Book Review on Teaching for Competence

928 Words2 Pages
bulb-icon

Recommended: The importance of feedback in teaching

Book Review on Teaching for Competence

For my book review I chose Teaching for Competence by Norman Higgins and Howard Sullivan. The authors feel that teachers and students will teach and learn more effectively by using C.B.I. or Competency based instruction.

When using the C.B.I. approach teachers will clearly state to students the defined objectives, give effective types of instruction, and lastly teachers will assess the students.

When preparing your own objectives they need to be stated to the students in a written form where the students can identify with these objectives over the course of study. The class's activities may be included in a summary but should not be confused with the written objective. The authors also suggest, that objectives should be worthwhile as well as clearly stated to the students. When writing objectives there are certain verbs that can be used to help convey meaning. For example, when used in test instructions the verb ‘select' directs students to perform an observable and measurable specific action as opposed to a verb that might describe an internal state such as ‘analyze'. The teacher can determine what content she should apply to the objective. The objective needs to be a skill that the student could use in life and be able to use in content.

Competency based instruction should lead to effective instruction by the teacher. Therefore, if the teacher gives proper instruction to the students, then they will in turn gain some measure of competency. In summarizing this section of the book, effective instruction should be presented in a clear and concise manner. The teacher should provide practice and feed back responses in order to meet the objective that has been stated.

Show More
Related

  • The Great Teacher Question: Beyond Competencies By Edward R. Ducharme

    536 Words  | 2 Pages

    As I read these articles, I agreed with almost everything that was said. The Great Teacher Question: Beyond Competencies, by Edward R. Ducharme begins with a sentence that basically sums up my reason for teaching, “I begin this essay by defining a great teacher as one who influences others in positive ways so that their lives are forever altered” (Ducharme, 1991 p. 2). Over the course of a student’s education they will have many teachers, but there are maybe only one or two who are THE teacher. The teacher who impacts this child’s life in a positive way forever. The rest of the articles follow this same theme, suggesting ways that teachers can become THE teacher. One of the most important qualities I found in these articles (and one I

    Read More

  • Southwestern Baptist Theological Seminary

    2761 Words  | 6 Pages

    This proposal is designed to address the need for professional development of which can be utilized in assisting teachers within our institution mature and grow educationally for the purposes of becoming better instructors for the purposes of education our students academically and assisting them to succeed within their academic goals and objectives. The proposed plan of action of which can ultimately assist bot our facu...

    Read More

  • The Pros And Cons Of Competency-Based Higher Education

    1352 Words  | 3 Pages

    The debates over competency-based higher education (CBE) has been going on for at least 5 years with a significant media coverage since President Obama and Arne Duncan pushed for outcome-based assessment of higher education, more transparency of student learning, flexibility and lower costs. However, before looking into the current situation of CBE in the American higher education, pros, cons and the challenges of its adaptation, let us look in the past to have a better understanding of what CBE is.

    Read More

  • Becoming an Effective Early Childhood Teacher

    1595 Words  | 4 Pages

    Lang, H., Evans, D.(2006). Models, Strategies, and Methods for Effective Teaching. USA, Pearson Education Inc.

    Read More

  • Critical review on Robert Gagne´s Nine Events of Instruction

    1116 Words  | 3 Pages

    The second event is informing the learners of purposes, objectives or goals. It is also a must for teachers to inform students on what they want to teach that day and what their expectations towards their students are. It is still relevance to be applied until now. This second event is important because students need to know what the expectations from their teachers towards them are. In addition, when students know the purposes, objectives or goals...

    Read More

  • Learning Objectives As A Teaching Assistant

    109 Words  | 1 Pages

    As a teaching assistant, I should have a clear vision of what the learning objectives are and what are the intended outcomes of these objectives and how the teacher wish to achieve it. Sometimes the objective may have set for half termly but still however before each lesson I should discuss the learning objective with the learning group I have been assigned for . Depending on the objectives I should plan activities and prepare materials that are chorded at the apt tune for the learner’s different skills. It is also vital to make sure that the learner understands how each activity relates to his or her goals and targets.

