1 / 7

Work-Based Learning (WBL) Coordination The Ammattisilta Project

COMMENCEMENT OF THE WORK-BASED LEARNING PERIOD Adults Young students. PLANNING AND COACHING FOR WORK-BASED LEARNING Adults Young students. Work-Based Learning (WBL) Coordination The Ammattisilta Project. WORKLIFE COOPERATION PLAN Workplace analysis Workplace database

ledell
Download Presentation

Work-Based Learning (WBL) Coordination The Ammattisilta Project

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. COMMENCEMENT OF THE WORK-BASED LEARNING PERIOD Adults Young students PLANNING AND COACHING FOR WORK-BASED LEARNING Adults Young students Work-Based Learning (WBL) CoordinationThe Ammattisilta Project WORKLIFE COOPERATION PLAN Workplaceanalysis Workplacedatabase Frameworkagreement Workplaceinstructortraining Personalisedplan Coordination of goal-basedlearning Learningassignments Cooperation with the workplace instructor FEEDBACK AND DEVELOPMENT NEEDS Collection and analysis of feedback; operational development Group feedback, sharing of experiences Documentation Communication ASSESSMENT OF WORK-BASED LEARNING Adults Young students WBL COORDINATION AT THE WORKPLACE Adults Young students

  2. WORKPLACE COOPERATION PLAN Workplaceinstructortraining • Ekami has a proprietary model for the training of workplace instructors • a trained workplace instructor/ a workplace instructor who is familiar with the pedagogical model • organised based on the individual needs of businesses • realised in a multi-format mode • multidisciplinary/sector-specific • the teacher/international project coordinatorsystematically markets the training programme • the teacher/international project coordinatortrains workplace instructors/inform the workplace instructor about the pedagogical model Workplaceanalysis • concepts of work-basedlearning • a suitable workplace for the objectives of the curriculum • a suitable person as a workplace instructor Workplacedatabase • allworkplacesare to befullydocumented Personalisationplan • work-based learning as part of the personal learning plan • the objective is to obtain the required vocational competence • the learning plan outlines what will be studied at the educational institution, at the workplace and possible other places in order to obtain the required vocational competence Frameworkagreement • an agreement with the business/workplace on the training organised in connection with practical work assignments, vocational competence demonstrations and arrangements for exams that result in qualifications.

  3. Adults PLANNING AND COACHING FOR WORK-BASED LEARNING Young students The trainingprovider'stasks • provide assistance in the selection of the WBL placement based on the objectives outlined in the student's personalisation plan • contact the workplace • based on the objectives, design a variety of learning assignments with the workplace instructor and the student • determine the characteristics of the workplace, the working hours and workplace rules • conclude the work-based learning contract The teacher´s/international project coordinator'stasks • identify appropriate places for work-based learning and build personal contacts • prepare the workplace instructor with the WBL • prepare the student with regard to the work-based learning period by providing occupational safety, and vocational competence demonstrations • guide the student in choosing a place for the work-based learning period • oversee the student's WBL agreement Pedagogicalsolutions Supporting the student'slearning Trainingprovider • clarify the objectives of the WBL period with the student based on his or her personal learning plan • encourage the student in work-based learning Workplaceinstructor • design suitable work assignments that are based on the student's objectives Mentoring the workplaceinstructor • familiarise yourself with the stages of the instruction process model • review and analyse the student's personal learning plan • review the core objective and purpose of the instruction process Pedagogicalsolutions The workplace instructor and the teacher/international project coordinator as the student's coordinators • draft a plan for the work-based learning period • draw up a preliminary plan detailing the student's work assignments and the demonstration of vocational competence • organise the necessary facilities, equipment and licences for the student The teacher/international project coordinatoras a mentor for the workplace instructor • familiarise yourself with the stages of the instruction process model on the website of the educational institution • review and analyse the vocational competence requirements with the workplace instructor The tasks of the workplace instructor • familiarise yourself with the objectives and assessment of the WBL period • explain what a workplace demonstration is, and what the objectives, assessment, legislation and statutes are • inform the workplace personnel about the WBL period • update your workplace instructor competencies The tasks of the workplace instructor • link the student's objectives with the development needs of the workplace • based on the objectives, design a variety of learning assignments with the training provider and the student • conclude the work-based learning contract The student'stasks • set objectives for the work-based learning period as part of your personal learning plan • based on the objectives, design learning assignments with the training provider and the workplace instructor • conclude the work-based learning contract The student'stasks • familiarise yourself with the objectives and assessment of the WBL period • find a WBL placement with your supervising teacher/international project coordinator • draw up preliminary objectives for the WBL period

