Didactics VP5; Introduction to General Didactics

1. DidacticsVP5; Introduction to General Didactics

2. Government Industry TVET Systems Beneficiaries and responsibilities in TVET Systems? Social stability Work force

3. Who is involved in creating curricula? curriculum transfer learning situation GovernmentTVTC, MoLab, MoFin EconomyEnterprises, Businesses ScienceSchools, Universities • organizational aspects • work processes • globalization • planning of education • investments to meet future demand • research • knowledge, • applied sciences A curriculum is a set of information, what has to be taughtThis could include information, about: • methods (how, with whom, where?) • contents (what?) • time (when and how long?) • reasons (what for, why?) • forms (with what, with whom)

4. Curricula in the context of formal TVET transfer learning situation IndustryEnterprises Training Standards curriculum NOSS GovernmentTVTC TVET Institutions (Public and private schools) Assessment Standards Trade Test

5. Focus of the TTC Course VP5 ‚Didactics‘ transfer learning situation Curriculum layer curriculum Didactic Layer Organization Layer

6. Curriculum layer Didactic Layer Organization Layer VP-5 Didactics What shall be learned? How can a curriculum be organized? How can a curriculum be implemented to develop vocational competence? How should innovative training institutes be organized?

7. Transferring Curricula into a learning situation TVET InstitutionsSchools (public and private) learning situation curriculum Syllabus Curriculum Syllabus: 15.04. Lesson 1: content 22.04. Lesson 2: content 27.04. Lesson 3: content 04.05. Lesson 4: content 11.05. Lesson 5: content Etc. ... transfer Lesson Lesson plans 1 2 3 4 5 6

8. Terms of curriculum planning (1): The Curriculum Acurriculum is a set of information about, whathas to be taught. it includes not only the learning contents,... but also information about the ´what for´, ´time´ and ´where´. its content is prescriptive. a closedcurriculum prescribes many details an open curriculum prescribes only some details Open Curriculum Closed Curriculum

9. Character: Didactic freedom: Teaching conditions: Effort for the teacher: Learning process: Open Curriculum Closed Curriculum • very specific, detailed and clear curriculum • low • stiff framework • teacher can still give the lessons his personal style, within the given structure. • less demanding for the teacher. • only little room for necessary adjustments. • specific in objectives • unspecific in time allotment, topics and learning situation • high • teacher + students are fully engaged in the learning process • many options to flexibility. • more demanding, • the teacher is involved in the entire didactic planning • room for adjustments.

10. Terms of curriculum planning (2):The Syllabus A syllabus is • a list of thetopics, books, etc., that studentsshouldstudy. • It contains usuallyspecific informationabout a unit / a course, such as information on ´how´, ´where´ and ´when´, among others. • its content isdescriptive, • teacher and trainees are recommendedto follow the syllabus • generally, adjustments of the syllabus are possible

11. Terms of curriculum planning (3):TheLesson Plan A lesson plan • is adetailed descriptionof the course of instruction for one single lessonor aperiod of teaching. • It contains usually very specific informationregarding the learning objectives, learning contents, methods, media, and the time setting. • The lesson plan is the (self-planned) guidefor theteacher, when delivering his lesson. • Each teacher should adjust the lesson plan with regards to his ownobservations,preferencesandexperiencesin order to make the best of the learning situation/lesson. • The actual teaching can/should still be changed, if the setting requires immediate adjustments Planning the lesson and preparing the material is much more difficult than delivering the lessons.

