2. WHAT IS A
COMPETENCY?
A competency is a persistent
pattern of behavior resulting
from a cluster of:
knowledge, skills, abilities,
motivations - attitudes, values, beliefs
personality… that define a coherent
facet of overall competence needed for
exceptional performance.
3. Knowledge:
General: science, history, geography
Contextual: environment, students, home, community
Procedural: the way you teach, they learn it and apply it!
Skills/Abilities:
Attitudes/Values:
Operational
Relational
Emotional/values
Cognitive
Psycological
Competences
4. Standards for Teacher
Competence in Education
1. Teachers should be skilled in
choosing assessment methods
appropriate for instructional
decisions.
2. Teachers should be skilled in
developing assessment methods
appropriate for instructional
decisions.
5. 4- Teachers should be skilled in using
assessment results when making
decisions about individual students,
planning teaching, and school
improvement.
5- The teacher should be skilled in
administering, scoring and interpreting
the results of both externally-produced
and teacher-produced assessment
methods
6. IN A SENTENCE
A COMPETENCY manifests itself in
observable, effective, persistent
BEHAVIOR, that has been enabled
by KNOWLEDGE, SKILL, AND
ABILITY and energized by
MOTIVES (VALUES, ATTITUDES,
BELIEFS).
7. My turn to teach
As a practice you will:
Write 3 objective you have used in
your lesson plans.
8. DIFFERENCE BETWEEN
OBJECTIVE AND
COMPETENCE
DEFINITION
Learning objectives
are written in
terms of learning
outcomes: What do
you want your
students to learn as
a result of the
lesson?
EXAMPLES
After completing
the lesson, the
student will be able
to:
listen for the
purpose of
following directions
...
Objectives
DEFINITION
EXAMPLES
A specific range of
skill, knowledge, or
ability.
Uses different
purposes of
following directions
in order to
communicate with
others.
Competence
9. BASIC ELEMENTS TO WRITE
COMPETENCIES
VERB
CONCEPTUAL
CONTENT
CONTEXTUAL
PURPOSE
With the purpose
of, to, in order to,
etc.
CONDITION OR
REFERENCE
Verb in the third
person sigular
Action
Concrete,
observable action
of an activity which
can be
demonstrated
through
performance
The object which
The action
the action refers to. objective which
The what?
always refers to the
aplication of the
performance. It is
the why? And
where?
The indicator with
which we express
the quality of the
obtained
performance.
Selects
Healthy foods
Taking into account
different menues
In order to avoid
over weight and
illneses.
Taking into account,
in function of,
according to, etc
10. How to write a Competence ?
Ask yourself:
What
to the students need to know? To
identify the required theorical
knowledge.
What
procedures do they have follow?
To identify the necessary practical
knowledge.
How
do they have to be or act? To
indicate attitudes and values .
11. Desired Effects
• Changes in learning behavior in desired
directions (e.g., language skills)
• More explicit guidance for students
• More authentic and relevant teaching
and assessment.
12. EXAMPLE OF HOW TO WRITE
COMPETENCES
• Competences teachers should develop in this
seminar:
• PRACTICE:
VERB
CONCEPTUAL
CONTENT
CONTEXTUAL
PURPOSE
CONDITION OR
REFERENCE
Identifies
Conceptual
differences of the
purpose, objective
and competence
To write
competencies
Based on the
methodological
description
VERB
CONCEPTUAL
CONTENT
CONTEXTUAL
PURPOSE
CONDITION OR
REFERENCE
13. HOMEWORK
• Use your English program to write 5
competencies for a grade of your choice.
