GTLE Pedagogy TVET flashcards
GTLE Pedagogy TVET · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- TVET definition
- Education and training that develops the knowledge, skills and attitudes required for employment in a specific occupation or occupational field, delivered in schools, institutions or workplaces.
- Dual system
- A TVET model in which a learner is simultaneously an apprentice in a company and a student in a vocational school, governed by a training contract and national training regulations.
- Zone of proximal development
- Vygotsky's term for the gap between what a learner can accomplish independently and what they can accomplish with expert guidance or peer support; scaffolding is targeted at this gap.
- Kolb experiential learning cycle
- A four-stage cycle of concrete experience, reflective observation, abstract conceptualisation and active experimentation; practical TVET tasks naturally begin at the concrete experience stage.
- Dreyfus skill acquisition levels
- Five levels from novice to expert. Novices rely on explicit rules and step-by-step instruction; experts work intuitively with ill-structured, authentic problems in their domain.
- Unit of competency
- The smallest certifiable element of an occupational standard, describing what a person must do, the conditions under which they do it, and the standard of performance required.
- Constructive alignment
- Biggs' principle that intended learning outcomes, teaching and learning activities, and assessment tasks must all address the same performance verbs and conditions.
- Recognition of prior learning
- A process that assesses a candidate's existing competence against the standard without requiring course attendance; evidence must be valid, sufficient, authentic and current.
- Gagné's nine events
- A lesson sequence: gain attention, state objectives, recall prior learning, present content, guide learning, elicit performance, give feedback, assess performance, enhance retention and transfer.
- Backward design
- Wiggins and McTighe's planning approach: first identify desired results, then determine acceptable evidence, and only then design the learning experiences and instruction.
- Task analysis
- Decomposition of an occupational task into its steps, decisions and underpinning knowledge; each step becomes a teaching point and an observation checklist item.
- Four-step teaching method
- The classical trade-teaching sequence of prepare, present, try out and follow up, used to move learners from demonstration to independent competent performance.
- Faded worked examples
- An instructional sequence that begins with complete worked examples, then completion problems, then independent problems, gradually removing expert guidance as learner competence grows.
- Simulation fidelity
- The degree to which a simulated task reproduces the real task; it must match the competency being assessed, since excessive or insufficient fidelity both distort judgement.
- Competent or not yet competent
- The binary judgement used in competency-based assessment, based on comparison of evidence against the standard rather than on norm-referenced marks or percentages.
- Validity of assessment evidence
- The extent to which evidence actually demonstrates the unit of competency being claimed, covering the full range of performance and the required knowledge and conditions.
- Assessment moderation
- A quality process in which assessors compare and calibrate judgements against the standard and each other, improving consistency and reliability of competence decisions.
- Hierarchy of hazard control
- Ranked controls from most to least effective: elimination, substitution, engineering controls, administrative controls, and personal protective equipment as the last line of defence.
- Hazard versus risk
- A hazard is a potential source of harm; risk is the combination of the likelihood of that harm occurring and the severity of the resulting injury or damage.
- Lockout tagout
- An isolation procedure that de-energises equipment and applies personal locks and tags before maintenance, preventing accidental start-up or release of stored energy.
- Mayer redundancy principle
- People learn better from graphics plus narration than from graphics plus narration plus identical on-screen text, because duplicated text overloads the visual channel.
- Operation sheet
- A TVET print resource listing the sequential steps, tools, settings and safety points for performing a specific practical operation; it supports guided practice.
- Open educational resources
- Teaching and learning materials released under licences that permit free reuse, adaptation and redistribution, subject to stated conditions such as attribution or share-alike.
- Kounin withitness
- A classroom management quality describing a teacher's awareness of everything happening in the room and timely intervention before minor off-task behaviour escalates.
- Self-determination theory
- Deci and Ryan's motivation theory identifying autonomy, competence and relatedness as basic psychological needs whose satisfaction sustains intrinsic motivation and engagement.
- SMART goals
- Goals that are specific, measurable, achievable, relevant and time-bound; specific and moderately difficult goals with feedback outperform vague do-your-best instructions.
- Gibbs reflective cycle
- A six-stage reflective structure: description, feelings, evaluation, analysis, conclusion and action plan, used to turn a teaching or workshop incident into learning.
- Reflection-in-action
- Schön's term for thinking about and adjusting one's practice while it is happening, in response to unexpected learner or equipment situations during a session.
- Action research
- A cyclical practitioner inquiry: identify a problem, plan an intervention, act, collect data, reflect and revise, generating local evidence to improve teaching practice.
- Conflict of interest in assessment
- A situation where a teacher's personal or financial relationship with a candidate could bias judgement; the interest must be declared and the assessment reassigned.
- Industry return-to-teacher placement
- A continuing professional development activity in which a TVET teacher spends time in industry to refresh current occupational practice, technology and employer expectations.
- Formative versus summative assessment
- Formative assessment is ongoing and used to guide learning without certification; summative assessment occurs at the end and certifies achievement against the standard.