EQUAL WOMAN İS EFFICIENT
LdV Project

VET
• Education and training which aims to equip people with knowledge, know-how, skills and/or competences required in particular occupations or more broadly on the labour market.
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Adapted from European Training Foundation, 1997

• Vocational education (education based on occupation or employment) (also known as vocational education and training or VET) is education that prepares people for specific trades, crafts and careers at various levels from a trade , a craft , technician , or a professional position in engineering , accountancy , nursing , medicine , architecture , pharmacy , law etc.

• Craft vocations are usually based on manual or practical activities, traditionally nonacademic , related to a specific trade, occupation , or vocation . It is sometimes referred to as technical education as the trainee directly develops expertise in a particular group of techniques.

• Direct teaching is whole-class teaching characterised by a stimulus-response approach. The teacher draws learners in, actively engaging them through a variety of techniques such as questioning, explaining and organising group work. There will often be a starter then plenaries at appropriate points to clarify learning.

• Inductive teaching also referred to as classifying, is a means of helping learners
• to solve problems. Learners are presented with an array of data and asked to
• sort and classify it, so generating a hypothesis or rule.

• Deductive teaching focuses on subject concepts and, specifically, on the
• learners’ understanding of ‘the concept rule’: a definition or rule which is stated
• about the topic of the session.

• Modelling is effective in teaching new skills or procedures, for example how to
• construct a paragraph, evaluate a painting or draw a conclusion from evidence.
• Not only will the teacher demonstrate the procedure, but will also talk through
• their thinking, so making explicit the decisions that have to be made at each stage

• Demonstration is an approach used to illustrate an event or procedure. It is often
• used to stimulate thinking.

• A constructivist approach can challenge and address misconceptions. Learners are asked to make explicit their thinking about a particular notion or idea. This will often reveal a range of ideas. Learners are then challenged to consider what would happen in a particular circumstance for each of the ideas. Following this learners are asked to rethink their ideas in light of what actually happens.

• Concept attainment – this model is built around the studies of thinking
• conducted by Bruner, Goodnow, and Austin
(1967). It is designed to help learners
• learn concepts for organising information and to help them become more
• effective at learning concepts.

• Simulations are constructed from descriptions of real-life situations. A less-than real-life environment is created for the instructional station. Sometimes the renditions are quite elaborate (for example, flight and space flight simulators). The learner engages in activity to achieve the goal of the simulation (to get the aircraft off the ground, or to redevelop an urban area), and has to deal with realistic factors until the goal is mastered.

• Role playing, learners explore humanrelations problems by enacting problem situations and then discussing the enactments. Together, learners can explore feelings, attitudes, values, and problemsolving strategies.

This is good for :
• organising knowledge, for example in applied science, biology could be on blue paper, chemistry on yellow and physics on green
• putting units of work on different colours, for example Unit 1 on blue and Unit 2 on green and so on
• learning concepts and details, for example in one college the Marxism topic in media was written on red paper.

• Use cassettes to record learners doing a role-play such as a hotel reservation for travel and tourism, or play a radio broadcast

• These can be used to emphasise learners’ notes.
Highlight important concepts or aspects of notes that learners will need to be taught.
• Distribute handouts before the lesson and ask learners to highlight the key points at home. Then go over them in the lesson to teach learners how to highlight effectively, because some learners will have highlighted the whole page and others will have highlighted obscure words and not the important points.

• Electronic encyclopaedia have a lot of written information presented in an informative way and crossreferenced.
• They are very fast to search and contain pictures, diagrams, animations and videos.
The information can be saved and edited, which constitutes active learning.

• Flip-chart paper
• Crosswords and ICT crossword programmes
• Mind mapping
• Personal writing or extended study
• Reading, writing and note-taking
• Rhyme, rhythm, rap, songs, chanting, poems and jingles
• TVs

• Computers
• Internet
• Interactive boards
• Models etc.

Rekabet Kurumu AİHL English Teachers