Duration Two days, 16 hours.
Purpose of this training:
Getting to know about EQF, purpose and systems behind.
What is Outcome-based learning, transferring to competences,
Onwards to competence based learning.
Starting level: teachers of vocational educational school
Trainers level: Human Development specialist, well informed about EQF, outcome- and competence based - learning processes.
- Start:
- With an interactive activity, purpose getting to know each other
- You could start with a picture. Talk to somebody else about real learning experiences in the past. Each partner talks for 3 minutes. Change and do it again.
Back in the circle, what kind of quality did you discover in your partner?
The move we would like to create: listening, thinking, making a compliment which is a present and makes people happy, Work in a circle
- Rules, create a safe learning environment, personal approach and movement.
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Theme: explanation about the EQF and the modern student.
- Use the power point of EQUFAS project time line 60 minutes
- Questions and discussion concerning statements EQF collect the remarks for a later discussion. Make a mind map of what the group needs to evaluate and work it out in small groups, it will be the relation with the proposed outcomes Time line 30 minutes.
- Coffee brake, time line:20 minutes
- The “homo ‘zap’-piens, an introduction how now a days students get there information. Interactive with the teachers, make them react and ask them to answer the questions in the slides. Time line 60 minutes.
- Assignment, make a flipchart with characteristic marks for this generation, like clothes, music, food, their timeline etceteras. Time line 30 minutes.
- Lunch brake, time line 60 minutes
Theme: Outcome based learning
We will tell the stories, learning outcome based.
Working is a common language/mindset,
branch related EQF competences + the stories + “the language”
Make the particular EQF level concrete.
The context of the stories, what is particular for the levels and make this transferable to the different branches.
Context versus ”language”
Working with the verbs we used to describe the context
Total time line: first day 180 minutes and the second day 210 minutes.
The pathway worked out :
We will tell the stories, learning outcome based.
Assignment:
- Search in news papers/magazines for advertisements for job requirements and make a list of what is characteristic for this advertisement. Small groups of three persons.
- Plenary discussion about the characteristics and show them the differences.
- Hand out the story of Peter the Horticulture man , read the story in the same groups of three persons. Search for input-based learning parts in the story and outcome-based parts., What makes the descriptions in this profile characteristic for input-or outcome-based learning activities.
- New groups of four- five persons. Assignment: Write a short story of a working environment which is outcome based descript.
Coffee Break which gives the trainer the time to copy the papers .
- We will read the stories from the other groups and try to sort out which profiles are most learning outcomes based related. We will explore the learning outcomes, the translation from knowing and understanding to functioning in the real work situation. We will find out the differences in perspective between the moment writing this profile and making it more learning outcome based.
End of the first day.
8.30 a.m.: New start with the group.
Start in the circle with a pen and paper.
Assignment, write down “When I think of EQUFAS I ……”. Imagination methodology.
Ten questions and exchange ! Three rounds of 3 minutes!
We will get back into the circle and talk about the experiences.
Explanation of were we are what we are doing, introduction to step 3
Form new groups of 5 persons and let them search for 2-3 significant highlights in the stories which are characteristic for level 3.
Exchange the ideas and opinions: what is the step to the common language/mindset.
Step 4.Working on a common language/mindset
- What aspects in these stories make us think/talk of level 3, or just 2 or 4. What is the common language/mindset, mental model?
This is a very important step: from context to language/mindset.
Get back into the circle and have a plenary discussion/ dialogue.
Making the particular EQF level concrete.
Work in new, branch or subject related groups, maybe two groups of the same , if necessary. The branches could be the ones they have in their vocational school: In EQUFAS project it was: landscaping/gardening, food processing, winery, animal husbandry, organic farming and forestry.
What are levels 2,3 and 4 in the branches; are there any distinguishing competences which are specific for this particular branch?
Use 25 minutes of discussion in the group and then 2 x10 minutes of “shopping”: what is going on in the other branches and what do have in common?
Get back to their own group and talk about the experiences.
Assignment: Find key words of what is specific for level 2,3 or 4 in this branch.
Back in the circle and have plenary feedback: What is the outcome of this discussion?
What do they observe? What do these people se as strange or remarkable? What are the corresponding words/verbs and mindsets/languages we use?
This step consists of four rounds in groups and one plenary session.
Making the EQF levels concrete is connecting them to a context!
Reflecting on the stories is connecting the context to the language!
Time line: 60 minutes left on the second day which is to be used for the further step to competence-based learning.
- Looking at the model of competence based learning of Daniel Kim : Input-based learning is assessing on the level of understanding which has to do with knowing why, how and related to a context. It is about understanding and using the theory behind the knowledge.
- What is the basis for competence based learning, how does schools have to be organized for this.
- Changes forces in education the paradigm in education.
Evaluation.
