COMPETENCY BASED TRAINING PRINCIPLES RBR EBUENGA.pdf
- 1. THETEACHERANDTHECOMMUNITY,SCHOOL CULTURE,ANDORGANIZATIONALLEADERSHIPW/ FOCUSONTHEPHILIPPINETVETSYSTEM(PEDTCSPT) 4:00 p.m. - 7:00 p.m. Thursday Week 11
- 2. COMPETENCYBASEDTRAINING PRINCIPLES 4:00 p.m. - 7:00 p.m. Thursday Week 6-7
- 3. WEEK 6-7 Presented by: Raymarc Brian R. Ebuenga Yr. & Course: Bachelor of Technology and Livelihood Education Major in Home Economics II Subject: The Teacher and the Community, School Culture, and Organizational Leadership w/ Focus on the Philippine TVET System (PEDTCSPT) Instructor: Professor Lara May G. Cornell Email: raymarcbrianebuenga@gmail.com COMPETENCYVS.OBJECTIVEINEDUCATION: DEFINITION&DIFFERENCES
- 4. Learning objectives are brief descriptions of what students should know or be able to do at the end of a unit or other learning period. They're specific and measurable, and should use active verbs that describe what the learner will do. WHATARELEARNINGOBJECTIVES?
- 5. Competencies are overall objectives for a course. They're most often applied skills or knowledge that help students at their jobs or in the real world. WHATARECOMPETENCIES?
- 6. Competencies are bigger, more general goals than learning objectives.
- 7. Learning objectives often lead to competencies, and as such, they should both be viewed as an integral part of a course.
- 8. REFERENCE: Competency vs. Objective in Education: Definition & Differences. (2021, November 7). Retrieved from https://study.com/academy/lesson/competency-vs- objective-in-education-definition-differences.html.
- 9. ThankYou
- 10. THETEACHERANDTHECOMMUNITY,SCHOOL CULTURE,ANDORGANIZATIONALLEADERSHIPW/ FOCUSONTHEPHILIPPINETVETSYSTEM(PEDTCSPT) 4:00 p.m. - 7:00 p.m. Thursday Week 11
- 11. COMPETENCYBASEDTRAINING PRINCIPLES 4:00 p.m. - 7:00 p.m. Thursday Week 6-7
- 12. WEEK 6-7 Presented by: Raymarc Brian R. Ebuenga Yr. & Course: Bachelor of Technology and Livelihood Education Major in Home Economics II Subject: The Teacher and the Community, School Culture, and Organizational Leadership w/ Focus on the Philippine TVET System (PEDTCSPT) Instructor: Professor Lara May G. Cornell Email: raymarcbrianebuenga@gmail.com SPECIFICLEARNINGOBJECTIVES
- 13. ANOTHERIMPORTANTPRINCIPLEINTHEDESIGNOFCOMPETENCY-BASED INSTRUCTIONISTHEEFFECTIVEUSEOFLEARNINGOBJECTIVES. Specifically, students know what the objectives are in order to empower them to take ownership of their education. Also, competency-based education wants to give them a choice in what or how they learn, and to demonstrate that learning.
- 14. ANOTHERIMPORTANTPRINCIPLEINTHEDESIGNOFCOMPETENCY-BASED INSTRUCTIONISTHEEFFECTIVEUSEOFLEARNINGOBJECTIVES. Being transparent in learning objectives can be done by sharing competency standards with students and helping them understand the purpose or end goal of a project or assignment.
- 15. ANOTHERIMPORTANTPRINCIPLEINTHEDESIGNOFCOMPETENCY-BASED INSTRUCTIONISTHEEFFECTIVEUSEOFLEARNINGOBJECTIVES. Students should understand what skills are being measured with an assessment and given the content ahead of time, so they can clearly see their learning progress as measured against clearly defined objectives.
- 16. REFERENCE: Competency-Based Education: Principles & Design. (2022, April 16). Retrieved from https://study.com/academy/lesson/competency- based-education-principles-design.html.
