This document provides an overview of a workshop on competency-based teaching strategies. It discusses key concepts like defining competencies, competency-based education and learning. It also covers strategies like inquiry-based learning using the 5E model, problem-based learning, instructional scaffolding, and differentiated instruction. Participants are given examples and activities to apply these strategies and assess their learning through a multiple choice quiz at the end.
The specific knowledge, skills, and attitudes required, as well as provide educational practices under supervision. Has a direct bearing on students’ ability to integrate theory to practice.
The specific knowledge, skills, and attitudes required, as well as provide educational practices under supervision. Has a direct bearing on students’ ability to integrate theory to practice.
An abridged book of different resources for the teachers of English as a foreign language. It covers areas where a novice teacher may get obstacles & needs support.
Frameworks for teacher training sessions and workshops pdfBrionyBeaven
The one-off teacher training workshop or seminar continues to thrive for practical and organisational reasons despite widely acknowledged limitations. We will consider ways of overcoming some of the drawbacks and of avoiding an unprincipled, ad hoc approach to such events. Four traditions of teacher training will be surveyed and related to practical frameworks for use when planning workshops or seminars.
This is the 11th in a series of 15 webinar modules reference material for Pedagogical Content Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
An abridged book of different resources for the teachers of English as a foreign language. It covers areas where a novice teacher may get obstacles & needs support.
Frameworks for teacher training sessions and workshops pdfBrionyBeaven
The one-off teacher training workshop or seminar continues to thrive for practical and organisational reasons despite widely acknowledged limitations. We will consider ways of overcoming some of the drawbacks and of avoiding an unprincipled, ad hoc approach to such events. Four traditions of teacher training will be surveyed and related to practical frameworks for use when planning workshops or seminars.
This is the 11th in a series of 15 webinar modules reference material for Pedagogical Content Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
3. ICEBREAKER
Do you allot a certain amount of time
depending on what topic or subject you’re
teaching?
For example, Math Arithmetic lessons planned for 45 minutes each
for a period of 4 weeks.
Place your responses in the chat
4. Table of contents
Mrs. Fel Torres
Introduction
Dr. Brown Lopez Dr. Brown Lopez
Strategies Strategies
Ms. Awe & Ms. Torres
1
3 4
2
Applying CBL
(Inquiry-Based & 5E Model) (PBL, Scaffolding & Differentiated Instruction)
7. WHAT IS A COMPETENCY?
A competency is simply a statement of learning outcomes for a skill or a
body of knowledge.
● When students demonstrate a "competency," they are
demonstrating their ability to do something.
● They are showing the outcome of the learning process.
●
10. COMPETENCY BASED LEARNING
Competency-based learning begins by identifying specific
competencies or skills, and enables learners to develop
mastery of each competency or skill at their own pace,
usually working with a mentor.
A task or group of tasks performed
to a specific level of competency or
proficiency which often use motor
functions and typically require the
manipulation of instruments and
equipment.
A skill performed to a
specific standard under
specific conditions.
Competency
Skill
12. COMPETENCY BASED TEACHING
AND LEARNING
Competency-based teaching and learning must include attention
to the learner’s needs and styles, providing the time needed for
the learner to acquire and repeatedly perform or demonstrate the
expected competencies (knowledge, skills, professional
behaviours) and creating a supportive environment for learning.
Gabriel (2010) found that teachers were unable to use highly and
potentially interactive teaching methods such as problem-solving
and discovery which are very useful in competence-based
teaching and learning environment.
13. ENHANCED TEACHER STUDENT
INTERACTION
Focuses on teachers’ effectiveness in the
use of interactive, participatory teaching
and learning techniques and a child
learning environment.
Learners come to class with some
knowledge and skills. This prior knowledge
which learners bring with them is an
important input for effective teaching and
learning.
Learners should feel free learn from
each other and to contribute their
ideas and perceptions regarding
the subject matter
Learners develop communicative
competences and confidence in
expressing their views but also
mastery of the subject matter.
Objectives
17. LEARNING OUTCOMES
(CONTENT, SKILLS, DISPOSITION)
Data MA 9.4 Gather data from picture and written
sources and the environment through
observation.
MA 9.5 Organize and display data using concrete
materials in tally charts and column
representations
24. PRIOR KNOWLEDGE/PRE-SKILL
Whilst children may possess the appropriate prior
knowledge, they may not make connections between this and
the new content, hence the importance of prompting children
to recall previous learning before the presentation of new
knowledge (Howard-Jone et al., 2018).
Prior knowledge is one of the most influential factors in learning (Ausubel,
1968, cited in (Hattie and Yates, 2014), p. 114).
25. EXAMPLE OF IDENTIFYING PRIOR
KNOWLEDGE & PRESKILL
STANDARD 2:
SC 2.12 Describe the functions of
the major external parts and
internal organs of the human
body.
Prior Knowledge:
Know what are the internal and
external parts of the human body
31. SMALL GROUP ACTIVITY #1
● Examine a learning outcome.
