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  • 1. A Competency-based SyllabusStructure and Priorities
    Lic. Rodolfo Chaviano
    Lic. Carmen M. Barbosa
    November 26th, 2009
  • 2. Outline
    IThe Traditional syllabus e.g. Barbosa’s Syllabus 2009
    Definitions for SYLLABUS
    IIComponents for a Competency-based Syllabus
    Chart 1 9 components
    1 Administrative information
    2 Abstract of Course Description (Descriptor 5 components)
    3 Chart 2 Expected Competences of the University (Generic Competencies)
    3.1 Competencies of the Subject Matter (SpecificCompetencies)
    3.2 Chart 3 Structure for Specific Competencies
    Specific competence + sub-competences + Indicators
    Verb + what to do + to what extent
    4 Chart 4 UNIT CONTENTS
    Contents + Learning Outcomes + teaching resources + assessment
    5 Methodology
    Method or Approach + Type of class + useof technology +
    class procedures and techniques + priorities in this class +
    frequency and duration of class
    6 Evaluation/ Assessment
    6.2 Chart 5 Relationship between Generic and Specific Competencies
    6.2 Chart 6 Assessment and Weights for the Course Competencies
    7 School Rules
    8 Class Policies
    9 Bibliography
    III Conclusion: Reference – Self Evaluation Chart
  • 3. Currículo basado en competencias
    El currículo:
    • Basado en competencias
    • 4. Estructura flexible: sistema de créditos académicos; asignaturas obligatorias, electivas y de libre configuración
    • 5. Balance entre asignaturas de formación general, básica y específica
    • 6. Introducción de Prácticas Profesionales
    • 7. Integración de docencia, investigación y extensión
    • 8. Programa innovador para desarrollo de competencias comunicativas en Inglés
    • 9. Actividades educativas: deportivas, culturales y sociales
  • Content of the Course Information Document
    (Traditional syllabus)
    • Title of course and course number
    • 10. Day(s), time, and place class meets
    • 11. Name of instructor
    • 12. Day(s), time, and place of office hours
    • 13. Required and optional texts and readings
    • 14. General statement or purpose of the course (this course is designed toengageyou in an in-depth look at...)
    • 15. Course goals (as a result of taking this course, you will be aware of and informed about...be conversant with...be able to articulate...be able todiscuss, debate, and develop...) Smith & Razzouk suggest that this isbyfarthemost important element of the course information document.
    • 16. Course policies (may include student responsibilities, as well as instructor responsibilities in the areas of attendance, grading, makeups, assignments)
    • 17. Course schedule (may be chronological or topical; may include reading schedule, holidays if no classes held, due dates for assignments, exam dates)
    • 18. Course evaluation procedures
    • 19. Campus resources for students (CeDRR, CAPS, see listserv for more complete list of student services)
    http://www.utc.arizona.edu/resources/thinkingseries/vol1_6.html
  • 20. Traditional sample syllabus
    See Ms. Barbosa sample syllabus 2009
    for Communicative English 2
  • 21. SomeDefinitions
    syl·la·bus  (sl-bs)
    n.pl. syl·la·bus·es or syl·la·bi
    (-b) 1. An outline or a summary of the main points of a text, lecture, or course of study. http://www.thefreedictionary.com/syllabus
    syllabus noun
    /ˈsɪl.ə.bəs/ n [C] (plural syllabuses or syllabi)
    (a plan showing) the subjects or books to be studied in a particular course, especially a course which leads to an examination
    Which novels are on the syllabus this year?
    Compare: curriculum . http://dictionary.cambridge.org/define.asp?key=80740&dict=CALD
    Main Entry: syl·la·bus Pronunciation: -bəs
    Function: noun
    Inflected Form(s): pluralsyl·la·bi -ˌbī, -ˌbē or syl·la·bus·es
    Etymology: Late Latin, alteration of Latin sillybus label for a book, from Greek sillybos
    Date: circa 1656
    1 : a summary outline of a discourse, treatise, or course of study or of examination requirements.
    http://www.merriam-webster.com/dictionary/syllabi
  • 22. Competency:the proven ability to use knowledge, skills and personal, social and/ or methodological abilities, in work or study situations and in professional and personal development. In the context of the European Qualifications Framework (EQF), competency is described in terms of responsibility and autonomy. See EQF, for definitions of Knowledge, Skills and Abilities.
