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THE ACTIVITIES OF QUALITY ASSURANCE TEAMS

THE ACTIVITIES OF QUALITY ASSURANCE TEAMS. BY DIMEM. FEIGHT. THE PROJECT- FEIGHT( THE 8 SOLUTIONS FOR FIGHTING EARLY SCHOOL LEAVING IN VET) AIMS TO FIND WAYS TO REDUCE EARLY SCHOOL LEAVING IN VOCATIONAL EDUCATION SCHOOLS. EACH PARTNER IN THE PROJECT HAS SOME DUTIES TO ACHIEVE THIS GOAL.

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THE ACTIVITIES OF QUALITY ASSURANCE TEAMS

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  1. THE ACTIVITIES OF QUALITY ASSURANCE TEAMS BY DIMEM

  2. FEIGHT THE PROJECT- FEIGHT( THE 8 SOLUTIONS FOR FIGHTING EARLY SCHOOL LEAVING IN VET) AIMS TO FIND WAYS TO REDUCE EARLY SCHOOL LEAVING IN VOCATIONAL EDUCATION SCHOOLS. EACH PARTNER IN THE PROJECT HAS SOME DUTIES TO ACHIEVE THIS GOAL.

  3. WE WORK WITH 3 VET SCHOOLS IN OUR TOWN. THE NAMES OF THE SCHOOLS ARE: 1)DENIZYILDIZLARI TECHNICAL AND VOCATIONAL HIGH SCHOOL 2)ASLAN CIMENTO TECHNICAL HIGH SCHOOL 3)IMKB VOCATIONAL HIGH SCHOOL

  4. WE HAD MEETINGS WITH ALL THESE SCHOOLS TO INFORM THEM ABOUT OUR PROJECT AND PROJECT ACTIVITIES. WE FORMED QUALITIY ASURANCE TEAMS IN EACH SCHOOL. WE TOLD THEM ABOUT THEIR DUTIES THROUGH THE PROJECT. HERE ARE SOME EXAMPLES OF THE ACTIVITIES THEY HAVE CARRIED OUT SO FAR:

  5. DENIZYILDIZLARI TECHNICAL AND VOCATIONAL HIGH SCHOOL Thetopic of thelesson is ‘How todecreaseenergyconsumption?’. Theclassconsistsof 24 studentsinthe 9th grades.

  6. The teacher presents the topic and gives some information. • The students discuss with the teacher what to do to reduce energy consumption. • Then the teacher puts the students in groupsof fourtakingintoconsiderationtheirintelligencetypes. (triestoincludedifferentintelligencetypes in eachgroup.)

  7. The teacher gives each group some colored pens/pencils and cardboards. • She explains the activity to the groups. • On the next step, each group has to prepare a poster with pictures and slogans on a topic of decreasing energy consumption. • After they prepare their posters with contribution of the each member in the group, they create some chants for their posters. • On the final step, the students present their posters with the chants they create in front of other group members andtheteacher. The activity ends up wheneach group introduces their work.

  8. The posters of the students are hanged on the notice boards at school so that the other students and teachers could see their work.

  9. ASLAN CIMENTO TECHNICALHIGH SCHOOL Ten students in Printing/Design Departmentcometogethertodesign a businesscardforthemanager of thezoo in theregion.

  10. •The topic of the activity is introduced to the students. •All students who areinvolved in the activity aretaken to the zoo whose manager would use the business card. •The students interview with the manager; learn his needs, expectations and preferences about the card. •The students learn for what purpose he willuse the card. •The students learn more about the history of the zoo.

  11. After the interview, the students take a trip in the zoo and spendsome time around to feel the atmosphere and to understand what representsa zoo, what symbolizes a zoo…

  12. •On the following day, each student design a business card based on her/his observation and information that they get during their visit in the zoo. •When they finish designing the business cards, they print them. •The students and their teacher visit the manager of the zoo again to show their designs. •The students’ success isvery high and appreciated. The manager issatisfied with the result. •From the beginning till the end, the teacher actsas an observer and supporter after showing the students how to design a card.

  13. IMKB VOCATIONAL HIGH SCHOOL Thestudentsare in MaintanenceandRepairDepartment. Theaim of thelesson is toshow how touse piston systems.

  14. •The participants take their places to use their personal computers. •The teacher presents the topic and show the students how to draw circuit of piston system with the help of computer and projector.

  15. Each student follow the teacher’s instructions step by step and they try to reach to the same product that has been created by the teacher. • They must make individual draws/paintings by using their computer. • After drawing the piston circuit on their computer, the teacher goes to the magnetic board to practice the activity of the system again. • This step helps the students to develop another point of view to the same topic.

  16. •On the next step, each student gets the original piston system equipment and apply what they have learnt with the help of this equipment. •The learners cooperate with each other to connect the pieces of piston system. •After each student has finished connecting the pieces, they try to apply their product on the application board. •If the system operates effectively, this means that the student has succeeded in using piston systems. •All students apply their product and see the result. •If they are all succeeded, this means that the lesson has reached its aim.

  17. As yousee in allthesegoodpractiseexamples, iftheteacherpresentsthelesson in a goodwayandmakesstudentsinvolve in thelessonsactively, theresult is satisfyingforboththeteacherandthestudents. Learningbydoingis thebestwaytolearn!

  18. THANK YOU

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