This document discusses competency-based approach teaching and learning (CBATL) and the teacher's role. It defines CBATL as an educational process that synchronizes competency and commitment in teaching and learning to help learners achieve goals. The key principles of CBATL are teaching and learning through behavioral objectives. CBATL components that teachers should acquire include concepts, professional competency, and linking competency to performance and creativity. Resources that can enhance a teacher's professional competency under CBATL include knowledge and understanding, professionalism, and developing soft skills.
Does a Competency-based approach, require a competent teacher?Raul Ramirez
The document discusses the competency-based approach to education and its requirements of teachers. It was first introduced in the US in the 1960s to address issues of cultural sensitivity in teaching diverse students. Countries like Germany, the UK, and Australia later adopted competency frameworks for vocational training to assess skills. Mexico has implemented competency reforms in preschool and high school education but still lags behind other countries. For the competency approach to be effective, teachers must have competencies in knowledge of education theory, mastery of teaching skills and techniques, as well as an effective teaching style. Teachers need qualities like reflecting meaningfully, allowing student learning, involvement in different activities, creating various teaching methods, negotiating with students, using projects
ENGLISH LANGUAGE TEACHING AND GLOBAL MARKET 2018/2019
PRESENTATION ABOUT Selecting and grading objectives
Delivered by: Mr. Gouhmad Abderrahim
Professor: Mr. Elfatihi Mohammed
Course: SYLLABUS DESIGN AND ASSESSMENT
this is the study teacher Educationof firset 4 chapter of the book written by Burn & Richards Terend of teacher education from 1960s up to now and idiological and power influence on this terend
This document discusses the development of language teachers. It defines language teacher development as a bottom-up, self-directed process that occurs both during and after formal training. Teacher development is influenced by personal and professional factors, and involves continuously reflecting on teaching experiences and choices. While support from organizations can help, teacher development is ultimately independent and voluntary. The relationship between teacher knowledge, education, and development is also examined.
Planning goals and learning outcome (aims, goals, and Objectives)Didik Harianto
The document discusses 5 curriculum ideologies that shape language teaching: 1) Academic rationalism, 2) Social and economic efficiency, 3) Learner-centeredness, 4) Social reconstructionism, and 5) Cultural pluralism. It also discusses the differences between goals/aims and objectives in curriculum planning. Goals describe the general purposes of a curriculum, aims describe changes a program seeks to bring about, and objectives provide more specific descriptions of purposes in terms of observable and measurable learning outcomes. The document cautions that objectives can trivialize teaching and be product-oriented. It suggests competencies as an alternative, describing observable behaviors needed for real-world activities.
What is Competency-based Education?
Competency-based education, or CBE, is a student-centered approach that encourages self-paced learning and the development of students' skills.
more-https://www.iitms.co.in/blog/what-is-competency-based-education.html
The document discusses planning goals and learning outcomes for language education curricula. It examines different approaches to stating curriculum aims, such as academic rationalism and social reconstructionism. The document also analyzes how to describe learning outcomes through objectives, competencies, and nonlanguage outcomes to provide clear guidelines for curriculum development.
Does a Competency-based approach, require a competent teacher?Raul Ramirez
The document discusses the competency-based approach to education and its requirements of teachers. It was first introduced in the US in the 1960s to address issues of cultural sensitivity in teaching diverse students. Countries like Germany, the UK, and Australia later adopted competency frameworks for vocational training to assess skills. Mexico has implemented competency reforms in preschool and high school education but still lags behind other countries. For the competency approach to be effective, teachers must have competencies in knowledge of education theory, mastery of teaching skills and techniques, as well as an effective teaching style. Teachers need qualities like reflecting meaningfully, allowing student learning, involvement in different activities, creating various teaching methods, negotiating with students, using projects
ENGLISH LANGUAGE TEACHING AND GLOBAL MARKET 2018/2019
PRESENTATION ABOUT Selecting and grading objectives
Delivered by: Mr. Gouhmad Abderrahim
Professor: Mr. Elfatihi Mohammed
Course: SYLLABUS DESIGN AND ASSESSMENT
this is the study teacher Educationof firset 4 chapter of the book written by Burn & Richards Terend of teacher education from 1960s up to now and idiological and power influence on this terend
This document discusses the development of language teachers. It defines language teacher development as a bottom-up, self-directed process that occurs both during and after formal training. Teacher development is influenced by personal and professional factors, and involves continuously reflecting on teaching experiences and choices. While support from organizations can help, teacher development is ultimately independent and voluntary. The relationship between teacher knowledge, education, and development is also examined.
Planning goals and learning outcome (aims, goals, and Objectives)Didik Harianto
The document discusses 5 curriculum ideologies that shape language teaching: 1) Academic rationalism, 2) Social and economic efficiency, 3) Learner-centeredness, 4) Social reconstructionism, and 5) Cultural pluralism. It also discusses the differences between goals/aims and objectives in curriculum planning. Goals describe the general purposes of a curriculum, aims describe changes a program seeks to bring about, and objectives provide more specific descriptions of purposes in terms of observable and measurable learning outcomes. The document cautions that objectives can trivialize teaching and be product-oriented. It suggests competencies as an alternative, describing observable behaviors needed for real-world activities.
What is Competency-based Education?
Competency-based education, or CBE, is a student-centered approach that encourages self-paced learning and the development of students' skills.
more-https://www.iitms.co.in/blog/what-is-competency-based-education.html
The document discusses planning goals and learning outcomes for language education curricula. It examines different approaches to stating curriculum aims, such as academic rationalism and social reconstructionism. The document also analyzes how to describe learning outcomes through objectives, competencies, and nonlanguage outcomes to provide clear guidelines for curriculum development.
The document discusses competency-based language teaching (CBLT). CBLT is designed around competencies which consist of essential skills, attitudes, and behaviors required to effectively perform real-world tasks. It takes a learner-centered approach focused on developing competencies through specific tasks. CBLT teaches language in relation to social contexts and establishes graded objectives for learners to advance their knowledge and skills through tasks. It aims to develop learners' functional communication abilities and sees language mastery as well as interpersonal skills as important.
This document discusses the key domains of content that constitute the core knowledge base for second language teacher education (SLTE). It identifies six main domains: theories of teaching, teaching skills, communication skills, subject matter knowledge, pedagogical reasoning and decision making, and contextual knowledge. For each domain, the document outlines some of the important components and provides examples to illustrate what knowledge and skills fall within that domain. The overall purpose is to articulate a coherent foundation for SLTE programs by defining the essential content areas that should be covered.
This chapter discusses determining goals and learning outcomes in curriculum planning. Curriculum planners draw on understanding learner and societal needs as well as their own beliefs about education. There are two main educational philosophies: social/economic efficiency which emphasizes practical needs and rational planning; and learner-centeredness which stresses individual needs, experience, critical thinking and learner development. Goals are general changes sought while objectives are more specific and measurable changes resulting from breaking goals down. Objectives should be precise, feasible and focused to provide useful guidelines.
The document discusses key concepts in curriculum planning such as determining goals and outcomes of a language program. It explains that early language teaching simply aimed to teach English, while ESP argued for determining the specific English required, proficiency level, and purpose. Needs and situation analyses seek to answer these questions. Goals should motivate learners and clarify the program. Objectives provide a more precise focus than aims and describe observable learning outcomes. The document also examines five curriculum ideologies that influence language teaching approaches and stresses defining aims and objectives clearly and ensuring they are consistent, precise, related to aims, and feasible within the program.
