Transcript day_1x

KICD – UNESCO – IBE
Curriculum Workshop
Day 1 AM
Thomas Cobb
Faculty of Education,
Université du Québec à Montréal
Lili Ji
International Bureau of Education
Geneva
9h30-10h30
Backgrounder
Challenge of 2000’s
• ACCESS
Challenge of 2010’s
• QUALITY
• The process for curriculum reform in Kenya
has been initiated and draft tools for needs
assessment finalized.
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Backgrounder 2
There is a need now to bring teacher trainers
and teachers on board for this reform through a
discussion of
• what the reform means,
• what it will cost them,
• why they should invest in it, and
• how it will affect them and their existing
practices.
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Backgrounder 3
• It will be different from the workshop of
November 2015 in being more practical, more
participant oriented, and more focused on
contrasts between existing and target
practice.
• With lowest amount of educational jargon
possible
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Backgrounder 4
Key concepts :
• A competence approach (CA) vs. a knowledge approach;
• Assessment of competence;
• How CA functions in different regions, at different age levels,
and in different domains;
• Teaching methods & materials that are compatible with a CA;
• the link between CA & Constructivist learning theory;
• the special roles in CA for
– problem solving
– information technology
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Objectives
Participants will leave the workshop able or better able to
perform the following competencies:
• Think clearly and usefully about educational goals and
problems within their environments in a common
competence framework
• Participate in the development of guidelines for the
conception and implementation of competence based
curriculum reform
• Develop concrete learning, teaching, and testing materials
within a competence framework
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Participants
• Participants will include curriculum developers
and specialists, teachers trainers and teachers
in several content domains, and
publishers/authors on both curriculum reform
and learning materials.
• Paticipants should participate in this workshop
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Participant Groupings
•
•
•
•
Individuals,
pairs,
double pairs, etc
domain groups (8x15)
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Participant Discussion 1
WITH A PARTNER, in 2 minutes, come to an
agreement on either:
1.
Your expectations about this workshop
2.
What mainly needs reforming in Kenyan
education?
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10h40 – 11h10
Tea/coffee break
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Presentation
What is a competence
approach?
Why do we need it?
Who benefits?
Competence Approach as opposed to…?
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From the KICD website glossary
• Competence
“Within the European Union area a competence is defined as a
combination of knowledge, skills and attitudes appropriate to the
context. Competence indicates the ability to apply learning
outcomes adequately in a defined context (education, work,
personal or professional development). Competence is not
limited to cognitive elements (involving the use of theory,
concepts or tacit knowledge); it also encompasses functional
aspects (involving technical skills) as well as interpersonal
attributes (e.g. social or organizational skills) and ethical values.”
“Competences can be domain-specific … or general/transversal
because they have relevance to all domains/subjects.”
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From the KICD website glossary
• Competence
“Within the European Union area a competence is defined
as a combination of knowledge, skills and attitudes
appropriate to the context.
Competence indicates the ability to apply learning
outcomes adequately in a defined context (education,
work, personal or professional development).
Competence is not limited to cognitive elements (involving
the use of theory, concepts or tacit knowledge); it also
encompasses functional aspects (involving technical skills) as well
as interpersonal (e.g. social, ethical, organizational skills)
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From the KICD website glossary 2
Competency-based curriculum
A curriculum that emphasizes what the learners are
expected to do rather than mainly focusing on what
they are expected to learn about. In principle such a
curriculum is learner-centred and adaptive to the
changing needs of students, teachers and society. It
implies that learning activities and environments are
chosen so that learners can acquire and apply the
knowledge, skills and attitudes to situations they
encounter in everyday life
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From the KICD website glossary 2
Competency-based curriculum
A curriculum that emphasizes what the learners are
expected to do rather than mainly focusing on what
they are expected to learn about. In principle such a
curriculum is learner-centred and adaptive to the
changing needs of students, teachers and society. It
implies that learning activities and environments are
chosen so that learners can acquire and apply the
knowledge, skills and attitudes to situations they
encounter in everyday life
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Meaning is not obvious
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Clearer if we focus on what CA is not
• Knowledge based
– Memory based
•
•
•
•
Teacher centered
Top down
To create civil servants
To create a small
number of winners
• Ends in one long passfail examination at the
end
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CA’s advantages
• More Ss can succeed
• Better motivation
• Better transfer to new
learning
• More job ready
• Less training for
employers
• Used since 1980s in ESL
• Has always been used in
medicine, engineering,
apprenticeships
• Likely to steer students
toward sciences
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CA’s critics
• Too much like job training
• Too much like
behaviourism
• Near impossible with
large groups
• Difficult for weak teachers
• Results not proven
• Use tech – what tech?
