101-0-Domne. Kompetenz als dynamisches Können ist immer abhängig vom Kontext: Können wird nur im tatsächlichen Handeln einer Person sichtbar.
Dieses Handeln kann nur in einer bestimmten Situation und in einem bestimmten Umfeld stattfinden. 101-0-Domne. Untitled. Competency-Based Learning Definition. Competency-based learning refers to systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating that they have learned the knowledge and skills they are expected to learn as they progress through their education.
In public schools, competency-based systems use state learning standards to determine academic expectations and define “competency” or “proficiency” in a given course, subject area, or grade level (although other sets of standards may also be used, including standards developed by districts and schools or by subject-area organizations). The general goal of competency-based learning is to ensure that students are acquiring the knowledge and skills that are deemed to be essential to success in school, higher education, careers, and adult life.
In practice, competency-based learning can take a wide variety of forms from state to state or school to school—there is no single model or universally used approach. Reform Debate. School of Education: Teach@TUM. Learning Theories Summaries of Learning Theories and Models. Distance Learning and Teacher Education in Botswana: Opportunities and Challenges. Anne L.
Sikwibele Mulungushi University, Zambia Judith K. Mungoo Molepolole College of Education, Botswana Abstract. Researcher-in-Residence - Habilitationsforum Fachdidaktik & Unterrichtsforschung. RWJF - Qualitative Research Guidelines Project. Definition The goal of the Grounded Theory approach is to generate theories that explain how some aspect of the social world 'works.' The goal is to develop a theory that emerges from and is therefore connected to the reality the theory is developed to explain.
Persönliche Startseite. Publications - ATEE - Association for Teacher Education in Europe. Fachdidaktikzentrum Geschichte, Sozialkunde und Politische Bildung » Zitierregeln. EmeraldInsight. Constructivist Foundations. Constructivist Foundations (CF) is an international peer-reviewed academic e-journal listed in the AHCI. It is dedicated to constructivist issues raised by philosophy as well as the natural, human, and applied sciences. The journal publishes original scholarly work in all areas of constructivist approaches, especially radical constructivism, enaction and enactive cognitive science, second order cybernetics, biology of cognition and the theory of autopoietic systems, non-dualizing philosophy, neurophenomenology and first-person research, among others.
The readers of the journal will be kept up-to-date with the central issues of the Constructivist Community. Submissions of papers that correspond to the Aims and Scope of the journal are always welcome. Occasionally the journal publishes special issues focusing on a specific topic. RIS Dokument. 124.
Swiss Statistics - DeSeCo. What is the difference between competence and competency? What is competence? What is competency? Contents: introduction · what is competence?
· competency and product approaches · curriculum as process · conclusion · further reading · acknowledgements · how to cite this article Over the last twenty years the discourse around education and training has shifted. Active Submissions. Ati.pearson.com/downloads/EdLead-artic_feb09.pdf. Valuing Teachers: How Much is a Good Teacher Worth? For some time, we have recognized that the academic achievement of schoolchildren in this country threatens, to borrow President Barack Obama’s words, “the U.S.’s role as an engine of scientific discovery” and ultimately its success in the global economy.
The low achievement of American students, as reflected in the Program for International Student Assessment (PISA) (see “Teaching Math to the Talented,” features, Winter 2011), will prevent them from accessing good, high-paying jobs. And, as demonstrated in another article in Education Next (see “Education and Economic Growth,” research, Spring 2008), lower achievement means slower growth in the economy. From studying the historical relationship, we can estimate that closing just half of the performance gap with Finland, one of the top international performers in terms of student achievement, could add more than $50 trillion to our gross domestic product between 2010 and 2090. Measuring Teachers’ Impact An Alternate Thought Experiment. Francesca Vidal – Kommunikative Kompetenzen. Abstract: Fazit dieses Plädoyers für eine Rhetorik des medialen Raumes ist, dass freilich nicht einfach die antike Rhetorik gelehrt werden kann, um bereits für Online-Kommunikation gewappnet zu sein.
Wird sie aber, orientiert an ihrem Aufbauschema, erweitert auf den medialen Raum, so kann eine heutige Schulung in Beredsamkeit dazu beitragen, mediale Räume im Sinne eines Humanum zu verwirklichen. I. Beredsamkeit als Grundlagenkompetenz Die Relevanz kommunikativer Kompetenzen auch für die Gestaltung medialer Räume hervorzuheben, ist erst einmal nichts Besonderes und wird auf allgemeine Zustimmung stoßen.
Schließlich werden allerorts kommunikative Fähigkeiten gefordert und wird ihr Fehlen als Ursache vielerlei Probleme beklagt. Auch der Rhetorik geht es um die Vermittlung kommunikativer Kompetenzen, sie erweitert den Begriff aber um die Dimension der Bildung des Subjekts und spricht daher von Beredsamkeit. Rubrics. Assessment Resources Sample Rubrics NOTE: If you arrived at this page from a redirect ( www.winona.edu/air or www.winona.edu/air/rubrics.htm ), please update your bookmark and any links to this page.
Grading vs. Assessment of Learning Outcomes - Enhancing Education. Outcome-Based Education - The Hong Kong Polytechnic University. In other sections, it is clearly explained that professional competence involves functioning abilities which are founded on a high level of understanding of academic knowledge and relevant procedural knowledge.
Therefore, when selecting the assessment methods, we have to ensure they are able to assess the functioning abilities so as to develop students with competence in the professional context. The real professional context, which is highly performance-based, is a complicated mixture of illdefined problems, uncertainties and unexpected outcomes that demand teamwork efforts, leadership and diverse solutions, etc. It is difficult to create a real professional context in the classroom.
Constructive Alignment - and why it is important to the learning process. What is Constructive Alignment? Constructive Alignment, a term coined by John Biggs (Biggs, 1999) is one of the most influential ideas in higher education. It is the underpinning concept behind the current requirements for programme specification, declarations of Intended Learning Outcomes (ILOs) and assessment criteria, and the use of criterion based assessment.
There are two parts to constructive alignment: Students construct meaning from what they do to learn. The teacher aligns the planned learning activities with the learning outcomes. Provisional Program Guidelines for Foreign Language Teacher Education., 1988. The provisional guidelines developed by the American Council on the Teaching of Foreign Languages for pre-service foreign language teacher education programs are intended for discussion and commentary from the profession and to assist in program development and evaluation. VCH - Darling-Hammond, Linda / Bransford, John (eds.) - Preparing Teachers for a Changing World. LangtextBased on rapid advances in what is known about how people learn and how to teach effectively, this important book examines the core concepts and central pedagogies that should be at the heart of any teacher education program.
Stemming from the results of a commission sponsored by the National Academy of Education, Preparing Teachers for a Changing World recommends the creation of an informed teacher education curriculum with the common elements that represent state-of-the-art standards for the profession. Written for teacher educators in both traditional and alternative programs, university and school system leaders, teachers, staff development professionals, researchers, and educational policymakers, the book addresses the key foundational knowledge for teaching and discusses how to implement that knowledge within the classroom.
Aus dem InhaltPreface. Committee on Teacher Education Members. Cooperating University Liaisons. Acknowledgments. About the Authors. 1.