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 competencies and granted by a meaningful learning process and appropriate instruments for assessment

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Competency-Based Syllabus Structure and Priorities

  1. 1. A Competency-based Syllabus Structure and Priorities Lic. Rodolfo Chaviano Lic. Carmen M. Barbosa November 26th, 2009
  2. 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. 3. Currículo basado en competencias <ul><li>El currículo: </li></ul><ul><ul><li>Basado en competencias </li></ul></ul><ul><li>Estructura flexible: sistema de créditos académicos; asignaturas obligatorias, electivas y de libre configuración </li></ul><ul><li>Balance entre asignaturas de formación general, básica y específica </li></ul><ul><li>Introducción de Prácticas Profesionales </li></ul><ul><li>Integración de docencia, investigación y extensión </li></ul><ul><li>Programa innovador para desarrollo de competencias comunicativas en Inglés </li></ul><ul><li>Actividades educativas: deportivas, culturales y sociales </li></ul>
  4. 4. <ul><li>Title of course and course number </li></ul><ul><li>Day(s), time, and place class meets </li></ul><ul><li>Name of instructor </li></ul><ul><li>Day(s), time, and place of office hours </li></ul><ul><li>Required and optional texts and readings </li></ul><ul><li>General statement or purpose of the course (this course is designed to engage you in an in-depth look at...) </li></ul><ul><li>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. </li></ul><ul><li>Course policies (may include student responsibilities, as well as instructor responsibilities in the areas of attendance, grading, makeups, assignments) </li></ul><ul><li>Course schedule (may be chronological or topical; may include reading schedule, holidays if no classes held, due dates for assignments, exam dates) </li></ul><ul><li>Course evaluation procedures </li></ul><ul><li>Campus resources for students (CeDRR, CAPS, see listserv for more complete list of student services) </li></ul>Content of the Course Information Document (Traditional syllabus) http://www.utc.arizona.edu/resources/thinkingseries/vol1_6.html
  5. 5. Traditional sample syllabus <ul><li>See Ms. Barbosa sample syllabus 2009 </li></ul><ul><li>for Communicative English 2 </li></ul>
  6. 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. 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. 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. 9. SYLLABUS <ul><li>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. </li></ul>
  10. 10. A Competency-based Syllabus 9-Basic Components <ul><li>Administrative Information </li></ul><ul><li>Brief Description of the course (Descriptor) </li></ul><ul><li>Generic Competencies and Specific Competencies </li></ul><ul><li>Unit Contents </li></ul><ul><li>Methodology </li></ul><ul><li>Evaluation </li></ul><ul><li>Ethics </li></ul><ul><li>Rules of the Class and Course Policies </li></ul><ul><li>Bibliograpphy and Resources </li></ul>Chart 1
  11. 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. 12. Competency Development
  13. 13. <ul><li>Competencies: What the course wants to develop ( first statement in italics ) </li></ul><ul><li>Contents </li></ul><ul><li>Type of Subject (theoretical or theoretical-practical) </li></ul><ul><li>Type of Class (by units, projects or modules) </li></ul><ul><li>Relationship with other subjects & within the study plan (curriculum) </li></ul>Course Description Components Descriptor (5)
  14. 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. 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) <ul><li>Outline Contents and Evaluation system of Communicative English IV </li></ul><ul><li>Outline the Unit Structure </li></ul>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. <ul><li>3- Listen and Choose the </li></ul><ul><li>topic (multiple choice) </li></ul><ul><li>4 Listen and say phrases of compliment, greeting and ending a conversation </li></ul><ul><li>Listen to the dialogue, and copy phrases the speakers sued to start a small talk </li></ul><ul><li>Listen and repeat , and use proper rising intonation following the model </li></ul>White board Textbook(Txbk) Tape recorder With CD Workbook (Wkbk) Homework Exe.2 pag. 12 Exe. 5 pag 13
  16. 16. Methodology <ul><li>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. </li></ul>
  17. 17. Assessment <ul><li>See assessment charts </li></ul><ul><li>6.2 Relationship between Generic and Specific </li></ul><ul><li>Competencies </li></ul><ul><li>6.3 Assessment and Percentage Weights for the Course Competencies </li></ul>
  18. 18. School Rules & Class Policies <ul><li>See assessment charts </li></ul><ul><li>7 School Rules </li></ul><ul><li>8 Class Policies </li></ul>
  19. 19. Bibliography <ul><li>See </li></ul><ul><li>Basic Textbook </li></ul><ul><li>Complementary Textbooks </li></ul><ul><li>Other resources </li></ul>
  20. 20. Self Evaluation Chart <ul><li>See </li></ul><ul><li>Assessment Chart for Regular courses </li></ul><ul><li>Rubrics for Communicative English III </li></ul>
  21. 21. THANK YOU VERY MUCH!

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