• Test often – yes, but only
the final test counts
• The problem is not
approach – it is lack of
investment, materials,
and pay
• It is not true there is no
role for out-of-context,
rote learning
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Plenary discussion
• Also known as Q+A
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Group projects
Form project groups (domain
based)
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Form 8 domain groups for this
afternoon
• 8 GROUPS x 30 MINUTES = 240 minutes = 4 hrs
• FOUR groups AM FOUR groups PM
Choose roles (spokesman, recorder, monitor, timekeeper –
rotating)
Introduce yourselves
DO WE ALL HAVE ACCESS TO POWERPOINT ?
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Now you
• Project and presentations
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Review of Objectives
Participants will leave the workshop able or better able to
perform the following competencies:
• Think clearly and usefully about educational goals and
problems within their environments in a common
competence framework
• Participate in the development of guidelines for the
conception and implementation of competence based
curriculum reform
• Develop concrete learning, teaching, and testing materials
within a competence framework;
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Group projects
Groups will demonstrate their understanding of
competence in a Day 5 presentation of 20
minutes with accompanying Powerpoint or
overhead transparencies
Time will be allowed to work on this on Day 4
p.m.
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Group projects 2
To be included
– identification and description of an existing
knowledge objective,
• Can be made up or hypothetical
– Its transformation into a competence
– description of the context and learners
– sample teaching method, learning and assessment
materials
– RATIONALE / JUSTIFICATION for what you have
done that can be used by others
Following feedback and revision these documents
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will be submitted to the KICD
Formative Feedback from you to us
• In your groups, discuss and report Day 1
impressions or concerns
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13h – 14h
Lunch
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KICD – UNESCO – IBE
Curriculum Workshop
Day 1 PM
Thomas Cobb
Faculty of Education,
Université du Québec à Montréal
Lili Ji
International Bureau of Education
Geneva
Presentation 14.00- 16.30
– CA and assessment
– Readings for discussion on Day 4
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Readings (to discuss Day 4)
• Cobb, T. (1999) Applying constructivism: A test for the learneras-scientist. Educational Technology Research & Development
47 (3), 15-33. [LINK]
http://www.lextutor.ca/cv/pdf/applying_constructivism.pdf
• Cobb, T. (2006) Internet and literacy in the developing world:
Delivering the teacher with the text. Educational Technology
Research & Development, International Review section 54 (6),
627-645. [LINK]
http://www.lextutor.ca/cv/teacher_with_text.pdf
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CA and assessment
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Practical activity
• Re-write these knowledge objectives as
competence based assessments
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Math
• Ss will know the times-table up to 12 x 12 by
heart
• Ss will know the procedure for long division
• Ss will know how to calculate a square root
• + Others from Math group
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Physics
• Ss will know the principle of mechanical
advantage
• Ss will know the meaning of F and M and A in
F=MA
+ Others from Science group
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Biology
• Ss will know the principle of photosynthesis
• Ss will describe the life cycle of the anopheles
(malaria) mosquito
+ Others from Biology group
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Social science
• Ss will know the main food groups needed for
nutrition
• Students can describe the main social tensions
within Kenyan society
• Ss can describe the events of the last election
• + Others
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Assessment of competences
• Typical Methods 1:
1. Teach the knowledge
2. Ss apply the knowledge to a problem, in groups
3. Apply the knowledge to a different problem
individually
4. The test is to apply the knowledge to a new
problem individually
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Assessment of competences
• Typical Methods 2:
– Ss are given a problem
– Groups research the knowledge needed for a
solution
– They present their solution
– The class votes on the best solution
– The teacher considers this vote in assigning a
grade
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Assessment of competences
• The 4 W’s as Guideline
• WHO
– Not just individuals but also groups
• WHERE
– Not just in examination hall or classroom but in
settings related to the task
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Assessment of competences
• The 4 W’s as Guideline
• WHAT
– Knowledge but also application of knowledge
• WHEN
– Frequently, not all at the end of the year
• WHY
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Testing in Your Domain
“Present and (ideal) future”
CONTRASTIVE FRAMEWORK
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Formative
Competency based
Frequent
Forman and informal
Individual and group
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Summative
Knowledge based
1-2 times per year
Formal only
Individual only
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Gp Lex
Hypertext
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16h30 – 17h
Tea/coffee break
End of Day 1
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