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Practical Training in PT Education – key aspects to develop PT competences Inga Vau, MBA Estonian Information Technology College.

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Presentation on theme: "Practical Training in PT Education – key aspects to develop PT competences Inga Vau, MBA Estonian Information Technology College."— Presentation transcript:

1 Practical Training in PT Education – key aspects to develop PT competences Inga Vau, MBA Estonian Information Technology College

2  From  teaching to learning, from teacher-centered to student- centered process  memorizing to understanding and implementing  theories to practice  the only truth to the ambiguities and interpretation  Along with professional knowledge personal development is also valued  Practical training – important part of studies Trends in teaching and learning

3  Approaches to learning – how to evoke and support deep approach to learning  Learning outcomes – what are the competences the student should have at the end of practical training  Assessment and assessment criteria – on what level the competences should be demonstrated  Supervisor – the VIP  Feedback, self-reflection; peer-assessment; experiential learning Key aspects

4  Emerging the deep learning attitude is supported by teaching/learning activities that allow students to:  base on their previous knowledge  participate actively in the studies  getting feedback (formative assessment)  plan and reflect their learning Deep approach to learning

5  The most efficient learning takes place when  Students can make decisions and take responsibility for their learning  Students value the tasks and aims they are dealing with  Students feel confident, that in terms of reasonable effort they are able to succeed Motivation

6  New knowledge should be constructed based on the existing one  moving from familiar to unknown, emphasizing relations between previous knowledge and new information  indicating the similarities, comparing them, encouraging students to recall their similar experiences  The ideal result should be that separated pieces of information form the systematic structure of knowledge Integrated knowledge

7  The effectiveness of learning in correlated to the activity of students during the learning process (e.g. reading vs. explaining something to the others)  The more senses (seeing, hearing, touching, speaking, tasting, smelling) are involved in learning, the more effective the learning  The context of learning help to remember what was learned Student´s activity

8  Learning outcomes – the expected final result of learning that can be measured (answer the question „what?“)  As the learning outcomes (verbs and the level of understanding, objectives, adverbs) are fixed, the whole teaching process is shaped according to the best way to achieve these results  Assessment is a tool to measure how gaining the learning outcomes is succeeded, but also the best method to guide the learning in the desired direction – assessment guides learning Learning outcomes

9  Show on what level the competences should be demonstrated  Answer the question „how?“  Objective, support the equal treatment of students  Guidelines for self- and/or peer-assessment  Help the students to plan their learning process, the necessary amount of effort to get the desired result Assessment(criteria)

10 General competences  Knowledge, skills and attitudes not attached to any specific profession  Help to change occupations and be successful in different work areas  To develop general competences, practical training requires an integrative model – competences like teamwork and expressing your ideas, and finding new information e.g. are developed parallel to the professional skills  Are assessed in the process, need feedback

11  Competent both in the professional field and in mentoring (training)  Is aware of learning outcomes and assessment criteria  Should be eager to guide (personal characteristics)  Should have enough time, supervision needs to be planned (motivation) Supervisor

12  The admittance of positive feedback is better than the negative ones; feedback „sandwich“  The aim is supporting and guiding, not criticizing  Timing – too early impedes learning, being late can reduce the motivation  Comprehensibility – making sure the feedback was understood correctly; using plain words  Feedback is given to the action/result, not to the person  Criteria-based Feedback

13  Allows student to  assess the result of his learning compared to the criteria  identify his strength and areas to improve in the context of the result and effort that was made for the result  value his progress, plan focuses for further learning  analyze his general competences levels and the suitability of future professional occupation chosen  think about his learning as a whole, find new challenges Self-reflection

14  Discovers the misunderstandings, allows the support from fellow students  Both students are learning – as the person being assessed so the assessor  Develops general competences (explaining, argumentation, giving constructive feedback)  Helps the student to understand the role and aim of assessment and take the responsibility for assessing (general competence ?) Peer-assessment

15 Experiential learning  Gaining an experience = learning ?  Experience: action, doing something; Result: expected or unexpected; Next experience; Learning?  Analyzing: the environment and its influence, content of the situation, roles of participants, reasons of acting in certain ways  Conclusion what was done correct and what should be done otherwise  Learning form failure is more common, learning from success enables formulating a theory

16 Key aspects of developing competences during practical training Learning outcomes Feedback SupervisorSelf-reflection Assessment criteria Peer-assessment Deep approach to learning Student Experiential learning

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