1. KICD – UNESCO – IBE Curriculum Workshop Day 1 AM Thomas Cobb Faculty of Education, Université du Québec à Montréal Lili Ji International Bureau of Education Geneva

2. 9h30-10h30 Backgrounder Challenge of 2000’s ACCESS Challenge of 2010’s QUALITY The process for curriculum reform in Kenya has been initiated and draft tools for needs assessment finalized. 2

3. Backgrounder 2 There is a need now to bring teacher trainers and teachers on board for this reform through a discussion of what the reform means, what it will cost them, why they should invest in it, and how it will affect them and their existing practices. 3

4. Backgrounder 3 It will be different from the workshop of November 2015 in being more practical, more participant oriented, and more focused on contrasts between existing and target practice. With lowest amount of educational jargon possible 4

5. Backgrounder 4 Key concepts : A competence approach (CA) vs. a knowledge approach; Assessment of competence; How CA functions in different regions, at different age levels, and in different domains; Teaching methods & materials that are compatible with a CA; the link between CA & Constructivist learning theory; the special roles in CA for – problem solving – information technology 5

6. Objectives Participants will leave the workshop able or better able to perform the following competencies: Think clearly and usefully about educational goals and problems within their environments in a common competence framework Participate in the development of guidelines for the conception and implementation of competence based curriculum reform Develop concrete learning, teaching, and testing materials within a competence framework 6

7. Participants Participants will include curriculum developers and specialists, teachers trainers and teachers in several content domains, and publishers/authors on both curriculum reform and learning materials. Paticipants should participate in this workshop 7

8. Participant Groupings Individuals, pairs, double pairs, etc domain groups (8x15) 8

9. Participant Discussion 1 WITH A PARTNER, in 2 minutes, come to an agreement on either: 1.Your expectations about this workshop 2.What mainly needs reforming in Kenyan education? 9

10. 10h40 – 11h10 Tea/coffee break 10

11. Presentation What is a competence approach? Why do we need it? Who benefits? Competence Approach as opposed to…? 11

12. From the KICD website glossary Competence “Within the European Union area a competence is defined as a combination of knowledge, skills and attitudes appropriate to the context. Competence indicates the ability to apply learning outcomes adequately in a defined context (education, work, personal or professional development). Competence is not limited to cognitive elements (involving the use of theory, concepts or tacit knowledge); it also encompasses functional aspects (involving technical skills) as well as interpersonal attributes (e.g. social or organizational skills) and ethical values.” “Competences can be domain-specific … or general/transversal because they have relevance to all domains/subjects.” 12

13. From the KICD website glossary Competence “Within the European Union area a competence is defined as a combination of knowledge, skills and attitudes appropriate to the context. Competence indicates the ability to apply learning outcomes adequately in a defined context (education, work, personal or professional development). Competence is not limited to cognitive elements (involving the use of theory, concepts or tacit knowledge); it also encompasses functional aspects (involving technical skills) as well as interpersonal (e.g. social, ethical, organizational skills) 13

14. From the KICD website glossary 2 Competency-based curriculum A curriculum that emphasizes what the learners are expected to do rather than mainly focusing on what they are expected to learn about. In principle such a curriculum is learner-centred and adaptive to the changing needs of students, teachers and society. It implies that learning activities and environments are chosen so that learners can acquire and apply the knowledge, skills and attitudes to situations they encounter in everyday life 14

15. From the KICD website glossary 2 Competency-based curriculum A curriculum that emphasizes what the learners are expected to do rather than mainly focusing on what they are expected to learn about. In principle such a curriculum is learner-centred and adaptive to the changing needs of students, teachers and society. It implies that learning activities and environments are chosen so that learners can acquire and apply the knowledge, skills and attitudes to situations they encounter in everyday life 15

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17. Meaning is not obvious 17

18. Clearer if we focus on what CA is not Knowledge based – Memory based Teacher centered Top down To create civil servants To create a small number of winners Ends in one long pass- fail examination at the end 18

19. CA’s advantages More Ss can succeed Better motivation Better transfer to new learning More job ready Less training for employers Used since 1980s in ESL Has always been used in medicine, engineering, apprenticeships Likely to steer students toward sciences 19

