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A GUIDE FOR TVET TEACHERS IN UTILIZING INNOVATIVE PEDAGOGY A Guide

for TVET Teachers in utilizing Innovative Pedagogy Acknowledgments

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A GUIDE FOR TVET TEACHERS
IN UTILIZING INNOVATIVE
PEDAGOGY

By:

ACADEMY Dr. Doherty, Funmilayo and Dr. Olelewe, Chijioke J.

ACKNOWLEDGEMENTS

The authors are grateful to the Ford Foundation Office for West Africa, for funding this research.
We appreciate the immense contributions of the West Africa Vocational Education (WAVE) in
monitoring this project.

We also appreciate the contributions of Jan Deurwaarder, an independent consultant in the TVET
sector in Botswana, in editing this guide. We thank Dr. A.O. Adebagbo of Yaba College of
Technology and Dr. S. Fakorede of the University of Lagos for reviewing the guide.

Finally, we wish to acknowledge the contributions of all TVET teachers, principals of technical
colleges, as well as the vocational and technical education boards in Enugu and Lagos State, for
their role as research participants.

A Guide for TVET Teachers in utilizing Innovative Pedagogy Acknowledgments 01

TABLE OF CONTENTS

LIST OF TABLES 3
LIST OF FIGURES 5
ABBREVIATIONS 6

CHAPTER 1 9
1.1 Introduction 9
1.3 21st Century Lesson Planning 12
1.4 Embedding 21st Century Skills 13

CHAPTER 2 14
2.1 Guiding Principles for Learning in the 21st Century 14
2.2 Competency Needs of TVET Facilitators 16

CHAPTER 3 18
3.1 Facilitation Methods in the 21st Century 18
3.1.1 Cooperative Learning 18
3.1.2 Experiential Learning 19
3.1.3 Individualised Learning 20
3.1.4 Facilitator Guided Whole Class Learning 20
3.2 Existing Methods of Teaching and Learning in 19
Technical and Vocational Education 20
3.2.1 The Demonstration Teaching Method 20
3.2.2 The Discussion Teaching Method 20
3.2.2 The Discussion Teaching Method 22
3.2.3 The Project Method 22
3.2.4 Field Trips 23
3.2.5 The Inquiry/Discovery Method 23
3.2.6 The Problem Solving Method 23
3.2.7 The Assignment Method of Teaching 24
25

A Guide for TVET Teachers in utilizing Innovative Pedagogy Table Of Contents 02

TABLE OF CONTENTS

CHAPTER 4 4
4.1 Benefits of Innovative Pedagogy Essential to TVET Teaching 5
1.2 The 21st Century Facilitator of Learning Versus the 21st Century Learner 6
4.2 Innovative Pedagogy for TVET Teachers 9
4.2.1 E-Learning 9
4.2.2 Blended Learning 10
4.2.3 Flipped Learning 13
4.2.4 Facilitated Peer-Tutoring Method (FPT) 19
[Link] Steps needed in the Planning and Implementation 19
of Facilitated Peer-Tutoring 20
4.2.5 The Industry-Based Method 20
[Link] Checklist for Facilitators Before and After an
Industry-Based Learning Visit 20

CHAPTER 5 20
5.1 Guide for Utilizing Innovative Pedagogy 20
5.2 Examples of the Effects of Innovative Pedagogy in Catering 22
Craft, Computer Craft, and Electrical Installation and
Maintenance in Nigerian Technical Colleges

REFERENCES 20

A Guide for TVET Teachers in utilizing Innovative Pedagogy Table Of Contents 03

LIST OF TABLES

Table 1: Comparing the Roles of Classic Teachers and 21st Century Facilitators 5

Table 2: Comparing the Roles of Classic Learners and 21st Century Learners 6

Table 3: Advantages and Disadvantages of the Demonstration Method. 9

Table 4: Advantages and Disadvantages of the Discussion Method 9

Table 5: Advantages and Disadvantages of the Project Method 10

Table 6: Advantages and Disadvantages of the Field Trip Method 13

Table 7: Advantages and Disadvantages of the Inquiry Method 19

Table 8: Advantages and Disadvantages of the Problem Solving 19

Method 20

Table 9: Advantages and Disadvantages of the Assignment Method 20

Table 10: Advantages and Disadvantages of the E-Learning Method 20

Table 11: Advantages and Disadvantages of Blended Learning 20

Table 12: Advantages and Disadvantages of Flipped Learning 22

Table 13: Facilitators’ Checklist for Engaging in Industry-Based Visits 22

Table 14: The Assessment Instruments that can be Used for PEA 20

A Guide for TVET Teachers in utilizing Innovative Pedagogy List Of Tables 04

LIST OF FIGURES

Figure 1: Learning Outcomes 5

Figure 2: Guiding Principles for Learning in the 21st Century 6

Figure 3: From Teacher to Facilitator 9

Figure 4: Kolb’s Experiential Learning Cycle 9

Figure 5: Steps Involved in Using the Demonstration Method 10

Figure 6: Phases of Inquiry Based Learning 13

Figure 7: Steps Involved in Problem Solving 19

Figure 8: Types of Assignments 19

Figure 9 Innovative Pedagogy for TVET Teachers 20

Figure 10: Diagram of Blended Learning 20

Figure 11: A Typical Flipped Learning Environment 20

Figure 12: Steps Needed in Planning and Implementation of the 22

Facilitated Peer-Tutoring

Figure 13: Steps to Follow in Implementing the Facilitated 22

Peer-Tutoring Teaching

Figure 14: Student Learning in a Dual Learning Setting 20

Figure 15: Steps to be Taken by the Facilitator in Adopting the 22

Industry-Based Approach

Figure 16: Alignment 22

Figure 17: Steps to be Followed in Implementing Innovative 20

Teaching Methods

A Guide for TVET Teachers in utilizing Innovative Pedagogy List Of Figures 05

LIST OF ABBREVIATIONS

CAI - Computer Assisted Instruction

FPT - Facilitated Peer-Tutoring

IBM - Industry Based Method

ICT - Information and Communication Technology

ITF - Industrial Training Fund

KSA - Knowledge, Skills and Abilities

LO - Learning Outcome

MoU - Memorandum of Understanding

NSQF - Nigerian Skills Qualification Framework

NTI - National Training Institute

NVQF - Nigerian Vocational Qualification Framework

PEA - Performance Evaluation Analysis

PC - Performance Criteria

SIWES - Students Industrial Works Experience Scheme

SQF - Skills Qualification Framework

TVET - Technical and Vocational Education and Training

OBE - Outcome Based Education

A Guide for TVET Teachers in utilizing Innovative Pedagogy List Of Abbreviations 06

 A GUIDE FOR TVET TEACHERS
IN UTILIZING INNOVATIVE
PEDAGOGY
By

Dr. Doherty, Funmilayo and Dr. Olelewe, Chijioke J.

This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this
license, visit [Link]
About This Guide

This guide gives an overview of the concept and benefits of innovative

pedagogy in the field of Technical and Vocational Education and Training
(TVET). The guide also highlights essential 21st century skills which can
be adopted by teachers.

This is a key characteristic of outcome based education. It offers

practical strategies and steps that TVET teachers can adopt in
integrating innovative pedagogy into their classroom instructional
approaches. Through quasi-experimental studies, the authors of this
guide have tested the innovative pedagogical approaches suggested
herein and have found them to be successful in improving students’
performance in skill learning. Following this guide, TVET teachers can
build their competence in TVET pedagogy, and at the same time, find
practical justification for using a combination of different learner-centred
approaches (such as the facilitated peer tutoring and industry-based
approaches), while ensuring the attainment of effective facilitation and
learning of TVET subjects. Furthermore, this guide offers an outline on
how teachers can use the facilitated peer tutoring method, and gives
illustrative steps for adopting an industry-based approach.

The decision to develop this guide was informed by the fact that TVET
teachers need to be retrained in TVET pedagogy. Hence, the illustration
herein provides a practical demonstration in using innovative pedagogy.
Main Target Audience

This practical guide targets TVET teachers,

TVET institutions and TVET teacher training
colleges and provides a framework for
improving instructional delivery practices.

A TVET teacher, therefore, refers to a person

whose function is to prepare students or
trainees in a vocational-technical school or
training centre, to acquire knowledge, skills, and
attitudes for the world of work in the 21st
century. This guide can be useful in advocating
the importance of integrating innovative
pedagogy into the curriculum as a way of
enhancing the quality of TVET.

It can also form a road map for further research

in the area of applying innovative pedagogy in
TVET. To the regulatory agencies, this
document can also serve as a benchmark for
TVET teachers in technical colleges towards
ensuring improved teacher training
programmes by the National Training Institutes
(NTI). Furthermore, this guide can serve as a
useful tool for TVET teachers who desire to
develop their capacity in the area of TVET
pedagogy and actively engage with their
learners for a more rewarding learning process.
CHAPTER ONE

1.1 Introduction

To realistically achieve quality assurance in relevant knowledge to function in a local,

learning outcomes, facilitation of learning in national, and global socio-economic
Technical and Vocational Education and environment. It seeks to impart
Training should be carried out with the best marketable skills that will help the learner
approaches within a technologically earn an income for a sustainable and
enhanced environment. A good instructional decent lifestyle, and also to build
method makes the subject content easier to attitudes and values that demonstrate
understand and apply, while inappropriate compassion and caring for oneself,
methods can mar the understanding and others, and the environment.
application of some topics or subjects.
The term ‘innovation’ suggests an
Thus, the conscious efforts of the TVET adjustment, improvement, development,
facilitator in using appropriate vocational experiment, reform or renewal, and is
pedagogy to encourage meaningful learning often associated with pure science or
should not be underestimated. In view of this, technology. Innovation as a concept can
pedagogy is any activity consciously refer to a new way of doing things.
designed by a facilitator of learning to bring However, it is frequently generalized to
about effective learning in the students. mean technological progress.
Pedagogy is designed with the aim of
motivating the student, with the end result of An innovative approach to TVET
making the student’s journey successful and teaching, for example, can help to deal
productive in the world of work. with the new requirements, lack of
materials and equipment, lack of direct
This, therefore underscores the importance motivation, lack of staff, increase in
of adopting active pedagogies by workload, and new terminology. For any
establishing a conducive, sustainable, and type of innovative pedagogy to be
equitable learning environment (utilizing designed and utilized, the support of the
learner-centred approaches), that will constituted authorities such as the school
encourage learners to be in control of their principals and the commitment of the
learning. Hence, one of the ways to achieve facilitators is needed. Therefore,
this is through the adoption and utilization of innovative pedagogy implies the
innovative facilitation approaches. Innovative application of existing teaching and
pedagogy is a learning approach that defines learning methods in a creative, but value
how knowledge, skills, and attitudes are increasing way. As innovation is about
assimilated, produced, and used by learners doing things in new or different ways, it is
in a manner that equips the learner with critical to the continuous improvement of

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter One 10

training and the delivery of increased learning outcomes, equity, cost-efficiency, and
student satisfaction. Students are increasingly seeking training that meets their individual
needs. This provides a great opportunity for trainers to be innovative by making learning
environments more exciting, challenging, and rewarding. Trainers can be more innovative
by:

Embracing new technologies to transform training

Implementing new and improved training and assessment strategies

Rethinking of educational goals

Learning from other innovators in training and education

Facilitation methods and learner outcomes in [Link] education system is gradually

TVET are often ignored. Hence, there is a moving to an outcome based approach
need to examine these two aspects to teaching and learning. Outcome based
(facilitations methods and learner outcomes) education (OBE) places the focus on
that directly contribute to improving the competencies achieved by the learner,
quality of TVET. This is because the main which are the knowledge, skills, and
emphasis of TVET is to equip the learners attitudes acquired. OBE is defined as an
with practical aspects of a subject matter. outcome-based approach to education
Unfortunately, this has been a daunting task that incorporates modes of instructional
for facilitators, as they have to deal with delivery and assessment efforts designed
problems such as inadequate facilities and to evaluate mastery of learning by
poor funding. Evidence shows that the students through their demonstration of
teacher-centred teaching methods dominant the knowledge, attitudes, values, skills,
in Nigerian schools can result in poor and behaviours required for the degree
academic performance. Again, this sought. The outcomes or competencies
underscores the need to involve innovative learners should attain at the end of a
pedagogical approaches at the secondary learning programme determine all other
level of education that can guarantee aspects of learning. This includes the
inclusive learning capable of transforming content (the curriculum, topics to be
the learning environment to achieve access, covered), the approaches and methods
relevance, quality teaching, and the actual used in facilitating the content, the
learning of technical and vocational skills. The learning environment, resources, and the
underlying assumption here is that with assessment strategies. OBE embeds
innovative, more inclusive pedagogical essential 21st century skills such as
approaches, learner outcomes would be attitudes,professionalism, communication
improved, thus helping to close the skill gap skills, interpersonal skills, and teamwork.
experienced as youths transition from
education to employment. These skills are neglected in more
traditional approaches to education
In addition, effective technical and vocational because they aren’t assessed, and
education demands that TVET facilitators because most teachers only teach skills
need to understand the most effective that will be assessed. The traditional
learning approaches for TVET learners and approach focuses on the examinations,
how best to integrate these approaches at while OBE on the other hand is learning
the secondary level of technical and outcome and competence driven.
vocational education and training in

