Downloaded 12 times
More Related Content
Similar to Translating competencies to objectives
Translating competencies to objectives
- 1.
- 2. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR LEARNING COMPETENCIES COMPETENCY OBJECTIVES
- 3. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR LEVELS OF LEARNING LEARNING COMPETENCIES LEVELS OF ASSESSMENT LEARNING OBJECTIVES
- 4. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR LEARNING OBJECTIVES LEARNING COMPETENCIES REMEMBER UNDERSTAND APPLY ANALYZE EVALUATE CREATE Taxonomy of Learning
- 5. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR LEARNING COMPETENCIES LEARNING OBJECTIVES Knowledge Skills Attitude COGNITIVE PSYCHOMOTOR AFFECTICE
- 6. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR LEARNING COMPETENCIES LEARNING OBJECTIVES Knowledge Skills Attitude
- 7. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR Together, we stand for education. -Monitors and Improves Learning -Monitors and improves the effectiveness of teaching -Not used for grading purposes in the Philippines LEARNING COMPETENCIES LEARNING OBJECTIVES LEARNING ACTIVITIES LEARNING ASSESSMENTS Must be CONGRUENT
- 8. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR Together, we stand for education. -Monitors and Improves Learning -Monitors and improves the effectiveness of teaching -Not used for grading purposes in the Philippines LEARNING COMPETENCIES LEARNING OBJECTIVES LEARNING ACTIVITIES LEARNING ASSESSMENTS This must NOT be interchanged
- 9. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR Together, we stand for education. LEARNING COMPETENCIES LEARNING OBJECTIVES Learning competencies are the main ideas or skills you expect students to master. These are skill standards that specify the level of KSAs required for success as well as potential measurement criteria for assessing competency attainment. Learning objectives describe what the learner should be able to achieve at the end of a learning period. Learning objectives should be specific, measurable statements and written in behavioral terms (KSA).
- 10. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR Together, we stand for education. Most Essential Learning Competency: Nasasagot ang mga tanong sa binasa/napakinggang talaarawan, journal at anekdota (F5PB-Id-3.4, F5PB-Ie-3.3, F5PB-IIf-3.3) ANONG MALI? Mga Layunin 1. Nasasagot ang mga katanungan sa nabasang journal o talaarawan. 2. Nakakasulat ng sariling talaarawan o journal. 3. Naibabahagi sa iba ang mga mabubuting gawain at karanasan sa pamamagitan ng talaarawan.
- 11. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR Together, we stand for education. 1. Ang pagkasulat ng layunin ay hindi naayon sa KSA. Ang pagsagot sa nabasang materyal ay hindi knowledge ngunit ito ay skill. 2. Ang competency ay ginawang layunin “Nasasagot ang mga tanong sa binasa/napakinggang talaarawan, journal at anekdota” ANONG MALI? Mga Layunin 1. Nasasagot ang mga katanungan sa nabasang journal o talaarawan. 2. Nakakasulat ng sariling talaarawan o journal. 3. Naibabahagi sa iba ang mga mabubuting gawain at karanasan sa pamamagitan ng talaarawan.
- 12. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR Together, we stand for education. • Ang ikalawang layunin ay hindi tugma sa inaasahan ng competency. • Ang competency ay “Nasasagot ang mga tanong sa binasa/ napakinggang talaarawan, journal at anekdota” ngunit ang layunin ay nakasusulat ang bata ng sariling talaarawan. ANONG MALI? Mga Layunin 1. Nasasagot ang mga katanungan sa nabasang journal o talaarawan. 2. Nakasusulat ng sariling talaarawan o journal. 3. Naibabahagi sa iba ang mga mabubuting gawain at karanasan sa pamamagitan ng talaarawan.
- 13. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR Together, we stand for education. • Ang ikatlong layunin ay hindi tumutukoy sa hinahangad ng kasanayang pagkatuto o competency. • Hindi inaasahan ng competency na magbahagi ang ang bata sa iba ng kanyang talaarawan, inaasahan na sa ikatlong layunin ay makikita ng bata ang halaga ng pagsagot ng tama sa mga tanong mula sa nabasang journal. ANONG MALI? Mga Layunin 1. Nasasagot ang mga katanungan sa nabasang journal o talaarawan. 2. Nakasusulat ng sariling talaarawan o journal. 3. Naibabahagi sa iba ang mga mabubuting gawain at karanasan sa pamamagitan ng talaarawan.
