instruments. Understand how to apply settings to a control loop to make it operate properly. || • Forward Looking
 * Application: Construct and tune a pressure, temperature,or flow control loop so it will control in a stable manner. || • Forward Looking
 * Integration: How a control loop fits into a complete process. || • Forward Looking
 * Human Dimension: If you were a contractor, how would you deal with a client? Dealing with co-workers. || • Forward Looking
 * Caring: Dealing with co-workers. Dealing with supervisors. || • Forward Looking
 * Continued Learning: ISA membership (professional society). Further research on industry standards. || • Forward Looking

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==================================================================== VI. STEP #6: Creating a Course Structure TOPICS: 1 Introduction to PLCs and PLC Hardware Components 2 Number Systems and Codes 3 Fundamentals of Logic 4 Basics of PLC Programming 5 Developing Fundamental PLC Wiring Diagrams and Ladder Logic Programs 6 Programming Timers and Counters 7 Programming Shift Registers/Bit Shifting 8 Sequencer Instructions 9 Process Control Instructions (PID) 10 HMI Interface & Programming

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==================================================================== VII. STEP #7: Selecting an Effective Teaching Strategy & VIII. STEP #8: Creating the Overall Scheme of Learning Activities (1) Team based learning, (2) Hands on lab learning (group, individual, and collaborative) || 1. Individual Test - pre-class quiz, covering reading material. 2. Group Test 3. Appeal Process 4. Corrective Instruction (RAP) ||  || // Application //
 * **Major Topics in Course** |||||||||||||||||| Instructional Strategy---
 * 1 Introduction to PLCs and PLC Hardware Components || In class ||  || // Preparation //

Socratic Discussion of current topic ||  || // Application //

Programming assignments for current topic. Instructor will roam the room and help students as required. ||  || // Assessment //

End of class Quiz, covering the day’s topic and discussion topics. || Reading ||  || // Application Homework // ||  || // Application programming assignment // ||  || // Assessment // Review ||  || 1. Individual Test - pre-class quiz, covering reading material. 2. Group Test 3. Appeal Process 4. Corrective Instruction (RAP) ||  || // Application //
 * ^  || Out of class || // Preparation //
 * 2 Number Systems and Codes || In class ||  || // Preparation //
 * 2 Number Systems and Codes || In class ||  || // Preparation //

Socratic Discussion of current topic ||  || // Application //

Programming assignments for current topic. Instructor will roam the room and help students as required. ||  || // Assessment //

End of class Quiz, covering the day’s topic and discussion topics. || Reading ||  || // Application Homework // ||  || // Application programming assignment // ||  || // Assessment // Review ||  || 1. Individual Test - pre-class quiz, covering reading material. 2. Group Test 3. Appeal Process 4. Corrective Instruction (RAP) ||  || // Application //
 * ^  || Out of class || // Preparation //
 * 3 Fundamentals of Logic || In class ||  || // Preparation //
 * 3 Fundamentals of Logic || In class ||  || // Preparation //

Socratic Discussion of current topic ||  || // Application //

Programming assignments for current topic. Instructor will roam the room and help students as required. ||  || // Assessment //

End of class Quiz, covering the day’s topic and discussion topics. || Reading ||  || // Application Homework // ||  || // Application programming assignment // ||  || // Assessment // Review ||  ||
 * ^  || Out of class || // Preparation //

1. Individual Test - pre-class quiz, covering reading material. 2. Group Test 3. Appeal Process 4. Corrective Instruction (RAP) ||  || // Application //
 * 4 Basics of PLC Programming || In class ||  || // Preparation //
 * 4 Basics of PLC Programming || In class ||  || // Preparation //

Socratic Discussion of current topic ||  || // Application //

Programming assignments for current topic. Instructor will roam the room and help students as required. ||  || // Assessment //

