Teaching and Learning: An Overview

Introduction to Teaching and Learning

• According to Ambrose et al. (2010), learning is an ongoing process
• Learning relates to students when students do things themselves or produce a product
• Learning involves a change in knowledge, beliefs, behaviors, or attitudes
• Teaching is an interactive process involving classroom talk
• Major components of teaching include content, communication, and assessment
• Teaching and learning should be a transformation of knowledge from teachers to students

Teacher's Role

• Teachers identify learning objectives, develop resources, and implement strategy
• Teaching resources are materials and tools to facilitate learning
• Effective strategy implementation requires a flexible plan adapting to different learners' needs
• Modern pedagogy recommends a student-centered approach to teaching and learning
• A teacher's main role in student-centered learning is to facilitate learning activities
• The key responsibility of a teacher in the student-centered approach is guiding and facilitating learning
• According to TUKI (1981), a teacher facilitates the learning process
• Teachers in society shape youth, create behavioral change and provide knowledge and skills
• Teaching methodologies and educational psychology facilitate the teaching/learning process
• Teachers should be role models that emulate positive qualities
• Flexibility and reading culture allow teachers to cope with educational changes
• Teachers promote student engagement by incorporating interactive activities
• Teachers should provide timely and constructive feedback in assessing student progress

Competency-Based Training (CBT)

• CBT stands for Competency-Based Training
• The key focus of CBT is practical skills and acquiring competencies
• CBT differs from traditional training by emphasizing continuous learning throughout one's career
• The driving force behind CBT is employer demands and industry needs
• CBT is relevant to the future by letting workers learn in a modular approach
• CBT ensures relevance to the labor market by being demand-driven and practical
• A "modular approach" in CBT implies learning in separate, manageable units
• The primary goal of CBT is meeting labor market needs
• Competence in CBT means possessing and applying knowledge, skills, and attitudes
• A dimension of competence involves responding to irregularities in routine, called contingency management skills
• Specific competencies are independent of one another
• Competency is the demonstrated ability to apply knowledge, skills, and attitudes
• Competence is broader than competency; competence focuses on "how", competency on "what"
• CBT focuses on mastering real-life industry skills
• The central focus of CBT is achieving competencies based on industry needs
• A Competency Based Curriculum (CBC) is a framework for course design based on the CBC framework
• Learning in a Competency-Based Curriculum is measured by learner performance relative to competencies
• The primary focus of a competency-based curriculum is learning outcomes and competencies
• Competency-based curricula differ from knowledge-based ones by emphasizing what learners are expected to do
• A key characteristic of competency-based curricula is allowing students to progress by demonstrating competence
• Competency-based curricula address industry requirements by consulting field experts and covering scopes
• A general introduction serves as a brief description of curriculum components in curriculum development
• The rationale of the qualification focuses on the purpose and justification of the qualification in curriculum structure
• Typical information in curriculum details refers to the sequencing of learning modules
• The purpose of a graduate profile is outlining the characteristics of a graduate
• A flowchart represents the sequencing of learning modules in curriculum structure
• A flowchart ensures consistency in learning and module sequence
• The glossary at the end clarifies specific terms
• The primary function of a module in the curriculum training package is to stand alone for easy usage
• A module consists of a course structure, module specifications, and integrated assessment
• The course structure in a module describes learning objectives and content
• Integrated assessments for specific modules are developed at the end of the module
• The leading step in planning CBT sessions is conducting a training needs assessment
• The purpose of a chronogram in CBT sessions planning is to outline the sequence and duration of module delivery
• The document required for planning the delivery of modules during the Industrial Attachment Program (IAP) is the IAP plan
• A Scheme of Work in CBT sessions planning refers to a session delivery plan
• Didactic materials should facilitate learning, teaching, make lessons clear, and supplement instruction
• Learners who prefer information presented vocally are auditory learners
• A key consideration for selecting resources in CBT sessions planning refers to learning styles

