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WORK-BASED LEARNING: Definitions Field Trips: a one-time visit to observe a workplace
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Lessons Learned Findings are from a variety of studies on work-based learning published by National Center for Research in Vocational Education (NCRVE) Berkley.
Students Need to be Work Ready Students’ attitudes and dispositions toward work are perhaps more important than technical skillls, especially when the job is not too demanding to learn and doesn’t require specialized skills. In this situation students must be energetic, meticulous, sociable, and able to pick up social cues. Students who are shy or slow in their work habits are less likely to succeed. School-Based Teaching May Undermine Work-Based Learning In a work situation students must know when to ask questions and take initiative, have the confidence to solve problems, and work well with others. Learning at school often teaches just the opposite: students are required to listen, work alone, and ask the teacher for the answer. Significant changes in the curriculum to include authentic projects and assessment supported by appropriate teaching methods are needed. Who Teaches at Work is Very Important Appropriate training for worksite mentors and monitoring their performance as teachers is an important factor in the success of a student’s work-based experience. Employers should be given written agreements that specify the qualifications of mentors and the employers responsibility to the program and the student. How Critical is the Connection between School and Work? School and Work often appear to be loosely connected. It appears that the significant value and real power of work-based learning comes from the opportunity for students to apply knowledge in useful contexts. In this environment they gain a greater understanding of their own abilities. Students also discover the opportunities that they can create for themselves through experience and/or education. |
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Newsletter Section 2 of 4 |