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Curriculum & learning
 Competence based
 or
 traditional subject/program based
Theory and
practice
    ti
Curriculum & learning
Competence-based
       g
learning

                        No
                   Certificate!!!!
Competence-based
       g
learning
The way we do it normally:

  Psychology     7    (2)
  Pedagogy       7    (2)
  Mathematics    7    (2)
  Language       7    (2)
Congratulations!!! Certifictate!
Competence based learning

Competence based teaching

Competence b
C    t     based curriculum
               d     i l
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)
Types of learning

   Self directed
     learning



                    Partly teacher
                      and learner
                   directed learning
                                   g


                                         Program or
                                       teacher directed
                                           learning
Learning
 What is the right sequence?

 What’s your choice? And why?
 What s

 And why should we learn?
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
Motivation on learning
Extrinsic:
  expected/promised reward
           /
  mark/diplom
  learning by order
  expected possibility later
Not enough generated in traditional education
Learning & teaching
 Behaviouristic approach
 Cognitive psychology
 Constructionist
Vygotsky, Piaget
Jean Piaget
Concrete operations stage (7-12 years)
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
Curriculum & learning
The forest school story
They started a new school for all children

 They formed the board
The headmaster
The children
Cyrus the duck                 Jasmin th squirrel
                               J   i the    i l




                                                    Lena the eagle
 Hamid the hare



                  Madonna the eel
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.
The examiners
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
Adaptive
Ad ti
education


            Child




            trust
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!
Difference in intelligence
Multiple intelligence (H. Gardner)

  verbal / linguïstic
  logisch / mathematic
  visual / spacial
  musical / ritmic
  physical I kinesthetic
  interpersonal
  intrapersonal
  naturalistic
  existential
Learning styles (Vermunt)
 Reproductive: to achieve the result
 Application focussed: to use
 Significance focussed: to understand
 Unfocussed: no goal
Differences in learning
                       Activist (experience)
 Kolb (learning cycle)
       (      g y )



         Pragmatist                                  Reflector
          (active                                    (
                                                     (critical
      experimentation)                               reflection)




                               Theorizer (abstract
                                         thinking)
                                         thi ki )
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.
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.
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.
FLOW
So ??????
 THE LEARNER IN THE CENTER?

            and?/or?

 THE PROGRAM IN THE CENTER?
Curriculum & learning
Competence-based
       g
learning What does ‘competence’ mean:
                       p

      Knowledge (cognitive head)
                   (cognitive-head)
      Skills (effective-hands)
      Values (affective-heart)
Competence-based
       g
learning

                   VALUES


         SKILLS             KNOWLEDGE


                  Cyclic development
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
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
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.
Competence building is
Training-school model                Life long learning




                  show

                              show how

           show               know how
                              k    h
           how
           know      skills              knowledge
           how
Tests/assessments
Formative tests
Portfolio
Performance assessments
Self assessment
Peer assessment
Skills-labs
And (also, but not too much…….) a summative test
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.
Competence-based
       g
learning


             What about:


       The teacher’s role?
Competence-based
       g
learning


           In primary schools

     Book: The learner in the centre!

                 Video:
                 TOM
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?
And You…….    Who are you?

    As a human being…………?

    As a professional teacher
                      teacher………..?
                                  ?

    In what kind of school…………?
And remember:

Most learning takes place outside
       controlled classroom
           environment..
           environment




      In real life situations!
But also a lot in schools!
         Everywhere in Europe

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Curriculum & learning

  • 1. Curriculum & learning Competence based or traditional subject/program based
  • 4. Competence-based g learning No Certificate!!!!
  • 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!
  • 6. Competence based learning Competence based teaching Competence b C t based curriculum d i l
  • 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
  • 12. Learning & teaching Behaviouristic approach Cognitive psychology Constructionist Vygotsky, Piaget
  • 13. Jean Piaget Concrete operations stage (7-12 years)
  • 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
  • 17. They started a new school for all children They formed the board
  • 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!
  • 25. Difference in intelligence Multiple intelligence (H. Gardner) verbal / linguïstic logisch / mathematic visual / spacial musical / ritmic physical I kinesthetic interpersonal intrapersonal naturalistic existential
  • 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.
  • 31. FLOW
  • 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.
  • 39. Competence building is Training-school model Life long learning show show how show know how k h how know skills knowledge how
  • 40. Tests/assessments Formative tests Portfolio Performance assessments Self assessment Peer assessment Skills-labs And (also, but not too much…….) a summative test
  • 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.
  • 42. Competence-based g learning What about: The teacher’s role?
  • 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