Vocational Pedagogy Didactics and Teaching Techniques Didactics VP5

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 Didactics VP 5; Introduction to General Didactics 08/09/2011 page 1

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 Beneficiaries and responsibilities in TVET Systems? Government Social stability 08/09/2011 Industry TVET Systems Work force page 2

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 Who is involved in creating curricula? Economy Government Science Enterprises, Businesses TVTC, Mo. Lab, Mo. Fin Schools, Universities • organizational aspects • work processes • globalization • planning of education • investments to meet future demand • research • knowledge, • applied sciences curriculum A curriculum is a set of information, what has to be taught transfer learning situation 08/09/2011 This could include information, about: • reasons • contents • time • methods • forms (what for, why? ) (what? ) (when and how long? ) (how, with whom, where? ) (with what, with whom) page 3

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 Curricula in the context of formal TVET Industry Enterprises Training Standards TVET Institutions NOSS Government TVTC Assessment Standards 08/09/2011 (Public and private schools) curriculum transfer learning situation Trade Test page 4

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 Focus of the TTC Course VP 5 ‚Didactics‘ 08/09/2011 curriculum Curriculum layer transfer Didactic Layer learning situation Organization Layer page 5

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 Didactics Curriculum layer Didactic Layer Organization Layer 08/09/2011 What shall be learned? How can a curriculum be organized? How can a curriculum be implemented to develop vocational competence? How should innovative training institutes be organized? page 6

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 Transferring Curricula into a learning situation curriculum Curriculum Syllabus: 08/09/2011 15. 04. Lesson 1: content 22. 04. Lesson 2: content 27. 04. Lesson 3: content 04. 05. Lesson 4: content learning situation Lesson Schools (public and private) TVET Institutions transfer 11. 05. Lesson 5: content Etc. . Lesson plans 1 2 3 4 5 6 page 7

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 Terms of curriculum planning (1): A curriculum is – – a set of information about, what has to be taught. it includes not only the learning contents, . . . but also information about the ´what for´, ´time´ and ´where´. its content is prescriptive. • a closed curriculum prescribes many details • an open curriculum prescribes only some details Closed Curriculum 08/09/2011 The Curriculum Open Curriculum page 8

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 Closed Curriculum Open Curriculum Character: • very specific, detailed and clear curriculum • specific in objectives • unspecific in time allotment, topics and learning situation Didactic freedom: • low • stiff framework • high Teaching conditions: • teacher can still give the lessons • teacher + students are fully engaged in the learning process his personal style, within the • many options to flexibility. given structure. Effort for the teacher: • less demanding for the teacher. Learning process: • only little room for necessary adjustments. 08/09/2011 • more demanding, • the teacher is involved in the entire didactic planning • room for adjustments. page 9

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 Terms of curriculum planning (2): The Syllabus A syllabus is – a list of the topics, books, etc. , that students should study. – It contains usually specific information about a unit / a course, such as information on ´how´, ´where´ and ´when´, among others. – its content is descriptive, • teacher and trainees are recommended to follow the syllabus • generally, adjustments of the syllabus are possible 08/09/2011 page 10

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 Terms of curriculum planning (3): The A lesson Lesson Plan plan – is a detailed description of the course of instruction for one single lesson or a period of teaching. – It contains usually very specific information regarding the learning objectives, learning contents, methods, media, and the time setting. – The lesson plan is the (self-planned) guide for the teacher, when delivering his lesson. • Each teacher should adjust the lesson plan with regards to his own observations, preferences and experiences in order to make the best of the learning situation/lesson. • The actual teaching can/should still be changed, if the setting requires immediate adjustments Planning the lesson and preparing the material is much more difficult than delivering the lessons. 08/09/2011 page 11

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 Where to get informations about TVET Curricula? . . . of TVTC curricula from the following websites: 1) Curricula (in the KSA they are called: study plans). . . updated after 2007 G: http: //tvtc. gov. sa/Arabic/Departments/cdd/Information. Center/Pages/default. aspx? folder=Documents/en/Study Plans 1428 H 2007 G. . . from 2003 G: http: //tvtc. gov. sa/Arabic/Departments/cdd/Information. Center/Pages/default. aspx? folder=Documents/en/Study Plans 1423 H 2003 G 2) Course descriptions: http: //tvtc. gov. sa/Arabic/Departments/cdd/Information. Center/Pages/default. aspx? folder=Documents/en/Course description 3) Lesson plans must always be worked out by the teachers of a training institute/school 08/09/2011 page 12

