CBC pilot project 2022.

1. Workshop will begin in….

2. Survey of
Competency Based
Teaching Strategies
Workshop
August 2022

3. ICEBREAKER
Do you allot a certain amount of time
depending on what topic or subject you’re
teaching?
For example, Math Arithmetic lessons planned for 45 minutes each
for a period of 4 weeks.
Place your responses in the chat

4. Table of contents
Mrs. Fel Torres
Introduction
Dr. Brown Lopez Dr. Brown Lopez
Strategies Strategies
Ms. Awe & Ms. Torres
1
3 4
2
Applying CBL
(Inquiry-Based & 5E Model) (PBL, Scaffolding & Differentiated Instruction)

5. VIDEO

6. INTRODUCTION
1

7. WHAT IS A COMPETENCY?
A competency is simply a statement of learning outcomes for a skill or a
body of knowledge.
● When students demonstrate a "competency," they are
demonstrating their ability to do something.
● They are showing the outcome of the learning process.
●

8. COMPETENCY BASED TEACHING AT A GLANCE

9. COMPETENCY BASED EDUCATION AT A GLANCE

10. COMPETENCY BASED LEARNING
Competency-based learning begins by identifying specific
competencies or skills, and enables learners to develop
mastery of each competency or skill at their own pace,
usually working with a mentor.
A task or group of tasks performed
to a specific level of competency or
proficiency which often use motor
functions and typically require the
manipulation of instruments and
equipment.
A skill performed to a
specific standard under
specific conditions.
Competency
Skill

11. FIVE ELEMENTS OF THE COMPETENCY
EDUCATION DEFINITION

12. COMPETENCY BASED TEACHING
AND LEARNING
Competency-based teaching and learning must include attention
to the learner’s needs and styles, providing the time needed for
the learner to acquire and repeatedly perform or demonstrate the
expected competencies (knowledge, skills, professional
behaviours) and creating a supportive environment for learning.
Gabriel (2010) found that teachers were unable to use highly and
potentially interactive teaching methods such as problem-solving
and discovery which are very useful in competence-based
teaching and learning environment.

13. ENHANCED TEACHER STUDENT
INTERACTION
Focuses on teachers’ effectiveness in the
use of interactive, participatory teaching
and learning techniques and a child
learning environment.
Learners come to class with some
knowledge and skills. This prior knowledge
which learners bring with them is an
important input for effective teaching and
learning.
Learners should feel free learn from
each other and to contribute their
ideas and perceptions regarding
the subject matter
Learners develop communicative
competences and confidence in
expressing their views but also
mastery of the subject matter.
Objectives

14. APPLYING
COMPETENCY - BASED
LEARNING
2

16. LEARNING OUTCOMES (CONTENT,
SKILLS, DISPOSITION

17. LEARNING OUTCOMES
(CONTENT, SKILLS, DISPOSITION)
Data MA 9.4 Gather data from picture and written
sources and the environment through
observation.
MA 9.5 Organize and display data using concrete
materials in tally charts and column
representations

18. LEARNING OUTCOMES
(CONTENT, SKILLS, DISPOSITION)

19. LEARNING OUTCOMES
(CONTENT, SKILLS, DISPOSITION)

20. 3
COMPETENCY BASED
TEACHING AND
LEARNING STRATEGIES

21. COMPETENCY BASED TEACHING
AND LEARNING

22. INQUIRY - BASED
LEARNING

23. WHAT IS INQUIRY-BASED LEARNING?

24. PRIOR KNOWLEDGE/PRE-SKILL
Whilst children may possess the appropriate prior
knowledge, they may not make connections between this and
the new content, hence the importance of prompting children
to recall previous learning before the presentation of new
knowledge (Howard-Jone et al., 2018).
Prior knowledge is one of the most influential factors in learning (Ausubel,
1968, cited in (Hattie and Yates, 2014), p. 114).

25. EXAMPLE OF IDENTIFYING PRIOR
KNOWLEDGE & PRESKILL
STANDARD 2:
SC 2.12 Describe the functions of
the major external parts and
internal organs of the human
body.
Prior Knowledge:
Know what are the internal and
external parts of the human body

27. BLOOM’S TAXONOMY (REVISED)

29. THE 5 E MODEL

31. SMALL GROUP ACTIVITY #1
● Examine a learning outcome.
● Identify the knowledge, skill and/or
attitude
● List pre skills to teach the learning
outcome
● Use the 5 E’s of Inquiry to discuss
how you can engage students to:
- Interpret the content
- Demonstrate the competencies
Phonological Awareness, Phonics and
Word Recognition
Demonstrate, identify and distinguish
basic knowledge of one-to-one
letter-sound which corresponds to /s/, /a/
(short a), /t/, /p/, /i/ (short i) and /n/.
MA 6.08 Identify the similarities and
differences between triangles, squares,
rectangles and circles.
Describe domestic pets, for example:
tengo un perro; tengo dos peces y un loro
en la casa; mi gato tiene la nariz blanca
INSTRUCTIONS

32. SHARING OF EXPERIENCES
In a round robin format, a leader from each subgroup, in not more
than one minute, will share the experiences and feedback on the
activity.