End of class Quiz, covering the day’s topic and discussion topics. || Reading ||  || // Application Homework // ||  || // Application programming assignment // ||  || // Assessment // Review ||  || 1. Individual Test - pre-class quiz, covering reading material. 2. Group Test 3. Appeal Process 4. Corrective Instruction (RAP) ||  || // Application //
 * ^  || Out of class || // Preparation //
 * 5 Developing Fundamental PLC Wiring Diagrams and Ladder Logic Programs || In class ||  || // Preparation //
 * 5 Developing Fundamental PLC Wiring Diagrams and Ladder Logic Programs || In class ||  || // Preparation //

Socratic Discussion of current topic ||  || // Application //

Programming assignments for current topic. Instructor will roam the room and help students as required. ||  || // Assessment //

End of class Quiz, covering the day’s topic and discussion topics. || Reading ||  || // Application Homework // ||  || // Application programming assignment // ||  || // Assessment // Review ||  || 1. Individual Test - pre-class quiz, covering reading material. 2. Group Test 3. Appeal Process 4. Corrective Instruction (RAP) ||  || // Application //
 * ^  || Out of class || // Preparation //
 * 6 Programming Timers and Counters || In class ||  || // Preparation //
 * 6 Programming Timers and Counters || In class ||  || // Preparation //

Socratic Discussion of current topic ||  || // Application //

Programming assignments for current topic. Instructor will roam the room and help students as required. ||  || // Assessment //

End of class Quiz, covering the day’s topic and discussion topics. || Reading ||  || // Application Homework // ||  || // Application programming assignment // ||  || // Assessment // Review ||  || 1. Individual Test - pre-class quiz, covering reading material. 2. Group Test 3. Appeal Process 4. Corrective Instruction (RAP) ||  || // Application //
 * ^  || Out of class || // Preparation //
 * 7 Programming Shift Registers/Bit Shifting || In class ||  || // Preparation //
 * 7 Programming Shift Registers/Bit Shifting || In class ||  || // Preparation //

Socratic Discussion of current topic ||  || // Application //

Programming assignments for current topic. Instructor will roam the room and help students as required. ||  || // Assessment //

End of class Quiz, covering the day’s topic and discussion topics. || Reading ||  || // Application Homework // ||  || // Application programming assignment // ||  || // Assessment // Review ||  ||
 * ^  || Out of class || // Preparation //

1. Individual Test - pre-class quiz, covering reading material. 2. Group Test 3. Appeal Process 4. Corrective Instruction (RAP) ||  || // Application //
 * 8 Sequencer Instructions || In class ||  || // Preparation //
 * 8 Sequencer Instructions || In class ||  || // Preparation //

Socratic Discussion of current topic ||  || // Application //

Programming assignments for current topic. Instructor will roam the room and help students as required. ||  || // Assessment //

End of class Quiz, covering the day’s topic and discussion topics. || Reading ||  || // Application Homework // ||  || // Application programming assignment // ||  || // Assessment // Review ||  || 1. Individual Test - pre-class quiz, covering reading material. 2. Group Test 3. Appeal Process 4. Corrective Instruction (RAP) ||  || // Application //
 * ^  || Out of class || // Preparation //
 * 9 Process Control Instructions (PID) || In class ||  || // Preparation //
 * 9 Process Control Instructions (PID) || In class ||  || // Preparation //

Socratic Discussion of current topic ||  || // Application //

Programming assignments for current topic. Instructor will roam the room and help students as required. ||  || // Assessment //

End of class Quiz, covering the day’s topic and discussion topics. || Reading ||  || // Application Homework // ||  || // Application programming assignment // ||  || // Assessment // Review ||  || 1. Individual Test - pre-class quiz, covering reading material. 2. Group Test 3. Appeal Process 4. Corrective Instruction (RAP) ||  || // Application //
 * ^  || Out of class || // Preparation //
 * 10 HMI Interface & Programming || In class ||  || // Preparation //
 * 10 HMI Interface & Programming || In class ||  || // Preparation //

Socratic Discussion of current topic ||  || // Application //

Programming assignments for current topic. Instructor will roam the room and help students as required. ||  || // Assessment //

End of class Quiz, covering the day’s topic and discussion topics. || Reading ||  || // Application Homework // ||  || // Application programming assignment // ||  || // Assessment // Review ||  ||
 * ^  || Out of class || // Preparation //