subject didactics workshop nis, december 1st 2012

Metropolitan University College

Subject didactics workshopNis, December 1st 2012

onsdag 19. april 2023

Side 1


Didactics for subjects and professionsHilde 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

The important thing for a teacher student is not to learn all the subject-theoretical stuff by hearth, but to become a good teacher

onsdag 19. april 2023Side 2


From content oriented didactics to process oriented didactics

Content oriented didactic:

Goal

content

Proces oriented didactic:

Goal

Content

Learning process

The learners’ prerequisites

Evaluation

Learning environment



From content orientation to learning process orientation:

Theory

•Theories on education,

Practice

•Practical teaching

Students prerequisites


Goal/ aim

Content

Evaluation

Learning process



Example of a content oriented 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.



Process oriented didactic

Starting point in the teacher functions:

The underlying task is to organise education, teaching and learning processes

The teacher must:

have a reflective view on different aspects of the school’s tasks in society

Be able to analyse and implement the aims of the legislative framework (ministerial orders)

Understand and be able to draw practical consequenses of basic conditions for development and learning

Be able to plan, carry out and critically reflect on concrete teaching and learning processes

Be able to cooperate with colleagues

Be able to demonstrate ethical considerations



The teachers’ competences

Planning and carrying out teaching in classrooms, workshops, companies

Analyse learning plans/curricula and design the implementation following the mandate from the overall curruculum

Take part in developmentwork



Learning outcomes 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


The recommended learning environments:

Evaluationonsdag 19. april 2023Side 8


Describing learning outcomes

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



MASTER CURRICULUM DESIGNPROGRAMME- curriculum proposal of the University of Niš -

TEMPUS IV MASTS 511170

Niš, 30th November-1th December 2011


Curriculum outcomes

STANDARDS OF COMPETENCES FOR TEACHING PROFESSION and TEACHERS’ PROFESSIONAL DEVELOPMENT

(National Educational Council, Serbia – April 2011)

Four fields of competences:1. COMPETENCES FOR THE SUBJECT – knowledge and

didactics methods2. TEACHING AND LEARNING – pedagogical competences3. SUPPORTING STUDENTS’ PERSONAL DEVELOPMENT –

psychological 4. COMMUNICATION AND COOPERATION skills


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


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.


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.


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.


Questions for the workshop

What is important to teach the students on subject didactics in a subject teacher education?

Which subject didactic considerations are important when you plan a new pedagogical module for subject teachers?

Examples of good practice when it comes to teaching subject didactics/ applying subject didactics


subject didactics workshop nis, december 1st 2012

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