Vocational Technical Education http//votech.about.com/education/votech Abouts Web Site for vocational In the end, you ll create a Webbased activity you can share with others even http://www.bhsu.edu/education/edfaculty/lturner/Vocational Technical Education.h
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Extractions: reproduced. HIGHER ORDER THINKING SKILLS IN VOCATIONAL EDUCATION ERIC DIGEST NO. 127 by Sandra Kerka (1992) ERIC Clearinghouse on Adult, Career, and Vocational Education Center on Education and Training for Employment 1900 Kenny Road Columbus, OH 43210-1090 From the movement to integrate vocational and academic education to the proposals of the Secretary's Commission on Achieving Necessary Skills (SCANS 1991) and others, the message is clear. Higher order thinking skills are essential and must be taught. Recent findings of cognitive research provide a better understanding of how people learn and how they solve problems, from which new teaching strategies are emerging. This ERIC DIGEST defines higher order skills, presents arguments for developing thinking skills in vocational education and describes strategies and applications in vocational settings. WHY VOCATIONAL EDUCATION? The ability to think creatively, make decisions, solve problems, visualize, reason, analyze, interpret, and know how to learnthese skills are most often mentioned in definitions of critical thinking. Characteristics of critical thinkers are perseverance, flexibility, metacognition, transfer of knowledge, problem orientation, open mindedness, use of quality standards, and independence (Lee 1989), a list that resembles many descriptions of the desirable qualities of the future work force. As the nature of work changes and people live and work longer, it is clear that the skills needed for a "40 to 50 year work life" (Think about It, Too! 1988) are the capacities to learn continuously through thinking and reasoning, problem solving, decision making, and interpersonal competence. These skills are not only critical to work; they are also needed to deal with the increasingly complex spheres of family, community, and society. Why should vocational education be involved in developing thinking skills? It is often assumed that this is the role of academic education. However, Thomas (1992) cites the following arguments for vocational education's role: (1) occupations are becoming more reliant on cognitive capacities; (2) the changing work environment requires flexibility and adaptability to changing conditions; and (3) vocational education provides a real-world context for cognitive development. "One of the ways to prepare future employees is to teach students how to think instead of what to think" (Chalupa 1992, p. 21). As the SCANS (1991) report notes, this does not imply a narrow work-focused education. Rather, vocational education is a vehicle for developing the cognitive skills needed for "a productive, full, and satisfying life" (p. vi). Cognitive research demonstrates that (1) learning is not automatically transferred to new settings; (2) context is critical to understanding; (3) passive learning does not develop cognitive management skills; and (4) higher order learning is not a change in behavior but the construction of meaning from experience (Johnson and Thomas 1992; Thomas 1992). Different teaching strategies, alternative assessment methods, and new ways of teacher preparation are needed. WHAT STRATEGIES DEVELOP THESE SKILLS? Thomas (1992) identifies three types of cognitive theories upon which teaching strategies can be based. Information processing theory explains how the mind takes in information. Knowledge structure theories depict how knowledge is represented and organized in the mind. Social history theory explains the vital role of cultural context in the development of individual thinking. Together, these three perspectives offer a comprehensive view of cognition. In this view, learning is characterized as an active process in which the learner constructs knowledge as a result of interaction with the physical and social environment. Learning is moving from basic skills and pure facts to linking new information with prior knowledge; from relying on a single authority to recognizing multiple sources of knowledge; from novice-like to expert-like problem solving. Johnson and Thomas (1992) present five general principles and related teaching methods that integrate aspects of all three perspectives: 1. Help Students Organize Their Knowledge. External memory aids such as concept maps (visual representations of concepts and their relationships) ease the information overload on working memory. 