  4. Pedagogicalsolutions Supporting the student'slearning The training provider and the workplace instructor • emphasise the importance of the outlining and learning of the whole Workplaceinstructor • based on the objectives, instruct the student in carrying out different kinds of work tasks • based on the student's needs, break down the induction programme into sections • monitor the student's need for guidance, provide support as required Mentoring the workplaceinstructor • review and analyse the instruction process model • emphasise the student's personal learning objectives • encourage the instructor to provide instruction, feedback and assessment based on the items identified in the learning plan Young students Adults COMMENCEMENT OF THE WORK-BASED LEARNING PERIOD Pedagogicalsolutions The workplace instructor and the teacher/international project coordinatoras the student's coordinators • break down the induction programme into sections based on the student's needs • agree on the rules for the work-based learning period with the student • agree and make a record of when and how you will carry out instruction and learning assessments • find out what skills and knowledge the student already has and, based on the objectives, what level of competence he or she is hoping to obtain • guide the student in carrying out multi-faceted work assignments The teacher/international project coordinator as a mentor for the workplace instructor • review and analyse the instruction process model • review and analyse the vocational competence requirements with the workplace instructor • support the workplace instructor during the instruction and feedback process • create learning situations, for example, by giving assignments with the workplace instructor The teacher´s/international project coordinator'stasks • familiarise the workplace instructor with the WBL • discuss the objectives with the student (development discussion) • draw up a plan for the demonstration of vocational competence • maintain active contact with the workplace and the student The trainingprovider'stasks • based on the objectives, design a variety of learning assignments with the workplace instructor and the student The tasks of the workplace instructor • provide the student with induction to the workplace and give job orientation • support the student'slearning • based on the objectives, design a variety of learning assignments with the training provider and the student The tasks of the workplace instructor • provide induction to the student with regard to the workplace and occupational safety: staff, facilities, work assignments, functions, practices • take part in the development discussion and in the planning of the vocational competence demonstration The student'stasks • based on the objectives, design a variety of learning assignments with the training provider and the workplace instructor • take responsibility for your study and learning The student'stasks • clarifyyourobjectives • take part in the development discussion and in the planning of the vocational competence demonstration • write down your learning and work assignments

  5. Young students Pedagogicalsolutions Supporting the student'slearning Workplaceinstructor • provide instruction based on the student's needs • use different styles and methods of instruction • support and develop the student's self-directiveness and self-assessment skills • organise guidance discussions and give feedback regularly The workplace instructor and the teacher/international project coordinatoras assessors of learning • based on the objectives identified in the personal learning plan evaluate the learning • encourageand support • provide feedback on the skills and knowledge the student has already obtained and on what he or she still needs to learn The training provider as a mentor for the workplace instructor • review and analyse the assessment items and criteria with the workplace instructor • support the workplace instructor during the instruction and feedback process • agree on the interim assessment/remind the workplace instructor of the interim assessment The teacher´s/international project coordinator'stasks • maintain contact with the student • guide and support the student • support the workplaceinstructor • clarify the learningobjectives • clarify the assessmentcriteria • design the work-based learning period and the vocational competence demonstration • provide formative assessment of the WBL period Adults COORDINATION OF WORK-BASED LEARNING AT THE WORKPLACE Pedagogicalsolutions The workplace instructor and the teacher/international project coordinatoras the student's coordinators • provide instruction based on the student's needs (teach skills) • use different styles and methods of instruction • support and develop the student's self-assessment skills • organise guidance discussions and give feedback regularly The workplace instructor and the teacher/international project coordinatoras assessors of learning • evaluate learning based on the objectives identified for the WBL period • encourage and support • provide feedback on the skills and knowledge the student has already obtained • provide feedback on what student still needs to learn The teacher/international project coordinatoras a mentor for the workplace instructor • review and analyse the assessment items and criteria with the workplace instructor • support the workplace instructor during the instruction and feedback process • agree on the interim assessment/remind the workplace instructor of the interim assessment The trainingprovider'stasks • review the student's objectives during a counselling visit • provide guidance for thelearning assignments • provide feedback • maintain contact in other ways The tasks of the workplace instructor • maintain contact with the educational institution • review the progress of the student's learning plan • teachworkassignments • guide the learning process and provide feedback • design the work-based learning period and the vocational competence demonstration • set a good professional example The tasks of the workplace instructor • provide guidance during the learning assignments • provide feedback • cooperate with the training provider The student'stasks • carry out the work assignments to support your learning • contribute to the objectives • maintain contact with the supervising teacher/international project coordinator • take part in the planning and implementation of the work-based learning period and the demonstration of vocational competence • keep a WBL diary • actively gather information by asking questions • integrate with other employees, maintain contact with the workplace instructor and other employees The student'stasks • carry out learning assignments based on the objectives • carry out work assignments based on the objectives • keep the training provider and the workplace instructor up-to- date

