A Competency-based SyllabusStructure and Priorities Lic. Rodolfo Chaviano Lic. Carmen M. Barbosa November 26th, 2009
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
General statement or purpose of the course (this course is designed toengageyou in an in-depth look at...)
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.
Course policies (may include student responsibilities, as well as instructor responsibilities in the areas of attendance, grading, makeups, assignments)
Course schedule (may be chronological or topical; may include reading schedule, holidays if no classes held, due dates for assignments, exam dates)
Traditional sample syllabus See Ms. Barbosa sample syllabus 2009 for Communicative English 2
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
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/
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
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.
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
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)
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.
Assessment See assessment charts 6.2 Relationship between Generic and Specific Competencies 6.3 Assessment and Percentage Weights for the Course Competencies
School Rules & Class Policies See assessment charts 7 School Rules 8 Class Policies
Bibliography See Basic Textbook Complementary Textbooks Other resources
Self Evaluation Chart See Assessment Chart for Regular courses Rubrics for Communicative English III
THANK YOU VERY MUCH! References: Syllabus: http://webhome.broward.edu/~jlarson/WebCT_6/Syllabus/syllabus%20template6_05.htm