This document discusses second language teacher education. It provides details about the author such as their name, class, roll number, email, year, and paper topic. Second language teacher education is described as a shifting construct involving teacher training, teacher education, and teacher development. It aims to describe the professional field through which individuals learn to teach second languages, typically referred to as teacher training. By the 1990s, more focus was placed on the how part of language teaching. The conclusion discusses that teacher education has traditionally focused on subject matter over pedagogy, and that improving teacher education requires capable teacher learners and educators along with well-structured designs and materials.
The document discusses principles underlying language curriculum and objectives in language teaching. It states that curriculum aims to help students become literate and successful language learners by understanding language, communicating effectively, making connections, thinking critically, understanding perspectives, and appreciating culture. Objectives must be consistent with aims, describe learning outcomes precisely, and be feasible to assess whether aims are attained. Aims and objectives provide guidelines for teaching and focus instruction on achieving intended outcomes.
1) Language teacher education by distance (LTED) has grown since the 1990s due to new technologies enabling more efficient distribution of knowledge.
2) LTED programs have characteristics like physical separation of teachers and learners but involvement of educational institutions and use of media for communication.
3) While technologies enable new forms of online discussion and learning, LTED still faces challenges like isolation of learners and high dropout rates. More research is needed to understand and improve LTED practices and quality assurance.
Es una filosofía humanista de formación y un conjunto de sugerencias y técnicas de formación terapeuta puede utilizar en la construcción de relaciones con clientes, recopilación de información sobre sus puntos de vista internos y externos del mundo, y ayudándoles a alcanzar metas y lograr el cambio personal, y diseñado para convencer a la gente que tienen el poder de controlar su propia y la vida de otras personas para mejor, y las prescripciones sobre la manera de hacerlo.
English language teacher education curriculumaghchay
This document outlines the curriculum for an English Language Teacher Education program. It discusses the core competencies the curriculum aims to develop, including general knowledge, content knowledge, pedagogical knowledge, and pedagogical content knowledge. The curriculum uses an integrative and competency-based approach. It allocates credits and hours across the different competency areas, with the majority going to pedagogical content knowledge and content knowledge. Various courses are described that develop these competencies through both theoretical and practical learning opportunities.
This document discusses different approaches to defining goals, objectives, and outcomes in language education. It outlines five curriculum ideologies that shape language teaching: academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionism, and cultural pluralism. Goals refer broadly to the general changes a program aims to bring about in learners. Objectives describe more specific intended changes and results from analyzing goals. Outcomes can describe competencies and behaviors necessary for real-world tasks. The document cautions that objectives and competencies must be carefully defined to avoid trivializing teaching or promoting hidden values.
This document discusses different approaches to curriculum development, including classical humanism, reconstructionism, progressivism, and behavioral objectives. It covers key aspects of each approach like content-focused vs learner-focused models, clarifying goals and objectives, and evaluating curriculum. The document also discusses needs analysis, types of objectives, views on how language is learned, and characteristics of effective teaching materials like engaging learners and developing autonomy.
This document provides an overview of the history and components of Second Language Teacher Education (SLTE). It discusses how SLTE emerged in response to changes in theories of teaching and learning. The key components of SLTE include teaching skills, pedagogical theory, and professional skills. Several models of SLTE are described, including the craft, applied science, and reflective models as primary models, as well as program-based, skills-based, and site-based models as secondary models. Theories that influence SLTE, such as sociocultural theory and constructivism, are also outlined.
The document discusses various approaches to curriculum development including content-based, objective-based, and process-based models and highlights factors that must be considered in curriculum planning like learners' needs, objectives, assessment procedures, and the balance between prescribed materials and teacher autonomy. It also examines different dimensions of curriculum, types of objectives and evaluation, and the role of materials in language teaching.
This document discusses task-based and project-based language teaching approaches. It defines tasks and projects, compares synthetic and analytic syllabus types, and provides examples of tasks that promote language acquisition, such as problem-solving activities, collaborative work, and negotiation of meaning. Project examples include student-led research with choice of topics. Benefits highlighted are authentic purpose, intrinsic motivation, and language skills development through group work and tasks.
The document discusses aims, goals, and objectives in curriculum development. It defines aims as the most general level of educational outcomes, goals as reflecting purpose with outcomes in mind, and objectives as the most specific levels. Aims provide direction to educational action and inspire an ideal vision. Goals are statements of intent to be accomplished and have some outcomes in mind. Objectives delineate expected changes in students and intended behaviors. The document also outlines examples of aims, goals, and objectives for different levels of education.
English Language Teaching Paper 12 ELT1 Nisha Dhiman
This presentation is a pert of my online presentation task. Second Language Teacher Education plays an important role in Teacher Training and Teacher Development.
This document discusses various learner-centered teaching strategies including inquiry-based learning, problem-based learning, and constructivism. Inquiry-based learning involves students working together to solve problems rather than receiving direct instructions from the teacher. Problem-based learning uses open-ended problems to drive student collaboration and reflection, with teachers acting as facilitators. Constructivism assumes that students construct their own knowledge through interaction with their environment and others. Examples provided include using mind maps and creating websites to apply these strategies.
1. The document discusses three approaches to curriculum design: forward design, central design, and backward design.
2. Forward design starts with planning the syllabus, then the methodology, and ends with assessing learning outcomes. Central design begins with classroom processes and methodology, without fully specifying the syllabus or outcomes in advance. Backward design starts by specifying learning outcomes and then determines the methodology and syllabus based on the outcomes.
3. The differences between curriculum and syllabus are discussed. A curriculum is designed by specialists and considers learning outcomes and assessment, acting as guidance for teachers. Teachers are responsible for preparing the syllabus, which selects and grades materials to be taught.
Here is a draft syllabus for an English course:
English 101
Course Description:
This is an introductory English course designed to develop basic skills in listening, speaking, reading and writing in English.
Course Objectives:
By the end of the course, students will be able to:
1. Engage in simple conversations on everyday topics
2. Read and understand basic texts
3. Write short paragraphs and letters
4. Improve vocabulary and grammar
Textbook:
English for Beginners by John Doe Publishing
Evaluation:
- Class participation: 10%
- Homework: 20%
- Quizzes: 30%
- Final exam: 40%
Competency-based language teaching focuses on explicitly defining learning outcomes and assessing students based on their ability to demonstrate mastery of specific competencies. It was developed in the 1970s for vocational education and breaks language learning down into functional topics and subparts that are systematically taught and assessed. Key aspects include using real-world tasks, modularized instruction, continuous assessment, and an emphasis on students successfully functioning in society. While it aims to make outcomes clear and instruction student-centered, critics argue it reduces language learning and can make learners too passive.
Competency based language teaching - approach and designDerya Baysal
This document discusses the theory and design of competency-based language teaching (CBLT). CBLT views language as a functional tool for communication and interaction. It breaks language skills down into specific competencies needed for real-world tasks. Competencies are concrete behaviors that can be explicitly taught and assessed. CBLT focuses on developing functional communication abilities through modularized and individualized instruction, with continuous assessment of competency mastery. This competency-based approach aims to teach practical language skills most useful for learners' needs and roles.
The document discusses competency-based language teaching (CBLT). CBLT is designed around competencies which consist of essential skills, attitudes, and behaviors required to effectively perform real-world tasks. It takes a learner-centered approach focused on developing competencies through specific tasks. CBLT teaches language in relation to social contexts and establishes graded objectives for learners to advance their knowledge and skills through tasks. It aims to develop learners' functional communication abilities and sees language mastery as well as interpersonal skills as important.
