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Vocational Education and Training Armenia

Vocational Education and Training Armenia

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Vocational Education and Training Armenia

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  1. Vocational Education and Training Armenia 3. Teaching Methods, 3.1 General Methodology GENERAL METHODOLOGY DISTRIBUTION AND SELECTION OF CONTENT 3. ACTIVITIES 4. RESOURCES 5. ASSESSMENT By Belén Cano

  2. VET Didacticsmethodology • GENERAL METHODOLOGY 1.1 Framework Justification - Armenia National Qualification Framework • Syllabus. Order number: Exercise: look for reference to Methodology in your framework By Belén Cano

  3. VET Didacticsmethodology • GENERAL METHODOLOGY 1.2 General Methodology Principles Every process of teaching-learning process bring implicit some methodological and didactical principles according with some Philosophic, psychological and pedagogic trends cognitive psychology from Ausbel, Piaget and Bygotsky. • Methodology to apply • Guidelines • Techniques of styles of learning • Strategy in the practice 1.2.1 Psocpedagogicaltrends 1.2.2 Techniques of teaching 1.2.3 Techniques of learning - TRANSVERSAL ISSUES - INTERDISCIPLINAR CURRICULUM By Belén Cano

  4. VET Didacticsmethodology 1. GENERAL METHODOLOGY 1.2 General Methodology Principles 1.2.1 Psocpedagogicaltrends The ideal method in VET istheconvinationof constructivismwithconductivism • WhatisConstructivism? Cognitivepscology • cognitive and social aspects of the behavior , knowledge is not a copy of reality, but a construction of human beings. : the initial representation that we have the new information and activity, external or internal, that we develop in this regard. • Thedifferentsconstructivistwiew • Learningis a lonelyactivity • Friendswithyoulearnbest • Withoutfriends no one can learn • Constructivism at theclassroom Constructive learning is which is carried out through a mental process which ends with the acquisition new knowledge that has been acquired, but also, and above all, the possibility of building it. •  It is a series of arguments made by the individual, that make possible the resolution of a problem. is not rather than the final and visible link in the process, but the most important acquisition for the individual has been the development of the entire series of reasoningwhich has made possible the solution, even more than the same solution in itself. • WhatisConductisme? Expositivetheories, learningis a copy of thereality By Belén Cano

  5. VET DidacticsmethodologyWORK GROUP • GENERAL METHODOLOGY 1.2 General Methodology Principles 1.2.2 Techniques of teaching. Thecomunication of theinformation and didacticcomunication of whattheteacherpretendtoteach. • Teaching of research: Developperceptive-motive skills, basicskillsforthedevelopment of theexpresivehabilities. • Teaching of directinstruction: introudctiontospecificskills 1.2.3 Techniques of learning. Style of teaching: Didacticrlationbetween personal elements and educativeprocess, technicaly and comunicative • Traditional: (directordertoassignment of task) • Participative: mutual learning, By Belén Cano

  6. VET DidacticsmethodologyWORK GROUP • GENERAL METHODOLOGY 1.3 Methodology Strategies 1.3.1 Strategies of learning • Metacognitivas: select goals, plan and evaluate the learned • Cognitives: memory, signiticative, key word, read, outline, draft, key word, read • Social: ask help, work group, *Learn to learn* By Belén Cano

  7. VET DidacticsmethodologyWORK GROUP • GENERAL METHODOLOGY 1.3 Methodology Strategies 1.3.2 Strategies of teaching Each unit and activity requires a different method, changing according with the respond of the students and the environment. Inductive : define, to know, reflex. Constructive : construct contents Expositive or Instructive: (reproduction of models, provided by teacher) - visual: (demonstration, guidelines, articles, notes by the teacher, never dictate, videos, ITC, copies, handbook, photo, blackboard.º - Audio: (explanation, descriptions, video, etc) - Kinestesico-tactis: feedbacks external and internal Research and indagation: It will provided to students questions and task that make them to analyst of the question, research of information, interpretation of data, exposition, etc, foster new technologies, and TICs, To promote motivation, autonomous learning in different rhythms and approach to real life. The scope of the teacherorganization of space, time, materials, observation, and the students are the main character of their process of teaching. Approach to contents from general to particular Design of activities Tratement of contect in a recurrent way By Belén Cano

