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Competency-Based Syllabus Structure and Priorities

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We describe the main components for a Competency-based Syllabus. We also discuss the differences between a traditional objective-based syllabus and this integrating syllabus intended to achieve …

We describe the main components for a Competency-based Syllabus. We also discuss the differences between a traditional objective-based syllabus and this integrating syllabus intended to achieve competencies and granted by a meaningful learning process and appropriate instruments for assessment

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  • 1. A Competency-based Syllabus Structure and Priorities Lic. Rodolfo Chaviano Lic. Carmen M. Barbosa November 26th, 2009
  • 2. Outline I The Traditional syllabus e.g. Barbosa’s Syllabus 2009 Definitions for SYLLABUS II Components for a Competence-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 (Specific Competencies) 3.2 Chart 3 S tructure 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 + use of 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
    • Estructura flexible: sistema de créditos académicos; asignaturas obligatorias, electivas y de libre configuración
    • Balance entre asignaturas de formación general, básica y específica
    • Introducción de Prácticas Profesionales
    • Integración de docencia, investigación y extensión
    • Programa innovador para desarrollo de competencias comunicativas en Inglés
    • Actividades educativas: deportivas, culturales y sociales
  • 4.
    • Title of course and course number
    • Day(s), time, and place class meets
    • Name of instructor
    • Day(s), time, and place of office hours
    • Required and optional texts and readings
    • General statement or purpose of the course (this course is designed to engage you 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 to discuss, debate, and develop...) Smith & Razzouk suggest that this is by far the most 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)
    • Course evaluation procedures
    • Campus resources for students (CeDRR, CAPS, see listserv for more complete list of student services)
    Content of the Course Information Document (Traditional syllabus) http://www.utc.arizona.edu/resources/thinkingseries/vol1_6.html
  • 5. Traditional sample syllabus
    • See Ms. Barbosa sample syllabus 2009
    • for Communicative English 2
  • 6. Definition 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): plural syl·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
  • 7. 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/
  • 8. University experience with outcome (competency)-based education by Jad Najjar — 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 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
  • 9. 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 recursos documentales y bibliográficos recomendados. Se incluyen también las reglas o pautas específicas de comportamiento en el aula.
  • 10. A Competency-based Syllabus 9-Basic Components
    • Administrative Information
    • Brief Description of the course (Descriptor)
    • Generic Competencies and Specific Competencies
    • Unit Contents
    • Methodology
    • Evaluation
    • Ethics
    • Rules of the Class and Course Policies
    • Bibliograpphy and Resources
    Chart 1
  • 11. DOMINIO COMPETENCIALCOMPETENCIAS GENÉRICAS UAM / GENERIC COMPETENCIES Chart 2 DOMINIO COMPETENCIAL COMPETENCIAS GENÉRICAS UAM 1.Competencias relacionadas con el aprendizaje 1. Utiliza tecnologías de la información y comunicación para aprender permanentemente, abstrae, analiza, sintetiza, identifica, plantea, resuelve problemas, investiga y aplica los conocimientos en la práctica. 1.1. Utiliza medios impresos, electrónicos o presenciales para aprender autónomamente, comunicarse y actualizarse permanentemente en su profesión. 1.2. Identifica, formula y resuelve problemas simulados o reales sistemáticamente utilizando métodos establecidos con validez técnica. 2.Competencias relacionadas con las relaciones interpersonales 2. Se comunica óptimamente en español y en un segundo idioma, trabaja en equipo, motiva y conduce a metas comunes y desarrolla habilidades para trabajar en contextos internacionales. 2.1. Utiliza el idioma español y el inglés óptimamente. 2.2. Identifica claramente objetivos grupales y orienta su trabajo a la consecución de los mismos. 