This document discusses the key domains of content that constitute the core knowledge base for second language teacher education (SLTE). It identifies six main domains: theories of teaching, teaching skills, communication skills, subject matter knowledge, pedagogical reasoning and decision making, and contextual knowledge. For each domain, the document outlines some of the important components and provides examples to illustrate what knowledge and skills fall within that domain. The overall purpose is to articulate a coherent foundation for SLTE programs by defining the essential content areas that should be covered.
This chapter discusses determining goals and learning outcomes in curriculum planning. Curriculum planners draw on understanding learner and societal needs as well as their own beliefs about education. There are two main educational philosophies: social/economic efficiency which emphasizes practical needs and rational planning; and learner-centeredness which stresses individual needs, experience, critical thinking and learner development. Goals are general changes sought while objectives are more specific and measurable changes resulting from breaking goals down. Objectives should be precise, feasible and focused to provide useful guidelines.
The document discusses key concepts in curriculum planning such as determining goals and outcomes of a language program. It explains that early language teaching simply aimed to teach English, while ESP argued for determining the specific English required, proficiency level, and purpose. Needs and situation analyses seek to answer these questions. Goals should motivate learners and clarify the program. Objectives provide a more precise focus than aims and describe observable learning outcomes. The document also examines five curriculum ideologies that influence language teaching approaches and stresses defining aims and objectives clearly and ensuring they are consistent, precise, related to aims, and feasible within the program.
This document discusses second language teacher education. It provides details about the author such as their name, class, roll number, email, year, and paper topic. Second language teacher education is described as a shifting construct involving teacher training, teacher education, and teacher development. It aims to describe the professional field through which individuals learn to teach second languages, typically referred to as teacher training. By the 1990s, more focus was placed on the how part of language teaching. The conclusion discusses that teacher education has traditionally focused on subject matter over pedagogy, and that improving teacher education requires capable teacher learners and educators along with well-structured designs and materials.
The document discusses principles underlying language curriculum and objectives in language teaching. It states that curriculum aims to help students become literate and successful language learners by understanding language, communicating effectively, making connections, thinking critically, understanding perspectives, and appreciating culture. Objectives must be consistent with aims, describe learning outcomes precisely, and be feasible to assess whether aims are attained. Aims and objectives provide guidelines for teaching and focus instruction on achieving intended outcomes.
1) Language teacher education by distance (LTED) has grown since the 1990s due to new technologies enabling more efficient distribution of knowledge.
2) LTED programs have characteristics like physical separation of teachers and learners but involvement of educational institutions and use of media for communication.
3) While technologies enable new forms of online discussion and learning, LTED still faces challenges like isolation of learners and high dropout rates. More research is needed to understand and improve LTED practices and quality assurance.
Es una filosofía humanista de formación y un conjunto de sugerencias y técnicas de formación terapeuta puede utilizar en la construcción de relaciones con clientes, recopilación de información sobre sus puntos de vista internos y externos del mundo, y ayudándoles a alcanzar metas y lograr el cambio personal, y diseñado para convencer a la gente que tienen el poder de controlar su propia y la vida de otras personas para mejor, y las prescripciones sobre la manera de hacerlo.
English language teacher education curriculumaghchay
This document outlines the curriculum for an English Language Teacher Education program. It discusses the core competencies the curriculum aims to develop, including general knowledge, content knowledge, pedagogical knowledge, and pedagogical content knowledge. The curriculum uses an integrative and competency-based approach. It allocates credits and hours across the different competency areas, with the majority going to pedagogical content knowledge and content knowledge. Various courses are described that develop these competencies through both theoretical and practical learning opportunities.
This document discusses different approaches to defining goals, objectives, and outcomes in language education. It outlines five curriculum ideologies that shape language teaching: academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionism, and cultural pluralism. Goals refer broadly to the general changes a program aims to bring about in learners. Objectives describe more specific intended changes and results from analyzing goals. Outcomes can describe competencies and behaviors necessary for real-world tasks. The document cautions that objectives and competencies must be carefully defined to avoid trivializing teaching or promoting hidden values.
This document discusses different approaches to curriculum development, including classical humanism, reconstructionism, progressivism, and behavioral objectives. It covers key aspects of each approach like content-focused vs learner-focused models, clarifying goals and objectives, and evaluating curriculum. The document also discusses needs analysis, types of objectives, views on how language is learned, and characteristics of effective teaching materials like engaging learners and developing autonomy.
This document provides an overview of the history and components of Second Language Teacher Education (SLTE). It discusses how SLTE emerged in response to changes in theories of teaching and learning. The key components of SLTE include teaching skills, pedagogical theory, and professional skills. Several models of SLTE are described, including the craft, applied science, and reflective models as primary models, as well as program-based, skills-based, and site-based models as secondary models. Theories that influence SLTE, such as sociocultural theory and constructivism, are also outlined.
The document discusses various approaches to curriculum development including content-based, objective-based, and process-based models and highlights factors that must be considered in curriculum planning like learners' needs, objectives, assessment procedures, and the balance between prescribed materials and teacher autonomy. It also examines different dimensions of curriculum, types of objectives and evaluation, and the role of materials in language teaching.
This document discusses task-based and project-based language teaching approaches. It defines tasks and projects, compares synthetic and analytic syllabus types, and provides examples of tasks that promote language acquisition, such as problem-solving activities, collaborative work, and negotiation of meaning. Project examples include student-led research with choice of topics. Benefits highlighted are authentic purpose, intrinsic motivation, and language skills development through group work and tasks.
The document discusses aims, goals, and objectives in curriculum development. It defines aims as the most general level of educational outcomes, goals as reflecting purpose with outcomes in mind, and objectives as the most specific levels. Aims provide direction to educational action and inspire an ideal vision. Goals are statements of intent to be accomplished and have some outcomes in mind. Objectives delineate expected changes in students and intended behaviors. The document also outlines examples of aims, goals, and objectives for different levels of education.
English Language Teaching Paper 12 ELT1 Nisha Dhiman
This presentation is a pert of my online presentation task. Second Language Teacher Education plays an important role in Teacher Training and Teacher Development.
This document discusses various learner-centered teaching strategies including inquiry-based learning, problem-based learning, and constructivism. Inquiry-based learning involves students working together to solve problems rather than receiving direct instructions from the teacher. Problem-based learning uses open-ended problems to drive student collaboration and reflection, with teachers acting as facilitators. Constructivism assumes that students construct their own knowledge through interaction with their environment and others. Examples provided include using mind maps and creating websites to apply these strategies.
1. The document discusses three approaches to curriculum design: forward design, central design, and backward design.
2. Forward design starts with planning the syllabus, then the methodology, and ends with assessing learning outcomes. Central design begins with classroom processes and methodology, without fully specifying the syllabus or outcomes in advance. Backward design starts by specifying learning outcomes and then determines the methodology and syllabus based on the outcomes.
3. The differences between curriculum and syllabus are discussed. A curriculum is designed by specialists and considers learning outcomes and assessment, acting as guidance for teachers. Teachers are responsible for preparing the syllabus, which selects and grades materials to be taught.
Here is a draft syllabus for an English course:
English 101
Course Description:
This is an introductory English course designed to develop basic skills in listening, speaking, reading and writing in English.
