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TRAINING FOR CHANGE
New approach to instruction and learning in working life
Yrjo Engeström
Abstract:
Training and instruction are playing a more and more important role in the ILO’s technical cooperation programmes. This book is a welcome reference tool on different training approaches. Adult education faces the challenges of renewal, not only in developing countries but also in industrialised countries. The author states that instructional patterns exercised widely in school teaching and applied in adult education are the main reason for existing crises. This book is largely based on research that has been published during the past ten years and on experiences gained from pilot... [+] Show more
Subjects: Vocational education and training; Adult and community education; Teaching and learning
Keywords: Adult education
Published: Geneva, Switzerland: ILO, 1994.
Access item:
http://www.ilo.org/public/libdoc/ilo/1994/94B09_171_engl.pdf
Destaco:
Golden rules of teaching
The view of good instruction .presented in this book can be condensed into a few "golden rules".
1. Cover less subject matter in your teaching, but teach it better and more thoroughly. One deeply understood and practically mastered idea or principle is more valuable than a hundred superficially learned fragments of
knowledge.
2. Do not be content to teach "ready-made" decontextualized facts and skills. Always ask "why" and encourage students to do the same. Build up your teaching on the basis of general principles and powerful ideas found behind the factual details. Embed phenomena in practices and treat them as part of a system. Search for the origins and development of systems.
3. Evoke in the students a substantive motivation, an interest in the use value of the subject matter. Search for inner contradictions in practices and in knowledge. Use these as sources of sociocognitive conflicts, aroused by means of problems and challenging tasks which show students that their former knowledge and ways of working are insufficient.
4. Draw up an orientation basis that reveals essential principles of the subject matter. Use the orientation basis as an intellectual tool in formulating and solving student tasks. Prepare the orientation basis in the form of simplified models which students will internalize gradually. Invite students into a search for and formulation of the orientation bases.
5. Aim at cycles of investigative learning, including the steps of motivation, orientation, internalization, externalization, critique, and control. Facilitate and guide this designing a complete instructional treatment for each thematic unit. Always be clear of what is the instructional function of each phase of your teaching, that is, what kind of mental work you intend the students to accomplish.
6. Plan your teaching with care. Prepare a curriculum. Compare your instruction continuously with your curriculum. Note successes and breakdowns as well as new insights. Do not hesitate to let your plans and experiences be known for the benefit of other educators. Find out what the others do.
7. Require a lot from students, but respect them as well. Stand behind your words - take what you teach seriously and form your own views about it.
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