AdA cer­ti­fi­ca­te for our dual stu­dents And­re and Ro­bert

In the first week of April we took part in a cour­se for the “AdA cer­ti­fi­ca­te”. AdA stands for “training of trai­ners”.

The cour­se was con­duc­ted di­rec­t­ly af­ter our last theo­re­ti­cal pha­se at the DHBW Mos­bach by an ex­ter­nal ser­vice pro­vi­der. The to­pics that are ne­cessa­ry for the pro­fes­sio­nal sui­ta­bi­li­ty were worked on. It is about pro­fes­sio­nal as well as pro­fes­sio­nal and work pe­dago­gi­cal skills, know­ledge and abi­li­ties. Ac­cord­ing to the AEVO (Or­di­nan­ce on Trai­ner Ap­ti­tu­de), pro­of of this is re­qui­red, which we have pro­vi­ded with the AdA cer­ti­fi­ca­te.

In con­cre­te terms, we have worked on the fol­lo­wing to­pics:

We star­ted with the le­gal foun­da­ti­ons re­la­ting to training. This is about the laws and re­gu­la­ti­ons that must be ob­ser­ved in training. The­se could be, for examp­le, the Vo­ca­tio­nal Training Act, the Youth Em­ploy­ment Pro­tec­tion Act and the Training Re­gu­la­ti­ons. For this pur­po­se, case stu­dies were also made, which come di­rec­t­ly from prac­tice.

We then worked out how the training can be plan­ned and or­ga­nis­ed. The training frame­work plan, which is the gui­de­li­ne for the fac­tu­al and time struc­tu­re, plays a ma­jor role here. This de­fi­nes the to­pics that must be taught du­ring training.

In or­der to con­vey the lear­ning con­tents in an in­di­vi­dual­ly sui­ta­ble way, the cor­re­spon­ding me­thods and pe­dago­gi­cal me­ans must also be known. That is why we have stu­di­ed the dif­fe­rent ty­pes of hu­man lear­ning and tea­ching me­thods. It is par­ti­cu­lar­ly im­portant to select, plan and im­ple­ment a sui­ta­ble tea­ching me­thod for the con­tent. This is pre­cise­ly why in­di­vi­du­al lear­ning me­thods were com­pa­red with each other in or­der to be able to select a sui­ta­ble me­thod.

In or­der to pro­ve the lear­ning con­tent, we also had to take an ex­ami­na­ti­on. This ex­ami­na­ti­on was di­vi­ded into a theo­re­ti­cal and a prac­ti­cal part.

In the theo­re­ti­cal, writ­ten ex­ami­na­ti­on, above all, the le­gal foun­da­ti­ons and the lear­ning me­thods were ques­tio­ned.

For the prac­ti­cal, oral ex­ami­na­ti­on, we had to draw up a con­cre­te in­st­ruc­tion con­cept for one area from the training frame­work plan. This in­clu­des, among other things, the in­di­ca­ti­ve, rough and fine lear­ning tar­gets as well as the cho­sen in­st­ruc­tion me­thod. Of cour­se, this had to be ba­sed on the new­ly ac­qui­red know­ledge.

The con­cept was then car­ri­ed out in the prac­ti­cal ex­ami­na­ti­on with an ac­tor trai­nee. Af­ter­wards, ques­ti­ons about our con­cepts or the other to­pics were as­ked.

In this cour­se we had a lot of fun and lear­ned a lot that is im­portant for the training. The va­rious lear­ning me­thods are also an in­st­ruc­tive ex­pe­ri­ence for us per­so­nal­ly and help us to pro­gress in our ever­y­day lives and in our stu­dies.

Close Menu