Course Objectives:
By the end of the course, students will be able to:
1. Engage in simple conversations on everyday topics
2. Read and understand basic texts
3. Write short paragraphs and letters
4. Improve vocabulary and grammar
Textbook:
English for Beginners by John Doe Publishing
Evaluation:
- Class participation: 10%
- Homework: 20%
- Quizzes: 30%
- Final exam: 40%
Competency-based language teaching focuses on explicitly defining learning outcomes and assessing students based on their ability to demonstrate mastery of specific competencies. It was developed in the 1970s for vocational education and breaks language learning down into functional topics and subparts that are systematically taught and assessed. Key aspects include using real-world tasks, modularized instruction, continuous assessment, and an emphasis on students successfully functioning in society. While it aims to make outcomes clear and instruction student-centered, critics argue it reduces language learning and can make learners too passive.
Competency based language teaching - approach and designDerya Baysal
This document discusses the theory and design of competency-based language teaching (CBLT). CBLT views language as a functional tool for communication and interaction. It breaks language skills down into specific competencies needed for real-world tasks. Competencies are concrete behaviors that can be explicitly taught and assessed. CBLT focuses on developing functional communication abilities through modularized and individualized instruction, with continuous assessment of competency mastery. This competency-based approach aims to teach practical language skills most useful for learners' needs and roles.
Here are the answers to the evaluation questions:
1. CBLT is an application of the principles of Competency-Based Education (CBE) movement.
2. CBLT emerged from the work of Schenck (1978) and Auerbach (1986).
3. Schenck (1978)
4. Auerbach (1986)
5. One learning activity for CBLT is job application.
6-10. CBLT is important for language students as it prepares them for real world tasks through a focus on life skills and successful functioning in society. By developing specific, measurable competencies, CBLT allows students to master practical language abilities incrementally for tasks like job applications and
CBLT is an approach to language teaching that focuses on what learners can do with the language. It emerged in the 1970s and defines educational goals by describing the knowledge, skills, and behaviors students should have. CBLT uses competencies related to real-world tasks, modularized instruction, and ongoing assessment. The teacher's role is to provide feedback and select activities, while learners must perform skills and transfer knowledge. Reasons for using CBLT include that it lists competencies for situations, focuses on outcomes, and views language as a medium for interaction.
Critical Overview of Language Teaching Methods: Competency-Based Language Tea...Samira Rahmdel
This document provides an overview of three language teaching methods: competency-based language teaching, the natural approach, and cooperative language learning. Competency-based language teaching focuses on developing specific skills needed for life tasks through modularized instruction and ongoing assessment. The natural approach emphasizes comprehensible input, stress on vocabulary, and creating a relaxed environment where speech emerges naturally. Cooperative language learning involves group work, learner autonomy, and developing skills through structured social interaction and cooperation rather than competition.
Literacy Through Curriculum: Using the Australian Curriculum as a springboard...Jane Farrall
This document provides an overview of how the Australian curriculum can be used as a framework to develop literacy at the Adelaide West Special Education Centre. It discusses key concepts in literacy development including balanced literacy, communication, mastery versus emergent views of literacy. Time recommendations and achievement standards are presented for various learning areas from the Australian curriculum adapted for students with disabilities. The use of individual goal setting and reporting on the general capabilities is also described as part of a balanced literacy approach at the school.
This document provides an introduction to the Four Blocks approach to literacy instruction in special needs classrooms. It discusses emergent literacy and the traditional views of literacy learning. The Four Blocks approach provides a balanced literacy instruction incorporating phonics, whole language, guided reading and other strategies. It emphasizes meeting the diverse needs of students and ensuring all students can learn to read and write.
This document discusses the attributes of a professional teacher. It begins by defining a professional as someone who engages in an activity requiring specialized training and skills as a means of livelihood. A professional teacher possesses technical and professional competence as well as high moral values. They have undergone rigorous academic preparation in teaching and are licensed by the Professional Regulation Commission. The document then lists the professional attributes a teacher should have, including strong subject matter knowledge, pedagogical knowledge, and view of teaching as a lifelong learning process. It also discusses the importance of personality and personal attributes such as passion for teaching, humor, fairness, sincerity and professionalism.
COMPETENCY BASED LANGUAGE TEACHING by Suci khairanidiah Cwek Tauruz
Competency based language teaching (CBLT) emerged in the United States in the 1970s and was widely used in the 1980s. CBLT is an application of competency based education principles to language teaching, focusing on developing students' knowledge, skills, and behaviors to become autonomous individuals. CBLT teaches language as a function of communication and can be used at all levels to improve student learning and assessment through clear specifications of competencies.
Competency-based Learning: A Practical Process and Living Case Study Tom Gram
Presentation for Canadian Society for Training and Development CSTD 2014 Conference. Tom Gram (Global Knowledge) and Lawrence Stevenson (IT Source, Workforce Optimization, Ontario Public Service)
Competency based language teaching (revisi)Yani Yani
Competency-based language teaching (CBLT) is an approach to language instruction that focuses on developing students' practical skills and abilities. CBLT originated in the United States in the 1970s as an application of competency-based education. It is based on theories of functional and interactional language perspectives, and emphasizes the development of communicative competence through systematic, modularized instruction centered around real-world tasks. Students' progress is assessed through ongoing demonstrations of their mastery of specified competencies and subcompetencies.
The document discusses learner attitudes and motivation towards language learning. It defines attitudes as cognitive and affective perspectives that begin developing early and influence language proficiency. Motivation is described as internal and external factors that stimulate interest and commitment to exert effort to achieve goals. Positive attitudes and intrinsic or extrinsic motivation can enhance language learning, while negative attitudes and anxiety may impede progress.
The document discusses four common approaches to language teaching:
1. Grammar Translation focuses on grammar rules, translation, and reading literature but neglects speaking skills.
2. Direct Method uses only the target language and teaches speaking first through visual aids and situations.
3. Audio-Lingual Method develops listening and speaking habits through repetition and drills before reading/writing.
4. Total Physical Response links language to physical actions to make learning enjoyable and reduce stress for beginners.
Teachers see themselves in various roles such as actors, conductors, and gardeners. A teacher's role may change depending on the activity, with the overall aim of facilitating student progress. Common teacher roles include controller, organizer, assessor, prompter, participant, resource, tutor, and observer. Effective teachers are able to switch flexibly between these roles as appropriate for the learning situation.
The document provides tips for designing effective PowerPoint presentations with engaging content and positive delivery. It recommends using simple, visually appealing designs with limited text on slides. Content should be interactive, incorporating media like videos and diagrams to explain complex topics. Presenters should interact with the audience through games and questions to maintain engagement.
The document discusses key aspects of an effective learning environment for students. It emphasizes that the learning environment should include a well-arranged classroom with comfortable furniture, adequate space, and displays for student work. The classroom should also be clean, well-lit, ventilated, and free from distractions. Positive interactions between the teacher and students are important to create a conducive atmosphere for learning. An ideal learning environment encourages active learning, discovery of personal meaning, differences in students, tolerance of mistakes, and cooperative self-evaluation.
This document discusses concepts related to teaching as a profession. It defines teaching and outlines its objectives, nature, and characteristics. Teaching is defined as a complex process aimed at bringing about socially desirable behavioral changes. Its nature is described as dynamic, social, and humane. Key characteristics of teaching include content knowledge, pedagogical knowledge, technological knowledge, professional attitude, and reflective practice. The document also discusses the concept of continuing professional development for teachers, which involves keeping their professional knowledge and skills updated through lifelong learning. Teacher professional ethics and accountability are also emphasized.