- 14. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR Together, we stand for education. Mga Layunin K – Nakikilala ang mga bahagi at layunin ng talaarawan, journal o anekdota S – Naipapaliwanag ang mga detalye mula sa binasang talaarawan, journal o anekdota A – Naipapahayag ang kahalagahan ngpagbibigay ng tamang sagot sa mga katanungan mula sa nabasang talaarawan, journal o anekdota Paano Babaguhin? Mga Layunin 1. Nasasagot ang mga katanungan sa nabasang journal o talaarawan. 2. Nakasusulat ng sariling talaarawan o journal. 3. Naibabahagi sa iba ang mga mabubuting gawain at karanasan sa pamamagitan ng talaarawan.
- 15. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR Together, we stand for education. • Most essential learning competencies must not be used as objectives THINGS TO REMEMBER • Competencies must be broken down into objectives (KSA) • Objectives must be aligned to the competency and skill requirements.
- 16. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR Together, we stand for education. -Monitors and Improves Learning -Monitors and improves the effectiveness of teaching -Not used for grading purposes in the Philippines LEARNING COMPETENCIES LEARNING OBJECTIVES LEARNING ACTIVITIES LEARNING ASSESSMENTS Must be CONGRUENT
- 17. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR Together, we stand for education. LEARNING OBJECTIVES LEARNING ACTIVITIES Learning objectives describe what the learner should be able to achieve at the end of a learning period. Learning objectives should be specific, measurable statements and written in behavioral terms (KSA). Learning activities are activities designed or deployed by the teacher to bring about, or create the conditions for learning to stimulate experiential learning, conceptual thinking, analytical discussion, etc.
- 18. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR Together, we stand for education. Most Essential Learning Competency: Nailalahad ang mga pangunahing paksa at ideya batay sa napakinggang usapan ng mga tauhan (F10PN-IIa-b-71) ANONG MALI? Mga Layunin 1. Nakikilala ang mga pangunahin at pantulong na kaisipang nakasaad sa binasa. 2. Naipapaliwanag nang maayos ang pansariling kaisipan, pananaw, opinyon kaugnay sa akda. 3. Nakasusulat ng sanaysay na naglalahad ng ideya tungkol sa napiling pangunahing paksa.
- 19. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR Together, we stand for education. • Tama ang pagkagawa ng una at ikalawang layunin. • Ang unang layunin ay naisulat batay sa KNOWLEDGE • Ang ikalawang layunin ay naisulat batay sa SKILL. ANONG MALI? Mga Layunin 1. Nakikilala ang mga pangunahin at pantulong na kaisipang nakasaad sa binasa. 2. Naipapaliwanag nang maayos ang pansariling kaisipan, pananaw, opinyon kaugnay sa akda. 3. Nakasusulat ng sanaysay na naglalahad ng ideya tungkol sa napiling pangunahing paksa.
- 20. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR Together, we stand for education. • Ang ikatlong pahayag ay hindi layunin. Ito ay gawain o learning activity o learning requirement. • Marahil sa pagsulat ng sanaysay ay makukuha ang competency na “Nailalahad ang mga pangunahing paksa at ideya“ ngunit ang pagsulat ng sanaysay ay isang gawain na napapaloob sa LAYUNIN BILANG 2. ANONG MALI? Mga Layunin 1. Nakikilala ang mga pangunahin at pantulong na kaisipang nakasaad sa binasa. 2. Naipapaliwanag nang maayos ang pansariling kaisipan, pananaw, opinyon kaugnay sa akda. 3. Nakasusulat ng sanaysay na naglalahad ng ideya tungkol sa napiling pangunahing paksa.
- 21. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR Together, we stand for education. Mga Layunin K – Nakikilala ang mga pangunahin at pantulong na kaisipang nakasaad sa binasa. S – Naipapaliwanag nang maayos ang pansariling kaisipan, pananaw, opinyon kaugnay sa akda. A – Naipapahayag ang kahalagan ng pagbibigay ng tamang opinyon batay sa napakinggang usapan ng mga tauhan. Paano Baguhin? Mga Layunin 1. Nakikilala ang mga pangunahin at pantulong na kaisipang nakasaad sa binasa. 2. Naipapaliwanag nang maayos ang pansariling kaisipan, pananaw, opinyon kaugnay sa akda. 3. Nakasusulat ng sanaysay na naglalahad ng ideya tungkol sa napiling pangunahing paksa.
