Competency -based teaching

  • Home
  • About
  • My CV
  • Education
  • Learning
  • Active learning
  • Teaching
  • Teaching Tools
  • Teaching Topics
  • Teaching Methods
  • School Activities
  • Curriculum-Culture
  • Assessment - Evaluation
  • Classroom Management
  • Century Skills
  • Language Skills
  • Linguistics
  • Grammar
  • Publications-Achievements
  • My Blog
  • Contact
  • Abouna Fanous Site



Competency-based teaching





My Researching




Proposal





Related image





Go to my Blog



https://mrgirgis.blogspot.com/






Click here to go to : Abouna Fanous Site.




موقع عمى أبونا فانوس الأنبا بولا





email-logo – Jenny Brook Bluegrass



E-mail  1  :  girgishannaharoun@yahoo.co.uk




  E-mail    2  : girgishanna027@gmail.com




اضغط هنا لتصل الى فيديوهات موقع ابونا فانوس و تنال بركته





VK8GFP9HFt9BbBrZe58JpDvB9NEdhFIgtrOB-I8YcSjs9DNu9yWv_6L9Qb-bnK0v.jpg

Translate This Page


“And God will wipe away every 

tear from their eyes; there shall 

be no more death, nor sorrow, 

nor crying. There shall be no 

more pain, for the former things

 have passed away.” Revelation 

21:4




free-clipart-important-notice-9 | Chippewas of the Thames








Humor:





Girl Laughing Hysterically Stock Photo ...





"A teacher takes a hand, 

opens a mind and 

touches a heart

Use the other  language selector on 

my home page above to go through 

my whole site using any native 

language you speak,



then use the video above to see and 

listen to the same teaching topic in

 text below.



اختاراي لغة من لغات العالم /  اللغة التى تريد تصفح 

موقعى باستخدامها . استخدم المؤشر


الذى فى الاعلى


Next, Use the world site selector on

 my home page above to go to the 

search engine site or the social media

 site you like.




My YouTube Channel:  Click:( Mr. / Girgis H. H).



منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا هارون



 /Unit 1: (Writers and stories) Lesson: 1






Title


Competency-based teaching



Corresponding Authors:


1-Girgis , the senior researcher.


2- 3 of my assistant Colleagues.




Editor

Edited by: Mr./ Girgis Hanna Haroun




Supervisor:


Senior and public supervisors of English

in Egypt.



The site published on:

www.bchmsg.yolasite.com




Subject:

Competency-based teaching.



Online since :  Jan, 2023



Affiliation:

The Ministry of Education in Egypt.


 



    Drawing upon findings from a  funded study of an

academic leadership in Egypt (Competency-based

 teaching Method) and provided by (full) professors,

this research focuses on (Competency-based teaching

Method) as perceived by those on the receiving end of it.

 My research is supervised  by my senior and public

supervisors of education in Egypt. Research on 

(Competency-based teaching Method) is defined as

 the influence of one or more people on the research-

related behavior, attitudes or intellectual capacity of 

others.



Four specific features or keywords of my professorial

 research about leadership are identified and examined.

 They are the conflicts of interest in my research.



They include:


(Change, Culture, GTM method, Practical learning, real


 situations, authentic tools and material)

 


Table of Contents



The Research Structure Plan



Chapter :  1  :  The Research Abstract.

Chapter :  2  :  The Research Introduction.

Chapter :  3  :  The Research Methods and Tools.

Chapter  : 4  :  The Research Results.

Chapter  :  5  :  The Research Outcomes and impact.
 
Chapter  :  6  :  The Research Discussion.

Chapter     7  :  The Research Conclusion.

Chapter  :  8  :  The Research Limitations.

Chapter  :   9 :  The Research Acknowledgement.

Chapter  : 10 :  The Research References.


By :  Mr. / Girgis Hanna Haroun Abdoh.






Abstract



 Change is an inevitable part of organizational life and


if you have any leadership role, you'll soon be called upon


to help lead it.




But, we often fear change. This leads to resistance.


So, managing and leading change is a challenging role.


It will take you outside of your comfort zone and beyond


your existing management and supervision tool-set.


But change is predictable. You can anticipate how people

will respond, and what you need to do to engage them

positively.

You can plan, prepare, and handle the resistance that

will certainly come. To do that, you need practical tools

 and models.

 



1-Introduction





1-The Research Vision, Mission and Objectives

The vision is (Developing our Education system)..

The mission is Doing research theses

The Objectives are:Solving problems that arise from the

diverse cultures and their conflicts inside the education

organizations.





2-A problem needs a solution

 We faced a problem that needs a an urgent solution.

The problem is: We, the researching group, noticed

that the learning outcomes of high schools and colleges

are low.