11 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter One

1.2 The 21st century facilitator of learning versus the 21st century learner

Integrating innovative pedagogical (such as creativity, critical thinking,

approaches implies that the roles of teacher communication, collaboration).
and student from a more traditional setting, Implementation of an innovative
will become that of facilitator and learner in pedagogical approach will impact on
the 21st century learning environment. (See teachers/facilitators, learners, and the
Tables 1 and 2.) learning environment. It is important that
the teachers have a clear mental picture
This is essential in outcome based education. of their responsibilities as facilitators.
The aim of the 21st century facilitation of
learning is to support learners in establishing After all, the quality of the TVET
lifelong learning habits, an ability to learn education system cannot exceed the
with technology, the development of quality of its facilitators/teachers.
knowledge, character, and higher-order skills

Table 1 :Comparing classic teachers’ role and 21st century facilitators’ role

Classic Teacher 21st century facilitators’

The teacher Is in control, main concern is The facilitator provides varied and rich learning opportunities,
the class of learners as a whole monitoring individual learners

Covers the syllabus in little but fixed steps. Focus Makes sure that each learner is actively engaged in learning
on ‘getting through the syllabus’ with the purpose of achieving Learning Outcomes

Plans steps in fixed sequential order Maximises flexibility and variation in the learning environment
and process

-
Makes sure everyone listens. Strict classroom Process manager, facilitator of learning, creating opportunities
control, discipline enforced for all learners to learn

Content expert / dispenser of information / sage Interpreter and designer of learning programmes
on the stage and materials

Lecturer / transmission model Engage learners. Facilitator of learning

Learning mediator

Control – get through syllabus regardless what Uses a range of learning resources in different media [print /
learners know and can do already audio-visual, visual, e-based] Technology enhanced training.

Whole class approach Facilitators plan, design and implement a learning programme in
collaboration with each other [team work, team teaching] ,
community partners, and students

A unique learning plan is develop for every student based on

students’ interests, learning styles, and real-time data

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter One 12

 Table 2: Classic learners’ role compared with learners’ roles in 21st century

Classic 21st century facilitators’

Whole class approach Focus on: understanding, application, process,

transferable skills

Follows instruction from teacher Controls own learning process

Dependent learner Independent learner

Passive listening Actively constructing knowledge / skills

Uncertainty as to what tests / exams will Knows exactly what will be asked in the test /
cover (only selective parts of syllabus what will be looked for in performance as ALL
are tested) Learning Outcomes/ Performance Criteria will
be covered

Writing test / exams, performing, Prior to test / performance or product

producing a product without assessment the criteria for assessment are made
knowing how marking / assessment available and discussed
will be done

Rarely is allowed to see final exam / test Gets full insight in how assessment was done
after being marked. and a decision taken (competent / not yet
competent).

1.3 21st century lesson/session planning

Lesson planning isn’t new to teachers. The of a learning environment that gives
lesson plan for innovative pedagogy multiple opportunities for learners to
approach in a 21st century and in an outcome learn. Most of the work is done before
based education will focus on two main facilitating the session, to set the stage
aspects for the learning and assessment tasks
teachers have developed for the session.
The session plan has to be learner Therefore, the purpose of a session plan is
centred, inclusive and learner friendly to align all learning and assessment
activities to the learning outcomes for
The session plan has to embed, each lesson, and to ensure that learners
whenever possible, 21st century skills achieve said learning outcomes.

For many teachers, moving towards learner A session plan is like a road map that
centred approaches means they have to helps facilitators to stay on the track. It is
leave the centre stage to become the creator a pathway that leads to the set

13 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter One

destination (learning outcomes). A session achieved in the learning process (as
plan is a planning document that gives a shown in Figure 1), and state what the
facilitator room to deviate, as unplanned learners can do at the end of the session.
events during the session might necessitate Learning outcomes give learners an idea
this. A facilitator should remain flexible and of what the purpose of that session is.
bear in mind that educating learners is the
most important thing, not the plan. It also gives the facilitator practical
Facilitators must avoid situations that will direction, as it determines the structure of
prompt a rush to complete the planned the session, facilitation method, and the
session, as this is counterproductive. mode of assessment to use.

With clearly defined learning outcomes, the

facilitators can describe what will be

Figure 1: learning outcomes

Learning Outcomes
What do you want your students to learn?

Teaching and Learning Activities Assessment

What types of activities will help How will you know your students
your students to learn? have learned?

1.4 Embedding 21st century skills

The session is not only based on the Facilitators have to ensure that over the
particular subject content but needs to duration of the lesson to be facilitated,
embed, and hence to assess, whenever aspects of the 21st century skills should
possible 21st century skills. 21st century skills be covered.
means the facilitator covers them when there
is an opportunity in the normal sessions. The facilitator should be creative and
innovative and find many opportunities to
Not each and every session in the facilitation embed 21st century skills in his teaching
might allow 21st century skills to be covered. and learning process as illustrated in the
But most sessions will allow the facilitator to box (page 15)
embed aspects of one or more of the skills.

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter One 14

 21st century skills embedded in teaching:

Ways of Thinking and Learning - Knowing how to use and develop:

Critical thinking, problem solving, and decision making.

Ways of Working - Being productive by:

Relating well to others.

Tools for Working - Effectively use and interact with:

Language, symbols and text.

Information and communication technology.

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter One 15

CHAPTER TWO

2.1 Guiding principles for learning in the 21st century

There are ten guiding principles for learning These principles bring together core
in the 21st century which TVET facilitators elements for learning in the twenty-first
need to become familiar with. These are century.
educational principles and practices that will
prepare students effectively for the future, a They encompass a notion of learning that
future in which they will not only thrive involves knowledge, competences,
personally but will be able and eager to attitudes and not just narrow technical
contribute to creating a better world. skills.

Figure 2: Guiding principles for learning in the 21st century

Academic Information Critical

Honesty Literacy Thinking

Creativity STEM learning Concepts-focused

Health and service learning learning, Learning
Mindfulness support
Assessment

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Two 16

Academic honesty: Learners should be suggests an integrated approach to these
encouraged to carry out independent and domains whereby science and
original research with a clear understanding mathematics are learnt through
of academic honesty. All learners, facilitators interdisciplinary projects that use
and parents should understand the concepts technology and the principles of
of “plagiarism”, “collusion”, “malpractice” and engineering.
“intellectual property”. These concepts need
to be repeated from the first years of All learners should have the opportunity
schooling up until the final examinations in an to work on real-world problems and to
appropriate manner according to the age of communicate with experts outside the
the students. school. Interdisciplinary projects should
take students and their learning out of the
Information literacy: All learners should be classroom into the community and
able to use information creatively, ethically connect them with industries, where they
and critically. Information literacy should can benefit from external contact,
allow learners to increase their use of feedback and real-world situations.
technology and to develop the skills of Facilitators should ensure that STEM
analysis, discernment, synthesis, creativity, projects are displayed within the school
investigation, collaboration, communication, and within the reach of the learners as
organization, critical evaluation of sources often as possible.
and reflection. Facilitators should make sure
that project-based learning is a regular Concepts-focused learning: One of the
feature in their session plan. most important aspects of learning is the
way that we organize information so that
Critical thinking: Learners need to learn how it can be understood and retrieved.
to become critical thinkers. The way learners Conceptual understanding means
ask questions is essential for them to become actively building new knowledge from
critical thinkers. On the one hand, facilitators experience and prior knowledge.
need to use questions as tools to stimulate Assessments with diagnostic, formative
critical thinking, notably open-ended or summative purposes should, when and
questions that make students justify and where possible, give learners
provide evidence for their positions (“Can opportunities to show their conceptual
you go through that step by step?”, “Can you understanding of the domain in question.
explain why that works?”, “What would
happen if ...?”, “Why do you say that?”. Health and Mindfulness: Learners should
be encouraged to be physically, mentally,
Creativity: Learners should be taught the emotionally and socially alert, and ready
skills of creative thinking. We are living in a to adopt new solutions for new
world that requires creative thinking to solve experiences. The aim is to increase the
increasingly complex problems. The process mental, emotional and physical
of using creative thinking skills leading to a well-being of learners in preparation for
new solution may arise in many different the long lives they can expect to lead. All
areas. Being a creative facilitator is only part schools should aim to improve the quality
of the process. The facilitator’s basic goal is of teaching and learning in the school
to stimulate creative thinking in the student’s through the broad concept of a healthy
mind. The facilitator has to ensure that prior school one that values the growth of
understanding has taken place to ensure that social and human capital, and the active
creative thinking is meaningful. promotion of a healthy life for all those
living and working in the school.
STEM learning: STEM stands for “science,
technology, engineering and mathematics”: it

17 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter One

Service learning: Learners should participate technical and vocational education.
in service learning for their personal growth Competence is defined as what
and as a contribution to society. Service individuals know or are able to do in
learning is education taking place through terms of knowledge, skills, and attitude.
voluntary work and in community projects. TVET facilitators need a wide range of
Learners need to be given a deeper competencies in order to effectively
understanding why they should become implement innovative pedagogies in their
involved in service learning and how they can teaching practices.
do so as effectively as possible. This is a vital
part of experiential learning in that This is because TVET facilitators need to
concept-formation follows from concrete attract student interests and attention in
experience. A respectful attitude is required new ways which necessitate the adoption
for service learning. of innovative pedagogical approaches in
teaching and learning of technical and
Learning support: Learners should be vocational education. Innovative teaching
taught to understand how learning happens competencies should be nurtured and
and how they themselves can learn. properly developed.
Facilitators must respect the learning styles
and capabilities of all students. Schools must Hence, TVET facilitators’ competency for
constantly seek to understand better the way innovative teaching is a key influencing
students learn and to provide them with factor not only for the adoption of
suitable support and new approaches. innovative teaching but also in
Facilitators should create safe, respectful and determining its performance
challenging learning environments for effectiveness.
learners to achieve their individual potential
both inside and outside the classroom. 1. Personal competencies - Instructors
are not born as instructors, they have to
Assessment: What learners know and can do be trained. Some people might have a
should be assessed through a range of particular talent for teaching but most
techniques. Educational assessment is a people do not. However, teaching can be
system that involves three interconnected learnt. A major prerequisite for this is that
parts: a model of cognition, an observation a person wants to teach. Someone who
instrument and a model for interpreting has no urge to teach can never be a good
student performances. Facilitators will design facilitator. Apart from abilities that can be
learning experiences (such as classroom trained, a teacher should have some
tasks, projects or tests) according to the character capabilities. Some instructors
targeted model of cognition expressed in the have a well-balanced personality. This will
relevant learning objective. For example, if help trainees to build up confidence in the
the learning objective is for learners to be instructor and lead to a good mood in the
able to write clear instructions, then the classroom. He/she should have natural
learning experience task might be for them to authority and be able to guide young
write the instructions on “how to change the people.
tyre of a bicycle”. Facilitators need to be
aware of the variety of assessment types 2. Pedagogical Competencies - First of
they use. all a facilitator must be able to choose the
correct and most important topics of a
2.2 Competences needs of TVET facilitators trade. Not everything can be learnt within
the period of training. The second step is
Competency of TVET facilitator constitute a to group these topics into logical units
crucial factor in determining the success of and prepare proper lessons with it.
implementing innovative pedagogy in

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Two 18

Planning and running a lesson requires There are many benefits that flow from
competencies in the whole field of teaching the effective industry engagement to the
techniques. He should be able to transfer providers, students, business, industry
theoretical knowledge as well as practical and economy. This industry competency
skills. can be a combination of many different
types of up skilling activities.
3. Professional Competencies - A facilitator
should always keep his/her eyes open for These may include:
changes and developments in his/her trade.
Instructors should always be up-to-date and Working in relevant industry
interested in further training and upgrading.
Industry placements
4. Social competence refers to the skills and
readiness to interact and communicate Association memberships
effectively with others irrespective of their
age, sex, educational level, background, Participation in Industry Advisory
among others. Panels

5. Industry engagement is also referred to as Gaining knowledge from guest

partnerships, employer engagement and speakers or industry experts
more broadly as community engagement.
Whatever the term used, industry Conducting/attending field trips or
engagement for TVET is concerned with site visits to relevant workplaces
communication and the relationship between
key groups to ensure training activities meet Conducting research on industry
the needs of the employers and the economy. trends and emerging technologies
Whilst not a new concept, workforce (websites, newsletters, periodicals,
development is emerging as a priority supplier information)
approach for supporting labour market
development and thus it is having a growing Attending industry training or
impact on the TVET sector and the sector’s roadshows
engagement with industry.

