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Competency-Based Teaching and Learning: The Challenges

Competency-Based Teaching and Learning: The Challenges. December 6 & 7 St- Hyacinthe. Looking at the QEP. General comments on the changes that have been made in the September 2001 version of the QEP. (content, layout of document). Look at first chapter with this question in mind:

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Competency-Based Teaching and Learning: The Challenges

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  1. Competency-Based Teaching and Learning: The Challenges December 6 & 7 St- Hyacinthe

  2. Looking at the QEP • General comments on the changes that have been made in the September 2001 version of the QEP. (content, layout of document). • Look at first chapter with this question in mind: What challenges do teachers face as they take ownership of competency-based teaching and learning?

  3. Learning Pyramid Lecture5% Average Retention Rate Reading 10% Audio-Visual 20% Demonstration 30% Discussion Group 50% Practice by doing 75% Teach Others 90%

  4. Chapter 1: Introduction • 1.1 The General Context of the QEP • 1.2 The School’s Mission • 1.3 Orientations of the QEP • 1.4 Characteristics of the QEP

  5. Chapter 1: Introduction • 1.5 Implications of a Competency-Based approach • 1.6 Constructing a World-View: the focal point of all student learning • 1.7 Components of the QEP • 1.8 Components of the Programs of Study

  6. 1.1: The Context of the QEP Orientations: • Curriculum should be comprehensive and diversified • Have a long term perspective • Be open to the world Success for All

  7. 1.2 The School’s Mission • To Provide Instruction • To Socialize • To Qualify

  8. 1.3 Orientations of the QEP • A program that builds on school achievements • Integrating subject-specific learnings and the development of complex intellectual skills • Learnings that are fundamental and functional • Qualifying, differentiated learnings • Contemporary learnings rooted in culture

  9. 1.4 Characteristics of the QEP • Focus is on the development of competencies • Recognizes that learning is an active process

  10. 1.5 Implications of a Competency-Based Approach • Promoting integrated learning • Structuring school organization in two year learning cycles • Adapting the evaluation of learning to the aims of the QEP

  11. Implications…. • Recognizing the professional nature of teaching • Making the classroom and the school a learning community

  12. 1.6 Constructing a World View • Focal point of all student learnings • School has a major influence on students in the development of a sense of consciousness on issues.

  13. 1.7 Components of the QEP • Cross-curricular competencies • Broad Areas of Learning • The Pre-School Education Program • The Subject Areas The components are interdependent.

  14. Broad Areas of Learning Engage learners by making connections to their world Media Literacy Health and Well-Being Citizenship & Community Life Environmental Awareness & Consumer Rights & Responsibilities Personal & Career Planning

  15. 1.8 Components of the Programs of Study: Presentation • Focus of the Competency • Key Features of the Competency • Evaluation Criteria • End-of-Cycle Outcomes

  16. 1.8 Components….. • Cultural references • Essential Knowledges • Suggestions for using ICT Prescriptive elements in the QEP

  17. Challenges…… • Q: What challenges do teachers face in taking ownership of competency-based teaching and learning? • Record your findings on a cue card. • The results will be shared as an introduction on how we, as teacher educators, can support teacher education in the Reform.

  18. Challenges…… • Decentralizing the Classroom • Creating an Active Learning Community • Differentiation and Inclusion • Teacher and School Team Collaboration • Teaching in a Two Year Cycle • Appropriate Materials to Support Integrated Learning & Assessment

  19. Synthesis of the responses • 1) Structure • 2) Pedagogy • 3) QEP • 4) Making Connections

  20. Structure Systemic • Time – to meet, plan, learn • Teamwork • Schedule

  21. Structure… Program • Working in cycles • Multi-age groups • Competency

  22. Pedagogy • Strategies • Interdependence of subjects • On-going evaluation • Authentic situations • Deep understanding of what learning is • Active learning

  23. Pedagogy….. • Decentralization • Inquiry • Integration

  24. QEP • How to get teachers to read it, especially the first three chapters • To see it as a whole rather than bits • Help teachers get a sense of the Reform and the need for it

  25. Making Connections • Relating own practice to the QEP • Willingness to rethink and move on • Viewing change as a given and professional development as part of the profession

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