COMPETENCY BASED TRAINING PRINCIPLES RBR EBUENGA.pdf

THETEACHERANDTHECOMMUNITY,SCHOOL
CULTURE,ANDORGANIZATIONALLEADERSHIPW/
FOCUSONTHEPHILIPPINETVETSYSTEM(PEDTCSPT)
4:00 p.m. - 7:00 p.m. Thursday
Week 11

COMPETENCYBASEDTRAINING
PRINCIPLES
4:00 p.m. - 7:00 p.m. Thursday
Week 6-7

WEEK 6-7
Presented by: Raymarc Brian R. Ebuenga
Yr. & Course: Bachelor of Technology and
Livelihood Education Major in Home
Economics II
Subject: The Teacher and the Community,
School Culture, and Organizational
Leadership w/ Focus on the Philippine TVET
System (PEDTCSPT)
Instructor: Professor Lara May G. Cornell
Email: raymarcbrianebuenga@gmail.com
COMPETENCYVS.OBJECTIVEINEDUCATION:
DEFINITION&DIFFERENCES

Learning objectives are brief descriptions of
what students should know or be able to do
at the end of a unit or other learning period.
They're specific and measurable, and should
use active verbs that describe what the
learner will do.
WHATARELEARNINGOBJECTIVES?

Competencies are overall objectives for a
course.
They're most often applied skills or
knowledge that help students at their jobs or
in the real world.
WHATARECOMPETENCIES?

Competencies are
bigger, more general
goals than learning
objectives.

Learning objectives often
lead to competencies,
and as such, they should
both be viewed as an
integral part of a course.

REFERENCE:
Competency vs. Objective in Education: Definition &
Differences. (2021, November 7). Retrieved from
https://study.com/academy/lesson/competency-vs-
objective-in-education-definition-differences.html.

WEEK 6-7
Economics II
System (PEDTCSPT)
SPECIFICLEARNINGOBJECTIVES

ANOTHERIMPORTANTPRINCIPLEINTHEDESIGNOFCOMPETENCY-BASED
INSTRUCTIONISTHEEFFECTIVEUSEOFLEARNINGOBJECTIVES.
Specifically, students know what the objectives are in order to
empower them to take ownership of their education.
Also, competency-based education wants to give them a
choice in what or how they learn, and to demonstrate that
learning.

Being transparent in learning objectives can be done by
sharing competency standards with students and helping
them understand the purpose or end goal of a project or
assignment.

Students should understand what skills are being measured
with an assessment and given the content ahead of time, so
they can clearly see their learning progress as measured
against clearly defined objectives.

REFERENCE:
Competency-Based Education: Principles & Design.
(2022, April 16). Retrieved from
https://study.com/academy/lesson/competency-
based-education-principles-design.html.

WEEK 6-7
Economics II
System (PEDTCSPT)
COMPETENCYBASEDTRAININGPRINCIPLES

ADVANCEMENTTHROUGH
CONTENTUPONMASTERY

"COMPETENCY-BASEDEDUCATIONMEANSTHATSTUDENTSWHO
MASTERTHECONTENTQUICKLYWILLBEABLETOMOVEONTO
OTHERTOPICS,WHILETHESTUDENTSWHONEEDMORETIMEON
SOMETHINGAREABLETOPROGRESSATTHEIROWNPACE."

According to International Association for K-12 Online
Learning (iNACOL), the primary design element of
competency-based education is that students are allowed to
advance to the next level when they can demonstrate mastery
of a concept.
ADVANCEMENT THROUGH CONTENT UPON MASTERY

This means that students can advance beyond their age or
grade.
Students become engaged in work that allows them to
demonstrate what they know in order to move on to the next
level.
They can spend more time on content that's difficult for them,
and breeze through topics they already know.
ADVANCEMENT THROUGH CONTENT UPON MASTERY

"ANOTHERIMPORTANTPRINCIPLEINTHEDESIGN
OFCOMPETENCY-BASEDINSTRUCTIONISTHE
EFFECTIVEUSEOFLEARNINGOBJECTIVES."

Specifically, students know what the objectives are in order to
empower them to take ownership of their education.
Also, competency-based education wants to give them a
choice in what or how they learn, and to demonstrate that
learning.
SPECIFIC LEARNING OBJECTIVES

Being transparent in learning objectives can be done by
sharing competency standards with students and helping
them understand the purpose or end goal of a project or
assignment.
Students should understand what skills are being measured
with an assessment and given the content ahead of time, so
they can clearly see their learning progress as measured
against clearly defined objectives.
SPECIFIC LEARNING OBJECTIVES

DIFFERENTIATEDINSTRUCTIONAL
SUPPORT

"AKEYPRINCIPLEINTHEDESIGNOF
COMPETENCY-BASEDEDUCATIONISTHE
SUPPORTIVEROLEOFTHETEACHER."

