In my group we have 4 members including me, Virpi, Anne and Timo. All we have developed collaboration skills and teaching planning skills through the VOC1 module, now we are very much like dynamic team workers to perform effectively and efficiently to carry out VOC2 tasks.
Here our group’s teaching environment has been created for iVET students: http://ivetvoc2.blogspot.fi/
From my perspective, I would like to experience all the steps of these new ways of teaching and learning experiences offered by the VOC2 module. And I will figure out how we are going to teach, learn, reflect, discuss and assess for developing our pedagogical skills. Somehow I believe that the most important thing is how we, as an individual learner, are going to internalize and change our attitudes and behaviours by learning from the 5 different themes.
The following diagram describes the process of VOC 2 learning activities:
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| Source from: https://optima.oamk.fi/learning/id7/bin/user?rand=37070 |
Division into 5 Theme groups
1) Global and Multicultural Activities
Intended Learning Outcomes
The student teacher understands the role of the cultural background in the human behavior. The student teacher is able to support the student’s adjustment process in a new environment. The student teacher is also able to guide and enhance the learning of a multicultural group. The student teacher knows the various sectors of the school’s international activities and is able to enhance his/her own globalization processes as well those of the students.
Core questions
1. What is meant by culture?
2. What challenges are there in confronting people from various cultural backgrounds?
3. How to create suitable conditions for learning with a multicultural student group?
4. What are the ways that a vocational school participates in international activities?
5. Considering both teachers and students, what are the benefits for international activities?
Links to actual tasks created by the group: http://ivetvoc2.blogspot.fi/
2) Entrepreneurship
Intended Learning Outcomes
The teacher student understands how the development of his/her personal intrapreneurship will aid in the process of becoming a full-fledged entrepreneur. He/she can develop, create and assess learning environments so that they will boost the potential for entrepreneurship.
Core questions:
1. What is meant by intrapreneurship?
2. What are the teaching and assessment methods that will enhance development of the student’s intrapreneurship?
3. How to further/aid the process from entrepreneurship/internal entrepreneurship towards (external) entrepreneurship?
4. How to teach entrepreneurship in the best and most effective manner in vocational education?
Links to actual tasks created by the group: http://prezi.com/en-jqlsbyppo/entrepreneurship-in-vocational-education/
My reflective posts regarding Entrepreneurship can be found from here:
Business Plan for Exercising Entrepreneurship:
http://pathofnorthernlights.blogspot.com/2014/03/business-plan-for-exercising.html
3) Interaction with the Working Community
Intended Learning Outcomes
The intended learning outcome of the working-life module in VOC II is that the student teacher will learn to plan, execute, assess and further develop learning activities mutually with other teachers, student, representatives of the working-life and other interest groups. The student teacher understands that working-life orientation is one of the main guiding principles in his/her own activities.
Core questions
1. What does working-life orientation mean?
2. What are working-life oriented learning environments?
3. How is working-life oriented learning guided?
4. How will a vocational teacher maintain and further develop his/her working-life competences?
Links to actual tasks created by the group: http://workinglifeorientation.blogspot.fi/
- What I have learned from Working-life Orientation: http://pathofnorthernlights.blogspot.com/2014/01/what-i-have-learned-from-working-life.html
- Working-life in 2030 based on the foresight reports: http://pathofnorthernlights.blogspot.com/2014/01/working-life-in-2030-based-on-foresight.html
4) Sustainability (Sustainable development)
Intended Learning Outcomes
The student is able to understand sustainable development within the framework of ecological, economic, cultural and social points-of-view. He/she can evaluate the values and practices of his/her own organization from the viewpoint of sustainability. The student teacher is able to apply the principles of sustainable development in his/her work as a vocational teacher.
Core questions
1. What does the term ”sustainable development” mean?
2. How to direct/govern/teach sustainable development in schools?
3. In various fields of work, what challenges are there in sustainable development (with vocational education in mind)?
4. How can I apply the principles of sustainable development in the teaching of my own subject?
Links to actual tasks created by the group: http://interdisciplinaryappraoach.blogspot.fi/p/welcome.html
My reflective
posts regarding Sustainable Development can be found from here:
- What does Sustainable Development mean? http://pathofnorthernlights.blogspot.com/2014/02/what-does-sustainable-development-mean.html
- Artic in your backyard as a critical sustainable development issue: http://pathofnorthernlights.blogspot.com/2014/02/artic-in-your-backyard-as-critical.html
- SD long-term issues in South Korea:http://pathofnorthernlights.blogspot.com/2014/02/sd-long-term-issues-in-south-korea.html
- What kind of politics am I doing in the classroom?http://pathofnorthernlights.blogspot.com/2014/02/what-kind-of-politics-am-i-doing-in.html
- How to integrate Sustainable Development in ICT subject?http://pathofnorthernlights.blogspot.com/2014/02/how-to-integrate-sustainable.html
5) Special Needs Education
Intended Learning Outcomes:
The student teacher is able to describe the ways how special needs education is carried out in the Finnish educational system. He/she is able to find and apply the legislation concerning the special needs education in vocational education. He/she can use the terms and concepts of special needs education in an appropriate manner. He/she can plan and execute individual educational plans in multiprofessional work groups.
Core questions:
1. How is the vocational special needs education realized/fulfilled in the Finnish educational system?
2. How is the special needs education carried out specifically in the vocational education?
3. Which Finnish legislature governs the special needs education?
4. What elements does an individual educational plan (= IEP = “HOJKS” in Finnish) contain, and how does the IEP process proceed?
5. Inclusive models and segregative models, what are they?
Links to actual tasks created by the group: http://voc2specialeducation.wordpress.com/
My reflective posts regarding Special Needs Education can be found from here:
Pupils with Special Education Needs in Finland:
http://pathofnorthernlights.blogspot.com/2014/03/pupils-with-special-education-needs-in.html
Written by SMKD on 21.01.2014
Written by SMKD on 23.05.2014
Written by SMKD on 21.01.2014
VOC2 Closing
Here are my blog posts regarding VOC2 self-assessment
and feedback.
Self-assessment on how my theme group worked:
Self-assessment on how the planning and teaching
activities were carried out in my theme group:
How the other groups’ themes are present in my
own line of work:
Written by SMKD on 23.05.2014
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