What is VOC1?
VOC1 is the first module of the iVET 2013-2014 Program. VOC1
deals with the core competences of the vocational teacher. The aim is to enable
the student to utilize learning theories in planning, executing and evaluating
his/her teaching. Interactive and guidance skills as well as various
educational methods are also emphasized. The studies comprise of contact
teaching, working with the net based Optima platform, preliminary and learning
tasks, a microteaching task and a learning portfolio that will be graded.
VOC1-1 and VOC1-2
Two sessions of classroom teaching held on 2-3.09.2013 in Oulu.
Here is an overview of the sessions:
http://pathofnorthernlights.blogspot.fi/2013/09/contact-days-in-september-2013.html
The following Pecha Kucha presentation was an individual pre-task for the first contact day. It is about my learning history and teaching experiences:
Source:
Pecha Kucha presentation: http://en.wikipedia.org/wiki/PechaKucha
Written by SMKD on 06.09.2013
VOC 1-3
Learning By Doing and Learning from Others for the
Virtual Teaching
The First Virtual Learning and Teaching session was held at
13-16 on 17.09.2013. It was combined with 3 teaching sessions by 3 groups. The main theme of the whole group was “View
of Learning and guiding students”.
Group themes are listed as below: - Deway: What is learning?
- Freire: Roles of Learning Styles and Teaching Strategies Based on 4MAT
- Vygotsky: Progressive Inquiry
Theme of my group
Freire teaching
What roles do learning styles and
strategies have in study guidance/tutoring/teaching?
How Freire group
teaching plan was made?
In order to make a teaching plan,
our group had made two times of conference call via Skype before the real
teaching session. In the first call we have done a brainstorming to collecting
ides for the teaching contents and teaching methods. McCarty’s 4MAT system was
suggested by me because it was telling not only learning styles and strategies
but also teaching process, cycles and methods. It seemed that using the 4MAT
theory was more systematic approach than some other theory like Howard
Gardner’s Multiple Intelligences.
Our aim for the teaching was how
to make interactive teaching based on 4MAT learning theory, so that every
learner will be motivated, enjoying and involving in the training. Most of
teaching method ideas was from the previous Contact Days’ learning. At that
time, we have learned already Socrative survey online tool and Pedlet a web-based
information sharing application, and YouTube videos for utilizing good source
of visualized materials. We have
combined 4 activities to make a student centered teaching method, in order to
achieve highly engaged lesson for the different learning styles. The ideas of 4
learning steps of activities were captured from McCarthy’s 4MAT 4 cycles and 8
steps.
- 10 Minutes - Cycle 1 activity: Motivation for WHY
Using Socrative survey program
asking learners to participate in the survey, in order to motivate them to
engage into learning process of “WHY do I need to learn learning styles and
strategies based on 4MAT?”
- 5 Minutes - Cycle 2 activity: Visualized concept delivery for WHAT
Using a YouTube video ( http://youtu.be/ZyrMwy9hed4), it
is very well made video explains 4MAT learning 4 cycles and 8 steps which is a
student-centered and brain based-learning process.
- 10 Minutes - Cycle 3 activity: PowerPoint presentation for HOW
This PP presentation, we need to share
the information on How can we apply 4MAT? What are the benefits of using 4MAT?
And also provide more information on roles of learning styles and strategies.
- 5 Minutes - Cycle 4 activity: Experience of Adaptation for WHAT IF
This activity using Padlet online
application (http://padlet.com/wall/fojxgso1q8), through this application every participant will share the
outcomes. Participants choose one of 4 tasks which may show their preferred learning
style, perform the task and share it on Padlet with a story of how they made
it. Through this performance experience, learners may self-evaluate how much
learning is interesting and performed better when teaching strategies and their
preferred learning styles are well matched.
I think this planning activity
was a great experience for me to know how our group members could collaborate
through the virtual meetings to make the teaching plan and materials. It seemed that with the well-made teaching
pan, we were quite ready for the iVET teaching session with less risk.
