Best Practices for Designing Learning Competencies By Prof. Jonathan Acuña Solano Sunday, October 18, 2015 Twitter: @jonacuso Post 196
“Quality learning competencies are important for successful competency based learning experiences. When first transitioning from a traditional model of learning to the competency based model of learning, designing quality competencies can often be a challenging task” (Laureate Education, Inc., 2013). To decrease the level of anxiety one may experiment with the designing of competencies, it is a good idea to follow some best practices in their development. Two of the suggested best practices by Laureate Education, Inc. experts (2013) are: 1) “Competencies should prepare learners for the next level” and 2) “Competencies should be aligned to learning objectives and assessments.” “Competencies should prepare learners for the next level” (Laureate Education, Inc., 2013). Competencies are meant to aid the student to move to the next
level of comprehension needed to progress in class, in higher studies, or while being at work. Within the class context of instruction, the development of competencies prepares learners to face the next piece of instruction they must master, which is meant to help them to be better prepared for their current or future working environment. In the long run, what pupils will be demonstrating is what skills they have acquired for themselves and for their performance in class, while getting a higher degree, or while having to use in their workplaces. The instructor then is meant to provide activities such as projects along with formative feedback to help learners develop their competencies. “Competencies
should
be
aligned
to
learning
objectives
and
assessments� (Laureate Education, Inc., 2013). A competency is like the end product of instruction; that is, it is what learners get form one’s class to succeed in the real working world. Courses are designed and developed bearing in mind specific learning objectives in their course outlines. These objectives must be translated into measurable objectives that need to be tested while students demonstrate theory and practice comprehension.
As a literature professor at Universidad Latina in Costa Rica, these two best practices have a powerful impact in my hybrid/blended classes. From a mere constructivist learning stance, whatever is done prior the beginning of a new thematic unit helps build student understanding. Yet, whatever is being practiced with pupils and then demonstrated by them must be aligned with the learning goals stated in the course
outline one is following. This is basically what I intend to do in my Literary Criticism class where prior knowledge becomes crucial in the creation on new knowledge in the mind of learners, who will transform these pieces of knowledge into literary analysis skills and competencies to be used in the understanding of poesies, narratives, and dramas. Let us know pay attention to an example of literary criticism in action. Learners in this class are meant to comprehend that hermeneutics is not the only way to interpret literature. Students are explained that “literal interpretation asserts that a […] text is to be interpreted according to the ‘plain meaning’ conveyed by its grammatical construction and historical context” (Hermeneutics, n.d.). Then, students are confronted with other way of make meaning out of a literary text beyond the hermeneutical domain that simply allows you to come up with only one correct interpretation. Antecedent – Behavior – Condition Competency Formulation A = Using the Reader Response way of literary interpretation, B = Learners will be able to analyze [a piece of poetry, drama or narrative] C = correctly by providing their personal points of view in an essay To ensure that a competency like the one stated above, certain steps must be followed. If it can be noticed, it a competency that is specific (Reader Response to literary analysis, clear (use of a Bloom’s taxonomy verbs such as analyze), and measurable (a given product is produced, being in this case an essay, and checked with a rubric). Students will also be able to apply their recently-acquired knowledge on Reader Response to solve a problem they are provided with, the understanding of a piece of literary creation, in which they have to apply their inner emotions, personal feelings, and life experiences, normally used by writers in their literary creation. Finally, a competency like this aims at working with any level of competency or learning preferences.
Referencias Hermeneutics. (n.d.). Obtenido de Enclyclopaedia Britannica: http://www.britannica.com/topic/hermeneutics-principles-of-biblicalinterpretation
Laureate Education, Inc. (2013). Best Practices for Designing Learning Competencies. Retrieved from Faculty Development: https://lnps.elearning.laureate.net/bbcswebdav/institution/LPS1/FD/APSK/LPS1.F DEV.APSK.CBLE.EN.ON.V1.MASTER/readings/LNPS_APSK_CBLE_EN_Unit02_best PracticesForDesigningLearningCompetencies.pdf