Lesson 3: Strategies to develop competencies
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Teachers should design learning activities which require learners to use knowledge and skills and to show their positive attitudes & values so that learners acquire competencies successfully. Knowledge, skills and attitudes & values are often referred as “learning domain” and they are called cognitive, psychomotor and affective domain respectively in education science as Prof. Benjamin Samuel Bloom, a famous education psychologist, suggested.
Below are some proposed teaching strategies and learning tasks to facilitate the development of competencies for each learning domain. It will help teachers when preparing meaningful learning tasks in their lesson plan.
Table: Strategies to develop competencies
Learning domain What teachers can
do Examples of
learning activities Cognitive domain (Knowledge) -
Develop case studies requiring discovery or problem-based learning to
determine the most appropriate evidenced based example -
structure debates that require the learner to provide their reasons for their
responses -
avoid the temptation to answer every learner's question, especially when the
learner knows or should know the answer -
Set self-study modules with suggested learning activities that the learners
can complete on their own prior to interaction with fellow learners and
teachers -
Provide ample time for discussion and clarification of concepts to be
learned -
Help learners use their own knowledge and ideas to find possible solutions to
situations. Guide learners to
discover how to proceed or act through higher order questioning (Socratic
questioning) -
Self-directed reading and completion of suggested activities that will add to
learners’ knowledge and experience base -
Becoming active participants in and taking responsibility for their own
learning -
Discovering the best solution to a given need or problem in both theoretical
and practical work -
Retrieving and retaining knowledge and applying it in practice -
Learning activities structured for groups of learners working
together and self-directed using the world wide web or internet and intranet
for resources related to topics being learned -
Preparing for discussions and debates Psychomotor domain (Skills) -
Allow the learner to practice for a while, and then ask for a demonstration
of the skill -
Set up models or create a simulation exercise in the practical laboratory
where learners can have repeated practice of skills with peers and/or teacher
supervision -
Arrange for sufficient practical experiences requiring skill performance under
direct supervision - Create a
valid and reliable assessment tool for use in determining competence in skill
demonstration -
-
Observe a skill and attempt to repeat it, or see a finished product and
attempt to replicate it (imitate) -
Produce the product by following general instructions rather than observation
(manipulate) -
Performing individual or group practical work to demonstrate particular
skills under direct supervision of the teacher (manipulate) -
Making models or designs related to the broad competence or specific learning
outcomes with accuracy (precision) -
Make accurate observations and draw appropriate conclusions from practical
demonstration of a task by a teacher or fellow learners (manipulating with
precision) -
Studying situations through field visits and case studies -
Undertaking project work with guidance from the teacher but with minimum
supervision Affective domain (Attitudes and
values) -
Create an environment for learners to do exercises on positive and negative
personal or peer values -
Provide a framework for a written analysis of attitudes, values and
behavior -
Structure opportunities for role play requiring recognition of differing values
and behavior -
Join with learner group to discuss different values and beliefs especially
those related to learning styles and interpersonal relationship. -
Create a valid and reliable assessment tool for use in determining positive
attitude demonstration -
Respond willingly and positively when asked or directed to do something -
Comply with given expectations by attending or reacting to stimuli in
agreeable manner -
Display behavior consistent with attitudes and behavior acceptable in
different situations -
Listen to others and pay attention to any guidance and advice given by
mentors -
Reflect on how personal values promote or inhibit their ability to learn
better and to fit in the society -
Identifying role models in the school system and in the community and listing
the qualities they admire.