Four-step method

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In order to convey extensive, not yet learned activities, it makes sense to use a methodical, i.e. planned and step-by-step form of work instruction , such as the four-step method .

history

The method comes from the " Training Within Industry " developed in the USA during World War II . In particular, the part “ Job Instruction ” (employee instruction ) has spread rapidly in Germany. Its core is the four-step method, which found its way into REFA methodology in 1951 .

Requirements and application

The four-step method is suitable for teaching occupational motor activities (manual skills such as tapping, making electrical couplings or working dough), accompanied by meaningful theory (VDE 100, HACCP, etc.). It is action-oriented in order to achieve comprehensive action competence. The four-step method is a trainer-centered method in contrast to the trainee-centered, action-oriented methods, such as a business game or key text method. A related method is the VENÜ (demonstration, explanation, imitation, practice), which is often used in the Bundeswehr. Since the focus is on conveying psycho-motoric and affective learning goals, the method finds its professional pedagogical importance in skilled trades (carpenter, automotive mechatronics, etc.) and industrial professions (industrial mechanic, etc.). It is not suitable for conveying commercial activities, such as filling out a transfer form or receiving goods, since cognitive learning objectives clearly dominate here, and knowledge cannot be demonstrated and imitated.

The following levels should be adhered to:

  1. Stage: Prepare and explain
  2. Level: Demonstrate and explain
  3. Level: Imitate and have someone explain
  4. Level: deepening through error-free practice.

It is therefore bound to the presence of the following conditions:

  1. The work to be learned must be in the area of ​​manual or schematic work.
  2. The work to be conveyed must be based on a connection between hand - work equipment - work object.
  3. It should be short-cycle with simply structured work processes .
  4. The work must be clearly defined, i.e. the work sequence must be fixed and repeated so that an automated sequence of movements can arise.

The main part of the four-step method takes place in the workplace . This method is suitable for practicing manual skills and practical activities ( psycho-motor learning objectives ). The aim is to automate practical activities that do not leave any room for interpretation for the learner due to safety or hygiene regulations. It is intended to help trainees ( students ) to apply them independently and can be described as an active teaching method . Nevertheless, it is one of the classic instruction methods, which through transfer in the fourth stage, e.g. B. other materials (first steel and then aluminum when tapping) can lead to flexible application of skills.

Description of the method

The method consists of the following four stages:

  1. Prepare the trainees by the trainers and explain the intended behavior: The instructor tried to arouse the students interest by presenting the activities and their significance. He makes the material available and explains the work equipment and tools. He also points out safety provisions, regulations, legal extracts and hygiene regulations, etc. The trainer determines the level of knowledge and, if necessary, builds on previous instructions. The first stage should secure the cognitive fine learning goals through an oral learning success control (explicit learning success control).
  2. Demonstration and explanation by the trainer: The trainer breaks down the activity and explains what, how and why he is doing it. If necessary, he can repeat a few steps, highlighting the key points. He then leads the entire operation before and encourages students to follow suit.
  3. Imitate it and have it explained with guidance : The students / apprentices imitate the process. They should explain the what , how and why themselves (implicit learning success control). Progress should be immediately praised by the trainer and mistakes should be corrected immediately so that they are not practiced in the fourth stage.
  4. Deepening and explaining through error-free practice: Until it is consolidated, the trainer controls the activity and praises the correct execution of the occupational motor activities.

Since the information recorded is still very fresh, the student / apprentice should be given the opportunity to record the instruction directly in the report book.

Subsequent deployment of the trainee in work areas in which the newly learned skills are applied increases motivation and operational implementation.

The method should not be used when pursuing primarily “cognitive fine learning goals” . This includes instructions such as receiving goods, filling in a transfer form or order form, comparing offers , etc. Knowledge transfer cannot be demonstrated and imitated.

See also

Individual evidence

  1. ↑ a b c REFA Association for Work Studies and Business Organization e. V. (Hrsg.): Methodology of company organization: work pedagogy. Hanser, Munich 1987, ISBN 3-446-14240-1 , p. 133 f .
  2. ^ Walter Georg, Gustav Grüner, Otto Krahl: Small vocational pedagogical lexicon. Bertelsmann, Bielefeld 1991, ISBN 978-3-7639-0001-5 , pp. 212 .