    Competency Profile (CP):is a set of (acquired/required) aggregated competencies with well defined co-relationships that, together, act as a truthful knowledge representation for a specific object type such as person, job, task, function, process, learning objective and learning outcome.
    Learning Outcomes:statements of what a learner knows, understands and is able to do on completion of a learning process. In other words, it is a combination of competencies a learner should have (when successfully finishes a learning unit, course or curriculum) which include knowledge, skills and personal, social and/or methodological abilities. Learning outcomes is a type of a person competency profile.
    Qualifications:a formal outcome of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcome to given standards.
    http://www.icoper.org/icoper-big-picture/needs-analysis/Competency%20Development%20WG/
  • 23. The Competency-Based Syllabus: Kern (1990) found that a competency-based syllabus, in which student competencies required for the course as well as competencies to be developed during the course are outlined and explained, resulted in increased student performance. http://www.utc.arizona.edu/resources/thinkingseries/vol1_6.html
    University experience with outcome (competency)-based education
    by JadNajjar — posted on Mar 15, 2009 02:35 PM — last modified Mar 16, 2009 02:10 PM
    http://www.icoper.org/icoper-big-picture/needs-analysis/Competency%20Development%20WG/from-learning-outcomes-to-competencies/university-experience-with-outcome-competency-based-education-1
  • 24. SYLLABUS
    4.24 SYLLABUS: es un instrumento para la gestión de los procesos de enseñanza-aprendizaje en una asignatura. En este documento se describe, detalladamente, la estructura, contenido y organización de la asignatura.Contiene información específica sobre “qué”, “cómo” y “cuándo” se va a tratar en ella: los propósitos educativos, los temas y subtemas a abordar organizados en el tiempo, las formas organizativas de la enseñanza, las estrategias y tiempos para la evaluación de los aprendizajes y el sistema de calificación, así como los recursosdocumentales y bibliográficos recomendados. Se incluyen también las reglas o pautas específicas de comportamiento en el aula.
  • 25. A Competency-based Syllabus 9-Basic Components
    Chart 1
    Administrative Information
    BriefDescription of the course (Descriptor)
    GenericCompetencies and SpecificCompetencies
    UnitContents
    Methodology
    Evaluation/Assessment
    Ethics
    Class Rules and Course Policies
    Bibliography and Resources
  • 26. DOMINIO COMPETENCIALCOMPETENCIAS GENÉRICAS UAM / GENERIC COMPETENCIES
    Chart 2
  • 27. Competency Development
  • 28. Course Description Components Descriptor(5)
    Competencies: Whatthe course wantstodevelop (first statement in italics)
    Contents
    Type of Subject (theoretical or theoretical-practical)
    Type of Class (byunits, projects or modules)
    Relationship with other subjects & within the study plan (curriculum)
  • 29. Chart 3
    Structure for Specific Competencies
  • 30. UNIT CONTENTS
    Chart 4
  • 31. Methodology
    In this course sessions, the Communicative Approach with technological support will be used . We follow the teacher centered class philosophy. Extra class assignments are really important in this course. The use of pair and group work should be encouraged by the instructor. Since this is a communicative language course; therefore, students participation is very important, and essential throughout the course. Using the oral language is a priority over grammar and writing skills. The study of the language system should be based on the analysis of semantic structures, oral presentations, and debates. Classes are theoretical- practical, and last from 50 to100 minutes three times a week.
  • 32. Assessment
    See assessment charts
    6.2 Relationship between Generic and Specific
    Competencies
    6.3 Assessment and Percentage Weights for the Course Competencies
  • 33. School Rules & Class Policies
    See assessment charts
    7 School Rules
    8 Class Policies
  • 34. Bibliography
    See
    Basic Textbook
    Complementary Textbooks
    Other resources
  • 35. Self Evaluation Chart
    See
    Assessment Chart for Regular courses
    Rubrics for Communicative English III
  • 36. THANK YOU VERY MUCH!
    References:
    Syllabus:
    http://webhome.broward.edu/~jlarson/WebCT_6/Syllabus/syllabus%20template6_05.htm