Creating and Using Problem-Based Learning in a TVET Classroom

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Dr. Z goes through the process of creating a problem-based learning environment in his TVET workshop in Amman, Jordan.

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  • Today we will explore how to ensure that all of these can be included in TVET experiences.
  • Discuss with your neighbor how this fits into what you have in your school.
  • Creating and Using Problem-Based Learning in a TVET Classroom

    1. 1. Conference of Vocational Training: Advanced Models on Training, Business & Governance for the VTCDr. Leigh E. ZeitzInstructional TechnologyUniversity of Northern Iowa Workshop
    2. 2. Turn to your neighborDescribe a favorite lesson: You teach in school You taught in school You took in school Why is/was it your favorite?
    3. 3.  Goals Meaning Relevancy Feedback Outcomes Recognition
    4. 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. 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. 6.  Teaches technical skills. Completed individually. Preset directions. Taught sequentially. Teacher grades product. All end products are the same.
    7. 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. 8.  Problem Solving Critical Thinking Communication Collaboration Creativity Innovation
    9. 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. 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. 11.  Student-Centered Collaborative Learning Educator/Student Partners Construction of Learning Meaningful Assessment in a Real World Context
    12. 12.  Challenging questions Complex tasks Interdisciplinary Involves:  Problem solving  Decision making  Investigative skills  Reflection Teacher facilitation – NOT direction No correct answer, only effective ones.
    13. 13.  Complex and Adaptive Craves Challenge Searches for Meaning Meaning through Patterns Developmental & Social Inhibited by Threat Each Brain is Unique (Caine, 1994)
    14. 14. Orchestrated Immersion  Complex, interactive experiencesRelaxed Alertness  Safe and highly-challenging environmentActive Processing  internalize info by actively processing it
    15. 15.  Important Topic Essential Question Design a Plan Create a Schedule Monitor Progress Feedback and Revision Assess the Outcome External Presentation
    16. 16.  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
    17. 17. Important Topic: Making TVET more relevant through Active LearningDriving Question:How can you convert/create a lesson that uses Problem-Based Learning in TVET?
    18. 18.  Provocative Challenging Arises from Real Life Open-Ended Aligns with Standards and FrameworksExample:How can we make TVET more problem-driven?
    19. 19.  Name Standards to be used Identify specific outcomes to be addressed Identify actions that will demonstrate these outcomes.
    20. 20.  Assessment What outcomes will you assess?  Culminating Project (Groups & Individual)  Content Knowledge  21st Century Skills How will you assess these outcomes?  Rubrics  Reflections
    21. 21.  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
    22. 22.  What will you need?  People  Facilities  Equipment  Materials  Community Resources  Time
    23. 23.  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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