Competency-Based Instruction
I plays a very important role in my healthcare field. If a student cannot master a competency then they have to really focus on mastering these skills. People lives are in the balance.
some students may have the understanding of how a task should be done but may need a kick start from
the instructor and that is when I go over the task step by step on a one on one instruction. At first they may be very slow in their ability to perform the task and that is okay. Afterwards they pick up their speed and it is smooth sailing for them. Some students just need more encouragement and time.
What is the value of using competencies as the foundation of your instructional planning and teaching?
Jason ,
That is a wonderful way to help the students. Discussing their progress to date at the competency level is much more enriching then discussing grades.
Ron Hansen, Ed. D.
I feel as though the compentency checklist I give my students helps them to focus on what specific tasks are most important. I have also found that when students struggle and want to give up I can look over all their competencies they have already acquired with them and that sense of accomplishment often motivates them to continue to work hard towards completion of their program of study.
This is what i do as much as possible.
WILLIAM,
Put them in groups and let students help each other.
Ron Hansen, Ed. D.
With large classes and time restrictions it is necessary to focus on the student being able to function in the work force at an acceptable level.
Kleinkauf,
I am sure there is reinforcement that checking off the competency for the day signifies the student still needs to keep practicing the new skill.
Ron Hansen, Ed. D.
I find that competencies does make it clear to the students what skills are expected. Although the competencies are written in great detail,I have observed that few students have them out when they are practicing, So I encourage the students to have their competency out to check as they go along and see if they are not missing any steps.After a while when the students are required to do return demonstration after practicing, the competency for that day is checked off along with needs improvement comments. The student initials and gets a copy.
Traci,
Setting expectations is probably one of the best practices you have listed here. It truly helps students and instructors.
Ron Hansen, Ed. D.
As an esthetics instructor, I enjoy giving a well planned calendar with clear expectations at the beginning of each quarter. That way the students know what task they will be completing, and when they will be tested on it. I make sure they are prepared to move on to the next "phase" of the class by watching them during the practical exams to ensure that no one gets left behind. If needed, I work one on one with students, and we can move things on the calendar if we have to. By tailoring the class to engage all types of learners, it keeps the class interesting and educational.
goal setting, planning, keeping track, evaluations, completion. All of these come to mind.
Todd,
Thank you for your thorough post. Mastery learning such as this will indeed help the student succeed through the program.
Ron Hansen, Ed. D.
I'm an auto tech instructor, and while we do focus a lot of in class training on theory and operation of automotive electronic systems, as an example, the student will benefit most by the competency he has gained in the labs. he will be expected to be able to accurately diagnose electronic systems failures in his job, so focusing on these competiencies of hands-on diagnostics and learning to properly use the tools and equipment required to do so, will make him employable in the field. The students know this, so it's easier to motivate them to master lab competency than it is for theory.
We set realistic competency based goals that the student must master within a reasonable amount of time by the end of the course. The mastering of these competencies not only allows us to evaluate their performance, but it also gives them the confidence to move on to the next course, knowing that they can build on previously learned skills.
Karen,
Lab books, work sheets, guidelines, etc., are great resources. They do aid in assuring the students learn process and gain competencies.
Ron Hansen, Ed. D.
Amjad,
The skill the students gain is the focus. Grades are how we assess but are not always the best indicator of skill.
Ron Hansen, Ed. D.
As a nursing instructor and former Clinical education specialist, I have used the competency based instruction. I will give the students a seperate book for lab. This folder contains all of the competencies that the student needs to be profecient in prior to moving on ina program. I feel if they see it, just as a short review, prior to them checking off they know exactly whay has to be done safely, efficiently and correctly.
The list of competencies provides a road map for the students. They know their assignments for each lab day. They are aware of what skill, has to be demonstrated to get a grade. It helps me in grading their assignments.
Steve,
If students know and understand the expectations they often rise to the expectation.
Ron Hansen, Ed. D.