3-Reasons for the research:

The reason for doing such research is that I and my

colleagues noticed that some organizations did not

work as efficiently as they could, and senior managers

 have encountered various problems. Complaints were

numerous. People worked in terms of only firm

accountability and punishment.




There was no vision, no mission, no objectives, no team

work, no love or respect and no good performance.

We have been asked to estimate the situation, analyze 

it, and come up with solutions which could increase 

efficiency and productivity; in other words, increase 

organizational performance.


 




After preliminary interviews with the senior managers 

and teachers at schools, we have identified our areas 

of the interest: organizational structure, leadership, and

communication.




The teachers worked individually without any 

collaboration with their managers or school leaders. 

Teachers did't like change. They used traditional 

method of teaching like the GTM method. Learners 

were just listeners or stores waitingfor being filled 

with some information that were learnt by heart.




Learners knew nothing about any critical thinking like

practice, analysis, synthesis, evaluation, imagination,

creation or innovation. They didn't use technology in

learning.




There were no meeting areas between the 

organization managers and the people who  

working with them.




The organizations had managers of instructions and 

orders not leaders that could lead the education 

process forward through the leading skills that the 

leader should practice and apply.

 



4- The researching questions:



How do organizational leadership, and communication

 affect productivity and efficiency of schools and

educational organization?

How we make education organizations perform well 

and learning outcomes high?





5-The problem solutions

Employers and employees must learn academically and

practice actually the roles played by leadership,

organizational culture, motivation and commitment.





6-Objectives:



Learners should have the ability to do something

successfully or efficiently.


"Courses must be to improve the competence of staff".

It is an important skill that is needed to do a job.

A competency is a set of defined behaviors that provide

a structured guide enabling the identification, evaluation

 and development of the behaviors in individual

employees.

 




Competency-based teaching




Findings and results:

We wrote a report that included our data, solutions and

recommendations we presented.




Our teachers, senior teachers, schools managers and

 education organizations leaders learnt the following

key findings and secondary findings we presented.

I will Present a result and then explain it, before

presenting the next result then explaining it, and

so on, then end with an overall synopsis.

This is the preferred approach as I have multiple

results of equal significance.



  It is more common in longer papers because

it helps the reader to better understand each finding.




Different types of Competency




Competencies usually fall into two categories:


Behavioral Competencies, which are usually an



expression of the softer skills involved in an 


employee's effective performance at a company.



Technical Competencies, which are usually


concerned with effective use of IT systems and


computers, or any technical skills which are


 necessary for a job role.








 Kinds of competencies:



 Administrative Competencies:



  They involve "management of the job"


   and this includes more specifically:


Management of Time and Priority Setting


Goals and Standards Setting


Work Planning and Scheduling







 Communication Competencies


 They comprise of:


Listening and Organizing


Clarity of Communication


Getting Objective Information







Supervisory Competencies


      They encompass:


Training, Mentoring and Delegating


Evaluating Employees and Performance


Advising and Disciplining








 Cognitive Competencies


      They involve:


Problem Identification and Solution


Assessing Risks and Decision-Making


Thinking Clearly and Analytically








What Are Key Competencies?



Key competencies are specific qualities that a


company's recruiters have decided are desirable


for employees to possess. During interviews and


assessment processes, key competencies are used


as benchmarks that assessors use to rate and 


evaluate candidates.




A firm will usually isolate several key skills or core


 competencies to look for in candidates at interview.


 You will be graded in terms of each competency


based upon your answers to competency-based


questions.




Core Competencies for teachers




1. Interacting Well with Students



Educators must be able to positively interact with


 all students. This includes difficult students, students


 who work below grade-level


Teachers must put aside their prejudices and feelings 


in order to treat all students with respect, provide them


with equal opportunities for learning and make them 


feel confident.






2. Creating a Learning Environment



Creating a safe learning environment that is conducive


 to learning is essential. Educators must set high


 expectations for student performance and behavior.


All rules must be enforced consistently and fairly.


Students should not have to worry about being bullied


 in the classroom and should feel comfortable when


speaking up.





3. Good at Lesson Plan Design



All educators must be capable of designing lesson 


plans to meet student needs and cover the standards.


 This requires knowing how to choose and create


instructional materials to accommodate students at


different levels.It also requires creating a scope and


sequence that provides students with enough time to


master the standards.






4. Good at Lesson Plan Design


All educators must be capable of designing lesson


plans to meet student needs and cover the standards.


This requires knowing how to choose and create


instructional materials to accommodate students at


 different levels.


It also requires creating a scope and sequence that


 provides students with enough time to master the


standards.






5. Able to Use Varied Teaching Strategies


Best practices and other appropriate teaching 

strategies allow competent educators to effectively 

teach the curriculum.



Competent educators may lecture, but they also

incorporate a variety of strategies, including non-

traditional teaching strategies, to help students with

 multiple learning styles learn and stay engaged.