Engagement can occur in a number of ways

depending on the degree of interaction and
involvement a TVET provider wishes to have
with its stakeholders. Providers must decide
on the way they wish to engage with their
stakeholders to ensure mutual benefits for all.

19 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter One

CHAPTER THREE

3.1 Facilitation methods in 21st century

The 21st century approach is learner centred to a learner centred approach to learning
and activity based. The different methods or as shown in Figure 3. There is a wide
approaches a facilitator can use in facilitation range of facilitation methods that can be
outlined herein are cooperative learning, classified in different ways.
experiential learning, individualised learning,
and facilitator guided whole class facilitation. Any instructional method used in
facilitation of learning with learners has
In implementing innovative pedagogy advantages, disadvantages, and requires
approach in a 21st century implies that the thoughtful planning.
role of a teacher will change to a facilitator
which indicates a shift from a teacher centred

Figure 3 : From teacher to facilitator

Teacher Facilitator

Academic honesty enabling or making it easy for

students to learn together in a
...leading a group of students group, or to achieve something
in acquiring new skills, together as a group
knowledge or understanding

...“telling” the students helping the students to

discover by themselves

...presenting information and guiding the process and

providing the right answer providing the right questions

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three 20

3.1.1 Cooperative learning 3.1.2 Experiential Learning

Cooperative learning is when learners work This method gives people opportunity to
together in small participative groups [2 – 6 learn from their experiences. Kolb (1984)
members]. Everyone in the group is involved described this process in 4 stages
in a collective task that has been clearly otherwise called the four stages of
explained by the facilitator. The task is such experiential learning namely concrete
that it is not possible for a group or for the experience, reflective observation,
individual team members, to be successful, abstract conceptualization and active
without the input of all learners in the group. experimentation.
The learners work in their groups without
direct and immediate supervision, the Many skill-oriented topics in the syllabus
facilitator monitors what is happening in the can be covered using the experiential
groups. learning cycle. For example baking
cookies (with no recipe), building and
The group work through the task until each throwing a paper airplane made from an
team member successfully understands. A4 paper, and mixing paint, among
Thus, learners in their groups others. What the activities have in
common is (i) an experience – which can
Promote one another’s successs by be trial and error, viewing a
sharing resources, demonstration (ii) reflection on the
experience, processing the experience
Encourage, help, and applaud each (iii) thinking of ways to get a better
other's efforts outcome / result and (iv) testing out the
ideas.
Support one another academically
and personally The important element is ‘reflection’ – it
isn’t blind trial and error, experiential
Explain how to solve problems learning is learning by reflective practice
as shown in Figure 4.
Teach each other

Check for one another's

understanding

Discuss concepts being learned

Depending on the nature of the activity and

the learning outcomes of the session a
variety of cooperative learning methods can
be used such as: Think-pair-square-share,
Buzz groups, Inner-outer circle, Four corners,
Small group discussions and plenary
reporting, Jig-saw methods, Fish bowl,
Round table method, Debating, Three step
interview, Simulation, Seminar, Case study,
Role play.

21 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

 Figure 4: Kolb’s experiential learning cycle

Concrete
Experience

Active
Experimentation
Abstract
Conceptualization

Reflective
Observation

3.1.3 Individualised learning material; e-learning; assignments /

projects;
Individualising instruction involves providing
different learning tasks for each learner and 3.1.4 Facilitator guided whole class
support at the individual level. It is based on learning
the idea that all learners are different and
have different needs. A ‘one-size fits all’ Facilitator guided learning sessions, and
approach to facilitation ignores to a large other sessions also, can easily turn into a
extend the fact that learners differ, have lecture. Teachers are used to the lecture
different abilities, interest, learning styles. An approach that in any situation might
individualised learning approach is a revert to ‘lecturing’. Lecturing is a
personally tailor-made approachparticularly one-person show, one person talks to a
in terms of the learning tasks and activities, group with little or no interaction
assessment task and the pace at which between the speaker and the audience
leaners make progress in the learning (the audience are passive listeners, doing
programme. something else – attending to their iPad -
if not sleeping).
Each learner follows his/her own learning
paths. Individualised learning is considered to Lectures do have their place in the
be more effective, as it addresses the needs academic world and in certain
and preferences of each individual learner. professional situations but hardly, if at all,
Appropriate use of digital technologies has at secondary school level. The depth of
opened pathways to facilitate individual learning in a lecture approach is low due
activities, assessment and feedback. The to the lack of or very limited interaction.
most common models for individualised
learning are: directed study of materials in
textbook, handouts; print or online self-study

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three 22

Whole class instruction is one of the most stated objectives. It is the responsibility of
common approaches used by teachers. The the facilitator to select the best method
teacher provide the entire class with the of teaching any topic in the scheme of
same information, all learners have to do the work allocated to him or her.
same tasks, take the same tests. There is no
differentiation in content or assessment the Hence, a good teacher/facilitator should
‘average learner’ is the target. Whole group have a repertoire of teaching methods
instruction is most often strongly and skills for use in facilitation of learning.
teacher-centred, however, it should be Many different teaching methods can be
learner-centred where the teacher becomes adopted in technical and vocational
a facilitator. education.

Listed here are some methods that can be When the acquisition of practical skills is
used for facilitation of learning to the whole needed, the following methods have been
class. Each method has various ways of being used by teachers:
used in a learner centred, learner active
involving way. 1 Demonstration

Learners’ presentations 2 Discussion

Guest person (presentation / 3 Project work

interview)
4 Field trip
Question and answer
5 Inquiry
Demonstration by facilitator / expert
6 Problem solving
Interactive PowerPoint presentation
7 Assignment
Interactive lectures
8 Facilitator guided methods
Video based session
9 Experiential learning
Drill and practice exercise
3.2.1 Demonstration Teaching Method - is
Education visit / tour a teaching method used to communicate
a skill with the aid of audio, visuals or
Practical / lab session audio-visuals such as flip charts, posters,
power point slides, real objects [e.g.
Web based session making a dovetail joint, folding a napkin in
bishop mitre shape], video clips, or
3.2 Existing Methods of Teaching and through role / life display [e.g.
Learning in Technical and Vocational demonstrating how to greet a person at a
Education front desk, how to stand / speak when
giving a presentation], etc.
Teaching approaches or instructional style is
the unique whole adopted by facilitator for A demonstration session is the process of
imparting knowledge and skills to the leaner. facilitating the learning of a skills in a
It refers to the structure of the step-by-step process.
teaching-learning process to accomplish

23 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

This may involve showing by reason or proof, cons of the demonstration method
explaining or making clear examples or
experiments. Demonstration method This method is best used when:
improves the understanding of complex skills
and principles because the learners can pay 1 Teaching technique, procedure or
attention to and follow along with the operation to a small group of
learning process. learners

This method need not be facilitator 2 There is need to develop student

demonstration, it can can be invited expert, ability to operate equipment or
can be learners in experiential learning cycle; acquire physical skills. Topics like
‘demonstration’ can also – and often better – how to “make pastry’, catering,
be ‘video demonstration’ following the electrical or computer craft
demonstration on a video clip, visible to all subjects can be taught using this
learners. It can be stopped, replayed, allows method
close ups etc. Table 3 highlights the pros and

Brief description of method / guidelines:

Three main steps involved in using demonstration method as shown in Figure 5

are show and tell, repetition and performance.

Position the students and training aids properly. Make sure that everyone
has an unobstructed view. Show and explain the operations in step-by-step
Step One: order. Say what you are doing as you perform the demonstration either real
Show and Tell. or video demonstration. Ensure students understand each step before
proceeding to the next step. Repeat difficult operations. Pause briefly after
each operation to observe reactions and to check for understanding. Ask
questions during the demonstration that require the students to recall

Step Two: Generally, there is a need for the inclusion of one or more repetition steps
Repetition between the demonstration step and the performance step.

Step Three: The third stage is the step in which the students practice under supervision
until they have attained the required proficiency. During this step, they apply
Performance
what they have previously learned as a result of the demonstrations.

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three 24

 Table 3: Advantages and Disadvantages of Demonstration Method

Advantages Disadvantages

Improves the understanding of Extra preparation time for facilitator to

complex skills and principles. ‘rehearse’ the demonstration

Students can pay their attention and Needs special arrangement to ensure ALL
follow along with the learning learner can see / follow the demonstration
process.
-

Knowledge becomes permanent

because this method requires
different human senses.

3.2.2 Discussion Teaching Method- Learners upon the central problem thereby limiting
are actively involved in talking and listening the problem to an area that can be
to each other about an issue of mutual covered in a reasonable length of time.
concern. A leader guides the situation.
Uncontroversial fact-based topics are not Discussion method is effective in getting
suitable for discussion-based learning. To use the trainees to think constructively while
this method, the teacher lays a suitable interacting with the rest of the group.
foundation for the discussion by posing
thought provoking questions, and then
stimulates the trainees or learners to discuss
the basic questions, and finally guide the
discussion to a logical conclusion.

The use of this approach in teaching TVET

subjects demands the development of an Discussion Teaching Method
appropriate background in the learners
which tends to focus the trainees attention

25 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

This method is best used for solving Plan for appropriate seating
problems: arrangements

Suitable for topics involving values, attitudes, Agree on ground rules.

feelings and awareness (safe practice in the
laboratory) Set time for discussion and time each
participant is allowed to speak
Topics requiring formation and evaluation of
opinions (effects of unemployment on Ensure participation of all learners in the
motivation of learners) group

Brief description of method / guidelines: Keep focussed on topic.

Choose an appropriate controversial topic. In small group discussion: inform learners

about mode of feedback
Choose appropriate guiding / challenging
questions to start the discussion and keep it Summarise main points after participants
going. have made their submissions.

Mode of grouping:

Discussion can be in groups of 4 – 6, followed by plenary or a whole group discussion.

Table 4: Advantages and Disadvantages of Discussion Method

Advantages of the Discussion method Disadvantages of the Discussion method

Useful to obtain opinions and views Time consuming to give every person a fair chance
of learners to contribute.
Very useful in changing attitudes. Can lead to conflict / opposing camps.

If well conducted: involves all learners. Can degenerate in informal chat (loosing focus).

Useful in developing interpersonal skills Individuals with different views from others might be
victimised
Useful in developing communication skills
Can be dominated by a few ‘strong members’ of the group
([Link] ideas clearly, summarising,
justification, use of non-verbal
communication).

Build self - confidence.

Broadens views and acceptance of different

views (increase tolerance).