2.3. Aplica las mejores prácticas de su profesión, acorde con los avances científicos y tecnológicos. 3.Competencias relacionadas con la autonomía y el desarrollo personal 3. Se compromete con la calidad, actúa en nuevas situaciones, toma decisiones, innova y trabaja autónomamente. 3.1. Alcanza estándares y parámetros académicos, personales y profesionales satisfactoriamente. 3.2. Actúa eficientemente en situaciones nuevas, proponiendo soluciones innovadoras. 3.3. Planifica, ejecuta y evalúa tareas formativas o desempeños profesionales autónomamente. 4.Competencias relacionadas con el ejercicio de los valores 4. Es responsable, ético, demuestra responsabilidad social y compromiso ciudadano. 4.1. Actúa con integridad académica de acuerdo a las buenas costumbres y los valores democráticos. 4.2. Propone, realiza o participa en un proyecto o propuesta sustentado en principios como la democracia, inclusión, género, cultura de paz, desarrollo humano, ciudadanía, desarrollo sostenible, transparencia y cuidado del medio ambiente.
  • 12. Competency Development
  • 13.
    • Competencies: What the course wants to develop ( first statement in italics )
    • Contents
    • Type of Subject (theoretical or theoretical-practical)
    • Type of Class (by units, projects or modules)
    • Relationship with other subjects & within the study plan (curriculum)
    Course Description Components Descriptor (5)
  • 14. Chart 3 Structure for Specific Competencies No. Specific Competencies Sub-competencias Indicators Verb + what to do + to what extent SPEAKING SKILLS (Competencias de la expresión oral: decir, expresar, opinar) Explaining how you do, did or have done things in your ordinary life. Tell me /us how to remedy a common sickness . (Cold, headache, stomachache, sore throat) At least 2 Suggestions Giving Advice ( using should or you’d better give 2 pieces of advice depending on the ailment mentioned.) Tell me/us what you typically do right after school . 3 things you do between arrival and before going to bed Telling others what you do on special occasions (job interview, a car accident, getting a visa at the US embassy. Talk about changes , additions, and new things your family has made at home in the last 5 years (3) Explain positive and negative memories from a trip you have made( 2 positive 1 negative) Give 2 compliments on how the teacher is dressed today.
  • 15. Chart 4 UNIT CONTENTS Week/Sessión Contents Learning Activity Resources Assessment 1 1 UNIT I. Nice to you Again. p.4 Introduction to Level IV. Evaluation system. Bibliographic references. Unit 1: Unit structure and follow up. Expected Outco mes (Course Competencies)
    • Outline Contents and Evaluation system of Communicative English IV
    • Outline the Unit Structure
    White board Textbook Handout with Expected outcomes Getting to know the didactic structure of Textbook World View III Familiarization with the main expected communicative Outcomes (competencies) in Level III 2 2.1 Nice to see you again (Dialogue) List-speaking 2.2 Pronunciation. Importance of word stress and intonation 2.3 Grammar focus. Present Continuous for extended present.
    • 3- Listen and Choose the
    • topic (multiple choice)
    • 4 Listen and say phrases of compliment, greeting and ending a conversation
    • Listen to the dialogue, and copy phrases the speakers sued to start a small talk
    • Listen and repeat , and use proper rising intonation following the model
    White board Textbook(Txbk) Tape recorder With CD Workbook (Wkbk) Homework Exe.2 pag. 12 Exe. 5 pag 13
  • 16. Methodology
    • In this course sessions, the Communicative Approach with technological support will be used . We follow the teacher centered class philosophy. Extra 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 theoretic- practical, and last from 50 to100 minutes three times a week.
  • 17. Assessment
    • See assessment charts
    • 6.2 Relationship between Generic and Specific
    • Competencies
    • 6.3 Assessment and Percentage Weights for the Course Competencies
  • 18. School Rules & Class Policies
    • See assessment charts
    • 7 School Rules
    • 8 Class Policies
  • 19. Bibliography
    • See
    • Basic Textbook
    • Complementary Textbooks
    • Other resources
  • 20. Self Evaluation Chart
    • See
    • Assessment Chart for Regular courses
    • Rubrics for Communicative English III
  • 21. THANK YOU VERY MUCH!