Creating and Using Problem-Based Learning in a TVET Classroom
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Creating and Using Problem-Based Learning in the TVET Classroom
Dr. Leigh E. ZeitzInstructional TechnologyUniversity of Northern Iowa
Conference of Vocational Training: Advanced Models on Training, Business & Governance for the VTC
Workshop
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What was/is YOUR favorite lesson?
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?
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Good Learning requires . . .
Goals
Meaning
Relevancy
Feedback
Outcomes
Recognition
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TVET Goals
“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
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TVET Goals
“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
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Skill-Based Learning
Teaches technical skills.
Completed individually. Preset directions. Taught sequentially. Teacher grades
product. All end products are
the same.
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Top Desired Skills for Tech Workers Problem Solving Decision-Making Communication
Oral & Written Collaboration: Teams Business Analysis Project Leadership Ethics & Tolerance Functional Area
KnowledgeLuftman: Society for Information Management (2007)
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21st Century Skills (Soft Skills)
Problem Solving
Critical Thinking
Communication
Collaboration
Creativity
Innovation
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Top Desired Skills for Tech Workers Problem Solving Decision-Making Communication
Oral & Written Collaboration: Teams Business Analysis Project Leadership Ethics & Tolerance Functional Area
KnowledgeLuftman: Society for Information Management (2007)
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Empowered Learning
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.
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Empowered Learning
Student-Centered
Collaborative Learning
Educator/Student Partners
Construction of Learning
Meaningful Assessment in a Real World Context
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Problem-Based Learning
Challenging questions Complex tasks Interdisciplinary Involves:
Problem solving Decision making Investigative skills Reflection
Teacher facilitation – NOT direction No correct answer, only effective ones.
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Brain-Based Learning
Complex and AdaptiveCraves ChallengeSearches for MeaningMeaning through PatternsDevelopmental & SocialInhibited by ThreatEach Brain is Unique (Caine, 1994)
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Orchestrated Immersion Complex, interactive
experiences
Relaxed Alertness Safe and highly-
challenging environment
Active Processing internalize info by
actively processing it
BBR Instructional Techniques
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Problem-Based Learning
Important Topic Essential Question Design a Plan Create a Schedule Monitor Progress Feedback and
Revision Assess the Outcome External
Presentation
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Team-Oriented Entrepreneurial
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
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Let’s Do Problem-Based Learning
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?
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Write a Driving Question
Provocative Challenging Arises from Real Life Open-Ended Aligns with Standards and
Frameworks
Example:How can we make TVET more
problem-driven?
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Identify Standards
Name Standards to be used
Identify specific outcomes to be addressed
Identify actions that will demonstrate these outcomes.
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Design a Plan - Assessment Assessment What outcomes will you assess?
Culminating Project (Groups & Individual)
Content Knowledge
21st Century Skills
How will you assess these outcomes?
Rubrics
Reflections
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Design a Plan - Activities
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
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Identify Resources
What will you need? People Facilities Equipment Materials Community Resources Time
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Design Evaluation System
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?
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Share Your Ideas