SCHRITT 3: Was habe ich gelernt?
STEP 3: What have I learnt?
1. What should the teacher consider when choosing the appropriate teaching method in VET?
- The student academic results
- The interests and the prior learning of the individual student
- Individual career preferences
- The interests and the prior learning of the individual student, the subject, the learning goals and the learning environment
Answer:
The interests and the prior learning of the individual student
Explanation: The teaching methods in VET for refugees must connect to the interests and the prior learning of the individual student and encourage their motivation for learning. While the specific teaching methods vary a lot depending on the subject, the learning goals and the learning environment, some general guidelines for choosing teaching methods should be observed. The teaching should help make the students feel accepted and recognised by the teachers, the trainers and the other students. Students can learn more easily, when they feel safe and can make mistakes in their learning environment, and when the aim is clear and meaningful for the students. In that case, it is possible for them to realize a sense in the learning process and take responsibility within the setting.
2. What can be considered as an activating teaching style?
- To teaching methods, which activate the students and request students to engage actively with the objects of learning and with other students
- To the assessment methods developed by teachers according to the academic level of the learners.
- The level of participation and motivation of refugee pupils in the classroom
- The way in which students demonstrate and develop their skills in managing hands-on and meaningful activities
Answer:
To teaching methods, which activate the students and request students to engage actively with the objects of learning and with other students
Explanation: Activating teaching style refers to teaching methods, which activate the students and request students to engage actively with the objects of learning and with other students. VET offers many opportunities for activating teaching methods and for developing the students’ social skills through cooperation in workshops, workplaces and classrooms. Refugees can become included in a com-munity with other students in the school and with other employees during internships. Activating teaching style refers to teaching methods, which activate the students and request students to engage actively with the objects of learning and with other students. VET offers many opportunities for activating teaching methods and for developing the students’ social skills through cooperation in workshops, workplaces and classrooms. Refugees can become included in a com-munity with other students in the school and with other employees during internships. Hereby, they can build a new social network that can be vital for their future opportunities, their health and life satisfaction.
3. What guidelines can be useful for selecting the most appropriate teaching methods in VET programmes?
- The teaching methods should identify and develop the students’ resources for learning
- An activating teaching style
- Organise teaching to meet the individual requirements of the learners
- Flexible and responsive organisation of the teaching
- Explicit and clear educational requirements and expectations
- Create an inclusive learning environment
- All the above
Answer:
All the above
Explanation: Teachers in VET programmes for refugee students can improve their teaching by considering some general guidelines for teaching methods: 1. The teaching methods should identify and develop the students’ resources for learning including their personal interests, prior learning and future aspirations. In addition, the teachers should have high expectations for the learning potentials of the refugee students, because this will encourage them to perform their best; 2. An activating teaching style is advantageous and can offer many potential opportunities for refugees. Learning-teaching arrangements in an activating form are mostly based on interaction and teamwork in collaborative forms of learning; 3. Organise teaching to meet the individual requirements of the learners. Thus, teachers should be aware of the individual qualities and requirements of the students; 4. Flexible and responsive organisation of the teaching. A high degree of flexibility is required by the teacher in order to adjust the methods and levels along the way, as the teacher learn about the individual students’ interests, abilities and resources; 5. Explicit and clear educational requirements and expectations. Teachers should take care to explain carefully what is expected of the students and how the students’ performance and progress is assessed; 6. Create an inclusive learning environment by encouraging the exchange of the diverse experiences and perspectives of the learners in order to make them feel recognised and included. This can give the students a sense of being heard and recognised, and secondly, to give the teachers an opportunity to take account of the expectations of the students in the teaching.
4. How teachers should adapt the teaching methods according to the needs of the students?
- By encouraging learners to tell and demonstrate their prior experiences in relation to the subject, activating and recognising their resources in VET programmes
- Creating a learning environment based entirely on prior experiences of the learners
- Meeting the requirements of groups over those individual learners
- Holding undetermined educational requirements and expectations
- Fixed organisation of teaching
- Neither above
Answer:
By encouraging learners to tell and demonstrate their prior experiences in relation to the subject, activating and recognising their resources in VET programmes
Explanation: To activate and recognise the resources of the students in a VET programme, the students’ can be encouraged to tell and demonstrate their prior experiences in relation to the subject. This can help the teachers organise the tuition to fit the individual students’ diverse requirements, avoid repetition of the curriculum and allow suitable progression. In order to encourage the students to engage actively, the learners can be requested to articulate and reflect their own learn progress.