Competencies -A general statement that describes the use of desired knowledge, skills, behaviors and abilities. Competencies often define specific applied skills and knowledge that enables people to successfully perform specific functions in a work or educational setting. Some examples include: Functional competencies Skills that are required to use on a daily or regular basis, such as cognitive, methodological, technological and linguistic abilities Interpersonal competencies Oral, written and visual communication skills, as well as the ability to work effectively with diverse teams Critical thinking competencies The ability to reason effectively, use systems thinking and make judgments and decisions toward solving complex problems •A key differentiator between learning competencies, objectives and outcomes is that learning objectives are the specific abilities necessary to accomplish the learning competency. Learning Objectives •A statement that describes what a faculty member will cover in a course and what a course will have provided students. They are generally broader than student learning outcomes. For example, “By the end of the course, students will use change theory to develop family-centered care within the context of nursing practice.” Statements like this help determine what the student learned and what the teacher taught. •Overall, learning objectives determine what the course will have provided to the student. Both learning outcomes and learning objectives are used to gauge the effectiveness of a course Learning Outcomes •A specific statement that outlines the overall purpose or goal from participation in an educational activity. •These statements often start by using a stem phrase—a starter statement at the beginning of each learning outcome—such as “students will be able to.” This is then followed by an action verb that denotes the level of learning expected, such as understand, analyze or evaluate. • The final part is to write is the application of that verb in context and describe the desired performance level, such as “write a report” or “provide three peers with feedback.” An example of a well-structured outcome statement is: “Students will be able to locate, apply and cite effective secondary sources in their essays.” •These statements written at a class level help students have a clear picture of where the course is taking them and what is expected of them in order to be successful in the course. These statements also help educators guide the design of courses through the selection of content, teaching strategies, and technologies so that course components are aligned to specific outcomes. S.M.A.R.T What are SMART goals in education? •SMART goals are becoming more frequent in schools, and they help students and teachers set a clear plan to achieve goals. Rather than setting generic targets like getting better at Math, students and teachers can be more specific about them, making it easi

1. Student Diversity
Module 4: Individual Differences

2. Take the Challenge!
In this module, challenge yourself to:
– Identify the different factors that bring about diversity in the
classroom.
– Demonstrate a positive attitude towards diversity as an
enriching element in the learning environment.
– Come up with teaching strategies that consider student
diversity.

3. “Everyone is unique.”

4. Advance Organizer

5. Let’s have an
ACTIVITY!!!


6. Factors that Bring about Student
Diversity

7. Factors that Bring about Student Diversity
1. Socioeconomic Status
2. Thinking/Learning Style
3. Exceptionalities

8. Socioeconomic Status
The millionaires’ lifestyle differs from that of the
middle income or lower income group.

9. Thinking/Learning Style
Some of you learn better by seeing something; others
by just listening; and still others by manipulating
something.

10. Exceptionalities
In class there maybe one who has difficulty in spoken language
comprehension or in seeing, hearing, etc.

12. Thank you!!! 
Prepared by:
Marianne Ivy V. Capiz
BSE-2F =^___^=