2. Build on What Students Already Know. Advance organizers such as rules, analogies, or concrete instances help students recognize the similarities between new information and previously acquired knowledge. 3. Facilitate Information Processing. Teachers model problem solving, demonstrating their thought processes, strategy selection, and response to mistakes. 4. Facilitate Deep Thinking through Elaboration. Cooperative learning techniques such as peer tutoring or paired problem solving (in which one student thinks aloud during the process of solving a problem) make students observe and modify their own thinking processes. 5. Make Thinking Processes Explicit. In reciprocal teaching, the teacher models desired metacognitive processes by reading a paragraph, asking questions, summarizing, and predicting what would happen next in the text. Students gradually take on the teacher's role. These strategies demonstrate that the teacher's role in developing thinking skills differs from traditional instruction. One metaphor for this new role is "a guide on the side rather than a sage on the stage" (Thomas 1992, p. 54). The following teacher behaviors promote cognitive development (Chalupa 1992; Lee 1989; Thomas 1992): Requiring justification for ideas and probing for reasoning strategies Confronting students with alternatives and thought-provoking questions Asking open-ended questions Requiring students to be accountable for class discussion Serving as a master of apprentices rather than a teacher of students Using Socratic discussion techniques Classroom environments that support higher order thinking have the following characteristics (Stasz et al. 1990; Thomas 1992): Reflections of real-life situations and contexts Collaboration among teachers, disciplines, students Encouragement of curiosity, exploration, and investigation Responsibility for learning vested in the learner Failure viewed as a learning opportunity Acknowledgement of effort, not just performance Chalupa (1992) describes inservice training that helps teachers remodel lesson plans and incorporate knowledge of learning styles in cognitive development. This approach to lesson development involves identifying What is essential for students to know? What is nice to know? What is "fluff"? Learning and teaching styles are assessed by such instruments as the Myers-Briggs Type Indicator and Watson-Glaser Critical Thinking Appraisal. Higher order thinking objectives specify student performance that requires application, analysis, synthesis, and evaluation of information (Miller 1990). Assessing the achievement of higher order thinking skills is a challenge because the qualities of learners' thinking and knowledge must be observed, not just their results or products (Thomas 1992). Existing right and wrong answer approaches to testing are clearly inadequate. In fact, "assessment" rather than "testing" is recommended (SCANS 1991; Thomas 1992). New forms of evaluation being developed include the Tailored Response Test, stimulated recall, scenario analysis, and concept mapping. Existing methods such as true/false, multiple choice, and essay can be adapted by having students indicate why an answer is false, asking how two things are similar or different, or requiring evaluation or critique (Chalupa 1992). Scoring can involve giving credit for reasoning (Heyman and Daly 1992). HOW ARE THESE SKILLS DEVELOPED IN VOCATIONAL EDUCATION? In technology education, the Enterprise Project requires students to design, test, manufacture, and market a product they select. They must use creativity, problem solving, and logic to understand the processes of bringing a product to market and the potential social and environmental impacts (Think about It, Too! 1988). Home economics students can use cooperative learning, debate, and problem solving to explore how to manage the dual role of homemaker and wage earner (ibid.). Agriculture students receive background information on chemical fertilizers and a demonstration by an instructor, extension agent, farmer, or sales representative. Student groups then conduct soil analysis, develop fertilizer application plans, present results, and discuss ethical and soil conservation issues (Haynes and Schroeder 1989). Cooperative education students participate in a seminar to analyze and evaluate their internship experiences by keeping weekly logs of facts, activities, and incidents and analyzing them using Bloom's taxonomy of cognitive processes. Students synthesize meaning from their daily work experiences (applying theory to real life), explore their relationship to work and society, and learn about career decision making (Stephenson-Miles 1990). Examples of advance organizers in technology education include the analogy of the workings of a flashlight to introduce the