1. Competencies Based Language Teaching [CBLT] course designing
Michal Giladi | R&D Centre | ORT Israel

2. This is ORT Israel Science & technology oriented school network
100,885 Students
7, Employees
Institutions
Local Municipalities
500,000 Alumni
I work at ORT Israel, a school network with over 200 institutions. We operate public schools. 1 out of every 10 students in secondary school in Israel, attends one of our schools. We serve all denominations and ethnicities. We focus on Science and Technology.

3. Competency-Based Language Teaching (CBLT)
“Rather than being organized around specific language topics, CBLT courses are developed around competencies and the skills necessary for mastery.”
(Griffith & Lim, 2010; Richards & Rogers, 2001; Wong, 2008).
The concept of Competency Based Language Teaching, or CBLT, is to mold the course around competencies rather than subject knowledge. This is not a new concept, yet its application in Moodle is relatively new.

4. Competencies for Module C
Description
G general
understand the general meaning, main ideas, supporting details, and the sequence of events in a text, and use this knowledge as needed G1
General meaning G2
Main idea G3
Sequence of events G4
Supporting details G5
identify different text types and use this knowledge as needed G6
Fact v. Opinion G7
Identify Feelings G8
Identify opinion G9
locate relevant information for a specific purpose
D dictionary
use information tools, such as a dictionary D1
Find words D2
Distinguish multiple meanings D3
Distinguish parts of speech D4
Find expressions D5
Understanding from context
competencies
Description
W1 writing
express feelings, likes and dislikes W2
describing people, places, things and events W3
express and elaborate on personal wishes and opinions W4
present information on limited content W5
Grammar
V vocab
Vocabulary V1
New words V2
Compound words V3
In-line definitions V4
Connectors V5
Capital letters (titles, names, etc) V6
Synonyms H
Higher Order Thinking Skills H1
Predicting H2
Cause and Effect H3
Sequencing H4
Inferring
This is a list of competencies required by the Israeli Ministry of Education for the Module C part of the matriculation examination in English as a Second Language.

5. Competencies for Module C
Description
G general
understand the general meaning, main ideas, supporting details, and the sequence of events in a text, and use this knowledge as needed G1
General meaning G2
Main idea G3
Sequence of events G4
Supporting details G5
identify different text types and use this knowledge as needed G6
Fact v. Opinion G7
Identify Feelings G8
Identify opinion G9
locate relevant information for a specific purpose
D dictionary
use information tools, such as a dictionary D1
Find words D2
Distinguish multiple meanings D3
Distinguish parts of speech D4
Find expressions D5
Understanding from context
competencies
Description
W1 writing
express feelings, likes and dislikes W2
describing people, places, things and events W3
express and elaborate on personal wishes and opinions W4
present information on limited content W5
Grammar
V vocab
Vocabulary V1
New words V2
Compound words V3
In-line definitions V4
Connectors V5
Capital letters (titles, names, etc) V6
Synonyms H
Higher Order Thinking Skills H1
Predicting H2
Cause and Effect H3
Sequencing H4
Inferring
These competencies are grouped into 5 main categories: General, Dictionary, Writing, Vocabulary and Higher Order Thinking skills.

6. Competencies for Module C
Description
G general
understand the general meaning, main ideas, supporting details, and the sequence of events in a text, and use this knowledge as needed G1
General meaning G2
Main idea G3
Sequence of events G4
Supporting details G5
identify different text types and use this knowledge as needed G6
Fact v. Opinion G7
Identify Feelings G8
Identify opinion G9
locate relevant information for a specific purpose
D dictionary
use information tools, such as a dictionary D1
Find words D2
Distinguish multiple meanings D3
Distinguish parts of speech D4
Find expressions D5
Understanding from context
competencies
Description
W1 writing
express feelings, likes and dislikes W2
describing people, places, things and events W3
express and elaborate on personal wishes and opinions W4
present information on limited content W5
Grammar
V vocab
Vocabulary V1
New words V2
Compound words V3
In-line definitions V4
Connectors V5
Capital letters (titles, names, etc) V6
Synonyms H
Higher Order Thinking Skills H1
Predicting H2
Cause and Effect H3
Sequencing H4
Inferring
I chose one of these 5 competencies, vocabulary, with which to present the process of setting up competencies in a Moodle course.

7. Module C - The Framework
Where?
Classroom learning guided by the teacher
How?
Pedagogically - Personalized learning plan in the form of reading materials according to the teacher’s assigned competency
Didactically - Active learning, i.e. interactive video, questions with immediate feedback, gamification
Module C is part of the matriculation exam in English as a Second Language for medium level 10th grade students.
This course was designed to be taught in class, individually, with a teacher’s assistance.
Pedagogically it focuses on providing personalized learning plans.
Didactically it utilizes active learning in the form interactive video, immediate feedback, and gamification in the form of badges, reflecting progress.

8. The course is built using the Grid course format and has 10 sections
The course is built using the Grid course format and has 10 sections. As mentioned before, I will focus on the Vocabulary competencies, and I will use the first section, “The Story of the Bagel”, to show how it’s done.

9. 1A - Mapping the competencies
The framework tagged each section with a list of competencies. The result was this competency map, which enables the teacher to assign the sections as needed.
The competencies matrix enables the course designer and the teacher to add additional learning assignments in order to add or enhance competencies that are lacking.

10. The first section, The Story of the Bagel, is structured like the rest of the 10 sections.
Each section begins with an excerpt from the text, accompanied with an interactive video built on H5P.
Following are quiz and quizlet activities, which are only part of the various active learning components available in every section.

11. 1 – Breakdown of course competencies
You can see here the quizzes broken down into the course competencies.

12. Teacher’s Reports 2 – Teacher’s report
Based on the competencies tagging, the teacher can get a competency report of each student

13. 3 – Learning plans
Designing a learning plan
The teacher can identify weaknesses or lack of competencies among students, and add assignments accordingly
As each activity has a unique competency list, the teacher can set either an individual learning plan or a whole class learning plan, according to learning needs.

14. 3 – Learning plans
Here is an example of a student’s learning plan in format that enables editing, so I can add or remove competencies in his learning plan.

15. Student’s report This is a Student’s report.
Notice the progress bar on top, reflecting the relative progress of one student.
Below is a detailed report of the student’s progress by competencies.

16. Conclusion
We can design courses and assign learning plans based on competencies required for individuals or a cohort of learners.
Tagging competencies expands Moodle's capabilities of personalized learning.
Once created, a Moodle competencies matrix report will enable the course designer to cover all required competencies.
CBLT enables an analysis of the competencies in a given learning plan, vs. designing courses based on a subject knowledge.
Conclusion
1. באמצעות רכיב המיומנויות ותוכניות הלמידה במודל ניתן לבנות קורס השם דגש על רכישת מיומנויות ויצירת תוכניות למידה מותאמות לתלמיד או קבוצת תלמידים.
2. באמצעות תיוג המיומנויות במודל הרחבנו את יכולות השימוש במערכת והתאמתה ללמידה מותאמת אישית.
3. מיפוי המיומנויות מאפשר ליוצר הקורס לזהות היכן נדרש להשלים פעילויות למיומנויות
4. קורס CBLT (Competency Based Language Teaching ) מאפשר ניתוח המיומנויות שנרכשו בעת הלמידה בהשוואה לקורס המבוסס על הקניית מידע/ידע.