  8. VET DidacticsmethodologyWORK GROUP • GENERAL METHODOLOGY 1.3 Specific strategies according with the field • Special approach depending of the subject. • Point base: Concept-Analysis, practical test. • Use of the blocks of contents from syllabus. No dogmatic • a) Dichotomy strategies: • VET / Higher education • Training-information • Paradigmatic teaching- creative • Passive-Active b) General Methodology of the subject c) Practical Methodology of the subject By Belén Cano

  9. VET DidacticsmethodologyWORK GROUP • GENERAL METHODOLOGY 1.4 Methodology to Diversity Att. • Collaboration between teacher and psychology and orientation department in study techniques. • Consist in Pedagogy Help that it will be higher for those students who more need, and are complementary with other techniques of work . It could exceed the official timetable. • Students with special needs: special methodologies and strategies • Student with late incorporation to the education system Immigrants with problems in official language competence. Curricular adaptation with social cultural context adaptation. • Multicultural environment: sensible to different religions, and other cultures By Belén Cano

  10. Vocational Education and Training Armenia • 3.1 General Methodology • 2. DISTRIBUTION OF CONTENTS • 2.1 Criteria for selection of contents: according with the curriculum (Syllabus) • To repeat contents • Varied Contents • Different Subjects • To follow an axis of procedures • Flexibles • 2.2 Sequence and time of the contents • Sequence of contents for an academic year. • - Helicoidally no lineal: recurrent from last academic year or unit. • Related with the stage before and after: Depth knowledge, more complex • Principle of progression (Grosser 1988): from general to particular, from quantity to quality, from simple to complex, from easy to difficult, from know to unknown • Principle of transference: the outcomes of a process of learning influent over other process or exercise (Beyer, 1987). • Positive to minimize the negative (interferences), proactive toward new knowledge . Synergy between learning of similar structure and level (horizontal)between different levels of complexity (vertical transference) • b) Criteria to approach focus of the contents. • c) Timing of the contents By Belén Cano

  11. Vocational Education and Training Armenia • 2.3 Criteria for selection of contents: according with the curriculum (Syllabus) • To repeat contents • Varied Contents • Different Subjects • To follow an axis of procedures • Flexibles • 2.4 Sequence and time of the contents • b) Criteria to approach focus of the contents. Structure of contents • Pscocentric criteria: based on Features of the students • Logo centric criteria: based on internal structure of the module (prof. family) • Sociometric criteria: based on the research of information, skills and knowledge demanded by the social context, and selecting those contents with higher social and labor projection. • c) Timing of the contents: according with the curriculum and syllabus that set the number of credits and hours of the subjects. • Number of units of work , distributed along the academic course, in a global process • Each unit must be lineal and helicoidally and has to be flexible • Overlap units: two or several units in the same session. • To make extra-scholar activities as mandatory. • Divide a unit in 2 levels: initial and advance By Belén Cano

  12. Vocational Education and Training Armenia • 3.1 General Methodology • ACTIVITIES • Individuals • In group • 3.1 Type of activities teaching-learning • a) Activities to Motivate • b) Activities of Previous knowledge • c) Activities of negotiation of the goals of the unit • d) Activities of development • c) Activities of consolidation, synthesis and summary • f) Activities of amplification • g) Activities of Enforcement and support • h) Activities of assessment • 3.2 Proposal of Activities • 3.3 Complementary activities and extracurricular By Belén Cano

  13. Vocational Education and Training Armenia • 3.1 General Methodology • ACTIVITIES • Individuals • In group • According with the initial competencies, and support if it’s the case • A) According with the size. • Big group: Debate, common exposition, solve problems • Medium Group (2-8): Development of project, workgroup, promote cooperative attitude, introduce problem-situation. • Individual Job : To check the level of the students, detect difficulties, observation, reading, oral explanation to the partners, • B) According with the composition • - Heterogeneous group: Different skills and attitudes. Looking for the balance. The students help each others. • - Homogeneous group: Competences similar between in the components. Easy to adjust and adapt the pedagogy help to the specific needs of each one. Individual teaching By Belén Cano