- 17. ThankYou
- 18. THETEACHERANDTHECOMMUNITY,SCHOOL CULTURE,ANDORGANIZATIONALLEADERSHIPW/ FOCUSONTHEPHILIPPINETVETSYSTEM(PEDTCSPT) 4:00 p.m. - 7:00 p.m. Thursday Week 11
- 19. COMPETENCYBASEDTRAINING PRINCIPLES 4:00 p.m. - 7:00 p.m. Thursday Week 6-7
- 20. WEEK 6-7 Presented by: Raymarc Brian R. Ebuenga Yr. & Course: Bachelor of Technology and Livelihood Education Major in Home Economics II Subject: The Teacher and the Community, School Culture, and Organizational Leadership w/ Focus on the Philippine TVET System (PEDTCSPT) Instructor: Professor Lara May G. Cornell Email: raymarcbrianebuenga@gmail.com COMPETENCYBASEDTRAININGPRINCIPLES
- 23. According to International Association for K-12 Online Learning (iNACOL), the primary design element of competency-based education is that students are allowed to advance to the next level when they can demonstrate mastery of a concept. ADVANCEMENT THROUGH CONTENT UPON MASTERY
- 24. This means that students can advance beyond their age or grade. Students become engaged in work that allows them to demonstrate what they know in order to move on to the next level. They can spend more time on content that's difficult for them, and breeze through topics they already know. ADVANCEMENT THROUGH CONTENT UPON MASTERY
- 27. Specifically, students know what the objectives are in order to empower them to take ownership of their education. Also, competency-based education wants to give them a choice in what or how they learn, and to demonstrate that learning. SPECIFIC LEARNING OBJECTIVES
- 28. Being transparent in learning objectives can be done by sharing competency standards with students and helping them understand the purpose or end goal of a project or assignment. Students should understand what skills are being measured with an assessment and given the content ahead of time, so they can clearly see their learning progress as measured against clearly defined objectives. SPECIFIC LEARNING OBJECTIVES
- 31. Competency-based instructors make themselves available to students as needed so that, if they need help, they know how to ask for it. This flexibility in teacher support means that some students are freed up to work ahead and others can get help addressing confusion or misconceptions before making mistakes. Besides telling students what's expected of them when providing transparent objectives, instructors should also be clear about how those objectives will be measured. DIFFERENTIATED INSTRUCTIONAL SUPPORT
- 34. Summative assessments will be taken whenever the student is ready and will measure how well the student mastered the content. Performance assessments will illustrate how well students can assimilate and apply their knowledge in demonstrations of higher order thinking skills. EFFECTIVE USE OF ASSESSMENTS
- 35. Providing a balance between a diverse assortment of assessment tools will ensure that students get as much practice work as they need, grades and coursework to provide evidence that they learned, and opportunities to apply their learning. EFFECTIVE USE OF ASSESSMENTS
- 38. These practical skills help students be more employable and better prepared for college. Some of these skills might be behavioral, as in learning to be self-directed, disciplined, and independent lifelong learners. Other skills may be practical, as in problem-solving skills and critical thinking. DEVELOPMENT OF A BROAD SKILL SET
- 39. Effective communication skills, interpersonal collaboration, and intercultural awareness prepare students for participation in the workplace, in the community, and in college. Competency-based education promotes these skills by providing opportunities for active learning, so students practice applying their skill sets in a variety of contexts or situations. DEVELOPMENT OF A BROAD SKILL SET
- 41. A rubric is a tool, such as a list or chart, that clearly identifies expectations and point rewards for each aspect of an assignment. Rubrics are used to ensure consistent, fair grading for all students on any given assignment. It can be given to students ahead of an assignment as a checklist for them to work toward meeting the standards expressed by the instructor. DEVELOPING & USING RUBRICS
- 42. Including rubrics in literacy instruction eliminates vagueness in assessment requirements. Rubrics are great tools to assist in reiterative learning cycles in which the learning path is a circle from student to teacher and back to student. DEVELOPING & USING RUBRICS
- 43. Starting with the student, the rubric offers student goals for learning. It clearly indicates to the student what the instructor anticipates the student will learn and how the student can show this learning in the assessment. DEVELOPING & USING RUBRICS
- 44. Moving on to the teacher, the rubric allows the teacher to fairly and consistently grade each assignment. It is common for instructors to weary during the grading process. Without clearly established grading standards, instructors could easily end up grading the first assignments differently from the last in a batch. Using a rubric eliminates this issue. DEVELOPING & USING RUBRICS
- 45. Back to the student: the graded rubric gives students specific feedback as to their performance. If assignments are graded holistically, students may not understand where or why points were removed. By using a rubric, teachers are able to specifically indicate to students exactly where their performance did not meet expectations and why. This reiterative learning cycle is an excellent method to solidify literacy instruction. DEVELOPING & USING RUBRICS
- 46. Literacy instruction assignments can include such assessments as: Written papers Oral reports Discussion of literary work Electronic presentations Some instructors even have students create movie posters as assessments in literary instruction. 1. 2. 3. 4. DEVELOPING & USING RUBRICS
- 47. While these assessments seem straight forward, students need quite a lot of direction and instruction to successfully complete any one of these literary assessments. DEVELOPING & USING RUBRICS
- 48. Why might a rubric be used when assigning the literacy assessment of an oral report? Well, what questions might a student have when beginning such an assignment? How long does it have to be? Do I have to use or make visual aids to explain my points? Do I have to include audience questions? 1. 2. 3. 4. 5. DEVELOPING & USING RUBRICS
- 49. These are all legitimate questions that a student may think about when beginning to develop an oral report on a book that has been assigned to the class. It is clear that a well-written rubric will assist the student in completing this literary task, as well as assist the teacher in maintaining quality levels of feedback to the students. DEVELOPING & USING RUBRICS
- 50. EXAMPLE Rubric for an oral presentation, a common literacy instruction assessment, to review six best practices - methods of practice which have consistently shown the best results). DEVELOPING & USING RUBRICS
- 51. Use consistent language between columns. Use common language. Involve the student with the rubric. Keep it short and simple. Don't reinvent the wheel. Be as descriptive as possible. These best practices are: 1. 2. 3. 4. 5. 6. DEVELOPING & USING RUBRICS
- 52. REFERENCE: Competency-Based Education: Principles & Design. (2022, April 16). Retrieved from https://study.com/academy/lesson/competency- based-education-principles-design.html.
- 53. REFERENCE: What Is a Grading Rubric? - Definition, Uses & Examples. (2015, November 11). Retrieved from https://study.com/academy/lesson/what-is-a-grading- rubric-definition-uses-examples.html.
- 54. REFERENCE: How to Use Rubrics for Literacy Instruction. (2015, November 1). Retrieved from https://study.com/academy/lesson/how-to-use- rubrics-for-literacy-instruction.html.
- 55. ThankYou