The process of designing quality performance tasks and projects involves attending to three major elements:
The design of the activity in which students will be engaged
The standards or outcomes that are being addressed by the activity
The traits or criteria used to assess the activity
The process of designing quality performance tasks and projects involves attending to three major elements:
The design of the activity in which students will be engaged
The standards or outcomes that are being addressed by the activity
The traits or criteria used to assess the activity
Competency Based Learning- Importance and BenefitsRajeev Ranjan
Competency- Based Learning- Education-What is competency based learning? Definition of competency based learning-Importance of Competency based education- developing skill- knowledge--Skill -based learning,
proficiency-based learning,
mastery-based learning,
outcome-based learning,
performance-based learning,
standards-based education,
Rajeev Ranjan
www.rajeevelt.com
you can't teach present generation students any more.... you can only attempt to provide the conditions in which they can learn...here is an alternate learning technique
The Teacher as the Knower of the CurriculumQueenie Santos
The Teacher as the Knower of the Curriculum
- Various definitions about curriculum
Note: The font used in this presentation might vary from yours. Lines may seemed to be disorganized.
This presentation articulates the idea of literacies across the curriculum. The various ways in which literacy can be understood is analysed, and these categories are applied to different curriculum subjects. The slideshow represents multiliteracies, the new literacies, critical and affective literacy and multiple literacies theory (MLT).
This presentation explains the use of e-portfolios as a learning and assessment tool. Further it provides the opportunities for career progression and change based on evidence of achievements through lifelong learning.
Competency Based Learning- Importance and BenefitsRajeev Ranjan
Competency- Based Learning- Education-What is competency based learning? Definition of competency based learning-Importance of Competency based education- developing skill- knowledge--Skill -based learning,
proficiency-based learning,
mastery-based learning,
outcome-based learning,
performance-based learning,
standards-based education,
Rajeev Ranjan
www.rajeevelt.com
you can't teach present generation students any more.... you can only attempt to provide the conditions in which they can learn...here is an alternate learning technique
The Teacher as the Knower of the CurriculumQueenie Santos
The Teacher as the Knower of the Curriculum
- Various definitions about curriculum
Note: The font used in this presentation might vary from yours. Lines may seemed to be disorganized.
This presentation articulates the idea of literacies across the curriculum. The various ways in which literacy can be understood is analysed, and these categories are applied to different curriculum subjects. The slideshow represents multiliteracies, the new literacies, critical and affective literacy and multiple literacies theory (MLT).
This presentation explains the use of e-portfolios as a learning and assessment tool. Further it provides the opportunities for career progression and change based on evidence of achievements through lifelong learning.
OPEN RESOURCES FOR IMPLEMENTING EPORTFOLIOS IN HIGHER EDUCATION
AUTHORS: Lourdes Guàrdia, Marcela Maina, Elena Barberà and Ivan Alsina
1st International Workshop on Technology-Enhanced Assessment, Analytics and Feedback (TEAAF2014)
Presentation 'A National Information Literacy Framework for Scotland. How did we get here?' for Wales Higher Education Libraries Forum seminar on An Information Literacy Framework for Wales?
How to prepare an effective enterpreneurship education programme? Have a look at a presentation from the Workshop in Vienna which was organised within the TRIGGER project (project number: 2617309-EPP-1-2020-1-SK-EPPKA2-CBHE-JP).
The aim of the project is to improve conditions at universities in Central Asia and to educate students in an innovative way so that they acquire the skills needed for today's job market.
In this presentation the University of Applied Sciences BFI Vienna will take you through the course preparation aimed at fostering enterpreneurial mindset support based on the Entrepreneurship Competence Framework (EntreComp).
Strategic Visions & Values: Inclusive Curricula and Leadership in Learning an...Richard Hall
Presentation for the Leadership in Learning and Teaching event at Durham University on 1 May 2019.
