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"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
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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Instead of the idea of ...
Technical vocational
training
Human rights
educationlink
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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... we set the thesis of:
Technical vocational training
human rigths education
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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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
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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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
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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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.
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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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
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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Client order:
Renovation of metal parts in a day care centre
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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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.
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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Client order:
• realistic
• complex
• interesting
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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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
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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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.
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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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 ...
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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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.
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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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..
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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The teacherssupport them as moderators and specialists for all technical, economical, mathematical, linguistic, methodical, health care and design questions.
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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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
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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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)
???
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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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.
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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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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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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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
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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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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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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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 ...
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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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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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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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.
European Human Rights Congress - Barcelona - Workshop "Teaching units, materials and aids"
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Teaching team
designs
curriculum
Regional conditions
of work
Objectives of the school
Learning situation
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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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4. Process of learning: “how to organize the process”
• “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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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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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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