21 CTC - R. Corrigan - WEST MICHIGAN PBL NETWORK

F150 Sectioning and Finishing
By: Rob Corrigan

Project at a Glance :

This is a project for a 11th and 12th grade Auto Body Class working on steel sectioning. It explores how a vehicle is designed and the process of measuring, cutting, grinding, welding, and corrosion protection. It allows students to investigate the best process to fix a damaged vehicle with rust, while partnering with the owner and industry to address the problem collaboratively. The project will depend on Math: measuring, time, and ratios. There will also be a VPA speaking standard for communicating to the outside stake holders. This unit is roughly 9 weeks.

Driving Question:

How do we make a car safe and looking good?

Standards:

Read and apply the SOP for steel sectioning
Communicate with customers
Problem Solving
MIG welding, Tool usage, safety procedures, refinishing, and measuring and cutting skills

Team / Culture Building:

Use the Creative Sequence Assessment to find out who has which strengths to better form a team
Groups will Build a Collaborative Tower

Entry Event:

Students will meet with the car owner and discuss with the owner his/her hopes in the final project. By having the real person involved (customer) the students will have a personal investment in the project.

Stakeholders:

Empathy Building:

Students will meet with the owner and have he/she explain that the vehicle needs to be safe and look good for their family.
Students will interview and ask “What is the owners greatest concern?” and “How should the vehicle look when done?”

Inquiry / Need to Knows:

Students will go through the “Need to Know” process by writing on sticky notes everything they know about “a safe vehicle” and what does it mean to “have it look good” relying on pre-existing knowledge. Followed by, writing everything they still need to know to address the driving question on two different colored sticky notes.
Students will interview vehicle owner periodically throughout the project.
Use the Touchstone Tour protocol with visiting a worker in a business that is working on the exact type of repair the students are interested in.
Followed by The Five Whys, where each student asks 5 whys something has happened or routinely happens.

Incubation:

Ask students continuous questions about the process they are in and the skills they are involved in. Ask about the goals they have for the day, week, and month. Also, have students brainstorm potential issues even when a process is followed.
Perform skills correctly and then incorrectly to ask the students how did things go well or bad.
Idea Quota protocol to generate solution ideas.
Anti-problem protocol to analyze both sides of the DQ
Rip, Slap, and Pass

Implement the Rule of Thirds protocol to flush out all reasonable solutions when compared with the crazy solutions.

Checking in:

Check ins will occur after each stage, either with verbal discussion or written discussion piece, checking in frequently will increase participation and ensure each stage is done on time.

Solution Building:

$100 Test - will help students narrow down their ideas.
Dot Voting - students will use the dot voting technique to determine their final solution ideas.
Students will narrow down solutions and create a Storyboard describing the process.

Authentic Audience:

Final Presentation:

Students will do an Elevator Pitch within a 1 minute moment to “sell” the idea to the audience.
Then students will listen to the technician and customer for feedback using the Start, Stop, and Continue protocol.

Reflection and Feedback:

Use Industry Rubrics on processes and skills needed to complete the job, including 3M, ICAR, and teacher developed rubric for employability.
Skills 4 Success rubric focusing on Accountability.

Meet the Educator:

Rob Corrigan teaches AutoBody at the Careerline Tech Center.