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COMPETENCIES AND LESSON PLANNING

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Celeste Lemus

on 11 February 2014

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Transcript of COMPETENCIES AND LESSON PLANNING

-Consider the first two topics were assigned in the group`s syllabus.
-Create one competency about
each one and three achievement indicators about each competency.
-After that, do the same with
your individual syllabus.
Manages time effectively.
 
Action: Manages
Content : time
ACTION (VERB)+
CONTENT (TOPIC)
How to structure achievement indicators:
Achievement indicators
Expresses and communicates his/her ideas by using «will» for future time communication when sharing and talking with peers or any native speaker in real life situations.
A
nalyzes and applies sentences in past perfect by getting
involved in several activities when writing and proofreading compositions in a diversity of contexts.
Understands and applies sentences in past continuous when listening, reading, and writing complete essays in an oral and written way.
MORE EXAMPLES
CREATE 4 GROUPS
Copy the following
CHART
CREATE YOUR OWN 10
COMPETENCIES

COMPETENCiES / ACTIVE VERBS LIST
Uses and produces his/her English language knowledge to improve his /her communication skills in real conversations when doing an interview to native speakers.

Action verbs: uses and produces
What or object: English language knowledge
Where or context: in real conversations
How: when doing an interview to native speakers.
Understands and studies the different cultures using English as a second language in a variety of contexts when creating a PowerPoint presentation about those cultures .

Action verbs: understands and studies
What or object: different cultures
Where or context: in a variety of contexts
How: when creating a PowerPoint presentation
 
Uses and applies communication as a mean to express thoughts, feelings and emotions in and out of his/her school and family community when presenting an oral speech.

Action verbs: uses and applies
What or object: communication
Where or context: in and out of his-her school and community
How: when presenting an oral speech

 
Examples
5. Includes systematic, critical, and creative processes.

6. Reinforces critical thinking and oral communication
 
3. Each competency is measurable.

4. Each competency is based on performance.
1. Begins with a present tense action verb.

2. Each action verb requires an object.

(Example: Identifies the prepositional phrases.)

(Verb followed by object)
 
FORMAT
In reference to language, competency is the underlying knowledge of the system of a language.
Performance is the actual production
( speaking, writing) or the comprehension (listening, reading) of linguistic events.
The most important characteristic of competency-based education is that it measures learning rather than time. Students progress by demonstrating their competence, which means they prove that they have mastered the knowledge and skills (called competencies) required for a particular course, regardless of how long it takes.
Writes complete essays.

Action: writes
Content: essays
ACTION VERB (third person) +
WHAT (OBJECT) +
IN WHAT CONTEXT (WHERE)+
HOW (BY DOING WHAT ACTIVITY OR PROJEcT)
FORMULA
Competency-based education can improve quality and consistency, reduces costs, provides us with true measures of student learning.
COMPETENCIES
1.Achievement indicators define the specific level of knowledge acquired, skills applied, or attitudes demonstrated by the student in relation to a corresponding competency.

2.They describe what evidence to look for to determine whether or not a student has fully met the established competency.
Achievement Indicators
Create this chart for each competency
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Lesson Planning
A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time.
Before you plan your lesson, you will first need to identify the competency and the achievement indicators for the class meeting. Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning.
A successful lesson plan addresses and integrates
these three key components:
• Competencies for student learning
• Teaching/learning activities
• Strategies to check student understanding (evaluation)
ACTION VERB (third person) +
WHAT (OBJECT) +
IN WHAT CONTEXT (WHERE)+
HOW (BY DOING WHAT ACTIVITY OR PROJEcT)
FORMULA FOR COMPETENCIES
Prepare several different ways of explaining the material (real-life examples, analogies, visuals, etc.) to catch the attention of more students and appeal to different learning styles. As you plan your examples and activities, estimate how much time you will spend on each.
These questions would help you design the learning activities you will use:
• What will I do to explain the topic?
• What will I do to illustrate the topic in a different way?
• How can I engage students in the topic?
• What are some relevant real-life examples, analogies, or situations that can help students understand the topic?
• What will students need to do to help them understand the topic better?
ACTIVITIES
Check understanding
What questions will I ask students to check for understanding?
What will I have students do to demonstrate that they are following?
Going back to my list of learning objectives, what activity can I have students do to check whether each of those has been accomplished?
In the same groups , create a lesson planning based on the first topic you planned in the group`s syllabus
.
Now, create your individual lesson planning.
(if we don`t finish here, do it as homework)
Full transcript