Competency-Based Training Delivery

• Memorization-based learning is not mentioned as a facilitation method for Competence Based Training Delivery
• A shift from from teacher-centered to learner-centered implies that teachers move to be facilitators
• Cooperative learning involves learners working together to achieve a common goal
• Facilitation methods/techniques are important to apply during teaching because it maximizes students involvement
• The main benefit of the cooperative learning approach is group collaboration
• The basic elements of the cooperative learning approach are Positive inter-dependence, individual accountability, Group processing, Social Skills, Effective communication
• Think - pair - square – share method involves learners actively discussing a given problem individually, comparing answers with a partner, and then sharing solutions with the whole class
• In the Jigsaw method, each member becomes an expert in a specific topic
• The objective of the Inner and Outer Circle method is to exchange information related to previously taught material
• The purpose of a debate in cooperative learning is to develop public speaking skills
• The purpose of a case study in cooperative learning is to simulate real-life situations
• Seminar method is applied in cooperative learning when learners present a topic, followed by group discussion
• An effective brainstorming session should have an independent facilitator
• The term "Positive inter-dependence" in cooperative learning means group members depend on each other to achieve common goals
• The four stages of experiential learning, are Concrete Experience, Reflective Observation, Abstract Conceptualization, Active Experimentation
• "Learning by Doing" is often used interchangeably with experiential learning
• Experiential learning is described as learning through action
• In experiential learning, the purpose of reflective observation is to process the experience
• Learning through discovery is not a term associated with experiential learning
• Experiential learning contributes to student development by increasing knowledge, developing skills, and clarifying values
• The foundation of an individualized learning approach is the recognition of learner differences
• An individualized learning approach is described as tailor-made for each learner
• Individualizing instruction aims to address the needs and preferences of each individual learner
• An individualized learning approach considers addressing the needs of each learner as more effective
• Digital technologies impact individualized learning by facilitating individual activities, assessment, and feedback
• Common models for individualized learning are directed study, self-study, e-learning, assignments/projects
• The first phase in a facilitator-guided whole-class learning approach aims to review previous learning
• Applying new learning in an assignment is not among the main focus during a facilitator-guided whole-class learning approach
• A facilitator-guided whole class learning approach presents new material, applies it with a learner activity
• The primary focus of CBT implementation in TVET trades is Session facilitation and IAP implementation
• An essential element to consider during preparation of the physical learning place in CBT implementation is location of trainer station
• A key consideration for health and safety in a learning environment is cleaning the learning environment
• Trainees' responsibilities in class management include keeping the school environment litter-free

Competence-Based Assessment

• The primary purpose of Formative/Continuous Assessment is to provide students with valuable feedback
• Integrated/Summative Assessment takes place at the end of the module delivery
• Formative Assessment/Continuous Assessment occurs in all types of modules
• Comprehensive assessment aims to assess learning needs and progress during sessions for the TVET Cycle in RQF Level 3-5
• Competency-Based Assessment (CBA) assesses the competence of students using the standards for skills and knowledge needed at the workplace
• A characteristic of Competency-Based Assessment is criterion-based assessment
• Competency Standards are descriptions of the skills and knowledge required to perform a task/activity to a defined level, it is also an endorsed component of a training package
• The main purpose of competence-based assessment is to confirm that an individual can perform to the standards expected in the workplace.
• According to Miller's pyramid, a learner is assessed for 'Shows how' at Level 3
• Level 4, 'Does', is typically assessed through observation of the learner at work
• Level 2, 'Knows how' during assessment, involves application of knowledge or understanding
• Miller's pyramid covers knowledge, skills, and attitude at all levels of assessment
• 'Evidence' refers to information gathered and matched against a unit of competence to provide proof of competence in the context of Competency-Based Assessment
• Multiple Choice questions are the appropriate assessment instrument for Written evidence
• The rule of evidence known as validity emphasizes that evidence must cover all criteria and meet all requirements
• Supplementary evidence in assessment provides additional information when direct or indirect evidence is insufficient
• Time and cost factors are to be considered when collecting evidence
• The rule of evidence that ensures evidence reflects current skills and knowledge of the candidate is currency
• "Indirect evidence" refers to evidence that infers competence when direct observation is not possible
• Evidence gathering that involves testimonies is indirect evidence
• A strategic approach to evidence collection involves using evidence that gives an immediate indication of competence
• The purpose of standards-based assessment in education is to evaluate student work fairly and identify essential skills
• According to Bloom's Taxonomy, students demonstrate application abilities at the application level
• The cognitive level in Bloom's Taxonomy that involves breaking down objects is analysis
• The level of Bloom's Taxonomy that requires students to rearrange component ideas into a new whole is synthesis
• The purpose of the "Creating" stage in Bloom's Taxonomy is to use information to create something new
• Components for assessment planning include schedule, candidates, assessors, and tools for written assessment
• Characteristics of summative assessments in integrated situations include context, problem(s), expected results/outcomes, and instructions
• Students are deemed competent in the IAP module if they achieve a total mark of 70% or higher
• The summative assessment summary form is required at the end of both summative assessments
• TVET teachers conduct formative assessments in specific modules
• The focus of formative assessments is achieving learning outcomes through sessions

Portfolio Management

• A portfolio is a purposeful collection of student work showcasing progress, achievements, and self-reflection
• The purpose of a portfolio is to tell a story about student progress
• The purpose of a teacher portfolio in TVET schools is to evaluate CBT progress and performance
• A TVET teacher is responsible for supervising portfolio building activities
• One reason to use portfolios is to improve the quality of teaching by integrating assessment and teaching/learning
• The primary purpose of verification in TVET is to check if students are taught and assessed against competence standards