Core Competency Progression Review

Core Competency Progression Guide Design-Day 4

Dr. Maina, Ms. Susan and Mr. Tom

Interdenominational Prayers

Last Day Program

​0900-1000 Preamble (Prayers, Process Lesson Learnt)

1000-1030 Break

10.30-1200 Progress Updates

Team 1-3

Team 4-6​

1200-1300 Updating the Guide

1300-1400 Lunch Break

1400-1500 Next Steps Planning

1500-1530 Reflection of the Day ​

Core Skill Progression Guide Design

Multiple Choice

Critical Thinking and Problem Solving in BECF is Linked to Problem Solving in SBF

• TRUE

• FALSE

Open Ended

What have you learnt about the process of writing a guide collaboratively

Open Ended

How have you deepened your understanding of Problem Solving progression, Share Examples

Open Ended

What advice would you give to guide future guide design?

Multiple Choice

Which on is the fourth step in problem solving

• I complete tasks by finding someone to help if I need them

• I complete tasks by exploring problems to someone for advise if I need

• I complete tasks by finding information I need myself

• I explore tasks by creating different possible solutions

Multiple Choice

These are building block to step

"How to identify the pros and cons of possible answers for complicated problems

How to evaluate the pros and cons to help make a decision"

• 3

• 5

• 4

• 2

Multiple Choice

Which one is not a reflection question to Step 3

• When might we need additional information to solve a problem? 

• What mistakes could you make when trying to explain a problem? 

• Where are some of the different places you might find extra information?

• Which are the best places for different types of information?

Multiple Choice

Which one is not part of what you need to know for step 2

• Explaining a problem to someone else

• How to explain a problem to someone else

• How to act on advice

• Asking the right questions

Multiple Choice

Which ones are the building blocks for step 3

• How to identify extra information that is needed

  How to find this additional information 

• How to explain a problem to someone else

  How to act on advice

• How to identify the pros and cons of possible answers for complicated problems

  How to evaluate the pros and cons to help make a decision

• When problems might have lots of answers

  How to come up with multiple potential solutions for those problem

Multiple Choice

These are reflection questions to a step

What sort of problems are most difficult to solve?

What do you think complex problems are? 

Can you give any examples? 

How can we solve complex problems?

What should we do? What should we not do?

Which Step is it?

• 5

• 6

• 7

• 8

Multiple Choice

The is educators advice for which step

Teaching It

To teach this step:

The teacher can introduce the difference between simple problems where there is one answer and complicated problems where there are a range of possible solutions. The teacher can give some examples of each of these, and then learners can be asked to come up with lots of other examples of each type.

The teacher can then suggest some complicated problems and ask learners to come up with as many possible solutions as they can. Some example questions might be “When do we learn best?” or “What is the best way to travel to school?”

Reinforcing it

This is a good step to reinforce in a classroom setting. Learners can be reminded when a question they are being asked is a simple problem or a complicated problem. 

In the case of a complicated problem, it is worth actively encouraging learners to think about the range of possible answers or solutions that they could come up with, rather than just picking the first idea that comes to mind. 

Assessing it 

This step is best assessed through an exercise. For example:

Asking learners to identify from a list of options, which problems are simple or complicated?

For complicated problems, learners could be asked to generate a range of possible ideas or solutions.

• 3

• 4

• 5

• 6

Multiple Choice

Which one is not a tab in Skill Builder hub welcome page

• Dashboard

• Training Area

• Account

• Help

Multiple Choice

Which one is not a tab under other tool in the skill builder hub

• Skill Universal Builder Framework

• Skills Builder Mapping

• Skills Builder Benchmark

• Skills Builder Lauchpad

To what extend does the learning experiences in the lesson enhance the competency step envisioned while meeting the foundational skills.

​

Discursive Inquiry

​Lesson Review

Poll

How far to completion is the section you working on?

• 55%

• 45%

• 35%

• 25%

Next Steps Discussion

Plans for Completion

Plans for 7th to 11th (CC (L,S, TW), SP(SE) and AH (L2L)

Post 11th C(L, TW)​ and DL