Teaches learners to distinguish between a

persons’ views and the person themselves

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three 26

3.2.3 The Project Method is a learning unit 4 Doing. Learners perform certain
conducted by individual students or a group tasks and experiences new things
of students under the guidance of the during the project time. This
teacher. The project method is a kind develops further to his their
of individualized learning through which the knowledge, skills and attitudes.
student performs a unit of activity in a natural
manner and in a spirit of purpose to 5 Principle of social development. It
accomplish a definite goal. develops cooperation and group
work skills.
The learner is motivated especially where he
is able to complete the project on his own. 5 Principle of Inter-disciplinary
Creativity, originality and freedom of approach. Project activity should
expression in the learner are encouraged. It is involve the knowledge and skills of
experience-centred strategy related to different subjects in addressing the
life-situation. A project is a whole-hearted project.
purposeful activity proceeding in a social
environment. Suggestions

This teaching strategy is based on the 1 This teaching strategy should not
following principles be used as an independent
teaching strategy but as a
1 Principle of Utility. The projects should supplementary teaching
be useful to the learner and technique.
community / society and as such
linked strongly to real life. 2 To avoid the problem of
supervision, the teacher can
2 Principle of planning. Involve the appoint a leader to each group of
learners in planning the project, students.
finding the solutionsto the problem
with their active participation. 3 The teacher should fix a time limit
for each project.
3 Principle of activity / Learning by

Table 5: Advantages and Disadvantages of Project Method

Advantages of the Project Method Disadvantages of the Project Method

Gives learners ‘hands on’ experience The project cannot be planned for all subjects
– i.e. relates /simulates a real life and whole subject matter cannot be taught by
situation this strategy.

Motivation – addressing learners interest It is not economical from the point of view of
Strongly learner-centred time and cost.

If well conducted: involves all learners. It is very difficult for a teacher to plan or to execute
the projects to the learners and supervise them.

27 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

 Useful in developing interpersonal skills

It can help in developing social norms

and social values among the learners.

It creates opportunities for combining

elements of the subject matter and for
transfer of training or learning.

Creates opportunities for creativeness,

imagination

3.2.4 Field Trip involves visits or excursions Guidelines for using Field trip as a
undertaken outside the classroom for the Teaching Methodology
purpose of making relevant observations and
for bringing any specific information. Field The field trip must be planned to
trip is an educational procedure by which the meet specific educational
learners obtain first-hand information by objectives rather than just a picnic
observing places, objects, phenomena and activity.
processes in their natural setting.
Plan field trip with a specific
Field trip provides good learning checklist (permission, transport,
opportunities with interest and excitement to booking boarding, parental
maintain motivation in the learner. However, notification, safety and emergency
students can be involved in hands-on arrangements).
practice and assessment is can be done by
the teacher during field trip. Plan a schedule and route plan for
the field trip.
For example, reports of photos of the trip,
product made during the trip can be used for Identify leaders and sub-leaders.
assessment. Field trips can be used for TVET
subjects like Agriculture, Electrical Assign responsibilities to
Installation and Maintenance, Computer individuals and make them
Studies/ICT, Catering, Commerce, among understand their roles.
others.

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three 28

 Have list of all candidates, contact Submit report on field visits and
numbers of people to be contacted in analyze the individual and group
case of emergency and special needs. ideas

Table 6: Advantages and Disadvantages of Field Trip Method

Advantages of Field Trip method Disadvantages of Field Trip method

If the field trip is not planned well with specific

Field trip enriches the classroom
learning objectives it will result in wastage of
learning.
teaching learning resources.

Field trips provide an opportunity to the

learners to get first- hand information Field trips are expensive.
from natural settings.

The monotony and boredom of Safety and security of the students is a

classroom teaching is eliminated real concern.
through field trips.

Field trip gives natural stimulation and If the sought permission is not got, the
motivates the learner to be more scheduled plan of the curriculum suffers.
interactive and creative.

Field trips help learners learn things

very quickly and remember them for
longer of time.

It provides an opportunity to solve

the individual's problems by
interacting with a group in a natural
setting.

3.2.5 Inquiry/Discovery Method is a learner-centred method of education focused on

asking questions. It enforces the learner to explore some problem-solving experiences with
a view to drawing general conclusions from data gathered through such processes as
observing, predicting, measuring and formulating relevant questions. Inquiry teaching is
built on discovery so that both discovery and inquiry techniques play complementary roles
to each other. Inquiry is done simply to find answers to questions that will unravel the
solution to an existing problem.

Thus, inquiry involves the unraveling of hidden information; hence learning is

student-centred, not teacher-centred. Here the teacher acts as a facilitator, providing
guidance and support learners in the learning process.

29 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

 Phases of Inquiry Based Learning

Interaction Clarification Questioning

Figure 6: Phases of Inquiry Based Learning

1. Interaction- The first phase of possibility of selected topics of inquiry.

inquiry-based learning is one characterized
by interaction as shown in Figure 6. This b. After skimming, reading, watching, and
interaction can be: otherwise interacting with a variety of
media, this stage of the inquiry process is
a. Learner-to-material. This material is ideally centred on students clarifying both their
obtained through formal (i.e., research) and own thinking, and the nature of “things”
informal (e.g., reading, social and digital around them: ideas for projects, scientific
media, collaboration) means. challenges, opportunities for revision,
need for design thinking, a new scale to
It can be modeled or supplemented by tackle persistent problems, etc.
teacher-provided materials
c. Thinking patterns are both inward and
b. Student-to-peer: This interaction is chosen reflective, and outward and
by teacher or student, informed by need for communicated. In that way, students
information and perspective. both reflect on their own knowledge,
while beginning to identify possible
c. Student-to-expert: (Experts within pathways forward.
relevant fields at accessible levels)
3. Questioning - The questioning phase is
d. Student-to-media: (digital, text, pure data, a critical phase of the inquiry-based
etc.) learning process, if for no other reason
than misunderstandings, lack of
2. Clarification organization, uneven confidence, or an
inability to see the “big picture” surface
a. This happens by analysing data, identifying here more clearly than other phases.
and clarifying misconceptions, and otherwise Learners and facilitators alike must also
“getting a feel” for the scale, nature, and be able to trust the nature and patterns of

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three 30

inquiry that are often recursive and iterative: phases, and new skills and
They often move back and forth between understandings can be obtained in
frustratingly small increments.

Table 7: Advantages and Disadvantages of Inquiry Method

Advantages of Inquiry method Disadvantages of Inquiry method

Facilitator can keep a vigil check on the It is not possible to use this method under the
activities of the learners as it is the facilitator structured school curriculum as it is slow in
who evokes the responses in the learners nature and requires a lot of time.
through the puzzling event.

Through this method, learners get the This method can only be used properly if the
opportunity to learn various kinds of facilitator who is making use of it is creative.
information on their own. They do not rely on Not only this, if the facilitator does not know
the readymade information provided by the how to arrange practical experiments work,
facilitator in any way. Thus, this method helps then also he cannot make use of this method
in making the learners creative in their own properly.
way.

As learners do not accept hypothesis If all the learners do not participate in

designed by them on the basis of question asking function, then the class
information provided by facilitator, thus room will become dominated by few
they learn to verify the hypothesis after learners, as a result of which other less able
reading and experimentation processes learners will feel a sense of neglect.

3.2.6 Problem Solving Method - Problem solving is a teaching strategy that employs the
scientific method in searching for information.

Problem solving is considered 21st century skill referring to the ability to handle difficult or
unexpected situations in the workplace as well as complex business challenges. Hence it
closely relate to analysing case studies, video clips on ‘conflict resolving’.

Purpose

• Train the students in the act of reasoning.

• Gain and improve the knowledge
• Solve puzzling question
• Overcome the obstacles in the attainment of objectives.

31 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

 Steps of problem solving

01 02 03 04 05

Formation Collection Organisation Drawing Testing

of problem of data of data of conclusion conclusion

Figure 7: Steps involved in problem solving

1 Formation and appreciation of problem: The nature of the problem should be

made very clear to the students so that they can understand the actual solution
for the problem as shown in Figure 7.
Collection of relevant data and information: The learners should be stimulated to
collect data in a systematic manner. Full co-operation of the learners should be
secured. The facilitator may suggest to learners extra books for reading, specific
identified evaluated high quality webpages, organise a few educational trips to
gather the relevant information.

2 Organization of data - The learners should be asked to sift the relevant material
from the superficial one put in a scientific way.

3 Drawing of conclusion - After organizing data, discussions should be arranged

collectively and individual with each student so that essential thing is done by the
learners themselves and that their educative process provides the particular
solutions. “Care should be taken that judgment is made only when sufficient data
is collected.”

4 Testing conclusion - No conclusion should be accepted without being properly

verified. The corrections of the conclusion must be proved.

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three 32

 Table 8: Advantages and Disadvantages of Problem Solving Method

Advantages of Inquiry method Disadvantages of Inquiry method

This approach is most effective in developing Learners may not have adequate reference
skill in employing the science processes. and sources books.

The learner’s active involvement resulting in It need very capable facilitator to provide
meaningful experiences serves as a strong effective guidance and knowledge to learners.
motivation to follow the scientific procedure
in future undertakings.

Problem-solving develops higher level thinking It is a time consuming process, teacher may
skills. find it difficult to complete the syllabus

3.2.7 Assignment method of teaching - is seeking and retrieval behaviour.

the most common method of teaching
especially in field of science and technical • It inculcates the self- learning attitude
subjects. It is an instructional technique among the learners.
comprising the guided information,
self-learning, writing skills and report • It provides information analysis and
preparation among the learners. research attitude to the learners.

Assignments when properly planned and • It develops the learning experiences

executed have great educational value. They from various sources.
enhance comprehension and pave the way
for further learning. Assignments may serve Steps / Stages in Assignment
the following purposes.
• The assignment must be lesson
1. Assignments serve learners needs by concerned and related with the text
facilitating learning effectively. books and curriculum.

2. Assignments make learners active. • The topic / unit of the assignment must
be explained with the availability of
3. Assignments can enable learners to resources.
discover difficulties in learning and to
be find out ways and means to • The core of the subject or unit must be
overcome them. clarified.

Objectives • The hard and difficult portions of the

assignment need to be explained well.
• It provides good training for information

33 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

 Types of assignment- The TVET facilitator can assign four types of assignment
as shown in figure 8.

Preparatory assignment

Revisional assignment

Remedial assignment

Study Assignment

Figure 8: types of assignments

1 Preparatory assignment- these are meant to prepare the learners for the work
which is to follow on the next day (Figure 8).

2 Revisional assignment -these assignments are given for providing drill on what was
learnt, checking retention and reproduction of the information related to a topic or
unit studied. Checking the understanding of the ideas of a topic taught.

3 Study assignment - These can be of various types; Problem solving assignments,

assignments for making charts, graphs, tables etc

4 Remedial assignments - these assignments are devised in the light of learner’s

reactions to the three types of assignments mentioned above. The purpose of these
assignments is to remove weak points and clear misunderstandings.

Table 9: Advantages and Disadvantages of Assignment Method

Advantages of Assignment Method Disadvantages of Assignment Method

Provides opportunity in self learning for the Time consuming. Need to spend more time in
learners seeking information and its retrieval. The time
limit given threatens the students which
makes the substandard work.

Assignment provides sufficient flexibility in The slow learners stay behind. They tend to
learning pace of the learners. copy others works.

Learners can engage with their studies The facilitator-learner ratio must be less in
Increases patience and endurance to tolerate number.
pressure.

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three 34

CHAPTER FOUR

4.1 Benefits of Innovative Pedagogy Considered

Essential in TVET Teaching

Presently, work demand is changing and of the objectives of SQF is to narrow the
employers of labour are looking for new ways gaps between what TVET graduates
to achieve a competitive edge in an know and can do and the skills and
innovation-based environment. knowledge that employers needs.