  6. Pedagogicalsolutions Supporting the student'slearning The training provider and the workplace instructor • support the student'sself-assessment Assessment of the student's competence The training provider and the workplace instructor • based on the student's personal learning plan and the evaluation items and criteria specified in the curriculum, assess the student's competence and knowledge • conduct a performance review, clearly highlighting the student's strengths and development needs Mentoring the workplaceinstructor • evaluate the objectives identified in the student's personal learning plan and the curriculum with the workplace instructor • ask clarifying questions and request examples if the criteria used in the student's assessment are not clear • support the workplace instructor during the assessment process Young students The teacher´s/international project coordinator'stasks • evaluate the work-based learning process in cooperation with the workplace instructor • Evaluate the demonstration of vocational competence • lead the performancereview • evaluate the suitability of the workplace as a WBL placement for vocational qualifications Adults ASSESSMENT OF WORK-BASED LEARNING Pedagogicalsolutions The workplace instructor and the teacher/international project coordinatoras the student's coordinators • support the student'sself-assessment The workplace instructor and the teacher/international project coordinatoras assessors of competence • support the student'sself-assessment • evaluate competence based on the predetermined evaluation items and criteria • conduct a performance review and assess the demonstration of vocational competence • highlight the individual's strengths and development needs • grade the demonstration of vocational competence and document the reasoning for the grade The teacher/international project coordinatoras a mentor for the workplace instructor • review and analyse the assessment items and criteria with the workplace instructor • askclarifyingquestions, requestexamples • support the workplace instructor during the assessment and grading process The trainingprovider'stasks • organise the feedback/performance review with the workplace instructor and the student • lead the performancereview • document the outcomes of the discussion The tasks of the workplace instructor • evaluate the work-based learning process • assess the demonstration of vocational competence • provide feedback to the educational institution The tasks of the workplace instructor • assess the student'sperformance • provide development proposals for the work-based learning programme The student'stasks • carry out self-assessment • participate in the performance review • organisepracticalmatters (returnkeys, etc.) The student'stasks • carry out a self-assessment of your personal competence • actively participate in the performance review • provide feedback on the work-based learning programme

  7. FEEDBACK AND DEVELOPMENT NEEDS Collection and analysis of feedback as well as development needs • collect feedback from the student and the workplace instructor during the performance review • the coordinating teacher/international project coordinatordraws up a summary report on the feedback received • the feedback is analysed by the department/faculty • the WBL team coordinates the collection of feedback and development needs analysis Documentation • feedback forms are filed and stored by the department/faculty Group feedback and the sharing of experiences • the coordinating teacher/international project coordinator(s) organises a group-specific feedback discussion with the aim of sharing experiences about the work-based learning programme Communication • feedback reports are submitted to workplaces and the management of the educational institution for information

More Related