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SOFT SKILLS:METHODS FORTEACHING AND ASSESSMENT      Presented by:  EDWIN C. CANCINO,PhD
OBJECTIVE• Faculty members are better able to  choose conceptually grounded teaching  strategy and psychometrically strong...
CONTENT•   Learning Outcomes and Soft Skills•   Instructional Approaches Towards Achieving    the Soft Skills•   Soft Skil...
OUTCOME•   Revised course design as evidenced in the    course syllabi.    •   For evidence of success and program        ...
SOFT SKILLS• A cluster of personality traits, social graces,  facility with language, personal habits,  friendliness and o...
WHY SOFT SKILLS?• The critical components of being college-  and career-ready focus more on higher-  order thinking and pe...
WHY SOFT SKILLS?• Proficiency in ABET Professional Skills  (outcomes 3f-j)     – Engineers must be a “POLYMATH” according ...
SOFT SKILLS• EFFECTIVE WRITTEN AND ORAL  COMMUNICATIONS• CRITICAL THINKING• INFORMATION MANAGEMENT SKILL AND  LIFE-LONG LE...
QUALITY FRAMEWORK      PROGRAM                           PROGRAM                  IMPACT       QUALITY                    ...
CONCEPTUAL FRAMEWORK                  Use tools             Interact in                interactively         heterogeneous...
EFFECTIVE COURSE DESIGN                                PROGRAM                                OUTCOMES    DOMAIN SPECIFIC ...
What instructional strategies areeffective in achieving the soft skills?• According to the active learning theories,  lear...
What instructional strategies areeffective in achieving the soft skills?     Learning from others: explanation based instr...
What instructional strategies areeffective in achieving the soft skills?• Adult Transformational Learning     – Disorienti...
What instructional strategies areeffective in achieving the soft skills?• CURRICULAR DEBRIEF- developed by the  WSU CTLT  ...
Recommendations of WSU CTLT• Incorporate activities that teach and assess  soft skills into each program’s core  curriculu...
ABET Skill 3f. Understanding of professional and ethical responsibilityStudent clearly frame the problem and begin the pro...
LEVEL      DIMENSIONS             1         2                       3               4                              UNSATIS...
SOFT        COURSE   INDIVIDUAL   SUMMATIVE SELF-        COLLABO INTER   ARCHIVAL                     PROJECTS     PERFORM...
Is it worth trying?• Program outcome instead of course  outcome.• Tons of portfolios to assess.• Additional manpower.Learn...
Challenges•   Objective in assessing•   Support from top management•   Extra work•   Demand of the curriculum•   Susceptib...
Soft Skills CurriculumMatrix Mapping Course        Credit        SS1        SS2              SS3   SS4            SS5Algeb...
Learning Outcomes               Instructional             Soft Skills to           and Soft Skills               Approache...
ALL PARTICIPANTS ARE REQUESTED TOHAVE 2 SOFT SKILLS APPROPRIATE TO THE COURSE HANDLED, TRANSLATETHIS INTO LEARNING OUTCOME...
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Soft skills methods of teaching and assessment

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  1. 1. SOFT SKILLS:METHODS FORTEACHING AND ASSESSMENT Presented by: EDWIN C. CANCINO,PhD
  2. 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. 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. 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. 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. 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. 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 DirectorLearning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
  8. 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 BEHAVIORLearning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
  9. 9. QUALITY FRAMEWORK PROGRAM PROGRAM IMPACT QUALITY OUTCOMESSTAFF ENGAGE (GRADUATE ACHIEVEMENTPRACTICES MENT AND ATTRIBUTES)S PROGRAM OFT SKILLS EMPLOYABILITYPROGRAM ANDCONTENT EXPE DISPOSITIONS HEALTHY RIENCES BEHAVIOR FAMILY, COMMUNITY, SOCIETAL INFLUENCESLearning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
  10. 10. CONCEPTUAL FRAMEWORK Use tools Interact in interactively heterogeneous group Act autonomouslyLearning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
  11. 11. EFFECTIVE COURSE DESIGN PROGRAM OUTCOMES DOMAIN SPECIFIC COURSE SOFT SKILLS KSAVD LEARNING OUTCOMES TECHNOLOGY DIRECT INSTRUCTION MEASUREMENT INDIRECT STUDENT FACULTYSoft skills > dimensions > learning outcomes> learning activities> assessment Learning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
  12. 12. What instructional strategies areeffective 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 doingLearning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
  13. 13. What instructional strategies areeffective 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. 14. What instructional strategies areeffective 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-correctionLearning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
  15. 15. What instructional strategies areeffective 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 CITRLearning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
  16. 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. 17. ABET Skill 3f. Understanding of professional and ethical responsibilityStudent clearly frame the problem and begin the process of resolution. Studentsconsider related ethical issues related, such as health and safety, fair use offunds, and doing “what is right” for all involved. STRUGGLING DEVELOPING MASTERING0 1 2 3 4 5 6Students do not identify nor Students start to frame the Students clearly frame thesummarize 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 relevantissues 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. 18. LEVEL DIMENSIONS 1 2 3 4 UNSATISFAC MODERATE GOOD EXCELLENT TORYCS1 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 confidenceCS2 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. sLearning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
  19. 19. SOFT COURSE INDIVIDUAL SUMMATIVE SELF- COLLABO INTER ARCHIVAL PROJECTS PERFORMA ASSESS MEASURESSKILLS DATA NCE RATION VIEWS MENT REFLEC AND TION SURVEYSCommu Accepta Accepta Mixed Accepta Mixed Mixed Inappronication ble ble ble priateCritical Mixed Accepta Mixed Mixed Accepta Mixed Inapprothinking ble ble priateLife long Mixed Accepta Mixed Inappro Mixed Accepta Inapprolearning ble priate ble priateDecision Mixed Accepta Mixed Mixed Accepta Mixed Mixedmaking ble bleLeader Mixed Inappro Mixed Accepta Accepta Accepta Inapproship priate ble ble ble priateTeam Mixed Inappro Mixed Mixed Accepta Accepta Inapprowork priate ble ble priateEthical Inappro Mixed Mixed Mixed Mixed Mixed Mixedbehavior priateLearning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
  20. 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. 21. Challenges• Objective in assessing• Support from top management• Extra work• Demand of the curriculum• Susceptible to short-term coaching effectsLearning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
  22. 22. Soft Skills CurriculumMatrix Mapping Course Credit SS1 SS2 SS3 SS4 SS5Algebra 3Chemistry 3Materials 3 I Introduced E Enhanced R Reviewed and Reinforced GTH Good To Have MH Must HaveLearning Outcomes Instructional Soft Skills to Workshop and and Soft Skills Approaches Hard Data synthesis
  23. 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. 24. ALL PARTICIPANTS ARE REQUESTED TOHAVE 2 SOFT SKILLS APPROPRIATE TO THE COURSE HANDLED, TRANSLATETHIS INTO LEARNING OUTCOMES WITHTEACHING 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
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