concept of electronic circuits, a bicycle to help students understand mechanical advantage and gear ratios, and the human heart as an example of a hydraulic system. In revising lesson plans to include higher order components, a traditional lesson objective (writing a resume and application letter), activities (discuss characteristics, create resume), and test questions (list categories of information in a resume and application letter) becomein a critical thinking lesson planobjectives (examine how the importance of categories of information changes over time, evaluate sample resumes and letters), activities (discuss why one would or would not select a hypothetical applicant), and test questions (given two resumes and letters, select a candidate and justify the reasons) (Chalupa 1992). Miller (1990) transforms a typical lesson on nutrients and nutrient deficiency (list and describe classes of nutrients and symptoms of deficiency, read chapter, observe cases of deficiencies, explain three functions of water in the body) into a higher order thinking lesson involving discussion of how components of a balanced diet are determined, diagnosis of symptoms of nutrient deficiencies in a lab activity, and an open-ended test question. Developing higher-level cognitive capacities goes beyond giving a lesson or two on thinking skills. Applying cognitive development principles in vocational curriculum and instruction builds on the strengths of vocational education to develop higher order skills needed in the spheres of work, family, community, and society. REFERENCES Chalupa, M. R. "Critical ThinkingGetting Minds to Work." Business Education Forum 47, no. 1 (October 1992): 21-24. Haynes, T. B., and Schroeder, C. "Activities to Stimulate Critical Thinking." Vocational Education Journal 64, no. 5 (August 1989): 30-31. (EJ 394 612) Heyman, G. A., and Daly, E. R. "Teaching Critical Thinking in Vocational-Technical and Occupational Classes." New Directions for Community Colleges no. 77 (Spring 1992): 103-108. (ED 342 453) Johnson, S. D., and Thomas, R. "Technology Education and the Cognitive Revolution." Technology Teacher 51, no. 4 (January 1992): 7-12. (EJ 435 379) Lee, H. D. Thinking Skills and Coaching Strategies Workshop. Menomonie: Center for Vocational, Technical, and Adult Education, University of Wisconsin-Stout, 1989. (ED 321 077) Miller, C. "Higher-Order Thinking: An Integrated Approach for Your Classroom." Vocational Education Journal 65, no. 6 (October 1990): 26-27, 69. (EJ 414 533) Secretary's Commission on Achieving Necessary Skills. What Work Requires of Schools. Washington, DC: U.S. Department of Labor, 1991. (ED 332 054) Stasz, C.; McArthur, D.; Lewis, M.; and Ramsey, K. Teaching and Learning Generic Skills for the Workplace. Berkeley: National Center for Research in Vocational Education, University of California, 1990. (ED 329 682) Stephenson-Miles, B. "Composition and Critical Thinking through Cooperative Education." Conference paper, 1990. (ED 320 632) Think about It, Too! A Collection of Articles on Higher Order Thinking Skills. Austin: Texas Education Agency, 1988. (ED 333 003) Thomas, R. G. Cognitive Theory-Based Teaching and Learning in Vocational Education. Information Series No. 349. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, 1992. (ED 345 109) Developed with funding from the Office of Educational Research and Improvement, U.S. Department of Education, under Contract No. RI88062005. The opinions expressed do not necessarily reflect the opinions or policies of OERI or the Department. DIGESTS may be freely
Welcome To The Interwork Institute The Bachelor s in vocational education degree program was introduced by At least 1620 student contact hours of vocational teaching or training in an http://interwork.sdsu.edu/arpe/web_education/bve.html
Extractions: A Degree for the Working Adult This course of study is specifically intended for persons who currently teach, train, or supervise others in the workplace, who design and teach competency workshops or seminars, who teach vocational or continuing education courses, or who teach skills-based subjects to adults. The following represent the range of professionals who have benefited from this program of study leading to a bachelor's degree. Note: If you have been working in any of these fields for at least 7 years, have assisted others with obtaining or maintaining employment skills and have completed at least 60 semester units of transferable coursework, you may qualify for this unique and selective program. This program can award a qualified student up to 40 semester units of upper division academic credit for their professional and teaching experience, greatly reducing the time to degree completion.
