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Development and implementation

The aim is to support the learners into self-evaluation of their personal competences through participating in and evaluating learning activities and tasks. The approach is incorporated across the course with the purpose of uncovering tacit skills and establishing links and relationships between personal skills and classroom-based or work-based activities.

Models can be produced (see box 1 below) that help to evaluate learners’ personal competences and to explore what classroom or college activities, events or tasks contribute to the acquisition and development of personal skills and competences. In addition to self-evaluation of learners’ personal competences, TTSE may help learners and tutors evaluate how learners can acquire or develop skills. This approach has been developed in collaboration with tutors and practitioners. They argue that such a method can enable learners to reflect upon their skills in the context of real classroom or workplace situations and challenges, so that it can lead them into a more intentional self-evaluation of their personal skills.

It is generally recognised that as a result of participation in classroom or workplace activities the learners acquire, deploy and develop a number of personal competences and skills. However, this is often taken for granted, and the learners do not recognise that one specific activity such as brainstorming, problem-solving or a team activity supported them into recognition, deployment and further development of those tacit skills that they may have acquired from their previous experiences, either formal or informal. Purposeful self-evaluation of their skills in the context of learning activities will make this process more visible and will help the learners and their tutors to establish links between skills development and tasks and assignments they might encounter in the classroom or workplace. This would let tutors promote skills development more effectively.

Our research has indicated that this supported self-evaluation of learners’ personal skills and competences has a positive impact on their confidence and their learning outcomes. Learners’ awareness that they are able to use their previously acquired skills in learning activities enhances their confidence and encourages them to use their skills more. Moreover, if the learners recognise that they are using previously tacit skills in their classroom or workplace activities, they feel motivated towards more active participation in such activities. Two examples follow.

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