Competency-based instructors make themselves available to
students as needed so that, if they need help, they know how
to ask for it.
This flexibility in teacher support means that some students
are freed up to work ahead and others can get help addressing
confusion or misconceptions before making mistakes.
Besides telling students what's expected of them when
providing transparent objectives, instructors should also be
clear about how those objectives will be measured.
DIFFERENTIATED INSTRUCTIONAL SUPPORT

"INACOMPETENCY-BASEDEDUCATIONALENVIRONMENT,THE
ASSESSMENTSEMPHASIZETHEEFFECTIVEUSEOFFORMATIVE
ASSESSMENTS,SOSTUDENTSCANGETASMUCHPRACTICEAS
THEYTHINKTHEYNEEDWITHOUTIMPACTINGTHEIRGRADE."

Summative assessments will be taken whenever the student
is ready and will measure how well the student mastered the
content.
Performance assessments will illustrate how well students
can assimilate and apply their knowledge in demonstrations
of higher order thinking skills.
EFFECTIVE USE OF ASSESSMENTS

Providing a balance between a diverse assortment of
assessment tools will ensure that students get as much
practice work as they need, grades and coursework to provide
evidence that they learned, and opportunities to apply their
learning.
EFFECTIVE USE OF ASSESSMENTS

"ANOTHERPRINCIPLEDESIGNFEATUREOF
COMPETENCY-BASEDEDUCATIONISTHAT
STUDENTSLEARNTOAPPLYADIVERSESKILL-SET
THEYHAVEDEVELOPED."

These practical skills help students be more employable and
better prepared for college.
Some of these skills might be behavioral, as in learning to be
self-directed, disciplined, and independent lifelong learners.
Other skills may be practical, as in problem-solving skills and
critical thinking.
DEVELOPMENT OF A BROAD SKILL SET

Effective communication skills, interpersonal collaboration,
and intercultural awareness prepare students for participation
in the workplace, in the community, and in college.
Competency-based education promotes these skills by
providing opportunities for active learning, so students
practice applying their skill sets in a variety of contexts or
situations.
DEVELOPMENT OF A BROAD SKILL SET

A rubric is a tool, such as a list or chart, that clearly identifies
expectations and point rewards for each aspect of an
assignment.
Rubrics are used to ensure consistent, fair grading for all
students on any given assignment.
It can be given to students ahead of an assignment as a
checklist for them to work toward meeting the standards
expressed by the instructor.
DEVELOPING & USING RUBRICS

Including rubrics in literacy instruction eliminates vagueness
in assessment requirements.
Rubrics are great tools to assist in reiterative learning cycles
in which the learning path is a circle from student to teacher
and back to student.

Starting with the student, the rubric offers student goals for
learning.
It clearly indicates to the student what the instructor
anticipates the student will learn and how the student can
show this learning in the assessment.

Moving on to the teacher, the rubric allows the teacher to fairly
and consistently grade each assignment.
It is common for instructors to weary during the grading
process.
Without clearly established grading standards, instructors
could easily end up grading the first assignments differently
from the last in a batch.
Using a rubric eliminates this issue.

Back to the student: the graded rubric gives students specific
feedback as to their performance.
If assignments are graded holistically, students may not
understand where or why points were removed.
By using a rubric, teachers are able to specifically indicate to
students exactly where their performance did not meet
expectations and why.
This reiterative learning cycle is an excellent method to
solidify literacy instruction.

Literacy instruction assignments can include such
assessments as:
Written papers
Oral reports
Discussion of literary work
Electronic presentations
Some instructors even have students create movie posters as
assessments in literary instruction.
1.
2.
3.
4.

While these assessments seem straight forward, students
need quite a lot of direction and instruction to successfully
complete any one of these literary assessments.

Why might a rubric be used when assigning the literacy
assessment of an oral report?
Well, what questions might a student have when beginning
such an assignment?
How long does it have to be?
Do I have to use or make visual aids to explain my points?
Do I have to include audience questions?
1.
2.
3.
4.
5.

These are all legitimate questions that a student may think
about when beginning to develop an oral report on a book that
has been assigned to the class.
It is clear that a well-written rubric will assist the student in
completing this literary task, as well as assist the teacher in
maintaining quality levels of feedback to the students.

EXAMPLE
Rubric for an oral presentation, a common literacy instruction
assessment, to review six best practices - methods of practice
which have consistently shown the best results).

Use consistent language between columns.
Use common language.
Involve the student with the rubric.
Keep it short and simple.
Don't reinvent the wheel.
Be as descriptive as possible.
These best practices are:
1.
2.
3.
4.
5.
6.

REFERENCE:
What Is a Grading Rubric? - Definition, Uses &
Examples. (2015, November 11). Retrieved from
https://study.com/academy/lesson/what-is-a-grading-
rubric-definition-uses-examples.html.

REFERENCE:
How to Use Rubrics for Literacy Instruction. (2015,
November 1). Retrieved from
https://study.com/academy/lesson/how-to-use-
rubrics-for-literacy-instruction.html.

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