Model of the full storyline
The complete plot model is a teaching concept from vocational education . It should correspond to the practice in professional life and enable the students to learn action-oriented . The professional educators assume that the trainees, if they are instructed according to this model, will be able to independently transfer the skills they have acquired to other work processes in their later professional life.
The model consists of six stages. It attaches great importance to the reflection of the processes, but is more product-oriented than, for example, learning by discovery . The model of complete action goes back to the action regulation theory developed by industrial psychologists Winfried Hacker and Walter Volpert in the 1970s.
To inform
The learner should be given the most complex task possible. In order to solve this task, he must first obtain the necessary information. He can carry out this information retrieval independently; however, depending on the level of knowledge and level of experience, it can be guided by the teacher. He must z. B. ask: What is the goal? What is the problem?
To plan
When planning, the learners should create a meaningful and goal-oriented workflow as independently as possible, but they can be guided by the teacher depending on their level of knowledge and level of experience. B. ask: What information, background knowledge or materials or tools do I need?
Decide
When the planning is completed, the learner has a technical discussion with the teacher or trainer . Here the workflow is checked and a decision is made on how it will ultimately be implemented. He must z. B. ask: Which solution do I take? The teacher can also conduct this technical discussion with the whole class or with smaller study groups. The decisive factor here is whether a solution is decisive for all trainees or whether individual solutions are accepted.
To run
Here the learners independently carry out the necessary work steps that they have worked out in the work planning. It makes sense to enable the trainees to work in a team. You can be guided by the teacher depending on your level of knowledge and level of experience. The lesson planning is still up to the teacher. This is intended to give the trainees freedom that they can use meaningfully. It always depends on the class and topic ( condition analysis ) how much free space is necessary and possible.
Control level
A target / actual comparison takes place here as independently as possible. This control can take place as a self-assessment, as an assessment within one's own work group or in a class: Has the work order been carried out properly and professionally? Has the goal been achieved?
evaluation
The learner should evaluate the work result as independently as possible. He should learn to reflect on his own actions . He must z. B. ask: What can I do better in the future? The assessment will also be done by the teacher. However, they must disclose their criteria beforehand and justify the learner.
literature
- Hans-Joachim Müller, Wolfgang Stürzl: Action and experience-oriented learning - a methodical concept for the integrated promotion of specialist and key qualifications. In: H. Herzer, G. Dybowski, Hans G. Bauer (Hrsg.): Methods of company training. Frankfurt am Main 1990, pp. 172-198.
- Rolf Arnold, Hans-Joachim Müller: Action Orientation and Holistic Learning in Vocational Training - 10 Approach Attempts. In: Erziehungswissenschaft und Beruf, quarterly for teaching practice and teacher training. 41. Vol. 4, 1993, pp. 323-333.
- Herbert Gudjons: Action-oriented teaching and learning: student activation. Self-activity. Project work. 7th edition. Bad Heilbrunn 2008.
- Hans G. Bauer, Claudia Munz, Nicolas Schrode, Jost Wagner: The Complete Work Action (VAH) - A successful model for competence-oriented vocational training . Berlin 2011.