This document discusses concepts related to teaching as a profession, including the nature and characteristics of teaching, continuing professional development for teachers, and teacher professional ethics and accountability. It provides definitions of teaching, outlines the objectives and aims of teaching. It also describes the nature of teaching as being dynamic, social, and humane as both an art and a science. Key characteristics of teaching discussed include content knowledge, pedagogical knowledge, technological knowledge, and reflective practice. Strategies for continuing professional development include lectures, workshops, online learning, and conferences.
An in depth analysis of the entrepreneurship education in the philippinesMARJON ARIAS
This document summarizes a research study on entrepreneurship education in the Philippines. The study aimed to identify the training needs of entrepreneurship educators and practices in entrepreneurship education through focus group discussions and interviews. The results showed that students value personal qualities and interactive teaching methods in educators. Educators saw value in personalized and experience-based learning but noted it should be supported by manageable class sizes and program support. Administrators play a role in setting the direction of entrepreneurship programs amid resource challenges. The study highlights entrepreneurship education is best achieved through well-designed curriculums, effective teaching models based on personalized learning, and strong institutional support.
Teaching Proficiency and Personal Values Prospect and Provinces of Teacherijtsrd
Our idea of this century is the interest of learning should be valued by individuals and by the world itself. Each person is promoted to take up learning possibilities over life. Hence, much expectations and responsibilities lie on the 21 century teachers for this vision to come true. Teachers are fundamental elements in making aspirants to face the future with confidence and to shape it with intention and determination. Their role as an agent of change has never been more obvious and critical than today. As this new challenge with the levitation of globalization, including India, is no more an isolated geographical spot each one being woven into a global web. It is thus no more a choice for any nation to be globally reasonable or not in its product, service, governing, ethics and evaluates. Manpower marked by skills and proficiencies are built on the groundwork of education which is largely dependent upon the quality of teacher education. Pathan Ramiz Khan Ibrahim Khan "Teaching Proficiency and Personal Values: Prospect and Provinces of Teacher" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-6 , October 2021, URL: https://www.ijtsrd.com/papers/ijtsrd46425.pdf Paper URL : https://www.ijtsrd.com/humanities-and-the-arts/education/46425/teaching-proficiency-and-personal-values-prospect-and-provinces-of-teacher/pathan-ramiz-khan-ibrahim-khan
The document discusses a training event conducted by Marks & Spencer to improve employee performance. It outlines the methodology used to plan, implement and evaluate the training program, which included setting standards, measuring outcomes, comparing results to expectations, and observing progress. The training aimed to enhance employees' skills in areas like complaint handling, production efficiency, and customer service through methods such as role playing, discussion, and performance reviews.
Improving Education In School And Pursuing The New Educational Standardsnoblex1
There are many current stimulators of educational improvement and represent multi-year efforts to define new standards, not just for subject matter content but also for teaching, assessment, and programs. Using a large-scale consensus process, new documents are reviewed extensively by constituent groups and acquired substantial "ownership" as a result.
These documents and influential predecessors have much in common. They call for substantive education for all students (not just the academically elite), delineate the major content themes for the curriculum, and set new expectations for assessment, teaching, and student learning.
Careful review of these documents and case studies of schools in which the ideas are being put into action establish that the desired reforms are complex, multi-faceted, and extend into the most basic aspects of the teaching and learning process. Taken seriously, they demand sweeping and fundamental change.
Another pervasive impression from the case studies is the large effort required to make these changes. Time is a major dilemma for teachers, and it is reflected in the difficulties teachers face in finding the time for initiating change and engaging in the related professional development. The education advocated in these standards reflects values and beliefs that often differ from those commonly held by school personnel.
A related matter is that most educational personnel do not recognize either the full extent of the changes called for in the new standards. Grasping the reality of the situation is essential for initiating and sustaining significant professional development.
The purpose of professional development activities is to foster teachers' growth into the most effective teachers possible. The teacher learning is essential for significant educational improvement, and this learning, in turn, provides a foundation for the changes in student roles and work that are the "bottom line" of educational improvement. Teacher learning requires attention to educational practices at a fundamental level, a level at which the teacher addresses the very values and beliefs that underlie his or her current practices. Without addressing the matters at this level, major changes in classroom practice are unlikely to occur, and the promise of the new standards will not be realized.
The professional development is not a simple process. The total picture of the development of a professional is never simple, nor is it appropriately portrayed in a simple linear fashion.
While there are variety of ways in which this complex picture could be described, this paper will explore three dimensions of professional development: the technical dimension, the political dimension, and the cultural dimension.
Source: https://ebookschoice.com/improving-education-in-school-and-pursuing-the-new-educational-standards/
1. The document discusses the importance of continuous professional development and standards for teachers. It notes that professional development ensures teachers can keep their knowledge relevant and up-to-date with changing trends in education.
2. Some effective strategies for teacher professional development include making it specific to teacher needs, getting teachers invested in the topics by using engaging teaching methods, and making it ongoing rather than one-time sessions.
3. Professional development should be personalized through individual learning plans for teachers and involve collaboration between teachers to support learning.
This study aims to form a lecturer achievement index model based on student perceptions by looking
at the caseality relationship between latent variables, namely professional, social, personality and pedagogical
competencies of lecturers
Analyzing the Effectiveness of In-Service Training (Inset) and Its Impact on ...Medha Tripathi
It is important to teachers entering into the profession of teaching to engage in high quality professional development opportunities like teacher training programs and in service practices to ensure the quality and effectiveness of teaching. Although applicants begin to become familiar with such chances before the entry of theirs into profession, the test of theirs with those opportunities maturates once they go into the profession. Nevertheless, to
what degree the professional development opportunities are already developed is still being studied. It's commonly recognized that appropriate professional development opportunities
lead to the transformation of habits and beliefs in a good manner. Nevertheless, developing programs detached from the practitioners' perspectives will be badly based as in-service
teacher perspectives can help develop the ensuing opportunities better. This research paper aims at describing the impact of in service training activities for professional advancement of teachers in India. Using close-ended questions, experience and perception of teachers (n=150, m=100, f=50), whom availed the chance getting in service training, were definitely accomplished. Results of the study revealed the beneficial effect of in service
training programs plans on the Professional Advancement of Teachers. The study also revealed the good perception of teachers relating to the professional development of theirs.
It recommended the in service training programs to be created in line with the topic instead of common.
The document discusses key elements of developing an effective curriculum:
1) A curriculum combines various elements like content, strategies, and methods to ensure quality education and student excellence, but these elements must be properly balanced.
2) A curriculum relates to an entire study program and consists of courses and subjects organized coherently to help students achieve learning objectives.
3) Regular evaluation of the curriculum is important to identify problems and ensure continuous improvement.