  14. Vocational Education and Training Armenia • 3.1 General Methodology • ACTIVITIES • 3.1 Type of activities teaching-learning • a) Activities to Motivate: stimulate the student at the start of the lesion. Approach to the heir environment youth, news. Production of the students, exchange of ideas, past-present-future • b) Activities of Previous knowledge: before the teaching –learning. To assessment (significative learning) • c) Activities of negotiation of the goals of the unit: Attitudinal type: 2 view: to let know to the students the basic knowledge of the unit, looking for participating of the student en the concretion of the goals, the students doesn’t decide, just add priorities according with the needs. • - interaction between students • - Dialog between teachers and students in the task of the teaching-learning • -Involvement of the student in the task with real participation • - commitment and higher motivation in the task’s responsibility • d) Activities of development: Pretend the achievement of the goals and is base in knowledge. Cognitive strategies: - Research; - Analysis ; - Reflex ; -Compare ; -Recognition • - Creation and transformation • - Interdisciplinary activities • c) Activities of consolidation, synthesis and summary: secure the proposed goals. Final Activities. Assessment Activities. At the end of the Unit to check if they got the goals. • f) Activities of amplification: for Students without problems to get the goals. • g) Activities of Enforcement and support: for Students who don’t get the goals. • h) Activities of assessment: At the Beginning of end of the unit • 3.2 Proposal of Activities: exercises. template • 3.3 Complementary activities and extracurricular: exercise, template By Belén Cano

  15. Vocational Education and Training Armenia • 3.1 General Methodology • 4. RESOURCES • To foster the creativity and discipline according with globalization principles and interdisciplinary. • Material o no materials • Human Resources: vehicle of transmission • - Teacher of the occupation and others. Constructivism • To promote and participate in activities • Tutorial to guide the learning • Research, experimentation, improvement of the process of teaching-learning • Functional Resources: centre project, units, etc • Environmental : space in the centre and out of the centre • Materials: to keep the inventory, classification, etc. • Didactics Teacher: computer, books, photocopy, folders, audivisual, projective, photo, posters, etc • Didactic student: handbook, Internet Reference. By Belén Cano

  16. Vocational Education and Training Armenia 3.1 General Methodology ASSESSMENT 5.1 framework justification: - General Framework: criteria assessment - specific Framework , syllabus: criteria assessment 5.2 Why to Assess: - to know the performance and knowledge of the student - Classify and gather - Detect needs and rhythms of the students - to value the efficiency of the system - guide and motive the students - To assign qualification By Belén Cano

  17. Vocational Education and Training Armenia • 3.1 General Methodology • ASSESSMENT • 5.3 Procedure of assessment • 5.3.1. When assess • Initial, level of the competence • Continuous • Formative • Qualitative • Criteria and individual • Summative and final • 5.3.2 What Assess • Student • Theory (concepts) • Practice (Procedures) • Attitudes (Values) By Belén Cano

  18. Vocational Education and Training Armenia • 3.1 General Methodology • ASSESSMENT • 5.3 Procedure of assessment • 5.3.3 Tools. How to assess. • Organized Sequence of performance assessment • Ways to get information: • Criteria of Qualification % • Supplementary assess • -continuous assessment • Measures of support • Individual home work • Observation • Experimentation procedure, execution, written By Belén Cano

  19. Vocational Education and Training Armenia • 3.1 General Methodology • ASSESSMENT • 5.3 Procedure of assessment • Teacher: method, etc. • Process of teaching • - Self-assessment : survey for the teacher • Goals, • Activities • Strategies • - Survey for the student • - contents, • - materials • - activities • - explanations of the teacher • - methodology By Belén Cano