Project resources:
Universal Design for Learning: Evaluation Interim Report: https://www.dora.dmu.ac.uk/handle/2086/17106
A Literature Review of Universal Design for Learning: https://www.dora.dmu.ac.uk/handle/2086/17059
Freedom to Achieve: Project Evaluation Report: https://www.dora.dmu.ac.uk/handle/2086/16793
Using the United Nations Sustainable Development Goals to implement problem-b...Studyvibe
This presentation explores the use of the United nations Sustainable Development Goals as an authentic context to support problem-based inquiry learning. It looks at links to the Australian Curriculum and what resources are available to support teachers to develop effective learning programs.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Aims of Session
• To establish our own
understanding and definition of
Transversal Competencies
• To clarify our understanding of
Transversal Competencies
• To establish links to the Australian
Curriculum
• To identify the role of the library in
developing Transversal
Competencies
• To begin the process of creating a
statement from AISWA Libraries
Inc. regarding Transversal
Competencies
3. Key Drivers
What are the drivers for Transversal Competencies
and where have they come from?
4. Key Competencies for Lifelong learning -
a European Reference Framework
Key competences are those which all individuals need for personal
fulfilment and development, active citizenship, social inclusion and
employment.
The Reference Framework sets out eight key competences:
• Communication in the mother tongue;
• Communication in foreign languages;
• Mathematical competence and basic competences in science and
technology;
• Digital competence;
• Learning to learn;
• Social and civic competences;
• Sense of initiative and entrepreneurship; and
• Cultural awareness and expression.
5. DECISION (EU) 2018/646 OF THE EUROPEAN PARLIAMENT AND OF THE
COUNCIL of 18 April 2018
on a common framework for the provision of better services for skills and qualifications
(Europass) and repealing Decision No 2241/2004/EC
For the purposes of this Decision, skills are understood in a broad sense covering
what a person knows, understands and can do. Skills refer to different types of
learning outcomes, including knowledge and competences as well as ability to apply
knowledge and to use knowhow in order to complete tasks and solve problems. In
addition to the acknowledged importance of professional skills, there is an
acknowledgement that transversal or soft skills, such as critical thinking, team
work, problem solving and creativity, digital or language skills, are increasingly
important and are essential prerequisites for personal and professional fulfilment
and can be applied in different fields. Individuals could benefit from tools and
guidance on assessing and describing those and other skills.
6. EuroPass
Decision No 2241/2004/EC of the European Parliament and of the
Council established a framework to address the challenges relating to job
seeking, engaging in learning and career management. The aim of that
Decision was to achieve better transparency of qualifications and
competences through a portfolio of documents known as ‘Europass’,
which individuals can use on a voluntary basis. That Decision also
established national bodies, known as National Europass Centres, in order
to implement the Europass framework.
8. United States
21st century skills
necessary skills
employability skills
workplace know-how
The Question
of Definition
Australia
key competencies
soft skills
employability skills
work smarts
United Kingdom
key skills
core skills
New Zealand
essential skills
9. Skills vs
CompetenciesCompetences are defined as a combination of knowledge, skills and
attitudes appropriate to the context.
Competency denotes something the learner must master. It therefore
does not reflect what the teacher must do.
A competency does not refer to an activity carried out by the learner
in the course of learning: A competency denotes a quality acquired by
the learner, a potential for reflection and action that he or she keeps
and maintains.
10. A competency is more than just knowledge
and skills. It involves the ability to meet
complex demands, by drawing on and
mobilising psychological resources
(including skills and attitudes) in a particular
context. For example, the ability to
communicate effectively is a competency
that may draw in an individual’s knowledge
of language, practical IT skills and attitudes
towards those with whom he is
communicating.
“The Definition and Selection of key Competencies” Executive Summary 2005
oecd.org/pisa/35070367.pdf
12. Types of
competenciescompetency = potential to act + educational/technical content: this
involves cognitive, gestural and technical know-how (in technical or
professional training), such as recognising a triangle, comparing two modes
of germination, fitting a door frame, etc.
competency = potential to act + context: what are involved here are
generic competencies- the competency of being open, assertive and
creative, of seeking information, of paying attention to detail, of having
scientific rigour, etc.
competency = potential to act + educational/technical content +
situation: these are situational competencies, which are only meaningful
if characterised by a family of situations to be handled, this family of
situations being delimited by a set of contents supposedly acquired by the
learner and that he or she must reinvest in situations.
16. Ways of thinking
Creativity and innovation
Critical thinking, problem
solving
Learning to learn,
metacognition
Ways of working
Communication
Collaboration
responsibility
Tools for working
Information Literacy
ICT Literacy
Living in the world
Citizenship local and global
Life and career
Personal and social
ATC2020
17.