12. Where to get informations about TVET Curricula? • ...of TVTC curricula from the following websites: • Curricula (in the KSA they are called: study plans)...updated after 2007G:http://tvtc.gov.sa/Arabic/Departments/Departments/cdd/InformationCenter/Pages/default.aspx?folder=Documents/en/Study Plans1428H2007G...from 2003G:http://tvtc.gov.sa/Arabic/Departments/Departments/cdd/InformationCenter/Pages/default.aspx?folder=Documents/en/Study Plans1423H2003G • Course descriptions:http://tvtc.gov.sa/Arabic/Departments/Departments/cdd/InformationCenter/Pages/default.aspx?folder=Documents/en/Course description • Lesson plansmust always be worked out by the teachers of a training institute/school • Curricula (in the KSA they are called: study plans) • Course descriptions:

13. Content “Every lesson has its own dynamic and is therefore unique!” Trainer Trainee The Didactic Triangle Setting (Situation)

14. Influencing factors Contents Trainer Trainee Setting                             Factors, which influence the lesson

15. What is pedagogy ? Pedagogy pedagogy: greek for ´child-leading´(vs.: andragogy: ´man-leading´) is the act, process or art of imparting knowledge and skill is the art, occupation or practice of teaching The theory or principles of education. Putting the learnerand his potential in the center of all thoughts and actions. is the study of being a teacher or the process of teaching The term generally refers to strategies of instruction, or a style of instruction. Pedagogy = The science of teaching.

16. Adult Learning (=Andragogy) 1. Self−concept.Whereas the child is dependent upon those around him/her, the adult acts autonomously in relation to others. 2. Experience.The adult learner brings a wealth of experience and wisdom into the learning environment. In adult education, the trainer is more often a facilitator in a mutual learning environment. 3. Readiness to learn. In andragogy, the learner takes a much more active role in deciding what will be taught and when. Adults often are able to identify their own needs as they arise from their social/cultural situations. 4. Orientation to learning. The adult learner has a different orientation to learning than the child. Children have been conditioned to have a person−centered orientation to learning whereas adults tend to have a more problem−centered orientation.. 1. Self−concept. 2. Experience. 3. Readiness to learn. 4. Orientation to learning.

17. What does Didactics mean? Greek verb‚didáskein‘: ’to teach' The noundidaxis(derived from the verb)meansteaching, instruction (“didaktike techne” = the art of teaching). Didactics = Theory and practice of teaching and learning.

18. Didactics and Methodology Narrow Meaning of Didactics Broad meaning of Didactics Methodology Objectives Contents  What,who, which, why and what for? Methods Media  How, when, who, with what and whom, where?

19. What does Didactics mean? Didactics answers the question about the what (= contents) Methodology answers the question about how (= transmission) Didactics deals with the question of: • Who • What • When • With what • With whom • Where • How • Why, and • What for... ...shall (somebody) learn Didactics = Theory and practice of teaching and learning.

20. Objectives and methodological guidelines Action forms Social forms Instructional approach Media Methodological concerns Overall conceptfundamental methodical decision Didactic approach (narrow sense)

21. curriculum transfer learning situation Didactic model Both, the curriculum and the particular teaching/ learning situations have to be designed carefully. For this, a curriculum developer / a teacher has to analyze and plan his didactical actions. The pattern he would follow is based on a theory model. This model is called didactic model. Didactic model Steps for analysis Steps for planning

22. VP 5 AVP2 General vs. Vocational Didactics Differentiation General Didactics: ...deals with the developmentof what´s offered in learning inaddition to the learning technologyregardless of the specific learningcontents. Didactics of Vocational Discipline(= Vocational Didactics) ... adresses the area of learning, teaching and instruction of specific contents related to an occupational and/or vocational field.

23. integrated into Didactics of the Vocational Discipline - Special Didactics Didactics of Vocational Discipline(= Vocational Didactics) ... refers to learning regarding specific instruction contents and/or subjects / instruction learning fields Special Didactics ... refers to learning regarding specific life and performance situations (e.g. occupation based, school-based) • Didactics of Vocational Education: • (Didactics within the Vocational Discipline (as special didactics)) • Reflection and analysis of learning focusing directly or indirectly on occupational performancesituations. • What objectives are guiding the vocational-oriented learning processes? • Which contents shall be imparted during vocational learning? • How shall vocational learning be organized?