The Development Of Learning Model With The Approach Of CTL (Contextual Teachi...iosrjce
This research aimed to develop a learning model approach of CTL through the method of
(Authentic Problem Based learning) APBL and learning devices at Vocational High School ( SMK) ,the group
of Business and Management with the majoring subject of Accounting effective competency skills finance to
improve motivation and life skills, especially skills in solving problem . The design of this research was the
development of research which was carried out in four phases: namely to define, to design, to develop, and to
disseminate. And involving the experts of learning that were used as input in the development of
entrepreneurial learning methods through the method of Authentic Problem Based Learning (APBL) thus it
was produced inputs for manufacturing the text book of entrepreneurship . The method of research in the
collection of data used the sheet of student’s activity observations , written tests and questionnaires. The
subjects of research were students of class XI the majoring subject of Accounting 1 SMKN 1, in Jombang and
Data Technical Analysis used exploratory descriptive analysis .The results of research showed the assessment
of entrepreneurship subject expert teams and learning designers expert to the results of entrepreneurship
subject development through the method of Authentic Problem Based Learning (APBL) was feasibly used .
that’s why , it was necessary to follow up conducting comparison tests with other method to students of SMK in
the field of Business and Management skills and carried out dissemination of research results to all teachers
of SMK in the field of Business and Management skills who taught Entrepreneurship subjects in Jombang
District in the second year to create the textbooks of entrepreneurship
This document provides an overview and objectives for a 3-day training course for new facilitators. The goals are to educate facilitators on effective distance learning tools and techniques. The training will cover topics such as adult learning styles, engagement strategies, and skills for preparing and assessing learning programs. It also outlines the qualifications and process for a mentoring program to provide guidance to facilitators. Various theories of distance learning are discussed, as well as potential issues like cultural differences and how to address challenges in the online classroom.
Contemporary perspectives on continuing professional developmentaqwxsz123
This document discusses contemporary perspectives on continuing professional development (CPD) for teachers. It makes three key points:
1. CPD is important for improving teacher quality and student outcomes. Effective CPD addresses the needs of individual teachers, schools, and most importantly, students. It involves collaborative learning opportunities like lesson studies.
2. Contemporary views see CPD as an ongoing process that gives teachers ownership, is grounded in the classroom context, and involves reflection and collaboration. Options include action research, reading groups, and communities of practice.
3. The scope of CPD has expanded beyond methods to include knowledge, beliefs, assessment, and self-directed learning skills. CPD should address teachers' varying competence levels
The document discusses effective teaching methods for adults. It emphasizes the importance of consistency when teaching adults and avoiding frequent changes, as this can confuse learners. It also stresses introducing new assessment methods to provide multiple opportunities for learners to demonstrate their knowledge in various ways through assignments, projects, and participation. The conclusion reiterates that effective teaching requires caring about learners, being patient, motivating those who lack confidence, and thinking creatively to help all learners succeed.
The document summarizes Katrin B. Lutao's reflections on various activities related to curriculum development. For activity 4 on tertiary education curriculum, Lutao prefers a learner-centered design as it prioritizes students' needs, styles, and development. For modifications, Lutao suggests balancing poetry with other forms of writing in the college curriculum. Lutao also notes that curriculum design impacts teaching and learning approaches.
An Emperical Study of Learning How Soft Skills is Essential for Management St...IJSRED
This document discusses an empirical study on the importance of soft skills for management students' careers. It finds that while hard skills and academic performance were once prioritized by employers, soft skills like communication, teamwork, and emotional intelligence are now essential for success. The study surveyed 50 management students and faculty in Bangalore to understand how well soft skills training is incorporated and its benefits. It determined that soft skills like communication are crucial as they influence interactions and job performance. However, older teaching methods do not sufficiently develop these skills. Integrating soft skills training into courses could better prepare students for today's work challenges.
This document provides an analysis of training programs at the retail company Marks & Spencer. It discusses learning styles and theories that influence training design. Marks & Spencer uses a variety of training methods tailored to different employee levels, including workshops, performance reviews, and attachments to managers. The document evaluates a sample training event involving management, employees, and external experts developing solutions. It also explores how evaluating training events can identify successes and areas for improvement.
The document systematically reviews literature on the need for continuing professional development of education administrators, finding that CPD programs help administrators improve knowledge and skills, better manage schools, and enhance education quality. CPD includes any formal or informal training that helps administrators develop competencies. While training programs exist, the literature calls for more comprehensive and sustainable leadership training to better support administrators.
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Competency based approach teaching learning and teachers’
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ISSN(paper)2668-3318 ISSN(online)2668-361X
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Competency Based Approach Teaching Learning and Teachers’
Role
Shyamanta Chakraborty, UGC-Academic Staff College,
Gauhati University, Guwahati -781014, Assam, India
Abstract: Competency Based Approach Teaching Learning may be defined as the educational capacity building
process where competency and commitment are synchronized in a teaching-learning process while at the same
time learner achieves real objectives and goals of the system. The process mainly focuses on the growth and
development of competency and commitment within the learner and teacher of the system. It is now regarded
as one of the effective strategies for sustainability of an effective educational system. The paper tries to design a
framework for CBATL by highlighting its Principles, Objectives, Components, Resources and ways for
successful achievement which teacher should be aware while cultivating professional competency and
commitment within their learners. Paper explains the role of CBATL components and resources while justifies
their essentiality in promoting growth and progress of an educational system. Analysis concludes that in the
present changing scenario of education and academic training, CBATL could be regarded as essential pedagogy
in achieving goals and objectives of an human development process.
Key words: Knowledge, Understanding, Competency, Commitment, Human-Resource, Professionalism.
1. Introduction
Education is the power to use one’s potentials to maximum. A man is not in the proper sense till he is educated.
Education is the instrument whose effective use requires one’s proper growth and development. Since the
instrument is in the hands of teacher, they must possess some capabilities i.e. competency for success.
Competent teachers are essentially essential in an educational system to make teaching-learning success. Further,
teacher being the central point of an educational system it is essential to aware himself about the components of
Professional competency, Commitment and the factors or the variables that influence the learners. Competency
is the basis of professional development. It provides clarity and appropriate differentiation in human
development process. Studies have shown that teacher’s commitment towards profession is influenced by
different factors like working environment or situation, self-satisfaction, and the pedagogical system he or she
has adopted. In recent years, various studies have been carried out on teaching competency of teacher both in
India and abroad. Results show that the ‘Competence-Based Approach’ (CBA) is a solution for successful
educational pedagogy that could enhance teachers’ competency, commitment and professionalism. In fact, CBA
is the heart of all strategic approaches of human resource management and a challenge of present day. Today’s
world is far different from few years back and more specially in the arena of education. Therefore, an effective
teaching-learning method is urgently needed, otherwise learner will definitely avoid the system or shift towards
other mode of learning such as e-learning, u-learning etc. The present analysis highlights some basic aspects of
CBATL that a teaching-learning system sufficiently required for successful and sustainable process of human
development and effective managements.
2. Principle and Objectives of CBATL
The basic principle of CBATL is teaching-learning by objectives. This means learning through realization of a
set of behavioral objectives which led to such a level of fragmentation that the learners no longer able to
understand the meaning of what they are asked to do, while on the other hand the set of behaviors learned
actually coincided with the objectives they are supposed to learn. It has multi-facetted nature which brings
together a variety of seemingly disparate approaches that ultimately develops a ‘sense of competence’. The
prime objectives of CBATL are that a teacher has to acquire the basic components of CBATL that could lead to
a successful and meaningful conclusion of educational process.
3. CBATL Components
Every profession has its own literature, value and concept. A professional has duties and responsibilities to
translate those values and concepts into action and reality through proper education. Teaching being one of most
important profession, teachers must acquire the basic values or components for his/her profession. Some of them
are as follows.
3.1 Concept and Competency
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‘Concept’ is the cognitive science that makes us thinking and behaving accordingly. It is the tool we utilize in
solving problems. It is the science that ultimately draws up a picture in mind by mixing knowledge and
experiences gathered with time. This helps in developing skill. ‘Competence’ is a description of something that
largely depends upon ‘Concept’ that works in our action in a given occupational area or situation. It is the
behavioral outcome that a person demonstrates in a situation directly and indirectly. Competency with
knowledge and skills measures capability of performing a professional task. It also defines excellent potential.
