The student of today is the competent colleague of tomorrow. Cocare conference January 2008

1. The student of today is the competent colleague of tomorrow. Cocare conference January 2008 Center for Teaching & Learning

2. Learning in and for the future The knowledge society has other requirements with regard to: • self-responsibility • communication • reflection, transfer • attitude • flexibility • skills pertaining to new media, creative thinking, using the brain effectively • dealing with information • social functioning Learning becomes the development and maintaining of competences

3. Competence A professional competence is the professional's personal competence to - using the required skills, attitudes, knowledge and insights - act adequately in the context of the work situation.

4. Competence description includes: • Analysis of the professional situation. • Professional product, choosing the right action and carrying it out adequately. • Professional criterion, understanding the consequences of the action.

5. Traditional learning Competence based learning The subjects are the point of departure for the curriculum. Professional practice directs learning. Realistic situations as points of departure for the curriculum. The professionally-oriented tasks constitute the building blocks of the curriculum instead of individual subjects. What is the difference?

6. Traditional learning Competence based learning Education process central. Learning process central. Personal approach by the teacher so that the participant can develop as an active, reflecting and self-responsible participant. Tailor-made learning processes develop. What is the difference?

7. Traditional learning Competence based learning Passive participant Active participant (participant increasingly takes control). The participant is central in his/her development within the school and the professional practice education. What is the difference?

8. Traditional learning Competence based learning Provides theory and practical training as separate subjects Integration of theory and practice in the shape of professionally-oriented tasks. Specific subject teachers Teachers are members of a team which jointly works on integrated tasks (team responsibility) What is the difference?

9. Traditional learning Competence based learning Assessment is solely the teacher's task There is an increasing level of teacher independent assessment (particularly formative). Self-reflection and self-assessment play a fundamental role. The BPV will have more responsibility in education and assessment. What is the difference?

10. Traditional learning Competence-oriented learning Exams are very subject oriented and the knowledge and skills are generally assessed separately (at the end of the series of lessons). This usually takes place at the school. Competences (knowledge, skills and attitude integrated) assessed in a realistic (professional) context. This results in a wider variety of assignments and tools (e.g.: portfolio, projects at companies, skill tests, Overall Exam). Assessment not only at the end of the educational modules, but also during the learning process (assessment). What is the difference?

11. What are the consequences for ….. assessment? At the KWIC: • Skill test • Exam file (portfolio) • Skill test and exam file

12. What are the consequences for….. education? Opted for the learning track model: • Integral learning track • Conceptual learning track • Skills learning • Reflection learning track

13. What are the consequences for ….. the students? • Block schedule • Flexibility in education received • Work with POP and portfolio • Fewer individual subjects, more integration • More independence and own responsibility

14. What are the consequences for …. incoming and outgoing students? Flexibility with regard to incoming and outgoing students becomes an option. EVCs to be proven upon intake. Create individual learning tracks.

15. Phased plan for the introduction of Competence-oriented learning draw up organisational plan draw up assessment plan select supervision model list learning activities in a learning plan diagram set out learning tracks in an educational model competences as the study programme's ambition formulate design rules develop vision and regional positioning

16. Sorts of activities • Integrating assignments (integral learning track)‏ • Knowledge, attitude and skills integrated • Context is realistic professional situation • Realistic professional task • The assignment controls the student's actions • T(t)heoretical assignments (conceptual learning track)‏ • Knowledge and insight • Capital T and/or lower case t • Responsibility/knowledge relevance • Practical assignments (skill learning track)‏ • Aimed at improving skills • Contributes to development of own work model • Reflection assignments (experience and reflection track)‏

17. Tuesday 14th of januari • 09.00 brief review of Monday • 09.10 second step: design rules • Work in groups • 10.45 reflection on the result • 11.45 The Dutch standard: het format • 12.00 The integral learning assignment • 12.30 lunch • 13.30 working in groups

18. The design rules Reflection with the whole team based on the following questions: • What do we want to teach the students? • How do we want to teach it? • How do we want to interrelate with eachother and our students? • How do students learn? • What wil we develop? What is finished when we are ready?

19. The Dutch standardThe format • Qualification: (registered nurse, careworker) • Core tasks • Workprocesses • Competentcies • Succes criteria • Knowledge • Skills

20. What is a core task? A collection of coherent and characteristic activities practiced by a professional. Core tasks describe the essence of the professional’s job. A core task always relates to what a professional produces, the care or service he/she provides. In short: the profession’s ‘hard core’.

21. Workprocess; what is it? • A workprocess is a beaconed whole of professional’s proceedings within a core task. • The workprocess knows a beginning and an end, has a result and is recognized as typical in the professional’s practice.A workprocess never contains just one proceeding or behaviour. • Several workprocesses can occur simultaniously. They don’t have to occur one after another, but they have to be distinctively separable from other workprocesses.

22. Competencies • Universal Framework (SHL) • 25 competencies • Based on great eight (pag 05)

24. Exampel: Careworkers • Core task 1: Offering Care and Support based on careplan • Workproces 1.1: Draws up a careplan • Competencies: • Give attention and show unferstanding • Convince and influence • Etc.

25. Part B • These competencies are relevant to the execution of the workprocesses.

26. Part C What do you see? The behaviour of the students has to fulfil which requirements? What knowledge and skills are conditional?

27. The integral learning assignment

28. Integral learning assignment • A realistic situation is the begin of the learning process • Learning process: developing conpetencies, growing competencies, maintaining competencies • Competency: • Analysis of situation • Action • Responsibility, Why? Theory, Concept, Pocedure, Protocol

30. Integral Professional action or product is result Context (realistic) Develops competencies Assessment by specialists Skills Simple action, not as a result of a problem in a realistic situation. No professional context Assessment possible by instructors Integral learning assignment vs, training assignment

31. Example • Is this an integral learning assignment for a bartender in training? He wants to become more competent. • Make ten different cocktails. • Or is this an integral assignment? • Welcome a group of ten guests to the restaurant and ensure they are given a welcome drink of their choice.

32. Rest of the learning tracks • Theorie: • Which course(s) do the students need? • Skills: • Which training course(s) do the students need? • Reflection: • Which criteria have te be met? (Self)evaluation en reflection report > criteria?

33. Remarks • unclear • A good integral assignment is always • Start with a disaster, a big story • Students play the game • First appeal to ambition, then to capacities • ‘Smelly’ titels • ‘I’ve built a cathedral’ • ‘Peter Drucker’

34. ‘Homework’ coordinators • Design rules

35. ‘Homeworks’ all participants • Compare Core Task 1 (nurse and careworker) to own sitiation • Read background information on competence framework (SHL)

36. ‘Homework’ Dutch deligation • Description of rest of coretasks

37. Homework Jetty and Angela • De Bono

38. 14th january afternoon 13.30 – 15.00 Work in groups Make a longlist whith titels for Integral learning assignments for Core task 1 for nursing ánd careworkers; Use the design rules and Core tasks descriptions (workprocesses, competencies) 15.00: presentation of the results 15. . . – 16.45 Work in groups Compleet the longlist Make a concept sequence of the asssignments (outline of a studyprogram) 16.45 evaluation with Jetty and Angela