Creating and Using Problem-Based Learning in a TVET Classroom
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The document discusses advanced models of vocational training focusing on active learning and problem-based approaches. It emphasizes the importance of collaboration, critical thinking, and hands-on projects in enhancing student engagement and skill acquisition. Additionally, it outlines methods for structuring lessons and assessing student outcomes in a meaningful real-world context.
Creating and Using Problem-Based Learning in a TVET Classroom
- 1. Conference of Vocational Training: Advanced Models on Training, Business & Governance for the VTC Dr. Leigh E. Zeitz Instructional Technology University of Northern Iowa Workshop
- 2. Turn to your neighbor Describe a favorite lesson: You teach in school You taught in school You took in school Why is/was it your favorite?
- 3. Goals Meaning Relevancy Feedback Outcomes Recognition
- 4. “The study of technologies & related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupants in various sectors of economic and social life.” UNESCO, 2001
- 5. “The study of technologies & related sciences, and the acquisition of practical skills, attitudes, understanding and knowledge relating to occupants in various sectors of economic and social life.” UNESCO, 2001
- 6. Teaches technical skills. Completed individually. Preset directions. Taught sequentially. Teacher grades product. All end products are the same.
- 7. Problem Solving Decision-Making Communication Oral & Written Collaboration: Teams Business Analysis Project Leadership Ethics & Tolerance Functional Area Knowledge Luftman: Society for Information Management (2007)
- 8. Problem Solving Critical Thinking Communication Collaboration Creativity Innovation
- 9. Problem Solving Decision-Making Communication Oral & Written Collaboration: Teams Business Analysis Project Leadership Ethics & Tolerance Functional Area Knowledge Luftman: Society for Information Management (2007)
- 10. Learning is an ACTIVE SOCIAL process. Acting on new information connects it to existing knowledge. Listening to lectures is a PASSIVE INDIVIDUAL process. Skill-based projects are ACTIVE INDIVIDUAL Empowerment arises from being involved.
- 11. Student-Centered Collaborative Learning Educator/Student Partners Construction of Learning Meaningful Assessment in a Real World Context
- 12. Challenging questions Complex tasks Interdisciplinary Involves: Problem solving Decision making Investigative skills Reflection Teacher facilitation – NOT direction No correct answer, only effective ones.
- 14. Complex and Adaptive Craves Challenge Searches for Meaning Meaning through Patterns Developmental & Social Inhibited by Threat Each Brain is Unique (Caine, 1994)
- 15. Orchestrated Immersion Complex, interactive experiences Relaxed Alertness Safe and highly-challenging environment Active Processing internalize info by actively processing it
- 16. Important Topic Essential Question Design a Plan Create a Schedule Monitor Progress Feedback and Revision Assess the Outcome External Presentation
- 17. Develop a marketable product Develop an idea Identify consumers Industrial materials Marketing techniques Manufacturing practice Working Personnel Cost & Process analysis Process analysis Purdue University, Indiana
- 18. Important Topic: Making TVET more relevant through Active Learning Driving Question: How can you convert/create a lesson that uses Problem-Based Learning in TVET?
- 19. Provocative Challenging Arises from Real Life Open-Ended Aligns with Standards and Frameworks Example: How can we make TVET more problem-driven?
- 20. Name Standards to be used Identify specific outcomes to be addressed Identify actions that will demonstrate these outcomes.
- 21. Assessment What outcomes will you assess? Culminating Project (Groups & Individual) Content Knowledge 21st Century Skills How will you assess these outcomes? Rubrics Reflections
- 22. Launch Event Set the stage Get students excited Build the Excitement List activities for the project (page 3) Benchmarks for activities (page 4) Create a basic schedule Share with students
- 23. What will you need? People Facilities Equipment Materials Community Resources Time
- 24. How to share the projects Share with an authentic audience Provide support to students for demonstration. How did the project go? Final projects? Student perception? Instructor perception? Standards addressed?