Soft skills methods of teaching and assessment
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This document outlines a workshop on teaching and assessing soft skills. The objective is to help faculty choose teaching strategies and assessment methods for soft skills. The content will cover linking soft skills to learning outcomes, instructional approaches, collecting data on soft skills, and workshops. Participants will be asked to develop learning outcomes, instruction, and assessments for 2 soft skills in a course. Challenges discussed include assessing soft skills objectively and getting support for additional work. Effective instructional strategies include active learning theories like learning from others, discovery, and experience. A curricular debrief strategy is also recommended.
Soft skills methods of teaching and assessment
- 1. SOFT SKILLS: METHODS FOR TEACHING AND ASSESSMENT Presented by: EDWIN C. CANCINO,PhD
- 2. OBJECTIVE • Faculty members are better able to choose conceptually grounded teaching strategy and psychometrically strong measure of soft skills that cut across academic achievement and other learning outcomes.
- 3. CONTENT • Learning Outcomes and Soft Skills • Instructional Approaches Towards Achieving the Soft Skills • Soft Skills to Hard Data • Open Forum • Workshop • Presentation and Critiquing • Synthesis
- 4. OUTCOME • Revised course design as evidenced in the course syllabi. • For evidence of success and program improvement, ALL PARTICIPANTS ARE REQUESTED TO HAVE 2 SOFT SKILLS APPROPRIATE TO THE COURSE HANDLED, TRANSLATE THESE INTO LEARNING OUTCOMES WITH TEACHING AND ASSESSMENT METHOD FOR EACH OUTCOME BY THE END OF THE WORKSHOP.
- 5. SOFT SKILLS • A cluster of personality traits, social graces, facility with language, personal habits, friendliness and optimism. • Skills, abilities and traits that pertain to personality, attitude and behavior. Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
- 6. WHY SOFT SKILLS? • The critical components of being college- and career-ready focus more on higher- order thinking and performance skills than knowledge of challenging content. • Persons who rank high in soft skills are generally the people that most employers want to hire. • Embedded in the KFU VMGO. Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
- 7. WHY SOFT SKILLS? • Proficiency in ABET Professional Skills (outcomes 3f-j) – Engineers must be a “POLYMATH” according to James Duderstadt – In Restructuring Engineering Education: a Focus on Change – The ABET Professional Skills Can They Be Taught? Can They Be Assessed? – Multi-method/Multi-source approach suggested by Gloria Rogers, ABET Executive Director Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
- 8. SOFT SKILLS • EFFECTIVE WRITTEN AND ORAL COMMUNICATIONS • CRITICAL THINKING • INFORMATION MANAGEMENT SKILL AND LIFE-LONG LEARNING • PROBLEM-SOLVING AND DECISION-MAKING • LEADERSHIP SKILLS • TEAMWORK SKILLS • ETHICAL BEHAVIOR Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
- 9. QUALITY FRAMEWORK PROGRAM PROGRAM IMPACT QUALITY OUTCOMES STAFF ENGAGE (GRADUATE ACHIEVEMENT PRACTICES MENT AND ATTRIBUTES)S PROGRAM OFT SKILLS EMPLOYABILITY PROGRAM AND CONTENT EXPE DISPOSITIONS HEALTHY RIENCES BEHAVIOR FAMILY, COMMUNITY, SOCIETAL INFLUENCES Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
- 10. CONCEPTUAL FRAMEWORK Use tools Interact in interactively heterogeneous group Act autonomously Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
- 11. EFFECTIVE COURSE DESIGN PROGRAM OUTCOMES DOMAIN SPECIFIC COURSE SOFT SKILLS KSAVD LEARNING OUTCOMES TECHNOLOGY DIRECT INSTRUCTION MEASUREMENT INDIRECT STUDENT FACULTY Soft skills > dimensions > learning outcomes> learning activities> assessment Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
- 12. What instructional strategies are effective in achieving the soft skills? • According to the active learning theories, learning of ideas and skills can occur in a wide variety of thought stimulating activities, ranging from: – Learning from others – Learning by discovery – Learning by doing Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
- 13. What instructional strategies are effective in achieving the soft skills? Learning from others: explanation based instruction (lectures, demonstrations, video, group discussions, on-line presentations, workshops, seminars Learning by discovery: guided inquiry instruction (research/projects, library works, theory/paper critiquing) Learning by doing: activities for application and extension (OJT, community immersion, paper presentation, projects, event organizing, concept writing, publications) Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