The changing work demand must also be It is work related, competency-based

reflected in how future generations are qualification with skills assessed at both
educated. Adopting innovative teaching and the training centre and workplace.
learning strategies can help achieve this Nigerian Skills Qualification Framework
demand. Innovative pedagogy facilitates (NSQF) formerly National Vocational
ease of skills learning particularly in schools Qualification Framework (NVQF) for
with no access to technology or facilities in example is a system for the development,
the school environment, addresses classification and recognition of skills,
inadequacy or lack of teachers and enhances knowledge and competencies acquired
student-centred learning. by individuals, irrespective of where and
how the training or skill was acquired.
Furthermore, studies have identified the
benefits of innovative teaching to include The system gives a clear statement of
development of globally competitive what the learner must know or be able to
learners, creation of lifelong learners, do whether the learning took place in a
maintaining of learners’ motivation to learn, classroom, on-the-job, or less formally.
encourages deeper learning compared to Teachers with a good knowledge of IP
surface learning, and improved student would be able to thrive in an environment
performance among others (Figure 9). requiring high standards of professional
competence and commitment.
The innovative pedagogy can be applied in
Skills Qualification Framework (SQF), as one

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Four 35

 Traditional Innovative

Classroom-and textbook-based Mixed environments

One-to-many; teacher-centric Sometimes learner-centric

One ‘right’ solution; ‘fact-based’ Many possible answers

Disconnected from practical realities Based in practices, field work

Theory-centric Theories applied to real-live

problems
Learning through play

Figure 9. Innovative versus traditional pedagogy

4.2 Innovative Pedagogy for TVET Teachers emerged include: collaborative and
Innovative pedagogy is the best mix of cooperative learning (jigsaw, inner–outer
teaching methods that may be taken circle, four corners, etc.), e-learning, flip
together to meet the needs of the learner in learning, blended learning, project-based
an informal or formal learning environment. It learning, work-based learning, and
can be equated with any new action that inquiry-based learning, among others.
aims to improve student learning. Innovative The traditional approach can be
pedagogy in this guide focuses on the combined with technology enhanced
combination of four teaching approaches learning, the blended learning approach,
namely: discussion/demonstration, flip learning,
etc.
A. The facilitated peer tutoring method
B. The industry-based approach A combination of the project method,
C. The demonstration method guided discovery, relative inquiry, and the
D. The discussion method problem-based method based on task
analysis will definitely be effective in
These methods were chosen based on the achieving enhanced learning outcomes.
literature reviewed, and task analysis
performed on the content of the subjects
selected for the study, primary data collected
and from interactions with TVET teachers.
Other innovative facilitation approaches to
technical vocational education that have

36 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Four

4.2.1 E-learning Uses of E-learning

E-learning refers to using a computer to E-learning provides many opportunities,

deliver part, or all of a learning course. It is an including the large scale online delivery of
umbrella term that describes education using modules and courses. E-learning includes
electronic devices and digital media, or engaging the learners to use the web as:
allowing technology to facilitate learning
anytime, anywhere. E-learning in a traditional A source of research material to
setting may include educational films and support study.
PowerPoint presentations. Online education
is another common form of e-learning. A platform for discussion e.g.
Whatsapp, ResearchGate, Chat,
E-learning can also be described as a etc.
technology based learning in which learning
materials are delivered electronically to A resource for finding and using
remote learners via a computer network, thus other people’s educational
enabling them to access and educational materials e.g. ResearchGate,
curriculum outside of a traditional classroom. Google Scholar, Scopus database,
etc.

Table 10. Advantages and Disadvantages of the E-learning Method

Advantages of E-learning Disadvantages of E-learning

Easy access Lack of equipment

Qualitative Negative attitude

Flexibility Feeling of isolation

Effective media Requires knowledge and skills

Different learning styles Adverse effect on health

Individualized instructions

Interesting and motivating

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Four 37

4.2.2 Blended Learning

This is an innovative concept that embraces the advantages of both traditional classroom
teaching and ICT supported learning (including both offline and online learning). Blended
learning is e-learning combined with other training methods. It has the scope for
collaborative learning, constructive learning and computer assisted learning (CAI) as
shown in Figure 10.

BLENDING
LEARNING

Face-to-Face Online Learning

Learning

Figure 10. Diagram of blended learning

Table 11. Advantages and Disadvantages of Blended Learning

Advantages of Blended Learning Disadvantages of Blended Learning

It can keep learners focused for longer Abusing internet privileges for non- school related
periods of time. activities. The best way to guard against any
negative effects of technology integration and
implementation is to make sure facilitators and
learners are trained on abusing internet privileges
for non-school related activities.

The use of computers to look up Facilitators should always understand how and
information/data is a tremendous time why each piece of technology is being used by
saver. their learners, and they should monitor learner
activities to the best of their abilities.

It makes learners more excited to learn.

38 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Four

 It enables learners to learn at their own pace,
with the integration of technology, students
are able to get direct, individualized
instruction from the computer.

It prepares students for the future

By learning to use technology in the

classroom, both facilitator and learners will
develop skills essential for the 21st century.

But more than that, learners will learn the

critical thinking and workplace skills they will
need to be successful in their futures.

4.2.3 Flipped Learning learners study a topic at home by reading

assigned portions from a book, or
Otherwise referred to as an inverted watching a video prepared or identified
classroom or reverse teaching, flipped by their facilitator in advance of their
learning is a teaching method in which regular class lesson, as shown in Figure 11.

The
Flipped
Classroom Students practice applying
key concepts with feedback

DURING
IN CLASS

BEFORE AFTER
OUT OF CLASS

Students prepare to Students check their

participate in class activities understanding and extend
their learning

Figure 11. Typical diagram of a flipped learning environment

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Four 39

 Table 12. Advantages and Disadvantages of Flipped Learning

Advantages of Flipped Learning Disadvantages of Flipped Learning

Learners take ownership for learning. It create digital divide.

It promotes learner-centred learning and It depends on preparation and trust.

collaboration.

Lessons and content are more accessible. Facilitators may have extra work.

It emphasis on co-operative learning. Learners may be forced to spend time in front

of the screen, which can have health effects.

It gives more time to explore the content.

It can be more efficient

4.2.4. Facilitated Peer-Tutoring Method successfully at the secondary TVET level

(FPT) with improved performance of students
where it was combined with the
FPT refers to the use of facilitating and discussion and demonstration methods.
learning strategies in which the learners learn
with and from each other with the immediate The following prior guidance is
intervention of the facilitator. considered a helpful tip in utilizing
facilitated peer-tutoring:
FPT encourages active engagement of
learners and promotes mastery, accuracy and Define and develop procedures for
fluency in content learning. The innovation in social skills that students may need
this approach is when the teacher engages a throughout peer tutoring (i.e.
high achieving student with the ‘tutor’ role to sharing, taking turns, using
provide instruction and help to teach the low respectful language, and accepting
achieving students, (here referred to as criticism or feedback).
tutee), on a selected topic or task. However,
this step comes after the teacher has trained Define and develop procedures for
the entire class on the subject content. This moving into peer tutoring groups
method can be innovatively used to facilitate quickly and quietly.
knowledge and skills at the secondary level of
education.

The authors of this guide have used it

40 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Four

 Explain and model peer tutoring and Teach learners how to carefully
allow learners to practice before the monitor their own and their
first peer tutoring session. Consider partner’s progress.
using a prepared script for practicing
interactions. The diagram below shows the
relationship between the teachers, tutor
Train learners how to provide and tutee, where the teacher utilizes an
feedback for correct and incorrect innovative pedagogical approach in the
peer responses, including praise. case of facilitated peer-tutoring.

Teacher

Conventional Prior
Classroom Tutoring

Facilitator Peer
tutoring (IP)

Tutee Tutor
TECH 2 TECH 3
Peer
tutoring

Figure 12. Relationship between the conventional peer-tutoring and facilitated

peer-tutoring with three major actors (teachers, tutor, and tutee)
having clearly defined roles to play.

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Four 41

[Link] Steps Needed in the Planning and Rules and procedures for the peer
Implementation of Facilitated Peer-Tutoring tutoring method must be clearly
established. These rules should cover
The first thing to be done by the facilitator is how students are to interact with each
to clarify the specific objectives of the other, and specify the type of interactions
tutoring program, including both academic that are not acceptable.
and social needs. These objectives should be
listed in a form that can be easily measured Procedures should specify the time and
(e.g to demonstrate steps for making puff date for peer learning, the materials to be
pastry after the tutoring). used, and the specific activities to be
undertaken. Implementation of the
Following the stated objectives, the tutor is tutoring program can be done at this
carefully selected by the facilitator, after the stage, which should be monitored by
whole class training. Facilitators should teachers capable of enforcing the set
choose tutors who are conscientious in class. rules and procedures.
Although the brightest students may have
less empathy for students who do not learn Evaluation of the program should be
easily, exceptions to this are commonly carried out frequently, and teachers
found. should not wait for the end of the
program to determine whether it was
The facilitators should consider the effective.
compatibility of the tutoring pairs or groups.
Teachers should find pairs or groups who can Information should be collected
work well together. However, they should also throughout the program, and predictions
encourage pairing students who are different made on whether it will be successful. If
in gender, or socio-economic status progress is not being made, the program
whenever possible. can be modified as shown in Figure 13.

Step One Clarify the specific objectives of the tutoring program, including
both academic and social objectives when appropriate.

Step Two List objectives in a form that can be easily measured.

Step Three Choose tutoring partners carefully.

Step Four Establish rules and procedure for the tutoring program.

42 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Four

 Step Five Implement the tutoring program, monitor it carefully,
and be consistent in enforcing the rules and procedures.

Step Six Evaluate the program frequently.

Limitations of Facilitated Peer Tutoring

If learners are left to themselves, ‘over tutoring’ might create a

negative situation instead.

Unclear roles can lead to questions on the credibility of tutors.

Favouritism in choice of tutors can occur. This could result in

over-domineering and all-knowing reactions of others.

Cost and time commitment. Effective peer tutoring programs don’t

just happen, but require an investment of time and energy on the
part of the facilitator.

Resistance and skepticism. Learners may have misgivings about peer

tutoring and need convincing that it’s worthwhile.

The Challenges of the Students Industrial to bridge the gap between theory and
Work Experience Scheme (SIWES) and practice among students. It provides for
Industrial Attachment on the job practical experience for
students, as they are exposed to work
Although technical education students are methods and techniques in handling
exposed to Students Industrial Works equipment and machinery that may not
Experience Scheme (SIWES), the be available in their institutions. However,
experiences students acquire from these there have been some challenges with the
schemes are not adequate to their training scheme.
needs. There is almost no programme in
technical education jointly engaged in by The economic crisis in the country has
schools and industries except for SIWES. The affected placement of students, as most
Student Industrial Work Experience Scheme industries are operating below installed
(SIWES), is a skill development programme capacity.
and was initiated by the Industrial Training

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Four 43

Most companies are also not willing to accept Once this is done, the industry-based
students for SIWES, as students will spend a facilitator will be given scheduled days to
long time on the job, which additionally teach the learners through a practical or
contributes to the scarcity of industrial video demonstration, while giving the
attachment options for students students opportunities to practice such drills
participating in SIWES. Supervision of using the right tools and materials. The
students in companies is supposedly done by learners, with the help of the classroom
the institutions, but due to funding, very few teacher, are taken to the industry for practical
institutions are able to supervise their experience on the selected topic of interest
students during the SIWES programme. as contained in the scheme of work. The
instructional procedures and detailed
With the industry-based method designed in description of the activities are mapped out
this guide, learners can gain practical in the lesson plan of the teacher and shared
experience within a shorter duration. The with the industry-based facilitator.
industry based method can also help to
circumvent some of the shortcomings and This industry-based method is usually used
challenges of SIWES. However, institutions during a lesson period for a particular topic.
are also directly involved with the industry. Due to time constraints, a day can be
dedicated for this by integrating it into the
4.2.5 The Industry-Based Method scheme for the term. In a term, the facilitator
can decide to use this method for 2 or 3
This is a method in which teachers create topics. This means that students will be
opportunities for their students to be linked scheduled to visit the industry the same
to an industry, so that after the theoretical number of times the selected topics are
knowledge in class, the learners will also gain taught. In the teacher’s lesson plan, he/she
practical skills from experts in the industry on writes out the guide for the lesson at the
the topic of study. In this process, learners industry, including the goal, how the goal will
with the help of the facilitator, are placed in be reached and ways of measuring how well
the industry for practical experience. One the goal has been reached during the
interesting advantage of using this method is industry work visits.
that it helps to create a highly effective but
practical learning environment where The use of the industry-based learning
technical college learners are properly approach helps to bring about an effective
engaged in the real world of work. Based on learning of practical concepts or subjects.
this, it is critically important to relate Furthermore, this adds value to the students,
technical and vocational learning directly to as they will excel in the theory, and in the
the world of work through practical contexts, hands-on training as shown in Figure 3 and 4
and employ quality resources to facilitate skill respectively.
learning. In using this innovative approach,
the facilitator first schedules a working visit at Figure 14 below illustrates the dual learning
the industry nearest to his/her school and setting characterized by the industry-based
establishes an understanding on the need for method of teaching and learning in the
such collaboration. vocational and technical education context.

44 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Four

 Selected topic with
lesson plan for industry
based inclusive

Learners

Learning of knowledge Learning of skills

content theoretically content practically
(classroom) in the industry

Figure 14. Student learning in a dual learning setting.

Industry-based approaches involve a dual learning system between the training

institutions and the industry with actively engaged learners.

