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

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?

Good Learning requires . . .

Goals

Meaning

Relevancy

Feedback

Outcomes

Recognition

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

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

Skill-Based Learning

Teaches technical skills.

Completed individually. Preset directions. Taught sequentially. Teacher grades

product. All end products are

the same.

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)

21st Century Skills (Soft Skills)

Problem Solving

Critical Thinking

Communication

Collaboration

Creativity

Innovation

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)

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.

Empowered Learning

Student-Centered

Collaborative Learning

Educator/Student Partners

Construction of Learning

Meaningful Assessment in a Real World Context

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.

High Tech High School

Brain-Based Learning

Complex and AdaptiveCraves ChallengeSearches for MeaningMeaning through PatternsDevelopmental & SocialInhibited by ThreatEach Brain is Unique (Caine, 1994)

Orchestrated Immersion Complex, interactive

experiences

Relaxed Alertness Safe and highly-

challenging environment

Active Processing internalize info by

actively processing it

BBR Instructional Techniques

Problem-Based Learning

Important Topic Essential Question Design a Plan Create a Schedule Monitor Progress Feedback and

Revision Assess the Outcome External

Presentation

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

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?

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?

Identify Standards

Name Standards to be used

Identify specific outcomes to be addressed

Identify actions that will demonstrate these outcomes.

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

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

Identify Resources

What will you need? People Facilities Equipment Materials Community Resources Time

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?

Share Your Ideas