Teaching, learning and assessment methodologies
Ten principles
A range of instructional approaches and assessment methodologies have been integrated into the design of this vocational programme. These methods correspond to the University of Huddersfield’s ten principles of student-centered learning which emphasize the affective and cognitive dimensions that underpin the acquisition of disciplinary expertise. They are as follows:
- The practitioner acts as facilitator of learning rather than as a teacher of knowledge.
- Learners’ prior knowledge and experiences are taken into account.
- Learners’ needs and learning preferences are identified.
- Activities and resources are used to motivate and support learners.
- Learners are actively participating in and reflecting on the learning process.
- Learners are encouraged to become autonomous.
- Learners are inspired to develop their own ideas and problem-solving skills.
- Formative peer and self-assessments support learning.
- Learners participate in planning, implementation and evaluation.
- Learners develop key employability skills.
The ways in which the principles are met in the Huddersfield VET curriculum are adumbrated below. This is accompanied by some discussion of how the aims and purposes of VET education in general have informed the design and delivery of the curriculum.
Principle 1
The practitioner acts as facilitator of learning rather than as a teacher of knowledge.
Effective vocational pedagogy relies on learner-centeredness, or the “positioning” of students as “active learners” (Billett, Harteis and Gruber, 2018, p.114). Practice-based processes and methods such as demonstrations, workshop activities and independent practice typically support the development of vocational expertise. Learners are supported in the acquisition of professional knowledge through a cognitive apprenticeship approach. In effective learner-centered vocational pedagogy, practice (to a large extent) “precedes theory” (Edge, 2020, p.8) and the teacher facilitates a learning environment that supports an inductive and inquiry-based approach.
Principle 2
The prior knowledge and experiences of learners are taken into account.
Research on the development of expertise across the disciplines foregrounds the incremental nature of skill acquisition; it is a gradual process that passes through different stages (from novice to expert). Importantly, the development of expert performance rests upon “the accumulation of experience” (Cross, 2018, p.385) and the curriculum must provide opportunities to acquire this experience in an accessible way. The prior knowledge of learners must be considered with “checks on prerequisite learning” factored into the curriculum (Ashbee, 2021, p.25). Retrieval practice is crucial here and methods to stimulate the retrieval of prerequisite knowledge are integrated into schemes.
Principle 3
The needs and learning preferences of students are identified.
The curriculum includes a range of adaptive strategies and practices that support progression and development across a range of capabilities. This includes designing tasks at an appropriate level and “planning curriculum to manage cognitive workload” (Ashbee, 2021, p.25). Pedagogic strategies such as modelling, scaffolding and flipped learning are used to support knowledge acquisition. A range of resources and teaching methods are used to facilitate accessibility. Project-based work gives learners the opportunity to research into their own area of interest and adapt their projects accordingly. At the early stages of a scheme, the learners are introduced to more routine problems; these gradually increase in difficulty. Schemes adopt a spiral approach providing regular opportunities for learners to practise their skills and revisit concepts. Adaptive teaching “places a great emphasis on formative assessment” (Education Endowment Foundation, 2022, no page) and formative assessment strategies are integrated into schemes to facilitate the monitoring of progress at regular stages.
Principle 4
Activities and resources are used to motivate and support learners.
The curriculum takes a discursive approach with a large focus on experiential and inquiry-based methods; these include opportunities for mimetic learning in practical workshop settings. Motivation to learn in vocational education is based on the immediate usefulness and real-world relevance of the content. Shaping this approach is the idea that “different learning materials provide support for different dimensions of vocational pedagogy” (Cedefop, 2015, p.90). Textbooks are included in schemes; however, there is a focus on authentic (and multimodal) materials that simulate how learning takes place in work-based environments including current case studies, videos and other e-learning applications. Schemes integrate a range of peer support mechanisms including peer group learning and collaborative problem-solving; additionally, group critique is an important peer support mechanism and motivational factor. Resources are at a suitable level, building upon the learners’ “foundational capacities” (Billett, Harteis and Gruber, 2018, p.118) and with the management of cognitive load in mind.
Principle 5
Learners are actively participating in and reflecting on the learning process.
Pedagogically, the programme draws on socio-cultural theories of learning and integrates a range of strategies that promote peer facilitation and collaboration. There is sustained engagement with reflection; learners are expected to record moments of personal and professional development and articulate the reasoning that accompanies practice. They are expected to engage in purposeful debate and constructive dialogue around key concepts.
Principle 6
Learners are encouraged to become autonomous.