The learners understand the theories from the institutions through their classroom
facilitators, and move to the industry-based approach to further learn and practice
practical drills under the guidance of the facilitators and industry-based trainers. This is
especially useful in institutions where the training facilities are lacking.

KSA achieved

Defines LO with industry Learners participate actively by

facilitator asking questions

Identify company relevant Industry facilitator carries out

to the lesson content practical session with learners

Set goals and objectives of

Develop weekly
the industry visit
unit plan

Facilitator Assessment of learners

Figure 15. Steps to be taken by the TVET facilitator in adopting the industry-based approach

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Four 45

The facilitator develops the weekly unit plan, selected, objectives of the visit and lesson
then identifies an industry relevant to the plan are drawn up by the facilitator/teacher
lesson content. The weekly unit plan and shared with the industry facilitator.
corresponding with the industrial visit is
planned for the whole term, making it such Following this, students are taken to the
that a topic is taught and then is practiced. industry. Value is added to the students
subsequently, as skill content have been
Further communication is done between the explained, observed, practiced, and assessed.
industry and the facilitator to determine Evaluation is done by the facilitator, then
convenient time (see Appendix). Topics are further improvement and modification is
identified and follow up is done.

Limitations of the Industry-Based Method

These may cause a challenge to the use of the industry-based teaching

method:

Teachers may not have the capability to establish and maintain

relationships and network with industry experts.

Lack of communication skills, a commitment to self-development,

capacity to deal with change, self-directed learning, managing time and
managing knowledge can also be seen as important limitations.

Some industries may not show interest in being involved with school
activities.

[Link] Checklist for Facilitator Before and Communication with the company may start
After an Industry-based Learning Visit via e-mail to the company’s contact person
where possible. Otherwise, face-to-face
Building a relationship with the company is meetings are more beneficial.
key to achieving the set goals. Hence, the
facilitator can visit the industry regularly with Table 13 highlights the checklist of actions to
the learners, to practice a skill in order to be taken before and after each
achieve an identified specific learning industry-based learning/practice session.
outcome within the school calendar year.

46 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Four

 Table 13: Facilitators’ Checklist for Engaging in Industry-Based Visits

Before the visit Tick

Have you facilitated the theoretical knowledge, skills and attitude to be practiced?
Have you organized an orientation programme with relevant background information
about the organization to visit?
Have you clearly defined the learning outcomes to the organization and those of the
students, including the evidence to be produced to demonstrate achievement of
the learning outcomes, LOs?
Has the organization agreed to the plan for the day (including timings) with you?

Have you carried out a risk assessment?

Have you obtained written permission from appropriate quarters i.e.

parents/guardians, principal, board etc before taking the learners out of school

Have your learners provided you with their personal LOs and stated what evidence
they will produce to demonstrate achievement?

After the
Have visithelped learners form questions to ask during the initial orientation session
you
organized by the company

Have you briefed the learners on the school’s health and safety procedure, the
organization’s health and safety procedure and the behaviour expected of them?

Have you briefed the head of your school

After the visit

Conduct a briefing session where learners can ask any further questions and
discuss lessons learnt from the visit.

Assess the benefits of the visit with the learners and ask them to write
up a mini report.

Ask the learners to write a thank you letter to the industry at the end of the visit

Create group activities from the report presented

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Four 47

CHAPTER FIVE

5.1 Guide for Utilizing Innovation Pedagogy

The following outlines should guide TVET achievement (in the form of performance
facilitators in implementing innovative criteria), the facilitators must set
pedagogy (Figure 17). assessment criteria for themselves by
asking how they, as facilitators, can
The first step is for the facilitator to identify achieve the set objectives.
and set technical-vocational education
learning outcomes to be achieved by the An often unstated danger is that
learner at the end of the training period. facilitators set learning outcomes that are
These are an outcome of the need analysis of not tested or testable (e.g. 21st century
the industry the learner is being trained for, skills, being able to work in a group, being
the results of close cooperation with that innovative and creative). Therefore, from
industry, and the three aspects of learning the start, it is important to state how
(cognitive, skill and attitude/professional facilitators will assess the stated learning
behaviour) to be covered. outcomes and personal criteria, listing the
evidence the learner has to produce.
He/she can begin by breaking the learning From the defined learning outcomes,
outcomes into clear and simple terms for personal criteria and evidence
ease of accomplishment, and by starting with requirements, the facilitator can develop
performance criteria. The performance the scheme of work for the course.
criteria details what the learner has to do, the
evidence to be produced by the learner to The facilitator can then move on to
demonstrate achievement of the set learning detailed session/lesson plans to support
outcomes, including a range statement, if the achievement of the session’s LO/PCs,
necessary, to limit the scope. Having while ensuring that they are stated in
established what the learner has to achieve behavioural terms, using active,
(in the form of learning outcomes) and what observable verbs.
learners must do to demonstrate

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Five 48

 What are learning outcomes?

Statement of achievement describing the knowledge, skill or attitude a learner

can demonstrate at the end of the lesson.

Format: (action verb) – (object) – (conditions/context) – (standard)

Characteristics of learning objectives:

(√) focus on behaviour that is specific, measurable, assessable, achievable,

realistic, relevant, time bound, and testable.
(√) use action verbs that reflect the level of learning required.
(√) avoid the use of vague verbs such as ‘know’ and ‘understand’.
(√) use one action verb per learning outcome.
(√) describe the conditions/context (if appropriate).
(√) describe the required standard of behaviour.
(√) action verbs should reflect the level of learning required.

Example:
By the end of the unit learners can:
Demonstrate the use of a cement mixer.
Mix mortar for bricklaying.
Use the appropriate procedure while applying safe practices.
Classify a list of 10 given drugs as amphetamine or barbiturate without
any errors.

49 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

 How will facilitators know learners have achieved the outcome?

What evidence is to be produced?

What must the learner demonstrate as performance criteria?

Example:

LO1. Select equipment to prepare a specific cocktail

Performance Criteria:

Describe different glassware families.

Handle glassware correctly.
Identify the use of small bar equipment.
Identify the use of bar hardware.

Details in Range

Performance Criteria

Describe different glassware families.

Handle glassware correctly.

Range

Families: highballs, tumblers, cocktail, coupette, sling, hurricane,

champagne glasses, beer glasses, wine glasses, brandy glasses, shot
glasses, and fortified wine glasses.

Handle correctly: Holding by stem, with no handling of the rim.

The second step is to identify the nature resource requirements, and their
of the subject matter i.e. the theoretical availability status. The facilitator must
knowledge, practical skills and have the prerequisite knowledge, skills
underpinning behaviour needed to and professional attitude for facilitating
become competent in the stated the concept. (Refer to section on
learning outcomes. competency of TVET facilitators.)

The facilitator should perform a task Companies with the required learning
analysis (knowledge, skills, and abilities) facilities to engage learners have to be
to determine this, listing all facilities, identified and session time for the

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Five 50

industry-learner session should be successful completion of the course. All
defined.(Refer to the details in the section on these are inextricably linked to the
the industry-based method.) learning outcomes of programs,
demonstrated through assessment, and
The third step is for the facilitator to perform are supported through teaching and
a contextual analysis of the overall learning learning activity. The set competencies
context by determining the nature and profile the learner is expected to develop in the
of learners (i.e. identifying the maturation of subject area should be listed by the
the learner). The educational background of facilitator.
the learner and instructional facilitation
method to use have to be determined. The The fifth step is to define the range of
facilitator must possess the competent learning methods and how best to blend
expertise and should define the learning them in the training process based on the
context. The activities to be held within and LOs/PCs (refer to the section on teaching
outside the classroom should be defined. methods used in TVET).

The fourth step should be to define the The facilitator can blend facilitated
scope of desired outcomes. Course learning peer-tutoring with traditional methods, or
outcomes have particular characteristics. The FPT with the industry-based method, the
facilitator should define the scope of the industry-based method with the
course and consciously use language traditional approach or combine FPT with
suitable to the age of learners for ease of the industry-based method and
comprehension. Facilitators should also traditional method. (Refer to the section
undertake the course to identify what typical on combination of these methods.)
learners will know and can accomplish on

Choosing an Appropriate Training Method

When choosing an appropriate training method from your objectives (aligned with
the learning outcome),

1. You first determine whether you have to:

a. get across information or knowledge
b. develop skills or performance
c. change attitudes or values
d. combine a, b or c

2. Next you decide on the most appropriate approach for (part of) the session,
taking into account your trainees’ profile, learning styles, group size, time.

51 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

The sixth step is where Performance - Oral group or individual
Evaluation Analysis (PEA) should be presentations
carried out for decision making. It is
important that the facilitator aligns the - Written individual or group
learning activities with LO, PC, range and presentations
assessment (Figure 16).
- Term or session examinations
The assessment instruments (Table 14) that
can be used for PEA may include: - Individual or group project based
assessments

Table 14. The Assessment Instruments that can be used for PEA

Types of Evidence Assessment instruments

Written evidence Multiple Choice questions
True – False questions
Matching
Sequencing
Sentence completion / fill in the blanks
Problem solving
Essay (short responses / extended responses)
concept / mind map

Oral evidence Record of questions asked by assessor and

responses of trainee (recorded by independent
third person or signed by assessor and trainee as
true record)
Can be used – among others - to
Clarify written responses / supplement written
responses

Performance evidence /checklist Observation checklist: learner demonstrating skill

and knowledge in simulated or authentic context
Witness testimony based on performance checklist

Product evidence/ checklist Physical end product with assessor’s completed

quality checklist
Report with assessor’s completed quality checklist
Video of learner performing task with assessor’s
completed observation checklist
Sequence of (digital) photographs with assessor’s
completed observation checklist

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Five 52

Figure 16. Alignment

Learning activities/ resources

Learner

LO, PC and Range Assessment

Examples of alignment

PC: Describe the use of a variety of glassware.

Range: tumblers (beer, mixed drinks, iced tea, juice, water, shot glass) and
stemware (cocktail, wine, brandy, champagne flute, champagne coupe).

Assessment aligned with PC: Name each of the glasses in the picture.

PC: Outline the services offered by the reception desk in an establishment.

Assessment item: Describe the various services offered by the reception desk and
explain how you might recognise that the service is meeting quality criteria.

53 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

In view of this, the following steps should form a guide for TVET teachers willing to actively
implement innovative teaching methods in their classroom practices as shown in Figure 17.

Identify and set vocation education learning

01 outcomes to be achieved by the learner at

the end of the training session, analysis of
industrial needs.

Identify the nature of the ‘subject matter’

02 i.e. the KSA.

Perform contextual analysis of the overall

03 learning context.

04 Define the scope of desired outcome.

Defining the range of learning methods and

05 how best to blend them in the training
process based on the set goal

Carry Out Performance Evaluation

06 Analysis

Figure 17. Steps to be followed in implementing innovative teaching methods

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Five 54

5.2 Examples of the Effects of Innovative Pedagogy in Catering Craft, Computer Craft and
Electrical Installation and Maintenance in Nigerian Technical Colleges.

This study was carried out in Lagos State, Enugu State and Rivers State, Nigeria, where
facilitated peer-tutoring and industry-based approaches were used as innovative
pedagogy to facilitate the learning of catering craft, computer craft and electrical
installation. Results of the study show that innovative pedagogy applied in the three
selected vocational subjects via facilitated peer tutoring and industry-based teaching were
more effective in enhancing learning outcomes when compared to the conventional
teaching method of demonstration and discussion.

From the study, the authors concluded that there is strong evidence suggesting that the
teaching approach is a strong predictor of learning outcomes. The authors recommended
that TVET teachers should use innovative facilitation of learning approaches by effectively
combining facilitated peer tutoring and the industry-based method with the demonstration
and discussion methods to achieve inclusive learning across vocational educational and
training subjects at the secondary level of education in Nigeria.

Example 1: A Combination of Discussion/Demonstration and the Facilitated Peer

Tutoring Method in Learning Catering Craft

Subject: Catering Craft

Topic: Puff pastry

Learning Outcomes

LO1 Make puff pastry.

LO2 Observe health and safety aspects when making puff pastry.

Performance Criteria:

PC 1 Define pastry.
PC 2 Define puff pastry.
PC 3 Identify four different types of pastry.
PC 4 Describe two methods of making pastry.
PC 5 List the ingredients used in making puff pastry.
PC 6 Describe the functions of the ingredients in pastry making.
PC 7 Measure the correct amounts of ingredients for making puff pastry.
PC 8 Demonstrate steps for making puff pastry.
PC 9 Implement health and safety rules during pastry making.

