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"Learning Channel 4: Unpacking Learning Competencies": 1. TOPIC

This document discusses unpacking learning competencies and writing objectives. It explains that competencies are sets of knowledge, skills, and attitudes required to perform tasks. Standards need to be unpacked and analyzed. Objectives should describe the teaching context, learners, required skills and knowledge, and incorporate dimensions of competency. Objectives use the ABCD format of specifying the Audience, Behavior, Condition, and Degree. Competencies are unpacked into specific, measurable learning objectives stating what learners will be able to do.

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Bawat Piyesa
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0% found this document useful (0 votes)
721 views4 pages

"Learning Channel 4: Unpacking Learning Competencies": 1. TOPIC

This document discusses unpacking learning competencies and writing objectives. It explains that competencies are sets of knowledge, skills, and attitudes required to perform tasks. Standards need to be unpacked and analyzed. Objectives should describe the teaching context, learners, required skills and knowledge, and incorporate dimensions of competency. Objectives use the ABCD format of specifying the Audience, Behavior, Condition, and Degree. Competencies are unpacked into specific, measurable learning objectives stating what learners will be able to do.

Uploaded by

Bawat Piyesa
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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“LEARNING CHANNEL 4: UNPACKING LEARNING

COMPETENCIES”
LEADER: Narciso, Clarenz
MEMBERS: Arnoco, Erica
Edades, Kym Kyla
Garcia, Pia
Rombaoa, Harold John
1. TOPIC:
- Unpacking Competencies using 5Ps
- ABCD of the statement of objectives
- Writing objectives from competencies

B. CONTENTS:
 LEARNING COMPETENCY
 A set of knowledge, skills and attitudes required to successfully perform a
particular task.
 Stated in specific terms.
 Stated which defines essential knowledge, skills and values that student are
expected to know and be able to demonstrate as indicators of understanding the
content.

 UNPACKING STANDARDS
 Standards needs to be analyzed because they maybe too ambiguous, too broad or
too narrow and/ or reflect different kinds of goals simultaneously.

 Knowledge
 Skill
 Core Massage
 Value
 Refer to task analysis of the content standards
 Activity

 OBJECTIVES
 Describe the teaching-learning context.
 Consider learners’ characteristics.
 Determine required skills and knowledge and incorporate these into delivery and
assessment.
 Determine dimensions of competency and incorporate these into delivery and
assessment.
 Determine Key Competencies / Employability skills and incorporate these into
delivery and assessment.
 Determine appropriate and engaging learning activities.

 TEACHING-LEARNING CONTEXT
 It describes the context of the planned teaching-learning activities. It also finds
out information specific for the learning environment the applies to a competency;
including relevant processes, activities and facilitation skills.

 LEARNER’S CHARACTERISTICS
 In planning for any teaching learning activity, it is important to consider the
learners’ characteristics and levels of understanding.

 REQUIRED SKILLS AND KNOWLEDGE


What do you need to know? What does the unit of competency tell you?
What are the fundamental skills/elements of Competency requires learners to:
competency? 1.
2.
3.
What knowledge is needed to perform this Required knowledge is/are:
work activity? 1.
2.
3.
What practical/essential skills are required to Required skills are:
perform this work activity? 1.
2.
3.

 DIMENSIONS OF COMPETENCY
Dimensions of Competency What does the unit of competency tell you?
Identify task skills are required to What are the individual tasks that are required
complete the work activity to the required to successfully complete the work activity?
standard

- This means being able to perform the


individual actions as well as the whole task.
Task management skills What skills are required to plan and integrate
the different tasks associated with this work
- This means working efficiently to meet activity?
deadlines, handle a sequence of interrelated
tasks and progress smoothly between tasks.

 4 PARTS OF AN ABCD OBJECTIVE

1. AUDIENCE
 Describe the intended learner or end user of the instruction.

2. BEHAVIOR
 Describes learner capability
 Must be observable and measurable
 The “behavior” can include demonstration of knowledge or skill in any domains
of learning: cognitive, psychomotor, affective, or interpersonal.

3. CONDITION
 Equipment or tools that may (or not) be utilized in completion of the behavior.

4. DEGREE
 States the standard for acceptable performance. (time, accuracy, proportion,
quality)

 PERFORMANCE AGREEMENT
 Reiterative process where content is compared to objectives to determine if the
content being delivered actually enables the student to meet the objectives.

WRITING OBJECTIVES FROM COMPETENCIES


 OBJECTIVES AND COMPETENCIES
1. COMPETENCY: The desire knowledge, skills, and abilities (KSAs) a
participant needs successfully perform specific task.
2. LEARNING OBJECTIVES: A very specific statement that describes exactly
what a participant will be able to do after completing the course or program.

 ABOUT LEARNING OBJECTIVES


 It is specific
 It is written in behavioral terms
 It contains action verbs that are observable and measurable.

 EXAMPLES OF WRITING OBJECTIVES FROM COMPETENCIES


COMPETENCY: Correctly change the oil on an automobile in less than 10 minutes.
LEARNING OBJECTIVES:
 Related to the competency above:
1. By the end of this course, the participant will be able to:
2. Locate and remove drain plug
3. Determine the appropriate oil weight
4. Add the appropriate amount of oil
5. Change the filter.

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