Lessons learned from the iVET teaching session
In our teaching session we had 5
members including me and members from 4 different groups, chair group was
Piaget. We had the first teaching session by team Dewey. The theme was about
“What is learning?”. The team prepared about 40 pages of PowerPoint slides
which were well described contents of learning theories in sequential way from
Behaviorism to Howard Gardner’s Multiple Intelligences, followed by Kolb’s
learning styles and Maslow’s Hierarchy of needs. I thought although it was
quite good presentation, there was a room to improve due to their contents
driven approach with lots of text-based slide material.
Next session was our team’s
teaching time. Mikko and I were paired as co-teacher. I have introduced our
teaching session with schedules. And Mikko followed to teach the survey and
YouTube video activities, than I presented the Power Point material. Somehow I felt that the survey activity did
not go well as we planned due to some technical and time management issues, so
I had to skip the last Padlet activity. However, if I think that it was our
first exercise of teaching through online environment, we may have reached our
goal.
Some technical issues what I have faced during
the session were like, our AC session was mixed with other group, AC screen freezing, AC screen sharing was too
slow and mike menu disappeared. These
technical problems could be a just minor issue, but quite much disturbed. When
I had practiced one day before the session as a host, AC system worked quite
well, but when everyone was connected in the real session quite many technical
issues were occurred.
Any way we are learning by doing,
beside the technical issues, time management was the key issue in our teaching
and second issue could be a team work when we teach together as co-teachers.
And also I’d like to improve the PP presentation material which was my
contribution part of the planning. But I have to satisfy with the results
because I have boosted myself quite much from the scratch to go through all the
learning processes for the teaching.
The last teaching session was
done by a member of Vygotsky group. The teaching subject was about what is
Progressive Inquiry and how it is different from other theories like the 5 E
learning cycle or Kolb’s Experimental learning. I think it was excellent teaching
by engaging with learners using interactive teaching methods of questioning,
sharing and discussion through Padlet online tool. And also time was well
managed. There was some minor issue like some irritating noises from the
presenter’s mike which disturbed quite much my concentration.
To sum up, it was a wonderful
learning experience, because we as a group have made excellent teaching plan
and quite much learned from the teaching experience. Through the experiences,
now I believe the conveyed message of 4MAT; the true learning is coming after
the 4 cycles of the learning when we apply the learning into the real life
experiences.
What
changes would I like to introduce for next teaching?
Based on what I have learned from
this iVET session, I would like to introduce some changes for next teaching
session.
- Clear introduction with objectives and agenda (activities
and links can be included in the agenda)
- Flexible time management
- In case if I have paired with co-teacher, may be
a rehearsal needed in order to make sure every activities goes well in time
- Prepare a couple of minutes time slot at the end
of the presentation to receive feedback
from the participants
- Prioritise the planned activities in order to
know which part of the activity could be skipped in case when the time runs out
- Considering AC and some other technical problems could occur anytime for someone in the group
VOC 1-4
This session was held on 1.10.2013.
Main theme: Curriculum & Lectures & Virtual teaching
Group themes are listed as below:
- Piaget: Curriculum and Teaching
- Freire: Vocational Teaching methods
- Vygotsky: virtual teaching
VOC 1-5
This sessoon was held on 16.10.2013. Our group Freire was the chair group. It was somehow a new experience to observe other teams’ performance.
Under the main theme of Evaluating learning and competences, other 3 groups teachings were quite well structured and lectured in an interactive way using videos, Padlet discussions and a survey.
Group themes are listed as below:
• Piaget: Evaluation and assessment of learning
• Deway: What is the role of the student's self-evaluation in vocational education?
• Vygotsky: Portfolios and competencies. What kind of portfolios are there? Digital Portfolios
VOC1-6
This session was the last VOC1 group teaching session held on 29.10.2013 under the theme of Special areas of vocational teacherhood.
Group themes are listed as below:
• Freire: What is expected of a vocational teacher? How does a vocational teacher deal with the demands of equality, sustainability and entrepreneurship?
• Piaget: Group dynamics
• Deway: Vocational education as a part of the Finnish education
VOC1 Close
This session was held on 13.11.2013 and we have presented own lesson plan applying own group theme.
All the participants presented own lesson plan applying the chosen theme from the three as below:
• Entrepreneurship
• Sustainable Development
• Equity
Under the theme of Sustainable Development, I have created my lesson plan => My Lesson Plan
Written by SMKD on 19.1.2014
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