Range

Types of pastry (facilitator should list the four types to be covered)

Methods of making pastry
Ingredients
Functions of the ingredients

55 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

 Steps to making puff pastry

Health and safety rules to self, others, and the environment.

Approach A

Facilitator’s instructional procedure using the interactive discussion and demonstration

methods for the whole class

Step 0 State/explain LOs and PCs.

Step 00 Set, review, or remind learners of ground rules.

Step 1: The facilitator will start by explaining pastry, puff pastry and the method of making
puff pastry.

Step 2: The facilitator will explain the types of pastries and illustrate with photographs.

Step 3: The facilitator will list the ingredients for puff pastry.

Step 4: The facilitator will explain the functions of pastry ingredients.

Step 5: Demonstrate how to make puff pastry while observing health and safety rules (and
making learners aware of these rules).

Step 6 Assessment of LOs and PCs (quiz).

Step 7 Summary – learners will be requested to summarise the session on a flip chart.

Step 8 Evaluation – learners evaluate the session, and talk about what was good, liked most,
liked least, explaining why, and sharing thoughts on how the session could be improved.

If time permits, the facilitator can give a real demonstration or produce a video clip which
can be watched several times.

Learners’ activity-

Learners are to come up with their own concepts of pastry and different types of
pastry. (brainstorm)

Learners are to generate a list of ingredients from recipes in books and magazines.

Watch the ‘making of pastry’ video clip made by teachers in small groups (or view
the PowerPoint slide show), noting down the steps. Groups can compare lists and
steps generated.

Learners (tutees) are actively asking each other questions, responding, correcting
mistakes, and providing positive feedback.

Write a peer mark quiz.

Participate in evaluation of session.

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Five 56

Approach B

Instructional Procedure: (Facilitated Peer-Tutoring)

Pre –activity [to be carried out only once, prior to using the approach]

Clarify objectives of the tutoring program: The facilitator will explain the objectives of the
FPT, which is to actively engage the learners actively, develop their skills in puff pastry, build
their confidence and improve their understanding.

Facilitator will explain the role of tutee and tutor: Facilitator will give a brief explanation
and demonstrate how to be a good tutor and tutee.

Facilitator will train and assess the competence of tutors on the topic they are to cover.

Choose tutoring partners: Facilitators will choose tutors who are conscientious in class, but
may not be the brightest learner. The facilitators will consider the compatibility of the
tutoring pairs or groups. Facilitators will match pairs or groups who can work well together.

Establish rules and procedures: The facilitator will explain rules to learners, e.g encouraging
students to actively participate, ask questions, or even to let students know that it is
allowed to express ignorance on a topic, etc.

The facilitator ensures that prior understanding has taken place during the
discussion/demonstration session (of the whole class) of the topic to ensure that FPT is
meaningful.

Implement and Monitor

Step 1: The facilitator will put the learners into smaller groups of five to ten, using the
pre-trained learners who are the high achievers (more knowledgeable in the topic)
to act as tutors in explaining pastry, puff pastry and the method of making puff
,pastry.
Step 2: State LOs and PCs of the session.
Step 3: Tutees to ask clarification about the learning outcomes.
Step 4: Facilitator to remind learners of ground rules.

Step 5: Tutees to agree on ground rules.

Step 6: The tutor will start by explaining pastry, puff pastry and methods of making puff
pastry.

Step 7: The tutor will explain the types of pastries, and illustrate with examples.
Step 8: The tutor will list the ingredients for puff pastry.
Step 9: The tutor will explain the functions of puff pastry ingredients.

57 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

 Steps to making puff pastry

Step 10: The tutees are encouraged to ask questions for further clarification.

Step 11: The tutor will demonstrate how to make puff pastry, the steps involved, identifying
the right ingredients, and how to observe health and safety issues.

Step 12: Summary – learner/tutees will be requested to summarise the session.

Step 13: Evaluation – learner/tutee will evaluate the session, discussing what was good, liked
most, liked least, explaining why, and sharing suggestions on how the session could be
improved.

The facilitator will summarize all she/he has taught for recall by asking
the following questions:

Define pastry.

Define puff pastry.

Identify four different types of pastry.

Describe two methods of making pastry.

List the ingredients used in making puff pastry.

Describe the functions of the ingredients in pastry making.

Measure the correct amount of ingredients for making puff pastry.

Demonstrate the steps in making puff pastry.

Describe health and safety rules during pastry making.

21st century skills embedded in approach A or B

Facilitators should ask open-ended questions that foster critical thinking such as: ‘Can
you go through that step by step?’, ‘Can you explain why that works?’, ‘What would
happen if ...?’, ‘Why do you say that?’, etc.

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Five 58

Example 2: A Combination of the Demonstration and Industry-Based Approach in Learning
Catering Craft

Subject: Catering Craft

Topic: Puff pastry

Learning (specific) outcomes

LO1 Make puff pastry.

LO2 Observe health and safety aspects when making puff pastry.

Performance Criteria:

PC 1 Define pastry.
PC 2 Define puff pastry.
PC 3 Identify four different types of pastry.
PC 4 Describe two methods of making pastry.
PC 5 List the ingredients used in making puff pastry.
PC 6 Describe the functions of the ingredients in pastry making.
PC 7 Measure the correct amounts of ingredients for making puff pastry.
PC 8 Demonstrate steps for making puff pastry.
PC 9 Implement health and safety rules during pastry making.

Range

Types of pastry (facilitator should list the four types to be covered)

Methods of making pastry
Ingredients
The functions of the ingredients
Steps for making puff pastry.
Health and safety rules to self, others, and the environment.

SCHOOL BASED SESSION

Approach A

Instructional Procedure Using the Interactive Discussion and Demonstration Methods for
the Entire Class
Step 0: State LOs and PCs.
Step 00: Set and remind learners of the ground rules.
Step 1: The facilitator will start by defining pastry, puff pastry and the method of making
puff pastry.
Step 2: The facilitator will explain the types of pastries and illustrate with photographs.
Step 3: The facilitator will list the ingredients for puff pastry.
Step 4: The facilitator will explain the functions of pastry ingredients.
Step 5: Demonstrate how to make puff pastry observing health and safety rules (and
making learners aware of these rules).
Step 6 Assessment of LOs and PCs (quiz).

59 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

Step 7 Summary – learners will be requested to summarise the session on a flip chart.

Step 8 Evaluation – learners/tutees will evaluate the session, discussing what was good,
liked most, liked least, explaining why, and sharing suggestions on how the session could
be improved.

If time permits, the facilitator can give a real demonstration, or produce a video clip,
which can be watched several times.

Learners’ activity

Learners are to come up with their own concepts of pastry and different types of
pastry.

Learners are to generate a list of ingredients from recipes in books and magazines.

Watch the ‘making of pastry’ video clip made by teachers in small groups, or view
the PowerPoint slide show, noting down the steps. Groups can compare lists and
steps generated.

Approach B

Industry-Based Session

Pre–Activity Before Visiting the Company

The facilitator identifies a company relevant to the lesson content, communicates and
schedules a visit with the company. The facilitator ensures the MoU is signed with the
approval of the principal and relevant authorities. This activity can be done once and for
subsequent visits to the company, so recurrent signing may not be required.

The facilitator will clearly define the LOs with the industry facilitator and agrees on a day/-
time in the week for the visit
.
Learning (specific) outcomes

LO1: Make puff pastry using latest industrial equipment and innovation.
LO2: Observe health and safety aspects when making puff pastry.

The facilitator will explain to the learners the evidence they will produce to demonstrate
achievement of LOs and PCs.

Facilitator gives some background information on the pastry company.

Facilitator asks students to state their personal learning objective (e.g. 'at the end of this
training, I would like to know how to make puff pastry’).

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Five 60

Clarify Objectives of the Industry-Based Method

The facilitator/teacher before leaving the school, will explain the objectives of the IBM,
which is to actively engage the learners, develop their skills in puff pastry with the latest
industrial equipment, build their confidence, and improve their understanding of
innovation in the pastry industry.

Practical Session During the Industry Visit: A Day’s Visit

Step 1a: The industry facilitator will put the learners into smaller groups of about three to
five.

Step 1b: The industry facilitator will give the learners up-to-date information about
technologies, processes and latest developments in the pastry industry.

Step 2: The industry facilitator will explain the types of pastries and various innovations
based on the preferences of consumers.

Step 3: The industry facilitator will have learners recall the functions of pastry ingredients.

Step 4: The industry facilitator will list the healthful ingredients (organic) that meet
consumer needs and the latest commercial equipment that can be used for puff pastry.

Step 5: The industry facilitator will further explain (comparing with the steps the learners
have covered at school) how to make puff pastry, highlighting innovations in the industry
e.g. new toppings, creative shapes, sugar free pastry, etc.

Step 6: The industry facilitator will demonstrate to the learner, how to make puff pastry,
the steps involved, and identifying the right ingredients for different consumer
preferences.

Step 7: The facilitator will encourage the learners to ask questions on areas they find
difficult or require further explanations.

Step 8: A learner is requested to summarise the session (aided by other learners) on a flip
chart.

Facilitator will monitor the learners working in groups to know if the objective is being
achieved and if the students are actively engaged (assessment instrument/quiz needed,
either at the end of visit or at school based on return) while learners produce their
mini-report and visit evaluation is carried by the facilitator.

Step evaluation – Send feedback to industrial facilitator on how the class benefited from
the visit, things learned, and feedback on other things the class would like to learn.

Learner activity during company based trainings:

The learners will be tasked to come up with their own innovative ways of making pastry to

61 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

satisfy customer demands, compare notes, and discuss with each other.

They can discuss the different methods and processes of making puff pastry.

Learners are actively asking each other questions, responding, correcting mistakes, and
providing positive feedback.

Facilitator activity after a company based training

Conduct a brief session with learners.

Evaluate the benefits of the visit.
Assess learning (with a quiz) covering the LOs, PCs, and a mini report on the industry visit
from learners.

Learner activity after an industry-based training:

Write a thank you letter to the company.
Ask questions during the brief session organized by the facilitator after the visit.
Write a report on new things learnt during the visit.
21st century skills embedded in approach A
Facilitator should ask open-ended questions that foster critical thinking such as: ‘Can you
go through that step by step?’, ‘Can you explain why that works?’, ‘What would happen if
...?’, ‘Why do you say that?’

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Five 62

 ABOUT THE AUTHORS

Funmilayo Doherty is a principal lecturer at Yaba College of Technology Lagos. She has a
Masters and Ph.D Degree in Environmental Toxicology and Pollution Management from the
University of Lagos. She has over 35 publications, and has co-authored 5 books.

She is a leading researcher at the national and international level, as evidenced by her
achievements as Coordinator, UNEVOC Centre (2014 to 2017). She is an advocate of Greening
TVET and Sustainable Development in TVET.

Chijioke Jonathan Olelewe holds a Ph.D., Masters’ Degree, [Link]., and Diploma in Computer
Education from the Department of Vocational and Technical Education, University of Nigeria,
with an emphasis on technology-enhanced learning (e.g. Blended Learning) in TVET.

He is currently a Lecturer in the Department of Computer Education, and functions as a

Research and Programme Dissemination Officer at the Centre for Technical Vocational
Education Research and Training (CETVETAR), in the University of Nigeria, Nsukka.

63 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

 APPENDIX A
MEMORANDUM OF UNDERSTANDING BETWEEN NAME OF (TECHNICAL SCHOOL)
AND (NAME OF COMPANY)

Parties

This Memorandum of Understanding (MoU) entered into this day of ___, 20 , by

(name of school) whose address is at ……………, phone number………… , and email………..and
(name of company), whose address is …………..., phone number ……….., and email
address……………..

Purpose

The purpose of this MoU is to establish a relationship between the school and company,
and enable an industrial experience for the students at the company. The school-industry
partnership is a collaboration between formal education and the industrial sector to
create an enabling environment for students to acquire hands-on experience, knowledge,
skills, and an appropriate attitude to work. An example of a typical line of communication
in a Government Technical College in Lagos, Nigeria is given in Appendix B below.

Now, therefore, it is mutually agreed between the parties hereto as follows:

Term

The initial term of this MoU shall be for five years, from January 1, 20 to December 31,
20___, with the option to renew for up to an additional five years, except that either party
may, at any time, with or without cause, terminate this agreement by providing the other
party with ninety (90) days advance written notice.

