Forms of Organisation in Vocational Education and Training

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1 Dr. Steffen Kersten Fakultät Erziehungswissenschaften, Institut für Berufspädagogik und Berufliche Didaktiken Forms of Organisation in Vocational Education and Training Didactic of Vocational Education and Training

2 Didactic-methodical design of vocational education external side forms of organisation internal side internal structuring (1) of vocational lessons/lectures (2) of vocational learning (3) of vocational teaching (1) didactic functions (2) methodical procedure

3 System of Vocational Education in Saxony Source: Freistaat Sachen, State Ministry of Education and Sports: Wege zum Beruf.- Dresden 2011, p.4/5

4 Vocational Schools Berufsschule (Professional School) A dual system for vocational training Vocational schools are part of the dual training system. Students acquire the theoretical foundations for their future profession directly in a company with an education in one of the more than 360 recognised occupations. The Berufschule also provide a special curriculum for disabled and disadvantaged youth. Berufsfachschule (Full-Time Professional School) Professional education at school Full-time education at a Berufsfachschule is the way to receive a Berufsabschluss (training qualification) that is recognised throughout Germany. There are currently roughly 40 courses of study and training lasts two to three years. Source: Freistaat Sachen, State Ministry of Education and Sports: Many Path to Success. -Dresden 2012, p.9 Folie 4

5 Vocational Schools Fachschule (Professional School) Continuing vocational training Skilled workers with a Berufsausbildung (professional education) and work experience can receive additional qualifications at a Fachschule (professional school). Graduates are qualified for many interesting mid-level jobs between skilled workers/employees and university graduates. Fachoberschule (Specialised Secondary School) The path to a Fachhochschule (university of applied science) At the Fachoberschule young people and adults can obtain the Fachhochschulreife (advanced technical college entrance qualification) which entitles them to study at a Fachhochschule. For students with a Realschulabschluss (general certificate of secondary education) qualification takes two years and one year for students who have completed a Berufsausbildung (professional education). Source: Freistaat Sachen, State Ministry of Education and Sports: Many Path to Success. -Dresden 2012, p.9 Folie 5

6 Vocational Schools Berufliches Gymnasium (Professional Upper Secondary School) Abitur (university entrance qualification) after the Mittelschule (secondary school) This path to the Abitur and studying at a university is for all those who have a good Realschulabschluss (general certificate of secondary education). The three-year curriculum includes general and vocational instruction. Source: Freistaat Sachen, State Ministry of Education and Sports: Many Path to Success. -Dresden 2012 Folie 6

reconstruction Phase of self-directed learning Knowledge functionalization through

7 Organisationforms of vocational lessons Knowledge acquisition through cognitive construction Phase of classroom study Modul n Knowledge applying through cognitive reconstruction Phase of self-directed learning Knowledge functionalization through cognitive transformation Phase of coaching Hortsch/Jentzsch/Borchardt 2003, p.65 Folie 7

8 Forms of organisation of teaching Forms of organisation of teaching Forms of presentation - lecture / teacher talk - demonstration Forms of common activity (teacher and learner) - conversation - discussion Forms of independent learner act - exercise - experiment Folie 8

9 Information-theoretic model of communication sender message receiver coding decoding - problem of different coding - problem of different interpretation

10 Communication between A and B sender receiver K (A) E (A) K (B) E (B) Set of linguistic signs, which A uses Set of linguistic signs, whose meaning A knows Set of linguistic signs, which B uses Set of linguistic signs, whose meaning B knows (vgl. Zittlau: Kommunikation und Rhetorik 1992, S. 19)

11 Model of communication after Schulz von Thun Factual information (which I am informing about) blue, A self statement (what I show of myself) green, A relationship indicator (what I think of you and how I relate to you) yellow, An appeal (what I want you to do) red

12 Example: A couple is in the eating. The husband asks: What's that green in the soup? The wife answers: If it does not taste good to you, then you can cook by yourself. Factual information (which I am informing about) The husband want to know, what s that green in the soup. A self statement (what I show of myself) It does not taste good to me. A relationship indicator (what I think of you and how I relate to you) You can not cook well. An appeal (what I want you to do) You should cook better.