20. CA’s critics Too much like job training Too much like behaviourism Near impossible with large groups Difficult for weak teachers Results not proven Use tech – what tech? Test often – yes, but only the final test counts The problem is not approach – it is lack of investment, materials, and pay It is not true there is no role for out-of-context, rote learning 20

21. Plenary discussion Also known as Q+A 21

22. Group projects Form project groups (domain based) 22

23. Form 8 domain groups for this afternoon 8 GROUPS x 30 MINUTES = 240 minutes = 4 hrs FOUR groups AM FOUR groups PM Choose roles (spokesman, recorder, monitor, timekeeper – rotating) Introduce yourselves DO WE ALL HAVE ACCESS TO POWERPOINT ? 23

24. Now you Project and presentations 24

25. Review of Objectives Participants will leave the workshop able or better able to perform the following competencies: Think clearly and usefully about educational goals and problems within their environments in a common competence framework Participate in the development of guidelines for the conception and implementation of competence based curriculum reform Develop concrete learning, teaching, and testing materials within a competence framework; 25

26. Group projects Groups will demonstrate their understanding of competence in a Day 5 presentation of 20 minutes with accompanying Powerpoint or overhead transparencies Time will be allowed to work on this on Day 4 p.m. 26

27. Group projects 2 To be included – identification and description of an existing knowledge objective, Can be made up or hypothetical – Its transformation into a competence – description of the context and learners – sample teaching method, learning and assessment materials – RATIONALE / JUSTIFICATION for what you have done that can be used by others Following feedback and revision these documents will be submitted to the KICD 27

28. Formative Feedback from you to us In your groups, discuss and report Day 1 impressions or concerns 28

29. 13h – 14h Lunch 29

30. KICD – UNESCO – IBE Curriculum Workshop Day 1 PM Thomas Cobb Faculty of Education, Université du Québec à Montréal Lili Ji International Bureau of Education Geneva

31. Presentation 14.00- 16.30 – CA and assessment – Readings for discussion on Day 4 31

32. Readings (to discuss Day 4) Cobb, T. (1999) Applying constructivism: A test for the learner- as-scientist. Educational Technology Research & Development 47 (3), 15-33. [LINK]LINK http://www.lextutor.ca/cv/pdf/applying_constructivism.pdf Cobb, T. (2006) Internet and literacy in the developing world: Delivering the teacher with the text. Educational Technology Research & Development, International Review section 54 (6), 627-645. [LINK] http://www.lextutor.ca/cv/teacher_with_text.pdfLINK 32

33. CA and assessment 33

34. Practical activity Re-write these knowledge objectives as competence based assessments 34

35. Math Ss will know the times-table up to 12 x 12 by heart Ss will know the procedure for long division Ss will know how to calculate a square root + Others from Math group 35

36. Physics Ss will know the principle of mechanical advantage Ss will know the meaning of F and M and A in F=MA + Others from Science group 36

37. Biology Ss will know the principle of photosynthesis Ss will describe the life cycle of the anopheles (malaria) mosquito + Others from Biology group 37

38. Social science Ss will know the main food groups needed for nutrition Students can describe the main social tensions within Kenyan society Ss can describe the events of the last election + Others 38

39. Assessment of competences Typical Methods 1: 1. Teach the knowledge 2. Ss apply the knowledge to a problem, in groups 3. Apply the knowledge to a different problem individually 4. The test is to apply the knowledge to a new problem individually 39

40. Assessment of competences Typical Methods 2: – Ss are given a problem – Groups research the knowledge needed for a solution – They present their solution – The class votes on the best solution – The teacher considers this vote in assigning a grade 40

41. Assessment of competences The 4 W’s as Guideline WHO – Not just individuals but also groups WHERE – Not just in examination hall or classroom but in settings related to the task 41

42. Assessment of competences The 4 W’s as Guideline WHAT – Knowledge but also application of knowledge WHEN – Frequently, not all at the end of the year WHY 42

43. Testing in Your Domain “Present and (ideal) future” CONTRASTIVE FRAMEWORK Formative Competency based Frequent Forman and informal Individual and group Summative Knowledge based 1-2 times per year Formal only Individual only 43

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45. 45 Gp Lex Hypertext

46. 16h30 – 17h Tea/coffee break End of Day 1 46