Welcome To The Interwork Institute The Bachelor s in vocational education degree program was introduced by At least 1620 fulltime student contact hours of vocational teaching or training http://interwork.sdsu.edu/web_education/bve.html
Extractions: A Degree for the Working Adult Application for Admission This course of study is specifically intended for persons who currently teach, train, or supervise others in the workplace, who design and teach competency workshops or seminars, who teach vocational or continuing education courses, or who teach skills-based subjects to adults. The following represent the range of professionals who have benefited from this program of study leading to a bachelor's degree. Note: If you have been working in any of these fields for at least 7 years, have assisted others with obtaining or maintaining employment skills and have completed at least 60 semester units of transferable coursework, you may qualify for this unique and selective program. This program can award a qualified student up to 40 semester units of upper division academic credit for their professional and teaching experience, greatly reducing the time to degree completion.
BUBL LINK: School Teaching science, technology, vocational education, education, and community interest . Subjects educational technology research, school teaching http://bubl.ac.uk/link/s/schoolteaching.htm
Extractions: BUBL LINK Catalogue of Internet Resources Home Search Subject Menus Countries ... Z Titles Descriptions AskERIC Benchmarks Blue Web'n Learning Sites Library Connecting the Learning Society ... Zut! Comments: bubl@bubl.ac.uk Programme information, timetables and navigation aids to a wealth of educational material and online programme support, for teachers, pupils and parents. Resource type: guide Set of standards intended to provide a guide for science literacy at various stages of the education process. Areas covered include science, mathematics, technology, the physical setting, the living environment, the human organism, human society, the designed world, the mathematical world, historical perspectives, common themes, and habits of mind which addresses values, attitudes, computation, estimation, observation, and communication. Goals are set within each category for four different age groups.
Czech.cz Study High Schools Entrance Trials, Program Principally, the secondary vocational education was considered as final education, The teaching plan can be amended pursuant to specified regulations, http://www.czech.cz/index.php?section=5&menu=33&action=text&id=163
Extractions: Department of General Practice Faculties A-Z Directory ... Home A co-operative venture between the Departments of General Practice at Melbourne and Monash Universities, the Joint Centre is contracted to provide a broad-ranging educational program to registrars enrolled in the Australian General Practice Training Program through the Victorian Metropolitan Alliance. Activities include fortnightly small group workshops, weekly lectures, and in-practice feedback sessions. The Joint Centre also provides educational activities to fully qualified GPs and those seeking to expand their skills. A program of research into medical education and training is under way. The Joint Centre was established in 2003. Its co-directors are Associate Professor Stephen Trumble (University of Melbourne) and Associate Professor Neil Spike (Monash University).
Extractions: management You are in : Duration 4 Years (1995-96 to 1998-99) Funding In 1994 insititutions were invited to submit business plans for the CVE activities for 1995-96 to 1998-99. (Circular 28/94) . In April 1995 the outcome of this competition was announced in Circular 11/95 . Institutions were banded into four categories: Details of individual institution allocations can be found in Annex C of Circular 11/95 For further information contact Kate Nickols
Australian Council For Computers In Education Appendix 3 vocational education framework Graduate Certificate in education Graduate Certificate in education (Computing for Teaching and Learning) http://www.acce.edu.au/tltc/b-app3.asp
Extractions: ACCE Site menu - Menu - About ACCE ACCE Board Members ACCE Board Area CEG Area CEG Toolbox Conferences AEC Journal LTC Papers Policies Positions Projects ACCE Home Background Paper Table of Contents Preamble The Context of Information Technology Changing Nature of Education Concluding Comments References Discussion Paper Table of Contents Executive Summary ........Preamble ........Defining the Important Ideas ........Professional Development ........Preservice Education ........Post-graduate Education ........Role of Professional Associations Existing approaches to LTC References Appendix 3: Vocational Education framework: Graduate Certificate in Education Part B: Discussion Paper Most Australian states have developed IT competency frameworks, either explicitly or through the endpoints of the PD courses they offer. Tasmania has developed a Graduate Certificate in Education using the Vocational Education and Training area of the Australian Recognition Framework, so that teachers can receive a nationally recognised qualification and can use the Recognition of Current Competency process to allow their existing skills to be considered. While this may not be appropriate as a mandatory LTC framework for all teachers, it provides an indication of the nature of the competencies themselves.
