Competency-Based Instruction
What is the value of using competencies as the foundation of your instructional planning and teaching?
In response, the value of using competencies as the foundation of our instructional planning and teaching is that the students will get feedback on their performance and it will open up communication between student and instructor and so student will feel that the instructor is really looking out for them to prepare them for the work environment. Students always want to know is the skill they are being taught will prepare them or is it up to date.
Pauline,
Portfolios allow students to see the big picture.
Ron Hansen, Ed. D.
I have my students keep track of their progression by using a portfolio. This has worked well for my class.
Matthew,
This is accomplished through a practical exam I assume.
Ron Hansen, Ed. D.
I find that it is key to favorable outcomes. As my area is in Automotive Diagnosis & Repair, the student upon taking a test must demonstrate mastery of the key concepts we have discussed in the training session.
Using competencies in a shop environment (for that matter, in any teaching environment) makes the subject matter concrete - an actual goal that the students know they have achieved. Competencies, along with a varied teaching approach to reach all types of learning styles, can offer students a well rounded educational experience.
Gerry,
Can you provide an example? Instructional design and learning theory have come a long way. This helps in the classroom. Real world is applicable in lecture and lab but even more so in the lab.
Ron Hansen, Ed. D.
If we are teaching vocational skills (which we are), we need to ensure our graduates can actually do what they are being trained to do. Safety and liability considerations aside, students deserve to get what they paid for. The only way to ensure this is to make sure we can assess their abilities to perform the tasks they will need to do. Competency training does this. Unfortunately, many institutions allow their instructors very little input in developing, implementing and evolving these courses. In many cases those developing the courses have very little real world experience in the field. They epitomize "those who can't do (or haven't done), teach."
