Showing posts with label experience. Show all posts
Showing posts with label experience. Show all posts

Wood Working Activities for Preschool Learning Centers

Safe, Child Size Wood Working Learning Center for Preschool, Elementary School One of my favorite memories in kindergarten was wood shop. Here are preschool lesson plans to do woodworking in learning centers. When I was a kid, we made wood working projects with scrap wood, hammer and nails. Modern preschool learning centers can't use real tools for wood working activities for safety reasons. But some programs such as High/Scope and Montessori preschool teach children adult tasks using child-sized versions of grownup tools. Here are safe, child-sized wood working and woodshop activities for Montessori preschool learning centers

Many preschool learning centers rely on play tools for woodshop or building activities. Plastic toy tools are fun for children to play with, but they really don't teach anything practical life skills about wood working or tool safety. In fact, kids learn that it's okay to be careless when they play with toy tools because they won't get hurts. Montessori preschool woodshop learning centers educate children about safety. Any child-sized wood working learning stations should include safety glasses, work aprons to cover clothing and gloves to prevent splinters. Children should be required to wear available to wear safety equipment. Any child not behaving safely in woodshop learning centers should be removed and lose privileges.

While it mightn't be practical to use power tools, children can use small hand tools. Kids can practice hammer skill using a tack hammer, heavy plastic hammer or small wooden mallet. You can use wood and nails in learning centers with older children. Montessori preschool learning centers may substitute golf tees and recycled Styrofoam. For child-sized woodshop activities, let students pound golf tees into large pieces of Styrofoam to practice hammering. They can attach small chunks with golf tees to simulate nailing wood pieces together. Use recycled Styrofoam pieces old coolers, surfboards, packing materials, clean vegetable trays even packing peanuts.

Practice carving and cutting skills in child-sized woodshop learning centers using plastic knives and bars of soap. Older children can use child-sized saws or hack saws and pieces of balsa wood or pine. This gives students the idea of sawing wood, without the danger of injury. Children should be taught to be as careful as if they were using full-sized tools. themselves. To practice child-sized drilling activities, provide children with a non-powered hand drill, also called a bit and brace and child-sized vise. Children will love putting pieces of wood or Styrofoam in the vise to hold it secure while they work. They can practice opening and closing vise carefully so as not to pinch fingers. If your preschool learning centers have a child-sized plastic work bench, it will have play vise for children to use.

Good resources for realistic child-sized tools are Handy Andy tool kits. These were completely functional child-sized hand tools, made of realistic metal and wood, that came in a metal or wooden tool kit. Handy Andy tool kits are collectibles. Check the Ebay to buy vintage Handy Andy tool sets. 

How to set up a Job Club: Vocational School Lesson Plans


What is the purpose of education? To prepare students for real life jobs, careers and situations. Here are real life lesson plans for students using a Job Club format. Teach economics, technology, marketing, business English, freshman success, STAR, adult education, alternative education, communications and real life skills. 

Job Club Foundation: Prepare students for real life circumstances and choices by working within the world of work. Align content to students' career paths and current job situations. Teach working collaboratively on real life skills, not just busy work. 

Assess career aptitude and interest. Choose measures which reflect current trends, are positive and enjoyable. Informal discussion can produce some useful information. Validate and realistically support student choices. Guide student research into job market and practical career outlook. 

Develop student focus groups. Divide into four basic areas: science/ engineering (electronics, building trades, HVAC, technology, forestry, and trades) helping/ human services (counseling, medical, teaching, child care, culinary arts,etc.), arts and entertainment (media, musicians, sports, design, art, theater). Where you assign students will depend upon the slant they choose to explore, where they may currently work, how far they plan to go into the trade, etc. Match groups based upon common skill Change groups occasionally if after research, students choose different careers or the focus of the career path changes.

Job Club Framework: If job club is part of a larger curriculum (marketing, economics, etc.) meet once a week; Mondays or Fridays are best. 

Job Club Materials:  
  several computers with Internet access for research.
  smartphones to set up interviews, job shadowing, appointments, etc.
  phone books, local maps, and current occupational reference handbooks
  focus group bulletin board for job postings, career seminars and information, opportunities

Job Club Meeting Format of the job club: Focus groups gather to share and then present to large group. 
Each person gets a limited time to share. Discussion should focus on two areas: real life experiences and research. Real life discussion might include: experiences, difficulties, opportunities experienced in workplace, tips to help each other, job openings, new legislation. Research discussion should include training school reviews, internships, career fairs, skill set development, useful websites, trade journals, new frontiers, emerging specialties, job openings, scholarships, college opportunities, course offerings, apprenticeships, test prep, local and state businesses within the field, community resources, job search site evaluations. 
  
Job Club Syllabus and Homework. Students should generate a resume, complete at least three job interviews (for a full year class); one could be simulated, complete and maintain an online job profile, apply for 5 jobs, programs or colleges using different methods (fax, email, in person, ZOOM or virtual, online application, phone), bring in one piece of information per week, practice active listening, provide useful reflective feedback, take notes and disseminate information via meeting minutes, monthly newsletter, emails or a webpage, problem-solve within their groups, be accountable supportive to group members.

This framework should provide a good start toward career preparation within the classroom.


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