MODERN APPROACHES in EDUCATION

Submitted by admin on Sat, 04/02/2011 - 02:44
 
QUESTION:
Competency-based education, outcomes-based teaching and learning (OBTL), understanding by design (UBD) are approaches which are being encouraged by CHED, DepEd and all educational institutions today. If you will be requested to give a talk or make a presentation about them what will be the highlights of your presentation?
 
A. Competency-based Education
Competency-based Education places emphasis on skill attainment and proficiency. It specifies in advance and defines in measurable terms what students are to learn.

Highlights:
1. It is systematic and organized.
A great deal of research is considered to identify competency levels. Identified skills and behaviors are placed in a hierarchy leading from simple to complex, and instructional sequence is planned to help learner achieve the desired behaviors. A test is administered to determine if skills have been achieved.

2. It uses performance-based learning process.
It assures that graduates are competent to function in the real world of work as it requires learners to demonstrate their level of attainment on subject-area.

3. It is practical.
It helps students to learn not only the theorems but also practical skills necessary in the real world. Emphasis is placed on being able to applying skills to everyday life.

4. It is engaging, motivating, and promotes active learning.
This flexible approach enhances students’ performance through active participation in learning. Since the focus is on competency, the students are motivated to perform and explore their inner capacities through activities.

5. It is student-centered.
It helps students to understand the nature of their chosen profession and determine whether or not they have the skills and capabilities to perform their jobs well. This learning approach also builds confidence and competency to learners because they know what level of competence they have attained.

B. Outcomes-based Teaching and Learning
It focuses on empirically measuring student performance, which are called outcomes, as opposed to traditional learning’s emphasis on resources or inputs.  It, too, requires students to demonstrate that they have learned the required skills and content.

Highlights:
1. It is self-evaluative.
The students’ outputs measure the students’ performance as well as the teachers’ effectiveness and the deficiency in curriculum which would require corrective actions.

2. It is systematic.
It requires identification of not only what students are supposed to learn but also how and to what standard.

3. It is pragmatic.
It focuses not on how well students have received knowledge, but how they can use it in practical ways, such as solving problems, designing experiments, or communicating with clients.

4. It is organized.
It ensures that the contents, delivery, activities, and assessments are all aligned to help facilitate students to attain specific intended learning outcomes.

5.It is holistic.
It requires educators to a) identify the outcome of teaching—the Intended Learning Outcome (ILO) or what the learner is supposed to be able to do and at what standard; b) devise Teaching and Learning Activities (TLAs); c) formulate Assessment Tasks (ATs).

6. It promotes competencies.
It emphasizes the recognition of students’ positive achievements as it compares their current output to their own prior performance.

C) Understanding by design (UBD)
It is a tool for educational planning focused on "teaching for understanding". It emphasizes on "backward design" or the method of identifying the outcomes first to design the curriculum, performance assessments, and classroom instruction.

Highlights:
1. It is student-centered.
It assesses the students’ ability before planning for the appropriate materials and activities thereby enabling students to have a better understanding of the lessons.

2. It makes learning interesting and multi-dimensional.
It helps the students to practice the six facets of understanding—to explain, interpret, apply, have perspective, empathize, and have self-knowledge about a given topic. It also aims to make learning more focused, engaging, coherent, effective, and rich in context.

3. It develops teachers’ creativity and sense of responsibility.
Emphasizing the teacher's critical role as a designer of student learning, UbD encourages and helps teachers clarify learning goals, devise revealing assessments of student understanding, and craft effective and engaging learning activities. It requires instructors to have first understanding of the teaching environment, and then plan on how to be effective in teaching students.

4. It provides a better plan of curriculum.
Many pertinent factors are considered before designing the curriculum. It carefully determines students’ ability that teaching will be effective and a good student learning is provided.

5. It is flexible and opens doors for various styles.
It allows introduction of new teaching methods. It gives room for adjustments of the teaching styles for the students to achieve the desired learning outcomes.

 
How to cite this article:
Jensen dG. Mañebog. “EDD: Modern Approaches in Education”@www.OurHappySchool.com

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