18.
19. Everyone requires Transversal
Competencies to successfully adapt
to change and to lead meaningful and
productive lives.
They are talents and abilities that can
be transferred from one life situation
to another and from one occupation
to another.
TCs are not specific to one particular
career path but are generic across all
employment sectors.
They also support independent
functioning and coping with practical
problems or choices as a worker or
citizen, learning from personal
experiences in diverse formal and
informal settings.
UNESCO identifies 5 domains for
TCs:
1.Critical and innovative thinking
2.Interpersonal skills
3.Intra-personal skills
4.Global citizenship
25. Ability to
• locate and access information through ICT,
media, libraries and archives
• express and communicate ideas through ICT
• Use media and ICT to participate in democratic
processes
• analyse and evaluate media content
26.
27.
28. ACARA Curriculum Activity Report
June 2016
Assessment of transversal competencies
ACARA represents Australia in the Network on Education
Quality Monitoring the Asia Pacific project. The UNESCO
comparative study explores approaches and practices
adopted in assessing transversal competencies or general
capabilities in the Asia-Pacific region. The Australian
report has been developed and submitted. It involves
national level information and school case studies. Each
participating country’s report will be synthesised to form
the regional report.
http://ais.act.edu.au/wp-content/uploads/2016/02/ACARA-Curriculum-Directors-Activity-Report-
June-2016.pdf
29.
30. Assessment of Transversal Skills 2020 (ATS2020) is an innovative
policy experimentation project co-funded by the European Commission.
The ATS2020 project is comprised of 17 partners from 11 EU countries.
ATS2020 provides a comprehensive learning model for the
enhancement of student indispensable transversal skills within curricula
and offers new approaches and innovative tools to teachers for the
development and assessment of these skills.
www.ats2020.eu
40. Competencies in the
Curriculum
• The ‘United Nations’ Approach - focus on “life skills’ and
“living together in society”
• The “Interdisciplinarity” / cross- cutting capacities approach -
the development of generic competencies (e.g. learning to
learn)
• The Standards Approach - focuses on the introduction and
assessment of minimum ‘know-how’ and competencies at
each level - with employability as an end-point (e.g Australian
Qualifications Framework)
• Interaction of Achievements and Terminal Competencies
Approach - also known as ‘basic competencies approach” or
“integration pedagogy” - provides cognitive, gestural and
emotional capability, enabling him or her to act in complex
situations as a responsible citizen.
41. Questions for Decision
Makers1. Link with the learner’s exit profile
What type of learner exit profile is sought? A general profile
(knowledge, know-how, culture, etc.)? A set of standards with an eye to
employability? A potential for handling complex situations of everyday
and professional life?
2. The assessable character of competencies
Do we want to be able to assess these competencies, or do they just
serve as a guide lending colour to the learning processes? Are
competencies a goal to be reached by each learner or do they
represent a framework describing the spirit in which the learning
processes should take place?
3. Link between competencies and programme content
Do we consider that competencies must encompass educational
content, or rather that they should develop alongside this content?
4. Importance of the socio-emotional/emotional dimension
How far is the system actually ready to introduce the socio-emotional
dimension in the curriculum, or even in the emotional dimension?
42. Assessing competencies
Assessment of know-how
Since the introduction of teaching by objectives in education, the types of know-
how are assessed at school in accordance with systematic procedures, whether
through questionnaires, exercises or practice.
Assessing generic competencies
The assessment of generic competencies in teaching is today the subject of very
few instrumented devices. They are still often assessed through a subjective
appreciation given by the teacher.
Assessing situational competencies
Apart from technical and professional training, where these assessments are
common practice, there is not, in the world of primary or secondary general
education, any deep-rooted tradition of assessing situational competencies. In
recent years, however, particularly in a number of French- speaking countries,
they are beginning to be assessed by means of complex situations presented to
the learner — situations of producing a complex written submission, solving a
problem, etc. Furthermore, such complex situations are increasingly making their
appearance on international standardised tests.
45. ActionsDevelop a position paper from AISWA Libraries Inc.
that includes:
• Our own definition of Transversal Competencies
• What we believe are the most important
competencies (with a focus on Information
Literacy)
• A statement about how the library program can
support the development of Transversal
Competencies
• Proposed strategies of how this could be done
• Curated list of support resources