Elementos de Competencia EUPG

Understanding Competency-Based Education

Introduction to Competencies

• Previous discussions focused on the competency-based approach, explaining its components and formulation.

• The next step involves breaking down a macro competency into smaller performance elements.

Breaking Down Competencies

• Example: A chef developing the competency of preparing national dishes must first focus on specific tasks like "preparing dishes."

• To achieve this major competency, smaller performances such as "applying vegetable cutting techniques" are essential.

Elements of Competence

• Elements of competence are defined as concrete, smaller performances derived from the larger competency.

• These elements serve as procedural axes around which activities and content are organized.

Visualizing Skill Development

• An image comparison illustrates a novice guitarist's insecurity versus a professional's confidence, highlighting skill development.

• The overarching competency is to develop instrumental skills for musical pieces, requiring foundational skills like identifying basic chords.

Integrating Performance Elements

• Each element of competence contributes to achieving the overall competency; they can be visualized as grapes in a cluster.

• The integration of these smaller performances enables the development of complex competencies.

Formulating Performance Elements

• To formulate these elements effectively, one must understand what professionals do in their practice and how they should perform tasks.

Understanding Competency Elements in Professional Practice

Steps to Define Competencies

• The first step in defining competencies is focusing on professional practice, which outlines what a professional should be able to do based on the planned subject.

• From the overall competency performance, smaller, more specific elements of competence are identified. This involves breaking down complex tasks into manageable parts.

• Emphasis is placed on processes and tasks that professionals must learn to achieve their competencies, rather than focusing initially on theoretical content.

• A key characteristic of competency-based approaches is prioritizing the professional's ability to perform (know-how), rather than just what they need to learn theoretically.

• Once the main competency is defined, it’s essential to identify specific elements that contribute to achieving that competency through practical processes and tasks.

Example: Learning Guitar as a Competency

• Using guitar playing as an example, mastering interpretation requires smaller performances such as identifying notes and understanding string positions.

• Specific skills include recognizing chords and learning strumming techniques before progressing to interpreting songs.

• Each minor performance contributes towards developing overall competence in playing the guitar; these are considered elements of competence that support mastery.

Formulating Elements of Competence

• To formulate elements of competence effectively, three components must be included: action verb (performance), object (what is being performed), and reference condition (context for performance).

• An example from systems engineering illustrates this: "Test software in development" includes identifying testing types and quality control processes as part of its formulation.

Detailed Breakdown of Competence Components

• The action verb "identify" indicates what needs to be done; here it refers specifically to types of testing relevant for software quality assurance.

• Another component involves "elaborating test plans," where conditions like client specifications and deadlines are crucial for successful execution.

Practical Application Example: Baking a Cake

• A simple example provided is preparing cakes according to customer requirements while ensuring proper technique, flavor, and presentation—this serves as a foundational competency statement.

Understanding Competence in Cake Preparation

Key Elements of Competence

• To be deemed competent in cake preparation, one must develop four key performances: interpreting recipes, preparing dough, baking cakes, and decorating them.

• The first performance involves interpreting cake recipes thoroughly to ensure complete understanding. This comprehension is crucial for successful execution.

• The second element focuses on preparing the dough after successfully interpreting the recipe. It emphasizes respecting preparation techniques, order, and ingredient proportions.

• The third performance is about baking cakes while considering required time and temperature. Proper adherence to these factors is essential for quality results.

• Finally, the fourth element involves decorating cakes appropriately by taking into account client requirements, creativity, and presentation standards.

Breakdown of Competency Elements

• Each competency can be broken down into smaller performances that collectively contribute to overall competence in cake preparation.

• It's important to note that competency elements consist of three components: action verb (performance), object (what is being acted upon), and reference condition; there’s no separate purpose since it aligns with the overall competency goal.

• Each identified competency element transforms into a learning unit. This means that once an element is recognized, it will guide the creation of a structured learning experience rather than just thematic units.

• A learning unit comprises interconnected topics necessary for achieving the desired performance level associated with each competency element.

• Competency elements should not be overly simplistic or complex; they need to be manageable enough to form effective learning units without overwhelming learners or blurring lines with other competencies.

Practical Considerations in Planning

• For example, a very specific task like "heat the oven" may not warrant an entire learning unit as it's too straightforward; instead, it could be integrated within broader tasks like baking.

• Conversely, overly complex elements may confuse learners if they resemble other competencies. Therefore, clarity in defining these elements is vital for effective teaching strategies.

• Ultimately, students must take ownership of their planning process by evaluating whether chosen elements are sufficient or require integration with others based on their expertise in their subject area.