"vision human rights culture“ european human rights education congress in barcelona 4.-...

"Vision Human Rights Culture“

European Human Rights Education Congress

inBarcelona

4.- 6.11.2004

WorkshopTeaching units, materials and aids

European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"

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WorkshopTeaching units, materials

and aids

• Hartmut Müller

• Matthias Herwartz

• Volker Stern


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Instead of the idea of ...

Technical vocational

training

Human rights

educationlink


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... we set the thesis of:

Technical vocational training

human rigths education


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thesis• Competence development in

technical vocational training is supported by Human Rights Education

• Human Rights Education is a necessary element of any technical vocational education


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• Presentation of a teaching unit:– Example: “what the students did”

• Theoretical background– Competences: “what is to be established” – Learning Field: “how to assemble the contents” – Process of Learning: “how to organize the process”– Teaching Team: “who elaborates, who is responsible”– Dilemma: “how to design a decision-making process”

• Conclusion

Tops


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Example of a teaching unit: Profession painters

technological competences

competences related to the issue of “human rights”

vocational education of painters in the first year of education.


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Renovation of a day care centre: Lacquering of the steel elements

• Starting point: Client order• Work of the students/apprentices• Dilemma• Competences


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Client order:

Renovation of metal parts in a day care centre


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Client order:

• According to the drafts of the architect’s office all metal parts in the building get a new shock-resistant coating with 2K-PUR-lacquer.


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Client order:

• realistic

• complex

• interesting


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Work of the student/apprentice:• to plan the work,

• to list the tools, coating materials and supplies

• to take into consideration the respective health and security regulations.


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The expected results:

• Description of the situation: subsoil’s, surroundings, general conditions etc.

• Draft for the design,• Work schedule for preparatory work and

coating• Security advice for the work• List of tools and devices ...


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and:• List of materials with indications of quantity for

preparatory work and coating,• List of supplies• Measurements according to law• Tool cleaning plan and residual disposal plan• Presentation of the results• Evaluation of the own work


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The students/apprentices• inform themselves about the

technological, economical and mathematical items in schoolbooks, encyclopedias and by internet.

• They elaborate the different plans alone or in small groups.

• They organize their learning and working process on their own.


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For example some details:The apprentices inform themselves why and when steel corrodes. On top of this they choose the right manner to clean the surface of the corroded steel and the right material and technique to coat according to the later usage.


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They calculate according to the drafts of the architect’s office and the law the necessary amount of materials, working hours and costs. They decide also, how they should protect themselves from getting in contact with dangerous materials and liquids.Finally they find a way to present their solutions to the master and client.


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The students/apprenticesanswer all the technical, economical and mathematical questions around this realistic order and they organize, value and present their new knowledge. Based on this they elaborate a working plan and decide about materials, colours etc..


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The teacherssupport them as moderators and specialists for all technical, economical, mathematical, linguistic, methodical, health care and design questions.


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Circumstances of the workmentioned by the students:

Renovation of the day-care centre

mask

Red lead

lawWet grinding

fuse

Building site


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Dilemma: Conflict in the day-care centre

conflict betweenthe order of the master

and the interests of the

director of the day-care centre and a father

Master

Client(director)

Client (father)

???


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The apprentice detects old layers of red lead priming coats. He puts on protective gear according to the regulations. The director and a father run into the apprentice who has turned into a “Marsian”.


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When the apprentice mentions the poisonous red lead priming coats, both men panic and require animmediate halt of the renovation work.


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The apprentice´s dilemma • The loss of his apprenticeship place can no

longer be excluded. Therefore it is very important to ensure that all current orders are carried out in time.

• The master craftsman insists on starting work without delays.

• The director of the day-care centre and the father of one of the children panic and require an immediate halt of the renovation work.


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Circumstances of the work

Building site„t

oxic

“

Renovation of the day-care centre

mask

Red leadlaw

Wet grinding

fusem

aste

r

child

ren

educator

client

endanger

apprentice

laws

Building site facilities

Work regulation

The Law


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Competences to be achieved

• Contribution of occupationally oriented learning field

• Contribution of comprehensive vocational learning field


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Social and human competence

Methodology / learning competence

Specialized competencies

Contribution of occupationally oriented learning field

Specialized competencies (technology, economy, design, ecology, measurement) Adhere to technical work protection when handling hazardous substances

Methodology/ learning competenciesGenerate mind-maps on the field of knowledge and on the influencing factors

Social and Human competenciesIdentify possible conflicts between corporate interests and the commitment for fellow human beings


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German / Communication

Sports / health promotion

Religious instruction

Political science/ social sciences

Contribution of comprehensive vocational learning field

German / CommunicationGet information from texts and pictograms

Sports / health promotionRealize the long-term impact of poisons on the body

Religious instructionRealize own needs and the needs of others

Political science/ social sciencesReflection of Human Rights in the Basic Constitutional Law


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Theoretical Background

1. Competences: “what to establish”

2. Learning field: “how to assemble the contents”

3. Teaching team: “who elaborates, who is responsible”

4. Process of learning: “how to organize the process”

5. Dilemma: “how to design a decision-making process”


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1. Competences: “what is to be established”

• Qualification

• Competences

• Competence development


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Qualification

• correspondent to given performance parameters comparable to a mechanical unit,

• focussed on demands,becomes invalid with the discontinuance of the demand,

• verification of the existence of a qualification with performance results,

• to be utilized (internally) at short-term


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Qualification:

• Knowledge about one specific material or method of preparatory work and coating– Corrosion of steel – shock-resistant coating with 2K-PUR-

lacquer– Measurement according to lay


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Competences

• connection of focus on demands and subject-reference,

• disposition of self-organization, ordered by values,

• do not expire, can be reactivated, • not directly measurable, only to be derived from

the realisation of proneness.