● Identify the knowledge, skill and/or
attitude
● List pre skills to teach the learning
outcome
● Use the 5 E’s of Inquiry to discuss
how you can engage students to:
- Interpret the content
- Demonstrate the competencies
Phonological Awareness, Phonics and
Word Recognition
Demonstrate, identify and distinguish
basic knowledge of one-to-one
letter-sound which corresponds to /s/, /a/
(short a), /t/, /p/, /i/ (short i) and /n/.
MA 6.08 Identify the similarities and
differences between triangles, squares,
rectangles and circles.
Describe domestic pets, for example:
tengo un perro; tengo dos peces y un loro
en la casa; mi gato tiene la nariz blanca
INSTRUCTIONS
32. SHARING OF EXPERIENCES
In a round robin format, a leader from each subgroup, in not more
than one minute, will share the experiences and feedback on the
activity.
33. DISCUSSION QUESTIONS
1. Can you break down a learning outcome into
knowledge and skills?
Place your responses in the chat
2. Can you teach a content and integrate a skill?
Place your responses in the chat
36. PROBLEM BASED LEARNING
Problem-Based Learning (PBL) is a teaching method used to promote student
learning of concepts and principles.
PBL promotes:
• The development of critical thinking skills,
• Problem-solving abilities, and;
• Communication skills.
It can also provide opportunities for working in groups, finding and evaluating
research materials, and lifelong learning.
37. PROBLEM BASED LEARNING
• The problem must motivate students to seek out a deeper understanding of
concepts.
• The problem should require students to make reasoned decisions and to defend
them.
• The problem should incorporate the content objectives in such a way as to
connect it to previous courses/knowledge.
• If used for a group project, the problem needs a level of complexity to ensure that
the students must work together to solve it.
• If used for a multistage project, the initial steps of the problem should be
open-ended and engaging to draw students into the problem.
• Form of constructivism
• Active learning
39. Why Use Problem Based Approach
● Working in teams/small group collaboration
● Oral and written communication.
● Self-awareness and evaluation of group processes
● Critical thinking and analysis
● Self-directed learning
Provides students with the opportunity to develop skills related to:
40. Why Use Problem Based
Approach: (continued)
● Applying course content to real-world examples
● Researching and information literacy.
● Problem solving across disciplines.
● Student centered
41. Kindly brainstorm and come up with:
1. A problem based approach scenario.
2. Solution to problem.
42. Example of Problem based approach
The lionfish is a marine species that is detrimental to
ecosystems that support the coral reef. A single
lionfish can spawn 30,000 eggs in one spawn period.
With their rapid reproduction rate, the population of
lionfish grows exponentially placing the coral reef
and supporting species at risk of being collapsed.
What measures can be taken for population control
of the lionfish?
45. INSTRUCTIONAL SCAFFOLDING
Scaffolding refers to a method
where teachers offer a particular
kind of support to students as they
learn and develop a new concept or
skill.
The teacher then supports students by:
• Breaking the directions into small chunks
• Talking students through the task while they
complete it
• Grouping students together to talk through the
task and support each other
• Provide small and supportive practice and
feedback
46. What are some methods you
use to support students as
they learn and develop a new
concept or skill?
48. DIFFERENTIATED INSTRUCTION
Differentiation - tailoring instruction to meet individual needs.
◼ Teachers can differentiate at least four classroom elements based on student
readiness, interest, or learning profile:
• Content – what the student needs to learn or how the student will get access to
the information;
• Process – activities in which the student engages in order to make sense of or
master the content;
• Products – culminating projects that ask the student to rehearse, apply, and
extend what he or she has learned in a unit; and
• Learning environment – the way the classroom works and feels.
52. WORKSHOP ASSESSMENT
Based on the presentations and discussions, you
are required to complete the 10 multiple
choice/true & false items on Competency based
instructional strategies.
You can click on this link to redirect you to the quiz.
Good luck!
https://forms.gle/o1W3TR4ecEMvWNEJ6
53. SAMPLE UNIT OF WORK TEMPLATE
Here you can find a sample of a unit of work.
This can assist you in developing your draft.
Please remember that this activity is OPTIONAL and
those who complete it, will be receiving additional CPD
hours.
65. REFERENCES
McNulty, N. (2021). How the Best Teachers use Bloom's Taxonomy in their Digital
Classrooms. Niall McNulty. Retrieved July, 2022, from
https://www.niallmcnulty.com/2017/11/blooms-digital-taxonomy/
Sturgis, C. (2017, September 21). Competency-Based Education in the K-12 Space.
Aurora Institute. Retrieved July, 2022, from
https://aurora-institute.org/cw_post/competency-based-education-in-the-k-12-sp
ace/
Tomlinson, C. A., & Turner, D. (2009). What Is Differentiated Instruction? Reading
Rockets. Retrieved July, 2022, from
https://www.readingrockets.org/article/what-differentiated-instruction
66. CREDITS: This presentation template was created by
Slidesgo, including icons by Flaticon, infographics &
images by Freepik
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Thanks!