STEP 2: Where can I find the evidences?
Is the learning content of the measure coordinated in such a way that the transfer of knowledge from the theoretically acquired knowledge in school to practice (future workplace) is guaranteed for the young refugees?
- The learning objectives must be clear and aligned with the objectives of the measure
- Learning outcomes have to be defined on the basis of sensibly chosen learning taxonomies that are oriented towards the topics relevant to the refugees' training (theory-practice transfer).
Bloom’s taxanomy is often used in the design of vocational training processes. For the cognitive domain, which encompasses intellectual abilities, Bloom established six categories ranging from the simplest to the most complex:
- Knowledge: duplicate, state, relate
- Comprehension: classify, describe, recognise, review
- Application: apply, demonstrate, solve
- Analysis: calculate, analyse, appraise, criticize
- Synthesis: assemble, construct, plan, formulate
- Evaluation: appraise, argue, predict evaluate
- The design of the learning tasks must be language-sensitive, practice-oriented and geared towards the acquisition of the competences defined in the learning objectives.
- Learning tasks and supporting teaching material should be designed in a student-activating way and should be adapted to the living environment of the young refugees.
Examples for possible material or documents of evidence:
- Curriculum (definition of Learning Outcomes)
- Textbooks and other learning materials