5. Competence-based
g
learning
The way we do it normally:
Psychology 7 (2)
Pedagogy 7 (2)
Mathematics 7 (2)
Language 7 (2)
Congratulations!!! Certifictate!
7. What does ‘learning’ mean anyway?
Learning is: increasing knowledge
Learning is: increasing skills
Learning is: building attitudes
Learning is: developing personal
concepts
Learning is: developing professional
competence
Learning is: experiencing life (Freinet,
(Freinet
Iederwijs)
8. Types of learning
Self directed
learning
Partly teacher
and learner
directed learning
g
Program or
teacher directed
learning
9. Learning
What is the right sequence?
What’s your choice? And why?
What s
And why should we learn?
10. Motivation on learning
Intrinsic:
the need/drive to learn
expected competence
i t
interestt
meaningfull within own experience
expected possibility l
d ibili later
Not enough generated in traditional education
11. Motivation on learning
Extrinsic:
expected/promised reward
/
mark/diplom
learning by order
expected possibility later
Not enough generated in traditional education
14. Equalty of men
Everybody has the right to have the same
opportunities.
t iti
Everybody must be treated in the same
way
Everybody h t pass th same t t
E b d has to the tests
19. The children
Cyrus the duck Jasmin th squirrel
J i the i l
Lena the eagle
Hamid the hare
Madonna the eel
20. The final test
At the end of the 8 years at the Forest
School they had to
S h l th h d t pass th fi l
the final
examination (and they are all treated the
same):
They had to climb the top of the big oak
tree within an hour.
22. The results
Only th
O l the squirrel and th eel passed th
i l d the l d the
test
The eagle was disqualified
The duck d the hare did f il
Th d k and th h fail
24. And when we look at the children
We see they’re all different
In the way they look
In h
I the way they think
h hi k
In the way they act
In the way they feel
In the way they are!
26. Learning styles (Vermunt)
Reproductive: to achieve the result
Application focussed: to use
Significance focussed: to understand
Unfocussed: no goal
27. Differences in learning
Activist (experience)
Kolb (learning cycle)
( g y )
Pragmatist Reflector
(active (
(critical
experimentation) reflection)
Theorizer (abstract
thinking)
thi ki )
28. Differences in learning
Visual learners:
learn through seeing...
seeing
*need to see the teacher's body language and
f i l expression
facial i
*prefer sitting at the front of the classroom
*they may think in pictures
They learn best from visual displays including: diagrams, illustrated text books, overhead
transparencies, videos, flipcharts and hand-outs. During a lecture or classroom discussion,
visual learners often prefer to take detailed notes to absorb the information.
29. Differences in learning
Tactile/Kinesthetic learners:
learn through moving, doing and touching...
Tactile/Kinesthetic persons learn best
through
*hands-on approach,
*active exploring,
They may find it hard to sit still for long periods and may
become distracted by their need for activity and exploration.
30. Differences in learning
Tactile/Kinesthetic learners:
learn through moving, doing and touching...
Tactile/Kinesthetic persons learn best
through
*hands-on approach,
*active exploring,
They may find it hard to sit still for long periods and may
become distracted by their need for activity and exploration.
32. So ??????
THE LEARNER IN THE CENTER?
and?/or?
THE PROGRAM IN THE CENTER?
34. Competence-based
g
learning What does ‘competence’ mean:
p
Knowledge (cognitive head)
(cognitive-head)
Skills (effective-hands)
Values (affective-heart)
35. Competence-based
g
learning
VALUES
SKILLS KNOWLEDGE
Cyclic development
36. Competence-based learning
A matter of what you already have in
your backpack
And what you need to put to in
To become a ‘professional’
With professional competence
37. Curriculum models
Learner directed
Various Self directed
modules within
Demand driven professional
demands
Fragmentation
Integration
Different Integrated
subjects modules
Program Program based
based
Teacher directed
38. Competence building is traditionally:
Milles pyramidmodel
DOES ACTING
ofessional authenticity
SHOWS HOW
KNOWS HOW
COGNITION
KNOWS
Pro
competentiemodel: Milles GE. The assessment of clinical
skills/compentency/performance. Academic Medicine (supplement) 1990; 65:
S63-S7.
41. Competence-based learning
Active learning: focussed on practice;
Self directed learning;
Reflection as engine for development;
Building further on ’knowledge and skills’ you’re
already have;
According to what you want;
Performance assessment as measurement;
Portfolio as a proof
Using high standards;
Development to positive self image.
Development to professional quality.
43. Competence-based
g
learning
In primary schools
Book: The learner in the centre!
Video:
TOM
44. Competence based learning in
Competence-based
teacher trainings colleges and other education
in the Netherlands
What do you think is the best
curriculum for teacher training
colleges?
45. And You……. Who are you?
As a human being…………?
As a professional teacher
teacher………..?
?
In what kind of school…………?
46. And remember:
Most learning takes place outside
controlled classroom
environment..
environment
In real life situations!
47. But also a lot in schools!
Everywhere in Europe