- 14. What instructional strategies are effective in achieving the soft skills? • Adult Transformational Learning – Disorienting dilemma – Role plays – Team work exercises – Test-like events – Periodic movements – Academically-based breaks – Think-pair-share – Pre-correction Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
- 15. What instructional strategies are effective in achieving the soft skills? • CURRICULAR DEBRIEF- developed by the WSU CTLT – Engage small groups of students during the timeframe of one class period (45 mins)to discuss a complex problem in their course that has yet to be resolved. This is usually done in 8 sessions. – Norming is done. – ABET Skill mapped to correspond with WSU CITR Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
- 16. Recommendations of WSU CTLT • Incorporate activities that teach and assess soft skills into each program’s core curriculum. • Use a scenario activity in each course. • Use assignments asking for written responses to scenarios. • Discuss current events related to the course. • Ask students to create a team product such as summary of approaches and issues. • Conduct department-wide rating sessions and include a wide range of participants. Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
- 17. ABET Skill 3f. Understanding of professional and ethical responsibility Student clearly frame the problem and begin the process of resolution. Students consider related ethical issues related, such as health and safety, fair use of funds, and doing “what is right” for all involved. STRUGGLING DEVELOPING MASTERING 0 1 2 3 4 5 6 Students do not identify nor Students start to frame the Students clearly frame the summarize the problem problem, although some key professional challenges and issues details are glossed over. related to the problem. Students discuss one or more Students develop approaches to resolve the appropriate, concrete approaches problem. to resolve the problem. Students do not consider ethical Students show some recognition Students clearly identify relevant issues related to the problem. of relevant ethical issues, but ethical issues and address them in don’t adequately address them in proposed approaches to resolve proposed approaches to resolve the problem. the problem. Comments: Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
- 18. LEVEL DIMENSIONS 1 2 3 4 UNSATISFAC MODERATE GOOD EXCELLENT TORY CS1 Ability to present Presentation Presentation Presentation Presentation ideas clearly, of ideas is of ideas is of ideas in of ideas in effectively and vague, unclear, either oral or oral and with confidence, unorganized unorganized written form written form orally or in and lacks and lacks is clear, is clear, writing confidence confidence organized organized and with and with confidence confidence CS2 Ability to listen Very passive Not too Active and Active, very attentively and and not active but attentive attentive and provide feedback attentive shows some able to give degree of appropriate attentivenes responses. s Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
- 19. SOFT COURSE INDIVIDUAL SUMMATIVE SELF- COLLABO INTER ARCHIVAL PROJECTS PERFORMA ASSESS MEASURES SKILLS DATA NCE RATION VIEWS MENT REFLEC AND TION SURVEYS Commu Accepta Accepta Mixed Accepta Mixed Mixed Inappro nication ble ble ble priate Critical Mixed Accepta Mixed Mixed Accepta Mixed Inappro thinking ble ble priate Life long Mixed Accepta Mixed Inappro Mixed Accepta Inappro learning ble priate ble priate Decision Mixed Accepta Mixed Mixed Accepta Mixed Mixed making ble ble Leader Mixed Inappro Mixed Accepta Accepta Accepta Inappro ship priate ble ble ble priate Team Mixed Inappro Mixed Mixed Accepta Accepta Inappro work priate ble ble priate Ethical Inappro Mixed Mixed Mixed Mixed Mixed Mixed behavior priate Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
- 20. Is it worth trying? • Program outcome instead of course outcome. • Tons of portfolios to assess. • Additional manpower. Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
- 21. Challenges • Objective in assessing • Support from top management • Extra work • Demand of the curriculum • Susceptible to short-term coaching effects Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
- 22. Soft Skills CurriculumMatrix Mapping Course Credit SS1 SS2 SS3 SS4 SS5 Algebra 3 Chemistry 3 Materials 3 I Introduced E Enhanced R Reviewed and Reinforced GTH Good To Have MH Must Have Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
- 23. Learning Outcomes Instructional Soft Skills to and Soft Skills Approaches Hard Data Any question? Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
- 24. ALL PARTICIPANTS ARE REQUESTED TO HAVE 2 SOFT SKILLS APPROPRIATE TO THE COURSE HANDLED, TRANSLATE THIS INTO LEARNING OUTCOMES WITH TEACHING AND ASSESSMENT METHOD FOR EACH OUTCOME BY THE END OF THE WORKSHOP. or ADOPT A CURRICULAR DEBRIEF STRATEGY IN A CLASS AND ANALYZE RESULTS FOR PRESENTATION. Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis