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Subject didactics workshop Nis, December 1st 2012

Subject didactics workshop Nis, December 1st 2012. Didactics for subjects and professions Hilde Hiim and Else Hippe, Norwegian didactic scientists. The important thing for a professional is not to learn how to sew, but to become a good tailor

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Subject didactics workshop Nis, December 1st 2012

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  1. Subjectdidactics workshopNis, December 1st 2012

  2. Didactics for subjects and professionsHilde Hiim and Else Hippe, Norwegiandidacticscientists The important thing for a professional is not to learn how to sew, but to become a good tailor The important thing for a teacher student is not to learn all the subject-theoretical stuff by hearth, but to become a good teacher

  3. From contentorienteddidacticsto processorienteddidactics • Contentorienteddidactic: • Goal • content • Proces orienteddidactic: • Goal • Content • Learningprocess • The learners’ prerequisites • Evaluation • Learningenvironment

  4. From contentorientation to learningprocessorientation:

  5. Example of a contentoriented approach The librarian students are to be taught psychology according to their lesson plan. The teacher – a guest lecturer – presents different psychological approaches such as humanistic psychology, behaviouristic psychology, psycho analysis. The students have difficulties in seeing the purpose of the subject in relation to their profession as librarians. The psychology teacher also present the same lecture for nurse students.

  6. Processorienteddidactic • Starting point in the teacherfunctions: • The underlyingtask is to organiseeducation, teaching and learningprocesses • The teacher must: • have a reflectiveviewondifferentaspects of the school’stasks in society • Beable to analyse and implement the aims of the legislative framework(ministerialorders) • Understand and beable to drawpracticalconsequenses of basicconditions for development and learning • Beable to plan, carry out and criticallyreflectonconcreteteaching and learningprocesses • Beable to cooperatewithcolleagues • Beable to demonstrateethicalconsiderations

  7. The teachers’ competences • Planning and carrying out teaching in classrooms, workshops, companies • Analyse learning plans/curricula and design the implementationfollowing the mandate from the overall curruculum • Take part in developmentwork

  8. Learningoutcomes • Name of module Teaching Module 7: Installing, configuring, programming and testing hardware and software components for control and regulation of mechatronic systems and facilities • Description: In this module .... • Learning outcomes: The teacher is able to plan a module in installing, configuring, programming and testing • The teacher is able to carry out and evaluate the module • ECTS points • EQF level 5/6 • Learning outcome No. and name • The teacher is able to plan a module in installing, configuring, programming and testing • Knowledge and understanding • The teacher is able to explain all theoretical and practical content of the module • The teacher is able to plan the module with a starting point in relevant didactical considerations • Skills • The teacher is able to demonstrate all practical content of the module • Competences • The teacher is able to compose the relevant level of teaching of the module together with teacher colleagues • Learning environment • The recommended learning environments: • Evaluation

  9. Describinglearningoutcomes • Cognitive Domain • Action verbs • Knowledge:List, define, tell, describe, identify, show, label collect, examine, tabulate, quote, name, outline, recognise, state • Comprehension:Summarise, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend • Application: Apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, compute • Analysis:Analyse, separate, order, explain, connect, classify, infer, arrange, divide, compare, contrast, select, distinguish • Synthesis: Combine, integrate, modify, rearrange, substitute, plan, create, design, compose, formulate, prepare, compile • Evaluation:Assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, support, conclude, compare, appraise, evaluate, justify, interpret, critique

  10. MASTER CURRICULUM DESIGNPROGRAMME- curriculum proposal of the University of Niš - TEMPUS IV MASTS 511170 Niš, 30th November-1th December 2011

  11. Curriculum outcomes STANDARDS OF COMPETENCES FOR TEACHING PROFESSION and TEACHERS’ PROFESSIONAL DEVELOPMENT (National Educational Council, Serbia – April 2011) Four fields of competences: • COMPETENCES FOR THE SUBJECT – knowledge and didactics methods • TEACHING AND LEARNING – pedagogical competences • SUPPORTING STUDENTS’ PERSONAL DEVELOPMENT – psychological • COMMUNICATION AND COOPERATION skills

  12. 1. COMPETENCES FOR THE SUBJECT AND TEACHING METHODS Teacher: • Is able to relate (knows well) the discipline he/she teaches and its relations to other scientific disciplines; • Is able to analyse (knows) the area and knows the subject curriculum, and is able to combine the sc (as well as its correlation) with other areas or subjects; • Is able to integrate and combine (knows) the general principles, objectives and outcomes of education, as well as general and specific standards for student achievement and their interconnection; • understands the social relevance of the subject content; • Is able to choose and combine (has) didactic and methodological strategy (knowledge) required for the course that teaches; • Is able to plan, carry out and evaluate courses in his/her discipline including didactical and methodological considerations • Is able to use (knows) the technologies that follow the scientific discipline and school subject

  13. 2. COMPETENCES FOR TEACHING AND LEARNING Teacher: • has knowledge about the cognitive development of students (cognitive levels and zone of proximal development); • understands the nature of learning, different learning styles and learning strategies; • understands the nature of thought and the formation of scientific concepts.

  14. 3. COMPETENCES FOR SUPPORTING STUDENTS PERSONAL DEVELOPMENT Teacher: • knows and understands the physical, emotional, social and cultural differences among students; • knows and understands the psychological, emotional and social development of students; • has knowledge about ways to support students from vulnerable social groups; • knows the different kinds of motivation and ways to motivate students; • knows how to identify, mobilize and encourage the development of capacities of all students, respecting their individuality.

  15. 4. COMPETENCES OF COMMUNICATION AND COOPERATION Teacher: • understands the importance of cooperation with parents and other partners in the educational work; • has information about available resources that can support the educational work (school, family, the local and wider community); • knows the forms and contents of cooperation with different partners; • knows techniques of successful communication.

  16. Questions for the workshop • What is important to teach the students onsubjectdidactics in a subjectteachereducation? • Whichsubjectdidacticconsiderationsareimportantwhenyou plan a new pedagogicalmodule for subjectteachers? • Examples of goodpracticewhen it comes to teachingsubjectdidactics/ applyingsubjectdidactics

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