33. DISCUSSION QUESTIONS
1. Can you break down a learning outcome into
knowledge and skills?
Place your responses in the chat
2. Can you teach a content and integrate a skill?
Place your responses in the chat

34. PROBLEM - BASED
LEARNING

35. Problem Based Learning Video

36. PROBLEM BASED LEARNING
Problem-Based Learning (PBL) is a teaching method used to promote student
learning of concepts and principles.
PBL promotes:
• The development of critical thinking skills,
• Problem-solving abilities, and;
• Communication skills.
It can also provide opportunities for working in groups, finding and evaluating
research materials, and lifelong learning.

37. PROBLEM BASED LEARNING
• The problem must motivate students to seek out a deeper understanding of
concepts.
• The problem should require students to make reasoned decisions and to defend
them.
• The problem should incorporate the content objectives in such a way as to
connect it to previous courses/knowledge.
• If used for a group project, the problem needs a level of complexity to ensure that
the students must work together to solve it.
• If used for a multistage project, the initial steps of the problem should be
open-ended and engaging to draw students into the problem.
• Form of constructivism
• Active learning

38. STAGES OF PROBLEM BASED
LEARNING

39. Why Use Problem Based Approach
● Working in teams/small group collaboration
● Oral and written communication.
● Self-awareness and evaluation of group processes
● Critical thinking and analysis
● Self-directed learning
Provides students with the opportunity to develop skills related to:

40. Why Use Problem Based
Approach: (continued)
● Applying course content to real-world examples
● Researching and information literacy.
● Problem solving across disciplines.
● Student centered

41. Kindly brainstorm and come up with:
1. A problem based approach scenario.
2. Solution to problem.

42. Example of Problem based approach
The lionfish is a marine species that is detrimental to
ecosystems that support the coral reef. A single
lionfish can spawn 30,000 eggs in one spawn period.
With their rapid reproduction rate, the population of
lionfish grows exponentially placing the coral reef
and supporting species at risk of being collapsed.
What measures can be taken for population control
of the lionfish?

43. INSTRUCTIONAL
SCAFFOLDING

44. WHAT’S THE PURPOSE OF THE SCAFFOLD IN THE
IMAGE?

45. INSTRUCTIONAL SCAFFOLDING
Scaffolding refers to a method
where teachers offer a particular
kind of support to students as they
learn and develop a new concept or
skill.
The teacher then supports students by:
• Breaking the directions into small chunks
• Talking students through the task while they
complete it
• Grouping students together to talk through the
task and support each other
• Provide small and supportive practice and
feedback

46. What are some methods you
use to support students as
they learn and develop a new
concept or skill?

47. DIFFERENTIATED
INSTRUCTION

48. DIFFERENTIATED INSTRUCTION
Differentiation - tailoring instruction to meet individual needs.
◼ Teachers can differentiate at least four classroom elements based on student
readiness, interest, or learning profile:
• Content – what the student needs to learn or how the student will get access to
the information;
• Process – activities in which the student engages in order to make sense of or
master the content;
• Products – culminating projects that ask the student to rehearse, apply, and
extend what he or she has learned in a unit; and
• Learning environment – the way the classroom works and feels.

49. EQUAL OR FAIR?

50. OVERVIEW

51. VIDEO

52. WORKSHOP ASSESSMENT
Based on the presentations and discussions, you
are required to complete the 10 multiple
choice/true & false items on Competency based
instructional strategies.
You can click on this link to redirect you to the quiz.
Good luck!
https://forms.gle/o1W3TR4ecEMvWNEJ6

53. SAMPLE UNIT OF WORK TEMPLATE
Here you can find a sample of a unit of work.
This can assist you in developing your draft.
Please remember that this activity is OPTIONAL and
those who complete it, will be receiving additional CPD
hours.

54. UNIT OF WORK

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64. UNIT OF WORK

65. REFERENCES
McNulty, N. (2021). How the Best Teachers use Bloom's Taxonomy in their Digital
Classrooms. Niall McNulty. Retrieved July, 2022, from
https://www.niallmcnulty.com/2017/11/blooms-digital-taxonomy/
Sturgis, C. (2017, September 21). Competency-Based Education in the K-12 Space.
Aurora Institute. Retrieved July, 2022, from
https://aurora-institute.org/cw_post/competency-based-education-in-the-k-12-sp
ace/
Tomlinson, C. A., & Turner, D. (2009). What Is Differentiated Instruction? Reading
Rockets. Retrieved July, 2022, from
https://www.readingrockets.org/article/what-differentiated-instruction

66. CREDITS: This presentation template was created by
Slidesgo, including icons by Flaticon, infographics &
images by Freepik
Do you have any questions?
Thanks!