- 22. DEPARTMENT OF EDUCATION SCHOOLSDIVISION OF SURIGAO DEL SUR Together, we stand for education. 1. Objectives must be carefully planned (goal for every learner) 2. Learning activities must not be used as learning objectives. THINGS TO REMEMBER
- 23. The capacity to learnis a gift; The ability to learn is a skill; The willingness to learn is a choice.” Brian Herbert
Editor's Notes
- #2Â Articulating learning objectives helps teachers select and organize course content. As a teacher, when you write and review the learning objectives in a course, you can identify the kinds of materials and topics that will be suitable to the learning outcomes most efficiently. Well-crafted objectives provide clarity for teachers to design a well-organized lesson. Before we proceed, you may subscribe for more sessions and learning.
- #3 Just like a pineapple, we could not eat the whole of it. We need to chunk it by pieces so that it can be gradually taken. Like a learning competency, a child could not digest the whole of the skill or the competency unless teachers will chunk it and will be given to learners gradually. The logic is… Learning Competencies must be translated into objectives to make it feasible and doable for learners to master the competency.
- #4Â If learning competencies are guided by different levels of learning and levels of assessment, learning objectives must also consider these two levels. When levels of learning and levels of assessment are incorporated in designing learning objectives, the goals become specific about what learners will achieve as a result of the work, others can see what teachers and learners are working towards, and learners can demonstrate achievement by measuring and reporting on progress. Guided by the levels of learning and levels of assessment, learning objectives aid better communication and provide focus for effort placed for teachers and learners over time.
- #5Â When breaking down the competencies to learning objectives, the learning objectives must adhere to levels of learning and assessment through the taxonomy of learning. It must be noted that learning objectives must be articulated in a way that it is sequential and progressive and must encapsulate the cognitive, psychomotor and affective domains.
- #6Â The cognitive, psychomotor and affective domains will be translated now to knowledge, skills and attitude. The knowledge will focus on what learners will know from the lesson. These is where key concepts are deepened to allow learners to process the details of the presentation or discussion. The skills however will focus on what learners will understand from the presentations and discussions and how will the learners apply the concepts into similar situations of life-events. Attitude objectives will focus and how learners put value an the knowledge gained and skills mastered out from their learning. The valuing part will wrap up how valuable the learnings are in the lives of the learners. Since we are talking of competencies, we need to make sure that lessons must imbibe KSA. Competencies require sufficient knowledge, exceptional skills and right attitude, When one is lacking from our learners, they might be growing up skillfull but not competent.
- #7 Since we are talking of competencies, we need to make sure that lessons must imbibe KSA. Competencies require sufficient knowledge, exceptional skills and right attitude, When one is lacking from our learners, they might be growing up skillful but not competent. In other way around, they can be good but not skillful and knowledgeable. Learning must be holistic, thus competencies requires every learner to be competent at the end of the day. If one behavioral target is out of the context, then learner’s competence fails.
- #8Â When teachers break down the competencies in their lessons, they must understand that objectives must be aligned to the target of the competencies, learning activities must suit the learning objectives and learning assessment must be relevant to the learning objectives and the competencies as well. Assessment must also focus on what skills the competency requires, so that outcome is targeted toward the skill requirement. This elements must be congruent and must be connected to each other.
- #9Â Teachers must be critical in breaking down these elements to ensure that lessons are appropriately designed. When one element lost its proper placement, the lesson will not become smooth and target learning outcomes will not be achieved.
- #10Â Let us take a quick review of their definitions. Learning competencies are the main ideas or skills you expect students to master. This is what we call skill standard to be master at the end of the lesson. Learning objectives describe what the learner should be able to achieve at the end of a learning period. The competencies are broad enough that learners can be choked when taken directly, therefore there is a need to chunk the competencies into smaller and measurable objectives, and teachers and learners treat the objectives gradually one by one. Competencies focus on the terminal skills and objectives will help the learners achieve and master the skills. Learning objectives should be specific, measurable statements and written in behavioral terms.
- #11 Let us take a look at this example taken from one of the lesson exemplars during the document analysis and evaluation of learning activity sheets. The competency is.. Nasasagot ang mga tanong sa binasa/napakinggang talaarawan, journal at anekdota. The teacher breaks down the competency into the following: first - Nasasagot ang mga katanungan sa nabasang journal o talaarawan, second - Nakakasulat ng sariling talaarawan o journal. And third is … Naibabahagi sa iba ang mga mabubuting gawain at karanasan sa pamamagitan ng talaarawan. The question is.. Are these objectives properly crafted? Let us check.. First objective… Mali…. Second Objective.. Mali pa rin.. And Third objective…. Mali pa rin…. So what is the explanation?