Teaching strategies that are designed to promote autonomy and self-regulated learning are used. There is a blended element to the curriculum which includes opportunities for self-initiated study and practice beyond the classroom; these periods of self-directed study are facilitated by EdTech. The flipped classroom approach is used and it is anticipated that this inductive approach will encourage learners to acquire a deep rather than surface understanding of the key elements of the occupational curriculum. Students are expected to progress gradually towards autonomous learning; they are responsible for the direction of their work (particularly project-based activity) and are encouraged to generate independent solutions to practice-based problems.
Principle 7
Learners are inspired to develop their own ideas and problem-solving skills.
The dominant, indeed, the essential characteristic of vocational learner-centered pedagogy is problem-solving; the vocational subject should “ideally” be “attuned to the current problematics of vocational practice” (Hordern, 2020, p.14). This is developed primarily through Project Oriented Learning (POL) and problem-solving activities; all schemes culminate with an applied, real-world project and students have the freedom to focus on their field of interest within the scope of the brief. It is the means by which learners navigate the boundary between ‘knowing that’ (declarative knowledge) and ‘knowing how’ (procedural knowledge) in the vocational curriculum.
Principle 8
Formative peer and self-assessment support learning.
The assessment of occupational knowledge, skills and capabilities is a key element of the curriculum. Vocational assessment is undertaken through meaningful, real-world inspired assessment practices; these include portfolios and synoptic project based assignments that may reflect “the size and scope of real industry projects” and provide “valuable, real, industry experience” (Hinchcliffe, 2020, p.19) through employer input in the brief. Feedback and feedforward generated from in-the-moment coaching inform development. Self- and peer-evaluation are important formative assessment strategies alongside questioning (literal to higher-order), observation of classroom contributions and “production tasks” (Education Endowment Foundation, 2022, no page).
Principle 9
Learners participate in planning, implementation and evaluation.
There is a strong metacognitive component to vocational pedagogy. The pedagogical purposes behind particular classroom practices will be discussed with learners. Schemes include opportunities for reflection, feedback and evaluation; where appropriate, this informs curriculum revision.
Principle 10
Learners develop key employability skills.
The curriculum aims to provide industry-relevant skills; situated workplace learning (or its simulation) is therefore a key pedagogical strategy. Practical coursework and project-based activity that is linked to real-world competencies are also key elements. There is a focus on transversal abilities (e.g. divergent thinking, critical reflection, sustainability and entrepreneurialism) alongside opportunities for learners to connect with the professional environment. It is anticipated that through these activities learners will develop the knowledge, disposition and practices that will enable them to function confidently in their future workplaces.
Vocational learner-centered pedagogy
The teaching and learning methods used in the programme reflect the range of pedagogical approaches in use across vocational education. According to de Bruijn and Leeman (2011), there are eight elements to IVET pedagogy. These are tabularized below:
|
1. |
Formation of vocational identity |
In addition to a set of occupational skills and knowledge the vocational curriculum develops the values and dispositions that characterise a particular occupational field |
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2. |
Authenticity of task |
Pedagogic practices replicate workplace activities |
|
3. |
Reconciliation of subject-oriented and thematic material |
The vocational curriculum integrates theory and workplace practice |
|
4. |
Coaching |
Teachers provide instruction and guidance that promotes learner progress and development |
|
5. |
Adaptive instruction and modelling |
Teachers practise adaptive teaching and facilitate a learning environment that supports the progressive acquisition of occupational expertise |
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6. |
Construction |
The vocational curriculum provides opportunities for students to engage in problem-solving activities |
|
7. |
Development of self-regulation skills |
Self-regulation and autonomy are supported through workplace practices |
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8. |
Development of reflection |
Reflective practice promotes self-regulation, occupational expertise and socialisation into the workplace |
Assessment
The units include a range of formative and summative assessment approaches. These are summarised below.
Formative:
- Question and answer.
- Group discussion.
- 1:1 formative feedback.
- Peer feedback.
- Observation.
Formative assessment promotes continuous improvement and the gradual accumulation of knowledge and experience. This includes the acquisition of technical knowledge. Through effective Q and A misconceptions can be identified and gaps in knowledge addressed. Discussion reflects the collaborative and social nature of design. Importantly, group discussion encourages learners to articulate the thinking process that underpins design activity and can further the development of critical thinking. 1:1 formative feedback from the tutor is factored into the formative assessment process facilitating both conceptual and procedural development. This is supported by the use of peer-to-peer feedback. In evaluating the work of others, the learners are engaged in valuable metacognitive talk. Observation supports a trial-and-error approach where mistakes are used as learning opportunities.