BT1 & I Devices (Further Exploration and documentation - Part II)

The weather outside is cold....the shop inside is full....the exhaust evacuation system (exhaust fans) are loud..... with some of these factors in mind can create logistical complications for both servicing and diagnosing vehicles and teaching lessons.   By using the technology, BT1 and the I devices we can partially overcome the issues.  Using the bluetooth features/nature of the BT1 interface/dongle we can actively access data and DTCs from any vehicle that the BT1 is plugged into.  While we can access stored DTC's with just the vehicles ignition key in the on position, engine off. 

The benefit we have found is that often vehicles have to be running to access data, ex. streaming live sensor data.  We can have vehicles outside, so they can reach proper operating temperatures, we do not have to contend with loud exhaust system and the vehicle can remain outside while we remain inside and access the data.   

The BT1 bluetooth range was tested in the late fall, and besides a slight sensor to ECM to BT1 lag; approximately 2-3 seconds the technology worked flawlessly. 

The bluetooth testers are the two girls at the far end (in blue and white) and they have the BT1 hooked up to Mr. Dulongs B4000.  Excellent distance and operation of the technology, both outside the building and in.

BT1 & I Devices (Further Exploration and documentation - Part I )

We continue to explore the possibilities using the BT1 and Ipad Mini's, thus far some students have experienced the general use of the technology.  While other students still shy away from diagnostics, which is general trend that myself and Mr. Dulong have observed over the years.  In the past the traditional scanners, the required automotive knowledge and complexity of setup has greatly hindered student use and similarly created much anxiety it scanner use.  Which adapter to use, reference manual A, plug proper power supply in.  enter vin number, refer to supplement manual, refer to appendix, determine correct OBD II keyadapter and insert into OBD II connector...now scroll through the menu and sub-menu (which look like DOS)

    

The use of the BT1 and I devices has greatly aided in decreasing the complexity and student ease of use.  Simply Awesome!!  From the GUI interface (I Device) the students can easily navigate through the APP and access data the the BT1 is reading from the vehicles PCM (powertrain Control Module).  As some of the senior TTJ students further their exposure with diagnostics, the vast majority have tried both the traditional scanner and the BT1 technology; preference to date as recorded through google forms seems to the simpler and more GUI interface (I device & BT1).  We have instructed/requested that students must first try the traditional scanner (Snap-on) and then can verify and clear  codes with the BT1; therefore creating additional  exposure to both methods.      

                      

      

The students initial "scanner" use and BT1 use are recorded using a google form.  Thus recording their perspective on the technology use.  Refer to   IIT Auto Poll    For initial use of BT1 technology   

Once the students have used the technology once they are to complete a different form; which parallels a work record card; work order.  Organizes the technology use, the data they used which app they used to access the OBDII system.  Along with the steps, resources and verification of repair.  (Following the diagnostic tree)     Refer to   BT1 & Idevice Technology Jobs/Tasks Form      For all jobs and tasks using BT1 technology

We continue to collect the data and push the use of technology.

iPads in Grade 5 French Immersion

I was very fortunate this fall to receive 5 iPADS to use in my classroom. The greatest learning and exploration has occurred not only for my students but for their teacher as well! We have worked as a team, enjoying new APPS and discovering informative ways to enrich our learning.

Students have learned about new APPS through guided groups. This strategy has worked well and has allowed deeper conversations and learning in a small group setting. Students have been supportive of each other and this setting has also allowed for individual support for students. For some of my students, this was the first time that they had used an iPAD and it was wonderful to see their eyes widen as they discovered this great technology!

I have already observed the influence of having technology in the classroom to support oral communication in a second language. My students have used Explain Everything to describe their art projects. It is evident that students listened to their own voices and were able to assess their pronunciation and correct usage of vocabulary. Not only have the iPADS improved the students’ use of correct vocabulary, the iPADS have also improved confidence and engagement in speaking a second language.

The iPADS have had an influence on not only student engagement in learning but on parent engagement in learning taking place at school. One of my students taught his father how to use Explain Everything at home and his father liked the APP so much he purchased it and will now be using it in his business! Now that’s engagement! 

What is half?

A THREE PART MATH LESSON

Cross Strand Learning:

Number Sense & Numeration:

• investigating fraction of a whole 

Geometric Relationships:

• Compose and decompose two-dimensional shapes
• Locate line of symmetry in a two-dimensional shape

Focus: What is half?

Minds On:

Identifier les formes géométriques, en faisant glisser le nom sur l'image correcte.

Activity # 1

The Minds On, was a whole group activity. The purpose of the activity was to refresh the students geometric math vocabulary from grade one.  Students had to identify the 2D shapes and drag the vocabulary over the matching image. This activity was done in Notebook on the Smartboard.  Together we practiced reading the vocabulary aloud.

Action:

Comment est-ce que tu peux couvrire une moitié de l'hexagone? Explique en utilisant Explain Everything.

In our class the students share 10 iPads, thus our Action activity was in groups of two or three.  To complete the task, students had to explore, using 2-D geometric shapes to cover half of a hexagon.  The next step was to take photos of their findings and record their thinking with the Explain Everything.

Consolidation:

Regarde les vidéos créer par les élèves et discute.

This part of the lesson is where lots of cool learning takes place.  The students are so proud to share their work and also excited to see what their peers have created.  

In the consolidation, as a group, we watched all the presentations  on the Smartboard.  (There was another step in there, I uploaded the presentations from Explain Everything to a shared folder in Google Drive).  The students immediately offered peer feedback and shared their thoughts with the class.  Students were able to pick up on criteria that was left out or  able to give an opinion is a positive way.  These videos are also great because students are able to see that there is more than one possible answer to the task.

Exporting work from Explain Everything

Don't know if anyone else has ran into this, but I had students label some diagrams on explain everything today. When we exported the images, I could only export the current slide. Most students had multiple slides created. This caused only part of their work to be saved to google drive/evernote. If I wanted all slides to be saved I had to select "pdf file" and NOT image file. Once this option was changed I was able to get all of the slides. Crappy because now I need to waste that amount of time to re-export this work...
Examples:

Success!

It is December and we still use our Mini iPads daily!  Google Docs continues to delight.  Had a neat history Scavenger hunt so the students were able to cover several curricular topics while they highlighted key words to research.  Love how the research pops right up on a sidebar!  Students also had to figure out what research actually matched the topic.  Since this was a race for valuable prizes, I was able to track which teams finished first!

Google Docs has become a favourite tool for my students.  So far, all responses and projects can be done in Google Docs!  If  I suggest Publisher or another Word program my students are quick to inform me they know how to do it all in Docs from fancy borders to inserting graphics.  Great for sharing.  Great for descriptive feedback.  Even caught students giving each other descriptive feedback that was helpful - pushed each other's thinking!

Using "Explain Everything" to show our thinking in math - fractions!  Students are able to do the math, annotate the math and talk about the math.  Have done this old school with" VoiceThread"s and mini laptops.  "Explain Everything" on i-Pads way more user friendly!  See an example of a grade 6 student's thinking on "Subtracting Fractions with Different Denominators".

Exploring

   This month we have been exploring different online resources. Jeremy Cadeau came in and helped us start online portfolios and introduced us to some other programs. The students have become addicted to Prodigy Math and are exploring inquiry questions using Kids Infobits and Desire2Learn. 

   Having the laptops in the classroom has been great for differentiation. They have been especially helpful for my IEP students as well as my students who are excelling and need a challenge.