VOC1

Views of learning and guiding students

Team 1 ( Piaget) Chair group

Team 2 ( Dewey ) What is learning? What kinds of views (or theories) of learning are there? (Such as Kolb's learning styles.) What is your view of the various styles?

Team 3 ( Freire ) What role do learning styles and strategies have in study guidance/tutoring/teaching?

Team 4 ( Vygotsky) What is progressive inquiry? How does it differ from other cyclical theories such as Kolb's Experiental Learning? How is it similar?


Evaluation for the first virtual teaching session on the 17th of September 2013

Link : http://reflectionsonstudy.blogspot.fi/2014/03/voc-1-evaluation-of-first-virtual.html

Power Point presentation on Progressive Inquiry:


 vet voc i session 1 vygotsky from Aleksandra Sasha Paravina


Curriculum & Lectures & Virtual teaching


Team 1 ( Piaget) What is a "a curriculum"? What role does the curriculum have when designing teaching activities and guidance for students? What other roles does it have in Finland? Are the curriculae of a particular program the same all over Finland? (Or, do regional differences exist?)

Team 2 ( Dewey ) Chair Group

Team 3 ( Freire ) What is learning through discussion? What other methods can be used in vocational teaching?

Team 4 ( Vygotsky) How lecturing (and teaching) can be enriched using virtual teaching? What are the "extended" possibilities of virtual teaching and eLearning?

Evaluation for the second virtual teaching on the first of October 2013

Link: http://reflectionsonstudy.blogspot.fi/2014/03/voc1-evaluation-of-second-virtual.html

Power Point presentation on Virtual Teaching :

iVet VOC1 session 2, Vygotsky from Aleksandra Sasha Paravina

Evaluating learning and competences

Team 1 ( Piaget) How can various competencies be documented and developed using a portfolio? What kinds of portfolios are there? How to show one's competencies in a digital portfolio?

Team 2 ( Dewey ) How to evaluate/assess learning?

Team 3 ( Freire ) Chair Group

Team 4 ( Vygotsky) What is the role of the student's self evaluation in vocational education?


Evaluation of the third virtual learning session on the 16th of October 2013.
Link: http://reflectionsonstudy.blogspot.fi/2014/03/voc1-evaluation-of-third-virtual.html

Power Point Presentation on the 'Role of the student's self evaluation in vocational education':

VOC1 session 3, Vygotsky from Aleksandra Sasha Paravina

Special areas of vocational teacherhood


Team 1 ( Piaget) Group dynamics, what is it? Describe the features of a functioning group. How to use collaborative learning methods in vocational teaching?

Team 2 ( Dewey ) How does vocational education relate to the larger whole of the Finnish education? What challenges for vocational education are set by the working life?

Team 3 ( Freire ) What is expected of a vocational teacher? How does a vocational teacher deal with the demands of equality, sustainability and entrepreneurship?

Team 4 ( Vygotsky) Chair Group

Evaluation of the fourth VOC1 session on 29.10.2013

Link: http://reflectionsonstudy.blogspot.fi/2014/03/evaluation-of-fourth-voc1-session-on-29.html

The fifth VOC1 session on the 29th of November 2013

Lesson Plan Template

Names of (student) teacher(s): Aleksandra Paravina

Date and time: 13.11.2013

Class and grade: 9

Number of students: 15

Learning objectives:

·         To enable students to identify and make links between contemporary photography and sociology of gender and welfare state:  through the work of Finnish artists/photographers: Ulla Jokisalo and Jouko Lehtola.

·         To develop students’ understanding of photographic visual – language and symbolism, when applied to portrait images.

·         To extend students’ understanding of the vocational possibilities within the field of painting and photography.

Expected outcomes:

Create a photographic self- portrait by submitting two images from the series of images you will be working on. One can be a formal portrait and the other a fictive portrait.

Prior knowledge of students:

Photography skills: Understanding of exposure, aperture and shutter speed, lighting and composition.

Conceptual skills: History of photography as art (Edward Weston and Imogen Cunningham)

Forms of assessment:

Written assignment that demonstrates knowledge and understanding of the photographic pieces in relation to societal, personal and cultural contexts.

Photographic images that develop idea, personal interpretation to a point of realization. Applying skills, processes to create, perform and present work.

Lesson structure:

Activity	Key outcome (e.g. students should...	Class structure (e.g. students in groups, seated individually)	Time (min.)
Introduction            Power- Point presentation on Finnish artists/photographers: Ulla Jokisalo and Jouko Lehtola.	Take notes, ask questions	Students sitting in the middle of the room	25min
Main section            Research : Activity sheet            Students collect information from internet on topics we have discussed such as gender and welfare state.           They will choose five images from the mentioned artists that relate to these themes and analyze foreground, background, lines and shapes, colours, texture and pattern that they can see in the image. In addition, they will discuss how does the photograph make them feel and how could they describe the image.	Produce a sheet of paper with analysis.	Students work individually	25min
Conclusion Knowledge and understanding is determined though questioning.	Show their findings to each other.	Group work	5 min
Homework Complete the written assignment with analysis of the five images from Ulla Jokisalo and Jouko Lehtola.	Taking notes for homework.	Individual work	5 min