  20. Vocational Education and Training Armenia Education System 3. Teaching Methods, 3.2 Interactive Education. 1. Techniques of Work-group 2. ITC Visit Study E-learning I+D Innovation and Development By Belén Cano

  21. Vocational Education and Training Armenia Education System • 3. Teaching Methods, • 3.2 Interactive Education. • Techniques of Work-group • From teaching to learning: • Master class • Working group • The Advantages • Choice of proper technique • Debate • "brainstorming" orbrainstorm • Case study • "Role playing" or role play By Belén Cano

  22. methodology • Techniques of work-group • Debate • "brainstorming" orbrainstorm • Case study • "Role playing" or role play By Belén Cano

  23. methodology • Techniques of work-group • Debate • Basic Techniques of work group • Debate • Objetives and advantages • Techniques • Seminar • Round Table • Metaplan • Phillips 66 • Situationstoapplythesetechniques • Methodology • Largegroup • Group of 6 • Sharing in largegroup • Role of thecoordinator • Example By Belén Cano

  24. Vocational Education and Training Armenia Education System • 3. Teaching Methods, • 3.2 Interactive Education. • 2. ITC, Innovation and Information Technology Communication • Educative Innovation trough the updating of the renovation continuo of the teacher and student, education system. • ITC is not only another subject, is a TOOL • Use of ITC tools by teachers and Students. Internet, Word, Power point, Excel, and draw software if the case. • - Exchange of material, presentations, research. • ITC for Special need: special software, E-learning, Blind (table of concepts), etc. • Simulator software (polemic) is not a replacement of master class or books is a support to motivate. • 4. Games: simulate some professional activities, Realistic dosis. The private offer is very wire currently. • It could be a I+D project By Belén Cano

  25. methodology • Study Visit Programme to a work centre Another Unit of work • Organizer: Teacher • Centre- company receiving the visit: Choose by the teacher according with his professional occupation teaching. • Duration: one morning, 6-8 hours • 1. Responsibilities of organizer • Before a visit, organizers • During the visit, organizers: • After the visit, organizers • 2. Responsibilities of participants • 3. Finding and arranging transportation • 4. Number of participants in a group • 5. Identifying and contacting speakers and host institutions • 6. Drafting a programme • 7. Preparing background information on the theme of the visit • 8. Promoting the visit • 9. Suggestions for the practical running of the study visit • 10. Sample of programme • 11. Checklist of organizing of study visit  By Belén Cano

  26. methodology • Study Visit Programme to a work centre Another Unit of work • 1º, 2º and 3º level of responsibility . And has to in harmonization with Government Institution (Ministry of Labor and Private Institution, an representatives of employers associations and trade unions . • it has to provided to Teacher and Students with different Objectives, Strategies and objectives. • it may be part of the Unit Of work or a unit of work itself • Visit of the students, to Private companies with the respective specialization • Preparation of the visit: • Objectives • Presentation of the visit • Activities, • Exercises:. • Outcomes • Evaluation • HandbookforExercies: SEE ANNEXES, TEMPLATES SURVEY, TO FILL BY STUDENTS DURING AND AFTER THE VISIT By Belén Cano

  27. methodology • ITC appliedtoTeaching • Theory in electronicFormat • 20% Execises in electronicformat (depends of theoccupation) • Creation of a Blog: • Theteacher can provideinformation , resources and materialsforthestudentsbythisway. • It can be a place forexchangematerialsbetweenteachers and students of the centres and others in the country. • Itcouldbe a place of referencefor E-learningprogrammeorstudentswithspecialneeds. By Belén Cano

  28. methodology • I+D Innovation and Development • Duetothepracticalcharacter of VET, we can create a Research. • TopromotetheResearch, Experimentation and Innovation in VET education • Itcouldbe a proposalforMinistry of Education, Labor, orIndustrywiththesubsequentEconomic and institutionalSupport. • Itwilldepends of theflexibility of theoccupation. • Create a producttobedistribute in themarketindustry, so itcouldhave a EconomicsupportfromPrivateInstitutions. By Belén Cano