Other Helpful Websites For Teachers link to vocational education for family and consumer sciences resources www.central.edu/education/REX/bd.html (Strategies for teaching children with http://www.aafcs.org/fcs/pages/more.html
Extractions: Other Helpful Websites for Teachers Teacher Tools Family and Consumer Sciences National Standards http://ideanet.doe.state.in.us/octe/facs/natlstandards.htm (National Standards for Family and Consumer Sciences Education) listing of 16 standards http://www.v-tecs.org/skillfacs.htm Ordering information for complete notebook of comprehensive standards, competencies and other information Selected multimedia sites with ordering information: www.fcclainc.org (FCCLA) go to ãonline storeä for information to order the 2002 resource package with CD Rom and printed guide for the four FCCLA family related programs ãGet Connected to·(a) Family First; (b) Family Fitness; (c) Student Body; and (d) FACTS ä; cost is $50 for FCCLA members, and $80 for non-members www.jumpstart.org (Jumpstart) go to ãdownloadsä and ãclearinghouseä for many free and/or inexpensive curricular materials www.realityworksinc.com (Realityworks) Baby Think It Over, Nicoteen and other resources www.cambridgeol.com (Cambridge Educational) videos, CD-ROMS, and other resources
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Ministry Of Education The People S Republic Of China The kindergartens combine childcare with teaching so that the children will develop The educational activities conducted in kindergartens constitute a http://www.moe.edu.cn/english/basic_b.htm
Educational Psychology Interactive: Internet Resources educational Effectiveness from Best Practice in vocational education and education for an information age Teaching in the computerized classroom. http://chiron.valdosta.edu/whuitt/materials/internet.html
Extractions: Internet Resources Last updated: August 2005 EdPsych : Courses Homepage Introduction to Education and Educational Psychology ... Philosophy of Education Philosophy of Education : The Paideia Archive Philosophy of Education : Publication of the Philosophy of Education Society Philosophical Roots (of Learning Communities): by Ron Miller Online Papers in Philosophy (with index): Compiled by David Chalmers
Extractions: Source: ERIC Clearinghouse on Handicapped and Gifted Children Reston VA. WHAT DIFFICULTIES DO LEARNING DISABLED STUDENTS FACE IN A VOCATIONAL EDUCATION CLASSROOM? Learning disabled students may have difficulties with academic tasks such as reading and writing. Following directions and understanding lectures may be hard for them. As a general rule, they forget more often than other students. They may learn how to sand wood one day, but forget by the next day. In class, they may appear restless and inattentive. Sometimes they will fail to focus on their task. In PUZZLED ABOUT EDUCATING SPECIAL NEEDS STUDENTS, Lloyd Tindall describes a typical learning disabled student: We are in a vocational agriculture classroom in late March as the instructor explains how to prepare a cornplanter for spring planting. A cornplanter from one of the student's farms is in the shop awaiting preparation. The instructor asks the class to read a section of the cornplanter manual silently. Tom reads for about a minute and then starts bothering the student next to him. After being asked to continue reading, Tom reads for another 30 seconds and again bothers his neighboring classmates. The instructor asks the students to list the necessary tasks on paper. Tom has trouble listing the essential tasks. He cannot identify the essential tasks to be performed. His thinking appears to be disorganized. His handwriting is poor. Some of his letters are reversed: a "b" replaces a "d". He has skippped words. We also observe that Tom is easily distracted by noises outside the classroom. He does not seem to have the ability to tune out even minor distractions.
Extractions: 2005-09-19 - Central Asia. The meeting of Education Units main partners is aimed at developing action plans, discussing the results achieved and future perspectives for the next biennium. 2005-07-26 - Central Asia. The Central Asian sub-regional youth conference will be conducted 26 July in Almaty, Kazakhstan to involve young people and youth NGOs in the process of discussion and formulation of the issues of quality education, overall strategic priorities as seen by young people in the specific economic and socio-cultural context. 2005-07-21 - Central Asia.
