An analysis of current contributions show that although there are substantial variations, most agree that competence is far more complex than skill, and that it comprises knowledge, skills, values, and attitudes.
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Educator-Designed Curriculum | d.loft STEM Learning - 0 views
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02_future_competences_and_the_future_of_curriculum_30oct.v2.pdf - 1 views
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The most recurring examples include: – Creativity, communication, critical thinking, problem solving, curiosity, metacognition; – Digital, technology, and ICTs skills; – Basic, media, information, financial, scientific literacies and numeracy, – Cross-cultural skills, leadership, global awareness; – Initiative, self-direction, perseverance, responsibility, accountability, adaptability; and – Knowledge of disciplines, STEM mindset.
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Many contributors agree that a competence is a complex construct, comprising knowledge, skills, attitudes, values, etc. But in the actual listing of the competences, they mix competences with their constituent elements.
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In contrast to competence-based curricula, subject-based curricula are mostly grounded in an understanding of the subject matter content or the disciplines. They generally prepare learners to know the subject matters and to gain a deep understanding of advancements in the field. They don’t necessarily emphasize immediate use of acquired knowledge. The application is often deferred to real life situations that learners may confront later in life, forcing them to apply what they had learned. Because of insensitivity to context, it is often easy to have the same curriculum across different contexts, mostly borrowed from what are considered to be advanced contexts. The risk of irrelevance of the curriculum is also higher.
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While there is consensus on the need to transition to competence-based curricula, views on the structure of curricula remain divergent between the maintenance of traditional subjects and learning areas interwoven with competences, and the more radical view that curricula should be restructured around competences.
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However, the world still lacks a global normative instrument that can be used as a global reference point for curricula transformation.
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Competence is herein defined as the developmental capacity to interactively mobilize and ethically use information, data, knowledge, skills, values, attitudes, and technology to engage effectively and act across diverse 21 st century contexts to attain individual, collective, and global good.
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A competence-based curriculum is grounded in the understanding of the demands of the learners’ context.
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A key consideration is how best to facilitate curriculum specialists to gain an in-depth understanding of the learners’ current and future contexts, and how to identify competences, which should be reflected in curricula.
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Competence-based curricula emphasize the ability to use what is learned. Acquisition is important but not sufficient.
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A key consideration is how to support educators to reach for the deeper impact of learning, and how to assess it.
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Especially at the post-primary level, a key consideration is how to enable educators to master their specific disciplines, and at the same time, to have adequate knowledge of other disciplines enough to make transdisciplinary linkages. Another challenge is how to design curricula in a way that makes linkages across subjects and learning areas.
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Competence-based curricula are structured around competences and not around subjects, and progression relates to the competence rather than subject matter difficulty.
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As the last word, competence-based curricula are not against subject matter content. Effective application of content across disciplines actually requires a high level of mastery of the content.
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seven macro competences that are considered relevant across contexts. These are: (i) Lifelong learning; (ii) Self-agency; (iii) Interactively using diverse tools and resources; (iv) Interacting with others; (v) Interacting with the world; (vi) Multi-literateness; and (vii) Trans-disciplinarity. Because of their universality, macro competences are quite stable. They allow for curricula stability across transformations and reforms. They are the bigger picture and the overarching "why" of a curriculum.
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Responsible use of tools and resources is also at the heart of responsible consumption and sustainable lifestyles, which contribute to sustainable development.
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It demands collaboration to resolve complex problems and create integrated solutions across contexts.
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Increasing complexity requires ever more sophisticated solutions that integrate knowledge from multiple disciplines and from domains of knowledge.
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This framework therefore balances the need for dynamic change in curricula with the equal need for stability.
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How Do You Teach to the Standards When Doing Project-Based Learning? - 4 views
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People often debate about whether we should be process-driven or product-driven in project-based learning. But I think there’s a third option. We can be learning-driven. In other words, we should start with the question, “What do we want students to learn?” and let that drive the process and the product.
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#1: Inquiry-DrivenInquiry-driven PBL begins with a state of curiosity and wonder. It might be as simple as the sentence stem “I wonder why _________” or “I wonder how _________.” Students then have the opportunity to research, ideate, and create.
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#3: Product-DrivenPBL experts often say, “Students should focus on the process and not the product.” But there’s also a time and a place for projects that challenge students to focus on developing a quality product. In these projects, the product has tighter parameters but the process is more flexible.
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#4: Problem-DrivenProblem-driven PBL begins with a specific problem or challenge that students must solve. An example is our maker challenges that present a specific scenario that leads students into research, problem-solving, ideation, and a final product that solves the initial challenge.
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#5: Empathy-Driven (Design Thinking)Empathy-driven PBL can have elements of the previous four PBL approaches.