    Read More

  • CBA Curriculum Analysis

    873 Words  | 2 Pages

    230). This an essential factor to the CBA process as teachers must constantly review student progress and adapt teaching and learning programs to maximise student participation, engagement, achievements, and outcomes (Arthur-Kelly & Neilands, 2017, p. 230). By continually monitoring student progress, teachers are able to measure individual student achievement of particular instructional objectives (Arthur-Kelly & Neilands, 2017, p. 230). The underlying purpose of ongoing monitoring performed by teachers is to support students when they are identified to be at risk of failing or struggling (Arthur-Kelly & Neilands, 2017, p. 230). These concerns may be overcome by changing instructional support to enhance optimal progression, increase student engagement and improve mastery learning (Arthur-Kelly & Neilands, 2017, p.

    Read More

  • Teacher-Class Interaction in a CLIL Lesson: Developing Verbal and Non-verbal Skills

    2134 Words  | 5 Pages

    Overall, some of the objectives proposed may not be very specific, but they can be assessed and co-assessed with different tools like rubrics or writing reports. Thus, this learning tools can help students to analyse different aspects of their daily school life.

    Read More

  • The Effectiveness of Inquiry-Based Techniques in Place of Explicit Instruction

    2290 Words  | 5 Pages

    The plan is to teach the same standards to each class of fifth graders however teaching one with direct instruction and the other through inquiry-based instruction. In order to gather the quantitative data, students will be given the same pre and post assessments and find out which class learns the content most effectively according to their post test data. To provide a qualitative aspect to the research, observations during the inquiry process and the direct instruction process to see if the students are asking inquiry based questions, having discussions, and applying their evidence to draw a conclusion from their investigations. The third aspect of the study is to interview students from the direct instruction class and from the inquiry class to determine t...

    Read More

  • Ralph W. Tyler's Basic Principles of Curriculum and Instruction

    552 Words  | 2 Pages

    In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision. Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students.

    Read More

  • Things to Consider When Evaluating School Curriculum

    945 Words  | 2 Pages

    Educational institutions today are increasing their emphasis on high standards as a crucial factor in improving the quality of education imparted to their students. They are, therefore, looking at new and better ways to develop such a curriculum that meets all the pre-decided standards. This calls for a change in the way schools are run and the methods of teaching in order to design, implement and evaluate curriculum effectively.

    Read More

  • Meetings

    583 Words  | 2 Pages

    Set Objectives – The art of setting objectives is something you will get better at with experience.

    Read More

  • Competency-Based Education and Training.

    2193 Words  | 5 Pages

    Competency-based education is perceived by some as the answer, by others as the wrong answer, to the improvement of education and training for the complex contemporary world (Harris et al. 1995). Popular in the United States in the 1970s in the performance-based vocational teacher education movement, competency approaches are riding a new wave in the 1990s with the National Vocational Qualifications (NVQs) system in England and Wales (begun in 1986), New Zealand's National Qualifications Framework, the competency standards endorsed by Australia's National Training Board (NTB), and the Secretary's Commission on Achieving Necessary Skills (SCANS) and the National Skills Standards initiative in the United States. Competency standards are propelled by a strong political impetus as the way to prepare the work force for the competitive global economy. At the same time, a growing chorus of critics argues that the approach is conceptually confused, empirically flawed, and inadequate for the needs of a learning society (Chappell 1996; Ecclestone 1997; Hyland 1994). Much of the debate is taking place in Britain and Australia, where there has been more time to examine the impact of the competency approach, and this publication therefore focuses on literature from those countries. However, the issues are relevant to vocational education anywhere. This publication looks at the claims of both sides in an attempt to locate the reality of competency-based education and training (CBET).

    Read More

  • My Professional Growth as a Teacher

    945 Words  | 2 Pages

    My stage of development would be proficient in all four domains and components of professional practice, however, few domains and components are my higher strength and the other areas are needed improvement. The four years of my teaching experience, I had the opportunity to be evaluated by my principle, and she used these four domains of professional practice. Through her expertise and suggestions, she provided guidance to develop and improve my skills in the stage of proficiency or to the expert stage. The classroom environment and professional responsibilities domains are my strength that I worked on past few years. Nevertheless, I am continually building more skills and foundation on components of planning and preparing for the content and instruction part. I work with different students need and learning styles every year, therefore I am continually learning the new strategies and information to help all my learners to success. Furthermore, I have been developing and working on improving in content, pedagogy, knowing student’s learning and self-knowledge areas. However, my weakness in knowledge areas is performing higher co...

    Read More

  • The Difference Between Education and Schooling

    894 Words  | 2 Pages

    One of the most clearly seen and common aim of schooling is to develop individuals ‘who have skills an...

    Read More

More about Book Review on Teaching for Competence

Open Document