- #12Â The objectives are not written in complete behavioral terms. The first objective focus directly on skill without targets of allowing learners to learn key concepts on answering questions based on journals or anecdotes. The second reason is that lesson developer repeats the competency to become an objective. We have to remember that the competency must be chunked to be able to allow learners to digest the lesson and achieve competency targets.
- #13Â The second objective as written is not congruent to the competency requirement. The competency do not require students to write their own journal but to answer questions from the anecdotes and journals. This competency requires reading comprehension and not writing activity. This is critical when lesson designer do not refer to competency requirements because they can require learning goals that is not congruent to the skills required by the competency.
- #14 The third objective is supposedly measuring appreciation through valuing. The objective required learners to share their experiences to others through his written journal, and again it is not the competency requirement. Supposedly this part of the lesson will close through valuing that allow learners to appreciate the beauty of answering questions properly from the journal readings. Yet writing and sharing is not too relevant to the competencies’ main idea and skills expected.
- #15 How will we improve our objectives… we need to write it in KSA. The knowledge objective which is Nakikilala ang mga bahagi at layunin ng talaarawan, journal o anekdota will allow learners to understand the purpose of journal and anecdotes so that they can get key points on how to answer questions. The second objective which is naipapaliwanag ang mga detalye mula sa binasang talaarawan, journal o anekdota will allow the learners to expand and prove their answers to be correct through explanations as the purpose of the competency is to let the students asnswer the questions correctly. The third objective which is Naipapahayag ang kahalagahan ngpagbibigay ng tamang sagot sa mga katanungan mula sa nabasang talaarawan, journal o anekdota will allow the learners to express appreciation of giving right and appropriate answers from questions based from readings of journals and anecdotes.
- #16Â When we are going to write learning objectives, we must always remember this things: Most essential competencies must not be used as objectives. Competencies must be broken down into objectives (KSA) and Objectives must be aligned to the competency and skill requirements.
- #17Â We are done with the congruency of competencies and objectives. We will now take a look the congruency of learning objectives and learning activities. Most lesson developers can interchange these elements in their lesson designs. Let us take a look first on the difference between these two elements.
- #18Â Learning objectives basically are goals that learners must achieve at the end of the lesson. Learning activities are specific tasks or outputs that students must accomplish before the end of the lesson. Sometimes teachers are making output targets or tasks as objectives. If we will make specific tasks and outputs as objectives, then we limit the skills of learners to the tasks and outputs and not anymore to the goals to be achieved and the competencies at the end of the lesson. Therefore teachers must be very careful in determining between objectives and activities.
- #19 Let us take again this example. The competency is … Nailalahad ang mga pangunahing paksa at ideya batay sa napakinggang usapan ng mga tauhan. The objectives are: First.. Nakikilala ang mga pangunahin at pantulong na kaisipang nakasaad sa binasa. Second… Naipapaliwanag nang maayos ang pansariling kaisipan, pananaw, opinyon kaugnay sa akda. And third is Nakasusulat ng sanaysay na naglalahad ng ideya tungkol sa napiling pangunahing paksa. The question again is.. Are these objectives properly crafted? Let us check.. Number 1 is check. Number 2 is check. Number 3 is not correct.. So what’s the explanation?..
- #20Â Objectives number 1 and 2 wre written correctly because objective number 1 refers to knowledge and objective no. 2 refers to skill. The two objectives are written in appropriate behavioral formats and targets.
- #21Â However, Objective number 3 must shift to valuing and appreciating. Objective number 3 as written by the lesson developer is not a learning objective but a learning activity. The writing of essay is an activity under objective no 2 which will allow the learner to express personal opinions and ideas based on the reading text. This must not be a separate objective because the competency do not require learners to write an essay but to express personal views and opinions. Writing is just a medium to explain the opinions and ideas in details.
- #22 And to revise objective number three…. is to focus on valuing or appreciating the essence of giving right opinion based on the reading text. In that way, learners will be able to reflect and appreciate the value of the lesson.
- #23Â There are certain things that lesson developers must remember. Objectives must be carefully planned (goal for every learner) and Learning activities must not be used as learning objectives.
- #24 Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. Brian Herbert believed that the capacity to learn is a gift; The ability to learn is a skill; and The willingness to learn is a choice.” Let us all learn together. Don’t forget to subscribe for more sessions.