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 The Didactic Triangle Setting (Situation) Content Trainer 08/09/2011 Trainee “Every lesson has its own dynamic and is therefore unique!” page 13

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 Factors, which influence the lesson Influencing factors Contents Trainer Trainee Setting 08/09/2011 page 14

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 What is pedagogy ? Pedagogy • pedagogy: greek for ´child-leading´ (vs. : andragogy: ´man-leading´) • • is the act, process or art of imparting knowledge and skill is the art, occupation or practice of teaching The theory or principles of education. Putting the learner and his potential in the center of all thoughts and actions. • is the study of being a teacher or the process of teaching • The term generally refers to strategies of instruction, or a style of instruction. Pedagogy = The science of teaching. 08/09/2011 page 15

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 Adult Learning (=Andragogy) 1. Self−concept. Whereas the child is dependent upon those around him/her, the adult acts autonomously in relation to others. 2. Experience. The adult learner brings a wealth of experience and wisdom into the learning environment. In adult education, the trainer is more often a facilitator in a mutual learning environment. 3. Readiness to learn. In andragogy, the learner takes a much more active role in deciding what will be taught and when. Adults often are able to identify their own needs as they arise from their social/cultural situations. 4. Orientation to learning. The adult learner has a different orientation to learning than the child. Children have been conditioned to have a person−centered orientation to learning whereas adults tend to have a more problem−centered orientation. . 08/09/2011 page 16

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 What does Didactics mean? • Greek verb ‚didáskein‘: ’to teach' • The noun didaxis (derived from the verb) means teaching, instruction • (“didaktike techne” = the art of teaching). Didactics = Theory and practice of teaching and learning. 08/09/2011 page 17

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 Didactics and Methodology Narrow Meaning of Didactics Objectives Contents What, who, which, why and what for? Methodology Broad meaning of Didactics Methods Media How, when, who, with what and whom, where? 08/09/2011 page 18

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 What does Didactics mean? Didactics answers the question about the what (= contents) Methodology answers the question about how (= transmission) Didactics deals with the question of: • Who • What • When • With what • With whom • Where • How • Why, and • What for. . . shall (somebody) learn Didactics = Theory and practice of teaching and learning. 08/09/2011 page 19

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 Methodological concerns Objectives and methodological guidelines Overall concept fundamental methodical decision Action forms Social forms Instructional Didactic approach (narrow sense) Media 08/09/2011 page 20

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 Didactic model Steps for analysis curriculum Both, the curriculum and the particular teaching/ learning situations have to be designed carefully. Steps for planning transfer learning situation For this, a curriculum developer / a teacher has to analyze and plan his didactical actions. The pattern he would follow is based on a theory model. This model is called didactic model. 08/09/2011 page 21

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 General vs. Vocational Didactics Differentiation General Didactics: VP 5. . . deals with the development of what´s offered in learning in addition to the learning technology regardless of the specific learning contents. 08/09/2011 Didactics of Vocational Discipline (= Vocational Didactics) AVP 2 . . . adresses the area of learning, teaching and instruction of specific contents related to an occupational and/or vocational field. page 22

Vocational Pedagogy Didactics and Teaching Techniques Didactics, VP-5 Didactics of the Vocational Discipline - Special Didactics of Vocational Discipline (= Vocational Didactics). . . refers to learning regarding specific instruction contents and/or subjects / instruction learning fields Special Didactics . . . refers to learning regarding specific life and performance situations (e. g. occupation based, school-based) integrated into Didactics of Vocational Education: (Didactics within the Vocational Discipline (as special didactics)) • Reflection and analysis of learning focusing directly or indirectly on occupational performance situations. • What objectives are guiding the vocational-oriented learning processes? • Which contents shall be imparted during vocational learning? • How shall vocational learning be organized? 08/09/2011 page 23