Definitions

1. The term ‘student’ as used herein, refers to a registered technical student learning
under the direct supervision and instruction of a TVET teacher, who is an
employee of the school.

2. The term ‘teacher’ as used herein, refers to an employee of a technical school,

whose function is to impart knowledge or know-how to students or trainees in a
vocational school or training centre.

3. The term ‘company’ as used herein, refers to an organization or firm with a highly
skilled workforce, functional facilities, and raw materials that could be very useful
in the practical training of technical college students.

4. The term ‘school’ as used herein, refers to a technical college or training institution
accredited by regulatory agencies e.g. National Board for Technical Education
(NBTE).

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Five 64

5. The term ‘company workplace coordinator’ as used herein, refers to an employee of
the company assigned with the responsibility of coordinating and supervising all
activities related to, and following from the collaboration between the technical school
and company.

6. The term ‘workplace-based facilitator’ as used herein, refers to an employee of the

company assigned with the responsibility to mentor, supervise, and train students from
the technical school as assigned by the company workplace coordinator.

Training Terms

1. The teacher/school and company workplace coordinator will agree on schedules and
learning outcomes for students’ hands-on training on appropriate skills relating to the
topic in the lesson plan, and enhance the exposure of students to practical and real-life
situations in the workplace.

2. The teacher, with the permission of the principal, is obligated to arrange transportation
for students to and from the industry.

3. The teacher company workplace coordinator, and the workplace-based facilitators will
participate in a meeting at least once a term, or when the need arises, to evaluate,
among other things, training objectives, changes or enhancements thereto, and the
performance of students.

The School’s Obligations

The school shall:

1. Provide all necessary physical resources to support the workplace experience of the
students.

2. Nominate an overall programme coordinator (at managerial level).

3. Provide all needed professional training of staff involved in the workplace-based training
programme.

4. Ensure timely approval is given to the teachers involved in organising work-based

experiences for their group of students.

65 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

The Company’s Obligations

The company/employer shall:

1. Nominate a company workplace coordinator to serve as the primary contact for

the students and the teacher programme coordinator of (name of technical
school).

2. Provide appropriate quality supervision, mentorship, and training for each student
throughout the work experience period, through appointed workplace-based
facilitators.

3. Provide expertise, develop the desired atmosphere, and pool of resources for
students’ training that is directly related to their field of training, and that increases
in challenge and responsibility as the students progress through their experiences.

4. Expose students to the training environment and participate in the development

of work-based learning outcomes, assessments, and evaluation of students’ work
performance.

5. Give students up-to-date information about and exposure to technologies,

processes and latest development in the company.

6. Provide orientation to students on the period of training, place of duties,

conditions of its premises, standards of conduct, confidentiality, facility health and
safety procedures, mode of operations, organization and structure of the
company, and environmental issues impacting the company.

7. Provide students with the health, safety, and environmental awareness training it
provides to its regular employees working under similar conditions. Company will
alert the students of any non-obvious dangers associated with facilities, activities,
and the surrounding locales of which it is aware.

8. Provide all applicable written policies, regulations, and directives to students and
to teachers.

9. Ensure that students are approached in a professional manner, and are NOT
exposed to any form of harassment/unethical practices or tasks and work
assignments that are risky, dangerous or unrelated to the students’ field of study.

10. Completion of the students’ work based training and evaluation forms.

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Five 66

The Teacher’s Obligations

The teacher shall:

1. Schedule a working visit, and follow up meetings if need be, at the company nearest to
his/her school to establish an understanding for the purpose of collaboration.

2. Compile a list of names and contact details of the company workplace coordinator
and the workplace-based facilitators.

3. Ensure facilitation and assessment of the underpinning needs of learners before

visiting the company for the practical skill training stated in the learning outcomes
jointly developed by the company workplace coordinator and the teachers. This is to
ensure maximum alignment between theory and practice.

4. Conduct an orientation programme for students prior to work-based placement in

close cooperation with the company workplace coordinator and the workplace-based
facilitators.

5. Ensure students are taken to the company for practical experience on the selected
topic of interest as contained in the scheme of work to achieve the set work
experience learning outcomes.

6. Ensure that instructional procedures and a detailed description of the activities are
fully mapped out in the lesson plan and shared with the workplace-based facilitator.

7. Follow the step-by-step guide in adopting the industry-based approach.

8. Keep up-to-date records of students’ progress and achievement of set work

place-based learning outcomes, meetings with the company workplace coordinator,
the workplace based facilitators, and the completed checklist – as listed in the guide –
before and after each visit to the company.

9. Coordinate the completion of evaluation forms by each student, the company work
place coordinator, the workplace-based facilitators, and the teachers during and at the
end of an industry-based learning period for the group of students.

10. Ensure that students comply with all written policies, regulations, and directives of the
company, and take appropriate actions to enforce strict compliance in consultation
with the workplace-based facilitator.

11. After each visit, conduct an evaluation session on the students, to assess the benefits
of the training sessions. Request students to write progress reports as well as a thank
you letter, and further assign group activity from the report presented by the students.

67 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

Students’ Obligations

The student shall:

1. Attend all meetings and fully participate in the workplace-based experience

orientation programme.

2. Keep a log book covering daily work activities, work related learning outcomes
achieved (with evidence thereof), success stories, as well as challenges and
reflections on the work experience.

3. Ensure that log book is signed at the end of the day’s activity by the work
place-based facilitator and school teacher.

4. Prepare a final five to eight page report summarising the work experience, learning
outcomes achieved, and projects completed. Also, prepare a detailed report for
submission to the workplace-based facilitator and school teacher for feedback
prior to final submission.

5. Participate fully in the student/employer/school evaluation process.

6. Comply with all written policies, regulations, and directives of the company and
the school, including following the approved channel of complaint.

7. Keep secret any sensitive information he/she may have access to during the
training in the company e.g., but not limited to, technical information (comprising
methods, processes, formulae, compositions, systems, techniques, inventions,
machines, computer programs and research projects), and business information
(comprising customer lists, pricing data, sources of supply, financial data,
marketing, production, merchandising systems or plans).

8. Write a comprehensive report after all training visits.

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Five 68

 General Provisions

Applicable laws:

This agreement shall be governed by the laws of the Federal Republic of Nigeria, the
National
Board for Technical Education, the State Technical Vocational Education Board, etc.

Amendment:

This MoU may not be modified, amended, altered or extended except through a
written amendment requested by either party, agreed upon and signed by each party.
Amendments will be attached to this MoU and become effective when signed by all
parties to this MoU.

Liability/Indemnification:

The student will be personally responsible for any and all liabilities, injury to him/her-
self, or to property or persons arising from his/her own fault or gross negligence in the
performance of his/her duties and functions while under training with the company.

Signed on behalf of:

Name of School

_________________________________ ___________________________
School Principal School Teacher

Signed on behalf of:

Name of Company

__________________________________ _____________________________
Name Director Industry-Based Facilitator

69 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

 APPENDIX B

Principal

Vice Principal(VP) Adminstration, VP Academic, VP Industry, and VP

Special Duties

Head Of Department (HOD)

Head Of Section (HOS)

School Counsellor

Teachers

Non-Teaching Staff

Prefects

Students

Appendix B: A typical line of communication in a Government Technical College in Lagos, Nigeria

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Five 70

 References for Further Reading (1)

Ajibade, A. (2009). Understanding micro teaching theory and practice. Osogbo:

Simba Ventures.

Bandura (1977). Social learning theory. New York: General Learning Press.

Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age. Designing
for 21st century learning. Routledge Publishers.

Brouwer, N., and Korthagen, F. (2005). Can teacher education make a difference?
American Educational Research Journal, 42(1), 153–224. [Link]
[Link]/10.3102/00028312042001153

Chona, S. (2017, July 11). The Role of Teacher. The Progressive Teacher. Retrieved
from [Link]

Crochett, L. W. (2017). No-Fear Learning: Creating Classrooms for Taking Safe

Learning Risks. Global Digital Citizen. Retrieved from [Link]
[Link]/no-fear-learning

Dabell, J. (2017). The Golden Lesson: Take a Risk. Teacher Tool Kit. Retrieved from
[Link]

Dhaker, R. (2017, July 7). Teaching Methods. Retrieved from [Link]

[Link]/rdhaker2011/teaching-method-ppt

Kizlik, B. (2017). Lesson Planning, Lesson Plan Formats and Lesson Plan Ideas.
Adprima. Retrieved from [Link]

Lucas, B., Spencer, E., and Claxton, G. (2012) How to teach vocational education: A
theory of vocational pedagogy. London: City & Guilds.

Lunde, J.P. and Wilhite, M.S. (1996). Innovative teaching and teaching improve-
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Odugbesan, F.A. (1999). Cooperation Between Educational Institutions and Enter-

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Olarewaju, A. O. (1994). New Approaches to the teaching of integrated science.

Ibadan: Alafas Nigeria.

71 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

 References for Further Reading (2)

Olokede, N.O. and Olusanjo, M.O. (2009). Introduction to principles and methods
of teaching. (2nd ed). Abuja: Akitol Prints.

Oviawe, J.I. (2009). The role of technical and vocational education in youth empow-
erment and poverty alleviation. Sokoto Educational Review, 11 (2).

Oviawe, J.I., Uwameiye, R., & Uddin, P.S.O. (2017) Best practices in technical educa-
tion programme for students’ capacity building and sustainable development in
the 21st century. Journal of Technical Education and Training (JTET), 9(2).

Rogers, E.M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.
Ruthven, K., Hennessy, S., & Deaney, R. (2005). Incorporating internet resources
into classroom practice: pedagogical perspectives and strategies of second-
ary-school subject teachers. Computers & Education, 44(1), 1-34. Retrieved from
doi:10.1016/[Link].2003.11.001.

Rice, J.K (2003). Teacher quality: Understanding the effectiveness of teacher

attributes. Washington, DC: Economic Policy Institute.

Scruggs, T., & Mastropieri, M. (2007). Science Learning in Special Education: The
Case for Constructed Versus Instructed Learning. Exceptionality, 15(2), 57-74.
doi:10.1080/09362830701294144

Scruggs, T. E., Mastropieri, M. A., and McDuffie, K. A. (2007). Co-Teaching in Inclu-

sive Classrooms: A Metasynthesis of Qualitative Research. Exceptional Children,
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Simplicio, J.S.C. (2000); Teaching Classroom Educators How to be More Effective

and Creative. Education Summer. 120 (4), 675-630. 7p.

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Student: A Reflection? In 2nd Asia Pacific Conference on Problem-Based Learning:
Education Across Disciplines.

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(SIWES). Retrieved from [Link].

A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Five 72

 References for Further Reading (3)

Team, ITF (2019). ITF: Industrial Training Fund, Nigeria. Retrieved from [Link].

Martins Library. Guidelines and Roles of Stakeholders (ITF & SIWES). Retrieved
from [Link].
Mackay, B., Merritts, D., Walter, R. Interactive Lecture Demonstration. Retrieved
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method of teaching. Retrieved from [Link]
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Jaikumar, M. (2018). Field Trip. [Link]. Retrieved from [Link]

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[Link]/acohsijuaymah/problem-solving-method-28986502

UNESCO International Bureau of Education. (2019). Guiding Principles for Learning

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73 A Guide for TVET Teachers in utilizing Innovative Pedagogy Chapter Three

 ABOUT THE AUTHORS

Funmilayo Doherty is a principal lecturer at Yaba College of Technology Lagos. She has a
Masters and Ph.D Degree in Environmental Toxicology and Pollution Management from the
University of Lagos. She has over 35 publications, and has co-authored 5 books.

She is a leading researcher at the national and international level, as evidenced by her
achievements as Coordinator, UNEVOC Centre (2014 to 2017). She is an advocate of Greening
TVET and Sustainable Development in TVET.

Chijioke Jonathan Olelewe holds a Ph.D., Masters’ Degree, [Link]., and Diploma in Computer
Education from the Department of Vocational and Technical Education, University of Nigeria,
with an emphasis on technology-enhanced learning (e.g. Blended Learning) in TVET.

He is currently a Lecturer in the Department of Computer Education, and functions as a

Research and Programme Dissemination Officer at the Centre for Technical Vocational
Education Research and Training (CETVETAR), in the University of Nigeria, Nsukka.

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