Educators also attend regular professional 

development sessions to learn new strategies and the 

latest best practices.








6. Able to Assess



Educators must design or select and administer 

effective assessments. An assessment must 

accurately measure what has been taught and what 

students have learned.




Competent educators combine informal and formal

assessment techniques to monitor student 

performance. They also incorporate technology, 

portfolios and other creative methods to assess 

students.


 



2-Materials and Methods





  In order to find out the answer to the research question

and to fulfill both purposes of the research, we have

 conducted a qualitative research. We used types of

qualitative research methods like an in-depth interview,

 focus groups, ethnographic research, content analysis

 and case study research that are usually used.


This has been done by interviewing twenty schools

managers and 20 educational leaders or administers

 beside 50 teachers and senior teachers working at

 schools and education zones and supervision.

We have tried to talk to representatives of different

layers of the organizations to make our research

complete.


These semi-structured interviews resulted in qualitative

data,which had been processed and analyzed using

coding technique.Our research used 4 methods:

One of academic character, and one of practical

character.



1-The academic purpose is in investigating relationship

 between organizational structure, leadership, and

 communication and organizational performance,

 i.e. efficiency and productivity.




2-The practical purpose is in giving analysis-based

 recommendations about possible ways to increase

productivity and efficiency to our educational

organizations.




3-We used interviews, lectures, debates, experiencing,

 observations, analysis, synthesis, assessment,

 feedback and evaluation.




4-We held workshops, modeling, training units authentic

 field practice in actual fields and we assessed, followed

and evaluated what we recommended academically

before.

It took 3 months to conduct our experiences that we

 acquired from our professors in East Anglia University,

England.

 


           

5-Discussion



 The purpose of the discussion is to interpret and


 describe the significance of our findings in light of


what was already known about the research problem


being investigated and to explain any new


understanding or insights that emerged as a result of


our study of the problem.






DISCUSSION provides the explanation and 

interpretation of results or findings by comparing with 

the findings in prior studies. Then, I can say that: 

compared to the previous study about (Learner-centered

 teaching), I say that my research is different .

 



6-Limitations





 “The empirical results reported herein should be


considered in the light of some limitations.”




1-Time constraints



Just as researchers have deadlines to turn in their


class papers, academic researchers also must meet


 the deadline for submitting a research manuscript to


 a journal. Therefore, the time available to study a


research problem and to measure change over time


 is constrained by the deadline of my “assignment.


” I should have Made sure I choose a research


 problem that I will be able to complete well before


the assignment’s deadline. If time constraints


negatively impacted my study in any way,


acknowledge this impact


 by mentioning a need for a future study


 (e.g., a longitudinal study) to answer this research 


problem.





2-Conflicts arising from cultural bias and


other personal issues



Researchers might be biased views due to their


cultural backgrounds or perspectives of certain


phenomena, and this can affect a study’s legitimacy.



Also, it is possible that researchers will have biases


toward data and results that only support their


 hypotheses or arguments.


In order to avoid these problems, the author(s) of a


 study should examine whether the way the problem


was stated and the data-gathering process were


 carried out appropriately. I found a difficulty ,


 but I did it .





3-More study:


 I suggest additional studies in the future as the subject

of my research is of a national importance to my great

country. Leading a multicultural team is very important.


 




7-Conclusion






 In conclusion, I provide a brief conclusion that ties each

 of the findings together and provides a narrative bridge

to the discussion section of the your paper.We reached

 to the objectives we set before and the vision we

dreamed of through implementing our mission, goals

and objectives.






All people at any organization knew and practiced their

work according to the organization principles, values,

vision, mission, goals and objectives.





All people became loyal to their organization in terms of

communication, responsibility, tolerance, understanding,

good relation, teamwork, love, respect, the ideal

atmosphere that paved the way to creation and innovation





Also, the leaders worked in terms of communication,

 sharing, mercy, rewards, listening to complaints and

 speaking, justice, responsibility, equality, solving

problems, Democracy,,commercial awareness and

technical skills.


 


View Resources:


1-TILO Project.



2-Teaching topics 1



3-Teaching Topics 2



4-Education with a good quality.



5- Education and development.



6- Intercultural Communication.



7-Language communication research.



8-Education for sustainable development.



9-Learning  /  Pedagogy  /  Assessment.



10-Homogeneous VS Heterogeneous



11-Competency-based teaching.




12-English Literature
 Teaching Forum 2012,


1-Teaching Generation Y




2-Original Video and Sound Effects




3-A Call to Service





4-The Psychic Rewards of Teaching





5-Good Teaching is Timeless





6-The Conversation Class




7-Learner-Centered Teaching




8-Characteristics of a Good Teacher



9-Winter Scenes




10-Classroom Activities



11-The Lighter Side: The Write Stuff

Tweet

Make a free website with Yola