Competency on a particular area or task means to attain the level of mastery required for that. It provides linear
basis of understanding in a particular field or task. Therefore, without competency professionalism is
meaningless.
3.2 Professional Competency
The concept of ‘Professional Competency’ in Human Resource Development (HRD) Process is a relatively new
approach. ‘Professional Competency’ is the process of stimulating individual’s growth of competency associated
with successful performance. It also refers to growth of soft-skills. It means growing and transforming one’s
knowledge, understanding and skills into action in a teaching learning process. It is the central point of HRD. It
provides clarity and appropriate differentiation in HRD process. It structures the vision of teaching-learning in
professional way. It targets to develop academic skill to a learner in a specified field or area. Teaching is a
performance and teacher is the performer therefore, both are highly depended upon professional competency.
3.3 Competency, Performance and Creativity
Competency and performance need not to have one-to-one correspondence. This means that a competent teacher
may not be a good performer; on the other hand a poor performer may not have lack of competency. Again, the
gap between organizational output and industrial requirements can be filled by inculcating two capabilities in
learners. Firstly, task performing capability i.e. the competency. Secondly, building conceptual ideas which is
purely knowledge and experience based and can be obtained through a time bound curriculum. These two
ultimately help in developing creativity which is the ultimate goal of teaching-learning process. In a HRD
process there needs a considerable amount of creative activity not only in applying specialized knowledge and
techniques to resolve problems but also in framing or setting problems. Importance of higher levels of cognition
like relating, comparing, synthesizing, abstracting, etc. are also important in developing creativity. Teachers or
learners can continually enhance their professional competency and creativity through following ways:
• Assessing learning needs and developing annual growth plan.
• Participating in professional developmental activities etc.
• Interacting through seminars/conferences etc. on a specific issue or problem.
• Addressing social critical issues, sharing ideas, working on social and institutional activities towards
positive solutions.
• Designing curriculum and participating similar workshops etc.
• Organizing or presenting workshops, seminars on diverse topic(s) etc.
• Undergoing or organizing courses for personality development enhance learning etc.
• Mentoring peers etc.
4. Resources for CBATL
Teaching is a highly regulated professional work. Effective teaching one may called ‘pleasant teaching’ is itself a
resource for a teacher and an asset for the educational system. Therefore, a successful strategy for developing
teacher’s competency and professionalism is highly necessary. Basic components of teaching resources in
CBAT which can enrich and enhance horizon of knowledge and professional competency of teacher are as
follows.
4.1 Knowledge and Power of Understanding:
Knowledge embodiment makes learner a needed product. Therefore, effective CBATL ensures knowledge
construction first. The primary purpose of HRD process that it must foster an extensive and deep knowledge
and understanding of subjects/curriculum of areas and related pedagogy. It also provides learners clarity of the
expectations inconformity to the changing scenario of environment of academic system. CBATL must facilitate
knowledge and understanding through teaching-learning and behavior management strategies. It also helps to
know how to use and adapt them including how to personalize learning and providing opportunities for all
learners to achieve their maximum potential. This may possible by following ways.
3. European Journal of Education and Learning, Vol.3, 2007
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• Designing employable curricula which can disseminate knowledge through effective teaching-learning.
• Conducting classroom training on technical/professional knowledge and skill.
• Successful meetings/ interactions with experts from various fields.
• Improving, Listening and Writing-skills.
• Organizing web-based training specially for quick knowledge and soft skills.
• Getting into e-learning courses.
• Effective public speaking or presentation.
• Organizing mentoring programs etc.
4.2 Professionalism:
Teaching is a professional task, more than a technical work. An effective teacher makes things easier while a
non-effective teacher makes it more difficult. The task of teaching becomes easier for the learners who are self-
motivated by doing extra reading and work to understand the material rather than motivating them by the teacher
or other. There lies the importance of professionalism in teaching. On the other hand, learners generally don’t try
to see a non-effective teacher as a challenge to concentrate on lectures and extract from them. The factors which
help teachers in growing professionalism are Environmental-adaptability, Building-trust and collaborating
teamwork, Effective-communication, Cultural-competency, Acquiring decision-making and problem solving
capability, Planning and organizing capacity, Managing stress and tolerance, Acquiring technical / professional
knowledge-skill etc.
4.3 Critical Understanding
A successful professional should have ability to identify areas of strength and weakness for further development.
They must have critical understanding on teaching-learning, behavioral and class room management, different
strategies in identifying and using learners’ potential to its optimum level, etc.
4.4 Leadership Ability
Teachers are regarded as best social leader. They have to carry work allotted with the system as a leader. They
must keep ready themselves to take leading role in developing workplace, policies and practices, and in
promoting collective responsibility for effective implementation of policies. Every member has to take lead in
planning collaboratively with colleagues in order to promote effective practice.
4.5 Social Responsibility
It is ethical that every individual has obligation to act to benefit society at large. This responsibility can be active
by performing activities which promotes social and institutional goals. One of the prime goals of education
system is to link future to the past through the present. Today’s leader may be manager in future. Therefore,
CBATL may be useful tool to plan and help youth to make them socially responsible and ethically strong
personality.
4.6 Accepting an Standard
Standard is a powerful tool for organizations of all sizes. They help in supporting innovation upgrading outcome
quality. Effective standardization promotes forceful competition and enhances qualities enabling the profession
to take a leading role in shaping the system. Distinctive competency reflects on skilful applications of education
and experience in solving various problems. This becomes more effective when it accompanied by a sense of
responsibility and acceptance of recognized standards. Teacher must know how to improve the effectiveness of
assessment practice in the workplace, including how to analyze statistical information to evaluate the
effectiveness of teaching-learning across the system. These will provide clarity of the expectations in their
teaching career inconformity to the changing scenario of academic environment. Standards are also powerful
marketing tools. They help in attracting and assuring learners, and also maintaining best practices.
4.7 Teacher’s Personal Development:
Personal development is the only way to become one very best. There needs a sincere devotion from teacher for
their self-development. Every education reform begins with recognition of importance of teacher in raising
student performance. This depends upon teachers’ performance in practice and how much they are committed in
improving their practice through appropriate development. Teacher’s professional learning is a complex process,
which requires cognitive and emotional involvement individually and collectively. There must be capacity and
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willingness to examine where each one stands in terms of convictions and beliefs and enactment of appropriate
alternatives for improvement. The factors that may help a teacher for personal development are,
(i) Creative, Constructive and Critical approach towards innovation.
(ii) Preparedness to adapt practices having benefits and improvements.
(iii) Act upon advice and feedback, and be open to coaching and mentoring.
(iv) Willingness to provide new classroom practices in more effective way.
(vii) A vision of growth and progress, and ideas in refining approaches where necessary.
4.8 Teacher’s Co-learning
Teachers working together and sharing practices with learners are clearly reflected in students’ performance.
Teacher’s networks and teams, communities of practice and communities of learning, as well as peer coaching
also effect on students’ performance. Teacher’s extensive knowledge on matters concerning equality, inclusion
and diversity in teaching generally leads excellent results and outcomes.