13 Dr. Steffen Kersten Institut für Berufspädagogik Communication procedures informatory forming of beliefs solving problems get informations about objective about subjective with respect in relation factuale interpersonale circumstances opinions to the truth to a rationale problems problems of a thesis - to report - to comment - to argue - to explain - problem - conflict - interview - to describe - to interpret solving solving - to characterize - to evaluate

14 General Criteria of Lectures clear orientation towards the lecture s objectives orientation at conditions of participants intellectual suspense to raise interest and curiosity clear vivid presentation of contents transparent way of realization (arrangement and internal structure) focus on essential contents appropriate duration of the lecture Folie 14

15 Essential Elements to Consider for Lecture Planning objectives of the lecture subject of the lecture arrangement of the lecture (introduction, main part, summary) internal structure (way of realization) didactic means and media rhetorical means Folie 15

16 Typical Structures of Student- Teacher Discussions 1. question - answer -chain - question-based teaching - strong hierarchy in relation between teacher learner - different forms of progression Folie 16

17 Typical Structures of Student- Teacher Discussions 2. Alternative Branching - the chairman of the discussion provides information - the learner has to take on an active part in the talk - feedback is precondition for branching - structure is suitable for evaluation the understanding co. Panzenböck, M.: Rede, Gespräch, Diskussion. Berlin, New York 1979, p. 55 ff Folie 17

18 Typical Structures of Student- Teacher Discussions 3. question answer + question - chain cooperative form of discussion mutual fertilisation and further development of ideas joint search for solutions co. Panzenböck, M.: Rede, Gespräch, Diskussion. Berlin, New York 1979, p. 55 ff Folie 18

19 Typical Structures of Student- Teacher Discussions 4. Discussion led by Impulses open and cooperative forms of communication joint search for solution progression of communication is determined by structure of problem or exercise co. Panzenböck, M.: Rede, Gespräch, Diskussion. Berlin, New York 1979, p. 55 ff Folie 19

20 Characteristics of a Good Student-Teacher Discussion Clear orientation at the aims of Student-Teacher Discussion Practical problems as starting point of discussion Orientation at preconditions of participants (use pre-knowledge and experience of participants for progress of discussion) Good guidance of discussion Questioning techniques (short and clear questions, no double questions, no suggestive questions) Suitable impulses to provide food for thought and discussion Clear and objective-led structure of discussion Arrangement (introduction, development, summary) Basic structure Ways of realization Consideration of feedback Folie 20

21 a) in didactic function for A Classification of Teaching Conversation after Klingberg the development of new knowledge, development of skills repetition the exam b) in character of the didactic guidance teaching conversation with emphasize on question and direct guidance by the teacher loosely directed conversation in which the teacher guides but stays in the background discussion c) in ways of conversation question guided impulse guided problem oriented Klingberg: Einführung in die allgemeine Didaktik Berlin 1984, S.280 Folie 21

22 Steps of partner work (co. Kösel 1973) Folie 22

23 Procedure of Group Work 1. Motivation 2. Problem analysis 3. Division of labour 4. Selecting strategies 5. Small group work 6. Get together Problem/task Class Groups Get together Class 1 st Phase Apprehending that a problem exists Defining the problem with its problem parts Group formation Distributing work Planning further action 2 nd Phase Group work Acquiring information Discussing solutions Formulating results 3 rd Phase Presenting group results Improving results and completion Learning of results until full acquisition 7. Documenting results Dresden, Documenting results co. Vogel, H.: Unterrichtsformen II. Ravensburg 1975

24 Organisation forms of learning Form of organisation Teacher fronted lessons Characteristics Advantages Disadvantages - teacher turns towards all learners - collective procedure under guidance of teacher - teacher amalgamates all interaction on him/herself - to provide the same information for all learner - to give the way of cognition a appropriate structure - provide a lot of information in short time - no communication between the learner - no development of social traits of personality - no single-handed activity - possibility of passivity Individualised instruction - guidance by teacher at beginning - temporary retreat of teacher - learners work alone - evaluation under guidance of teacher - high single-handed activity - good feedback about learning efficiency (control and evaluation) - consideration of individual conditions - no communication - possibility of disappointment Folie 24

25 Organisation forms of learning Form of organisation Groupwork Characteristics Advantages Disadvantages - learners divided into groups - teacher initiates - group is responsible for solving the given tasks - high single-handed activity - development of social traits of personality - development of teamwork - learner are responsible for their own activities - form of organisation is similar the organisation in production - problems of individual control and evaluation of learning efficiency - possibility of different high activity - problems of group dynamics - needs a lot of time Partner work - two learners work together - otherwise like groupwork - high single-handed activity - development of social traits of personality - development of teamwork - learner are responsible for their own activities - not any partnership can present their results Folie 25

26 Organisation forms of learning Form of organisation Learning at learning points Characteristics Advantages Disadvantages - teacher arranges learners in learning points - learners take turns at the different learning points - differentiation is possible - high single-handed activity - lesson is turbulent - a lot of work for preparation Folie 26

27 Dr. Steffen Kersten Fakultät Erziehungswissenschaften, Institut für Berufspädagogik und Berufliche Didaktiken Thank you for your attention July2016

Training for vocational teachers of the PAAET/Kuwait in Munich to Dr. Alfred Riedl. München

Training On Teaching Methods In Vocational Education Training for vocational teachers of the PAAET/Kuwait in Munich 2002-09-02 to 2002-09-13 Dr. Alfred Riedl Akademischer Rat * Dipl.-Berufspäd. Univ. Vocational