Dr. Z goes through the process of creating a problem-based learning environment in his TVET workshop in Amman, Jordan.

1. Conference of Vocational Training:
Advanced Models on Training,
Business & Governance for the VTC
Dr. Leigh E. Zeitz
Instructional Technology
University of Northern Iowa
Workshop

2. Turn to your neighbor
Describe a favorite lesson:
 You teach in school
 You taught in school
 You took in school
 Why is/was it your favorite?

3.  Goals
 Meaning
 Relevancy
 Feedback
 Outcomes
 Recognition

4. “The study of technologies & related
sciences, and the acquisition of practical skills,
attitudes, understanding and knowledge
relating to occupants in various sectors of
economic and social life.”
UNESCO, 2001

5. “The study of technologies & related sciences,
and the acquisition of practical skills,
attitudes, understanding and knowledge
relating to occupants in various sectors of
economic and social life.”
UNESCO, 2001

6.  Teaches technical skills.
 Completed individually.
 Preset directions.
 Taught sequentially.
 Teacher grades product.
 All end products are the
same.

7.  Problem Solving
 Decision-Making
 Communication
 Oral & Written
 Collaboration: Teams
 Business Analysis
 Project Leadership
 Ethics & Tolerance
 Functional Area Knowledge
Luftman: Society for Information Management (2007)

8.  Problem Solving
 Critical Thinking
 Communication
 Collaboration
 Creativity
 Innovation

9.  Problem Solving
 Decision-Making
 Communication
 Oral & Written
 Collaboration: Teams
 Business Analysis
 Project Leadership
 Ethics & Tolerance
 Functional Area Knowledge
Luftman: Society for Information Management (2007)

10.  Learning is an ACTIVE SOCIAL process.
 Acting on new information connects it to
existing knowledge.
 Listening to lectures is a PASSIVE
INDIVIDUAL process.
 Skill-based projects are ACTIVE INDIVIDUAL
 Empowerment arises from being involved.

11.  Student-Centered
 Collaborative Learning
 Educator/Student Partners
 Construction of Learning
 Meaningful Assessment in
a Real World Context

12.  Challenging questions
 Complex tasks
 Interdisciplinary
 Involves:
 Problem solving
 Decision making
 Investigative skills
 Reflection
 Teacher facilitation – NOT direction
 No correct answer, only effective ones.

14.  Complex and Adaptive
 Craves Challenge
 Searches for Meaning
 Meaning through Patterns
 Developmental & Social
 Inhibited by Threat
 Each Brain is Unique (Caine, 1994)

15. Orchestrated Immersion
 Complex, interactive
experiences
Relaxed Alertness
 Safe and highly-challenging
environment
Active Processing
 internalize info by actively
processing it

16.  Important Topic
 Essential Question
 Design a Plan
 Create a Schedule
 Monitor Progress
 Feedback and Revision
 Assess the Outcome
 External Presentation

17.  Develop a marketable product
 Develop an idea
 Identify consumers
 Industrial materials
 Marketing techniques
 Manufacturing practice
 Working Personnel
 Cost & Process analysis
 Process analysis
Purdue University, Indiana

18. Important Topic:
Making TVET more relevant through Active
Learning
Driving Question:
How can you convert/create a lesson that uses
Problem-Based Learning in TVET?

19.  Provocative
 Challenging
 Arises from Real Life
 Open-Ended
 Aligns with Standards and Frameworks
Example:
How can we make TVET more problem-driven?

20.  Name Standards to be used
 Identify specific outcomes to be
addressed
 Identify actions that will demonstrate
these outcomes.

21.  Assessment
 What outcomes will you assess?
 Culminating Project (Groups & Individual)
 Content Knowledge
 21st Century Skills
 How will you assess these outcomes?
 Rubrics
 Reflections

22.  Launch Event
 Set the stage
 Get students excited
 Build the Excitement
 List activities for the project (page 3)
 Benchmarks for activities (page 4)
 Create a basic schedule
 Share with students

23.  What will you need?
 People
 Facilities
 Equipment
 Materials
 Community Resources
 Time

24.  How to share the projects
 Share with an authentic audience
 Provide support to students for demonstration.
 How did the project go?
 Final projects?
 Student perception?
 Instructor perception?
 Standards addressed?