4.9 Teaching diversity
Diversity is a path for achievement. Diversity means differences in identities and their backgrounds that is not
limited to race and ethnicity, class, sexual orientation, gender, age, religion, political opinion, language, and
ability. A teacher may diverse issues proactively to ensure that issues related to diversity have the potential to
improve rather than obstruct the classroom experience for students. Some of the ideas which are considered as a
positive force in promoting academic achievement are as follows.
(i) Building a strong knowledge base by knowing students’ identity, culture, background, gender, race and
ethnicity, cognitive, and emotional development.
(ii) Adopting methods of multicultural education in the classroom management.
(iii) Critical change in policies or practices including identity related biases and privileges may boost
additional help in academic achievement.
4.10 Team Work and Collaboration
Teaching-learning is team work where teacher is the leader. He or she should lead by example. Teacher should
check into the team areas regularly to encourage, guide and nurture learners through the process. Peer
moderation is the one of the important criteria in CBATL where team members to evaluate one another’s
contribution at the end of the project, which may be reflected in grade. This process can motivate leaner to
contribute more equitably. Teacher should make them aware that their individual participation and contribution
to the team project is assessable and will contribute in getting their grade. Good team work is itself a facilitator
specially in communication, understanding and solving problems.
4.11 Learner Centric Concept
The present conventional curriculum practically means everything is for everybody. This is contradictory to the
principle of learning and psychology. A curriculum is a framework to guide learner in achieving goal. It must be
aligned with the needs and psychology of learner, and available infrastructural support system. Every
curriculum has certain aims that must coincide with learner’s goal. It should design so to motivate and explore
knowledge and understanding of learner. Therefore, it is necessary to designed learner centric curriculum where
teacher's role is to facilitate growth by utilizing the interests and needs of students as a guide towards meaningful
utilization of knowledge within the curriculum.
4.12 Teacher’s Self-assessment
Teachers are expected to know and understand the relevant strategies to deliver the relevant statutory and non-
statutory curricula. CBATL advocates periodical assessment on impact of teaching on learners’ progress towards
the objectives. This is done through internal and external monitoring process. This gives teachers opportunity to
systematically gather evidences across a range of activities which after analyzing they can transform into actions
for progress towards targets. Teacher can take help some queries in assessing themselves, as follows.
• How much the curriculum could plan and set subject-related targets in developing of learners’
knowledge and understanding?
• How far it is able to clear learners’ common misconceptions?
• How far it is able to provide to construct and scaffold learning?
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• Can it be able to analyze
• learners’ progress and make accurate assessments of their achievement?
4.13 Planning, Monitoring, Evaluating and Gaining Feedback
Successful CBATL needs a systematic process of collecting and analyzing information in order to determine
whether and to what degree objectives have been or are being achieved. It provides the necessary resources to
specify how the activity could be carried and also the steps necessary to undertake in case of unforeseen
shortcomings, constraints or obstacles. It involves monitoring, management, evaluation and implementation of
effective learner-centric policies. Every learner is an asset of its system. Monitoring means the process by which
we gather information regarding the different activities and its probable outcomes of learner’s achievement.
Evaluation is the judgment on the effectiveness of actions taken based on their impact on quality of teaching and
learning. The components for monitoring in CBATL are (i) how well learners are doing, (ii)how do we
compare them with similar system, (iii)what more should we aim to achieve, (iv)what should we do to make it
happen, (v)taking actions and reviewing progress etc. CBATL must provide local and national statistical data
and other information in order to provide (i) a comparative baseline for evaluating learners’ progress and
attainment, (ii) a means of judging the effectiveness of their teaching, (iii) a basis for improving teaching and
learning.
4.14 Reviewing System
Reviewing means assuring quality. Quality is the responsibility of the teaching staff. Quality assurance is an
integral part of the teaching learning process which is meaningless if it is done at the end. Therefore, the system
must incorporate a periodical review system for an effective quality assurance and improvement of teaching.
This is necessary because (i) to facilitate and ensure the process of continuous quality improvement, (ii) to
facilitate bottom-up empowerment of those people who can actually effect improvement, (iii) to ensure that the
whole process is non-burdensome, rational, and effective, (v) to ensure that accountability for educational quality
must reach all the way to the teaching learning communities. Reviewing process may be done either from the
market-place or through some kind of reviewer who is engaging in the same or similar kinds of educational
activities. He must be an educational expert or capable to bring relevant specialized skills within it.
5. Conclusion
Over the years it has been observed and established that the pedagogical systems with competency based
approaches are the strongest among the strategic approaches for human resource development and management.
The central focus in CBATL is cultivating competency on learners, the ability to perform to the standards
expected in an occupation within a system or a frame of reference which is purely performance and evidence
based. This certainly established the credential of ‘CBATL’ which today in the changing scenario of society and
learning environment could be considered as one of the most effective pedagogy. The CBATL resources
provide description or attributes of a competent educational professional (teacher) which could be equally
applied to an occupation in a similar department or an organization. In fact, CBATL lies at the heart of all such
academic approaches that could deliver a meaningful conclusion of an educational process. Therefore, it is
essential that every teacher or a professional including course tutor, counselor, advisors others should be aware
of what they should do and how they proceed while attempting to develop and assess the competence of learners
or trainees. Since the success of an educational system largely depends upon competency of its teachers or
trainers, they must posses and follow the components and resources of CBATL. In CBATL, the central focus
lies on growing competency of both learners and teachers while caring equally all other essential pedagogical
qualities. Implementation of these provides scientific ways of teaching-leaning and consequently the most
expected success. It also helps learners for their personal development in terms of management and progress.
CBATL is equally beneficial for academic trainings and counseling. This is why the human resource
management specialists advocate such approaches for promoting organizational health or curing organizational
ills which are subjects of present day challenges. Therefore, if CBATL is successful for an educational system, it
would equally be applicable to some other specialist practitioners in the of field human resource management
and practice, in particular in respect of the processes by which membership of the professional body is accorded
to individuals, and by which individuals are prepared for entry to the professional body through Professional
Education Scheme etc. Thus, it is imperative that in the near future it would be expected to have prescription of
CBATL from the lead-body for personnel management and education. Moreover, the growing emphasis on
CBATL will definitely benefit institutions and individuals in accrediting itself by professional body which in
turn also helps in providing trainings for professional education and management to assess those aspire to
qualification for membership of the Institute or work place.
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The importance of education is quite clear. It is the most powerful instrument whose effective use could only
provide progress to a nation, society or an individual. Since this instrument is in the hands of teacher, they must
possess and follow the components and resources of CBATL for its effective purposeful conclusion. An
effective teaching-learning system is one that helps to develop or cultivate desirable habits, skills, attitudes and
competency within learner and teacher. CBATL is to be understood in terms of one of the best pedagogy to
develop skills, competency and thereby the employability. Thus, we can conclude that if skills and knowledge
are the engines of economic growth and social progress, professional competency would be the key of success
for a teacher. Similarly, CBATL is the tool in achieving goals in an educational system.
6. References
1. Ashworth, P. And Saxton, J. Competence, Journal Of Further And Higher Education, 1990 Vol 14, No.
2, Summer
2. Boyatzis, R. The Competent Manager, New York, Wiley, 1982
3. Burke, J. Competency Based Education And Training, Lewes, Falmer Press, 1989
4. Hmso, Training For The Management Of Human Resources, London, Hmso,1972
5. Mansfield, R. Competence And Standards, Burke, 1989
6. Mansfield, R. Functional Analysis - A Personal Approach, Competence And Assessment, Employment
Department's Occupational Standards Branch, Dec-1989, Vol.1.