MSU Online Catalog - Secondary Education Courses EDSD 452 METHODS OF TEACHING vocational AGRICULTURE TECHNOLOGY education teaching and evaluating vocational and technology education at the middle and http://www.montana.edu/wwwcat/courses/edsd.html
Extractions: EDSD 301 PARAPROFESSIONAL EXPERIENCE EDSD 363 MULTICULTURAL EDUCATION EDSD 400 SEMINAR EDSD 410 STUDENT TEACHING EDSD 413 PROFESSIONAL ISSUES EDSD 450 CONTENT AREA READING EDSD 452 EDSD 453 METHODS OF TEACHING ART EDSD 457 METHODS OF TEACHING ENGLISH EDSD 458 METHODS OF TEACHING SOCIAL STUDIES EDSD 459 METHODS OF TEACHING FAMILY AND CONSUMER SCIENCES EDSD 461 METHODS OF TEACHING SENIOR HIGH MATHEMATICS EDSD 465 METHODS OF TEACHING SECONDARY HEALTH ENHANCEMENT EDSD 466 METHODS OF TEACHING SECONDARY SCIENCE EDSD 470 INDIVIDUAL PROBLEMS EDSD 471 METHODS OF TEACHING MIDDLE SCHOOL MATHEMATICS EDSD 480 SPECIAL TOPICS EDSD 489R UNDERGRADUATE RESEARCH/CREATIVE ACTIVITY INSTRUCTION EDSD 490R UNDERGRADUATE RESEARCH/CREATIVE ACTIVITY EDSD 570 INDIVIDUAL PROBLEMS EDSD 580 SPECIAL TOPICS EDSD 301 PARAPROFESSIONAL EXPERIENCE
Extractions: Webmaster Certification This page will help you select an accredited online education course for meeting continuing CTE requirements or courses can be applied towards your Masters Degree in Education Masters Teaching Degree and Postsecondary. Obtaining Teaching Certificates online is a practical way for busy teachers to keep up with continuing educational licensure requirements. We have degrees, certificates and training for Elementary, Secondary Special Ed teachers who, as an integral part of the school community, facilitate the development of students. Continuing Education for Teachers Online Teacher Degrees and Training Postsecondary Teachers Faculty keep abreast of developments in their field by reading current literature, talking with colleagues, and participating in professional conferences. They may also do their own research to expand knowledge in their field. They may perform experiments; collect and analyze data; and examine original documents, literature, and other source material. From this process, they arrive at conclusions, and publish their findings in scholarly journals, books, and electronic media.
Extractions: The mission of the U.S. Department of Education is to ensure equal access to education and to promote educational excellence for all Americans. The mission of the Office of Elementary and Secondary Education is to promote academic excellence, enhance educational opportunities and equity for all of America's children and families, and improve the quality of teaching and learning by providing leadership, technical assistance, and financial support. Several interagency committees are addressing youth violence prevention, including: White House Conference on Youth, Drugs, and Violence; Conference on Youth Violence Prevention; Mexican/American High Level Contact Group for the Fight Against Drug Trafficking; Violence Against Women Interagency Working Group; and the Interdepartmental Working Group on Violence (chair of School Violence Committee). National Center for Education Statistics (NCES) The Office of Safe and Drug-Free Schools 21st Century Community Learning Center (CLC) program. The 21st Century CLC enables schools to stay open longer, providing a safe place for homework centers, intensive mentoring in basic skills, drug and violence prevention counseling, help for middle school students preparing to take college prep courses in high school, enrichment in the core academic subjects; as well as opportunities to participate in recreational activities, chorus, band, and the arts, technology education programs, and services for children and youth with disabilities.
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Factsheet: Open Educationn Forms of Organizing the Teaching under the Open education Scheme Unemployedpeople participating in open education activities as part of an activation http://eng.uvm.dk/publications/factsheets/fact5.htm?menuid=1530