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Competences:

• Knowledge and experience about howto get information and how to choose appropriate materials and working methods for coating steel.

• To create a knowledge basement and to link different knowledge and experience

• To value and organize knowledge


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Competence development

• Development of the connection between demand-focus and subject-reference, development of disposition of self-organization.

• “Competences are funded by knowledge, constituted by values, planned by skills, consolidated by experiences, realized because of will.” (Erpenbeck, 1999)


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Competence development :

the apprentices/students learned to decide and to value against the background of a realistic client order,

they learned and reflected the different ways to decide or to organize their knowledge by comparison


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Guideline for nationwide dual vocational

training

Curricula of

single professionsBusiness process

Typical professional acting fields

Learning fields


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CurriculumThe curriculum today mention these learning fields with its contents. They arise from the different subjects of technology, economy, design, ecology, language etc.

Scientific structure Business processes


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CurriculumLearning field 1: coating metal surfaces Contents:

• Technical information• Procedures to clean and remove rust• Buying and storage• Technical instructions and standards• Handling and recycling of dangerous liquids, • Coating techniques ...


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Guideline dual

vocational training

Curricula

Business process

Professional acting fields

Learning fields

Regional conditions of work


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Learning situations

They are still complexand cover a complete professional action

Learning fields

Learningsituation

Learningsituation

Learningsituation

Learningsituation

Learningsituation


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Complete action vs. subjects

While treating the problem the students follow in the learning situations these complete actions in working processes with its various contents.

There is no division into several subjects.


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curriculum

typical professional

situation

business process

Apprentice/students deal with this situation

from the beginning....

....to the end

until they find solutions for all the different

technological, economical,

ecological, etc.

questions

Complete action


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Contents (examples)Work safety measures

Intake of hazardous substances by the body

Manuals, technical manuals and standards

Polyurethane coating systems

Information processing

Calculation of surfaces ...TB


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3. Teaching Team: “who elaborates, who is responsible”• In Germany a teaching team has to

design the learning units (learning situations) on the base of the– curriculum– regional conditions of work and– objectives of the school


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Regional conditions of work

Objectives of the School Learning fields

Curriculum

Learning situations

Tasks of the Teaching TeamObjectives of the

Teaching Team

Link


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Objectives of the school

Description of the special profile of the school with the main emphasis on its pedagogical work


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Elements of the objectives of the Heinrich-Hertz-Berufskolleg• Development of the personality of the students• Support of a responsible behaviour of the

students• Trusting and honouring climate

based on mutual respect• Consideration into the requirements of the

local working conditions


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Objects of the Teaching Team

On the base of the objectives of the school description of the main emphases in the didactical and methodical work of the Teaching Team against the background of the professions and their students with their experiences, knowledge and social origin ...


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Objects of the Teaching Team Painters (Elements)

• Support of a responsible behaviour of the students: The assignment of small responsible tasks and the discussion of their solutions will help the students to learn to be responsible for their actions.


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Objects of the Teaching Team Painters (Elements) (2)

• Development of the personality of the students:Regarding their capability to learn something, most of the students don´t have high opinion of themselves. This affords a very positive climate and suitable methods. The students shall learn to assess themselves realistically.


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Teaching team

designs

curriculum

Regional conditions

of work

Objectives of the school

Learning situation


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• “Competences are funded by knowledge, constituted by values, planned by skills, consolidated by experiences, realized because of will.” (Erpenbeck, 1999)

• The students have to act, to decide, to compare and to reflect their actions


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Shape of the learning situationThe learning situation is linked to a situation in the professional action field. Within this action field there are not only technological problems but also social and personal problems to solve.


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Professional and comprehensive education

The linking of professional action to social and individual problems in learning processes is necessary for the development of comprehensive education like:– Self-Determination– Participation– Solidarity


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Professional and comprehensive education

• Self-Determination, because the trainees become aware of socio-technical paths of technical development;

• Participation, because they are forming with head, heart and hand their profess-ional action;

• Solidarity, because the results of their pro-fessional work become conscious to them.


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Learning needsdecision-making processes

The development of social and personal competences depends on the process of internalisation of values.Therefore the students have to act, to decide, to reflect their decisions and to discus their values within the learning situations.


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Learning situation: Renovation

Through the client order and the circum-stances of the work the learning situation gets complex. Beside the technological parts the students have to decide in various questions.


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designed as a case study...

someone of identical professional orientation confronted with a typical occupational situation

Learners = Students/apprentices

Case study

? ! ?

Identification


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designed as a decision situation...

included decision situation demands consideration during problem solving

Learners = making decisions

Case study

? ! ?

?

problemsolving

behaviour


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...offering controversial views...

? personal technical technical &economical efficiency

spontaneous point-of-view

personal interest

point of view of moral and legal legitimacy

consequences for others and society


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Looking back at our thesis of:

Technical vocational training

human rigths education


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“how to design a decision-making process”

• designed as a case study...• designed as a decision situation...• ...offering controversial views...• ...offering social perspectives...• ... in an open process of learning• with an open end?


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...offering social perspectives...

View 1 View 2 View X

role play is competence of empathy on its ownand easier way of acquisition of abstract viewpoints


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... in an open process of learning

oneway

How to learn ... independent problem solving behaviour without room for personal development,

own decisions and creative behaviour?

?


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with an open end?

„open“ decision situations: => are very fruitful in their outcome!

• may not be solved to everyones happiness• important viewpoints exclude each other=> real „Dilemma“


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Learning Situation-format:

• Text


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Theory-Format

Text

"vision human rights culture“ european human rights education congress in barcelona 4.-...

Documents

workshop teaching units

coating materials

aidsworkshopteaching

aidsclient order

year of education

client orderwork

steel elementsstarting

work schedule