QTC Tel: ： Yan Li QTC Tel: ： Student-Centred Learning The Challenge of Change for TVET

Before 2000, the focus on Technical Vocational Education and Training (TVET) development was expansion. After 2000, the focus on TVET shifted from expansion to quality improvement. Since 2004, the new focus of TVET has changed to curriculum and instructional model reform. 1.The Challenge of Change for TVET in China 1.1 Government’s Perspective

Qingdao Technical College(QTC) has formulated the curriculum reform outline. Basic idea: adhere to the student-centred thoughts, Improve the quality of classroom teaching. Reform goals: focus on students' development demands, form professional characteristics of teaching approaches. 1.2 Institutional Perspective 1.The Challenge of Change for TVET in China

teachers are doing too many learning tasks for students. (ask the questions, call on students, add detail to their answers, offer the examples, organize the content, do the preview and the review.) ---teacher-centred learning(TCL) but teachers don’t think students develop sophisticated learning skills (student still lack of motivation, activities, responsibility for their learning outcome). 1.3 Tutor’s perspective 1.The Challenge of Change for TVET in China

1.The Challenge of Change for TVET 1.4 Future Perspective the need for 21st century skills to equip learners with the necessary tools to succeed in the modern society. the need for developing digital literacy to keep pace with the ever changing digital world. the importance of developing creative, collaborative, communicative and innovative learners.

A new world with new tools and different students.

China need to make some teaching reforms to ensure the quality development for TVET. The teaching approaches are an important part to ensure the quality of educational delivery. Which teaching approaches should be more used? 1.The Challenge of Change for TVET

The quality of educational delivery is monitored by the New Zealand Qualifications Authority (NZQA). Student - centered learning(SCL) is embodied everywhere at Wintec. Wintec use SCL to meet the needs of students and the requirements of NZQA.

Student-centered learning(SCL) is recognized as a way of teaching which mostly reflects the students "pluralism".

My problem is how to modify traditional TCL(teacher- centred learning)approaches to accommodate more SCL (student-centred learning) activities for TVET. 2. What is the Problem ?

3. Introduction of TCL and SCL TCL often means: the teacher is in the center of the classroom.Teachers choose what the students will learn, how the students will learn, and how the students will be assessed on their learning.

SCL means : students at the centre of the learning process. students participate in deciding what they will learn, how they will learn, and how they will assess their own learning. 3. Introduction of TCL and SCL

TCL SCL Teacher is the centre of knowledgeTeacher facilitates learning Teacher controls student access to information Students can access multiple sources of information, some of their own choice Focus is on what is learntFocus is on the effectiveness of learning Students viewed as ‘empty vessels’Students have prior knowledge and experiences which may be valuable in their learning No importance attached to what students already know Different students have different levels of prior knowledge which is acknowledged by all participants All students forced to progress at the same rate Students can work on different activities and tasks as they progress at different rates Assessment usually in the form of exams to test students’ ‘knowledge’ Assessment is predominantly formative. Constructive and continuous feedback is given. Curriculum is discipline and product-based Curriculum also takes into account the processes through which learning is developed Comparision

Some Barriers to Change 1. Low level of cooperation between teachers and students 2. Insufficient student participation 3. Inadequate national policies 4. Lack of educational research on SCL 5. Lack of funding 6. Negative attitudes of institutions,teachers and students

1.The Function of Content 2.The Role of the teacher 3.The Responsibility for Learning 4.The Purposes and Processes of Assessment Four Dimension of SCL 4.Teaching strategies of SCL

teacher encourages students to transform and reflect on most of the content to make their own meaning out of it. 1.The Function of Content 4.Teaching strategies of SCL

Acts as facilitator,teacher intentionally uses various teaching and learning methods that are appropriate for student learning goals. 2.The Role of the teacher 4.Teaching strategies of SCL

teacher provides increasing opportunities for students to assume responsibility for their own learning, leading to achievement of stated learning outcomes. 3.The Responsibility for Learning

active learning is strongly encouraged in China’s teaching.

3.The Responsibility for Learning active learning is strongly encouraged in NZ’s teaching. 4.Teaching strategies of SCL

Consistently throughout the learning process, teacher integrates formative and summative assessment and constructive feedback. 4.The Purposes and Processes of Assessment 4.Teaching strategies of SCL

4. Examples of SCL activities Problem-based learning

4. Examples of SCL activities Group project work

4. Examples of SCL activities Role Play

4. Examples of SCL activities Caes Study

4. Examples of SCL activities Mind Map

My research is to develop a rubric template to help TVET teachers and students to modify their current teaching approaches to accommodate more student-centred learning activities. 5.Research Plan

. Literature review to gather examples and evidence of SCL (Lesson plans,Assessments, Teaching strategies and rubrics……)

Examples: Checklist for Developing Learner-Centered Lesson Plans in NZ IC-NE-LessonPlans-ChecklistForLearner- CenteredLessonPlans.doc

BaselineEffectiveExemplary Course has limited activities to assess student readiness for course content and mode of delivery. Course has some activities to assess student readiness for course content and mode of delivery. Course has multiple timely and appropriate activities to assess student readiness for course content and mode of delivery. BaselineEffectiveExemplary Learning objectives, instructional and assessment activities are not closely aligned. Learning objectives, instructional and assessment activities are somewhat aligned. Learning objectives, instructional and assessment activities are closely aligned. Learning Objectives and Assessment Alignment Student Readiness Examples: Assessment and Evaluation of SCL

. 5.Research Plan Compare and Evaluate current literature related to TVET programmes in New Zealand.

. 5.Research Plan Develop a rubric template for implementation of SCL.

. 5.Research Plan Implement the new approaches of SCL in model programme courses

. 5.Research Plan Assess the impact on teachers and students of the new approaches of SCL.

1. To build up a rubric template of SCL for TVET teachers and students to help them to examine and improve their current states. 6. Future Prospects Anticipated

2.Apply this rubric template to reflect and assess the other areas such as the teachers management, students management, quality assurance… 3. To promote the collaboration of tutors and researchers of Sino-NZ. 6.Future Prospects Anticipated

Thank you ! QTC Tel: ： Please Contact me Yan Li QTC Tel: ：

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