Pedagogy for Competence Based

Curriculum
Lesson Learning outcomes
By the end of the lesson the learner should be able to:

1. Utilize the teacher professional knowledge bases as a

foundation for learning

2. Apply learner centered instructional approaches in the

implementation of Competency-Based Curriculum

3. Appreciate the use of learner centered modes of

instruction in CBC implementation.
What is pedagogy in CBC?
Pedagogy is the combination of teaching methods
( What the instructor can do), learning activities
( What the instructors ask their students to do) and
learning assessment ( The assignments, projects or
tasks that measures students learning
 Pedagogy is the relationship between learning
techniques and culture. It is determined based on
an educator’s beliefs about how learning takes
place
pedagogy requires meaningful classroom
interactions between educators and learners.
LESSON IN A CLASSROOM IN KENYA

Identify the learning

method in use and
discuss its
instructional
characteristics that
would best bring
out the learning
experiences to be
done.
Teaching Methods continuum
Estimate the mass of butternut
EXPERIENTIAL LEARNING
1. Experiential Learning
 Experiential learning is an engaged learning process
whereby students “learn by doing” and by reflecting on
the experience
 Reflection is critically thinking that supports
learning outcomes by expecting students to make
astute observations, to demonstrate inductive and
deductive reasoning skills and to consider multiple
view points, theories and types of data
 For instance, taking learners on a field trip, where they
experience real hands on learning on a farm, instead of
reading about it in a textbook or listening to
explanations is a form of experiential learning,
Principles of teaching through experiential
learning in schools
Learning is connected. Learning is an
interconnected process
Learning is real
Learning is active & engaging
Learning is authentic
Learning is challenging & dynamic
Learning is doing
To gain genuine knowledge from experience, the
learner must;

(i) be willing to be actively involved in the

experience,

(ii) be able to reflect on the experience,

(iii) possess decision making and problem-solving

skills in order to use the new ideas gained from
experience
2. INQUIRY – BASED
LEARNING
Inquiry Based learning
 It is a learning process that engages students by making
real world connections through exploration and high
level questioning. It is an approach to learning that
encourages students to engage in problem solving and
experiential learning
 Promotes engagement, curiosity, and experimentation.
 Students are empowered to explore subjects by asking
questions and finding or creating solutions.
 It is based on constructivist learning theories where
learners construct knowledge and meaning from their
experiences and use of investigative skills.
Inquiry Based Approach
 There is more emphasis on “how we come to know”
and less on “what we know.” learners are more
involved in the construction of knowledge through
active involvement
 Learning becomes almost effortless when something
fascinates students and reflects their interests and goals
 Inquiry learning emphasizes constructivist ideas of
learning, where knowledge is built from experience and
process, especially socially based experience.
 Under this premise learning develops best through
individual and group work.
 Progress and outcomes are generally assessed by how
well learners develop experimental and analytic skills
Inquiry-based learning covers a range of
approaches to learning and teaching, including:
(i) Field-work
(ii) Case studies
(iii) Investigations
(iv) Individual and group projects
(v) Research projects
(vi) Classroom debates
IBL incorporates a process of exploring the
world, which leads to:
a) Asking questions
b) Making discoveries
c) Conducting research/experiments
IBL is rooted in the famous Chinese proverb
“Tell Me and I Forget; Teach Me and I May
Remember; Involve Me and I Learn
Processes of IBL
The specific learning processes that learners engage
during inquiry-learning include:
(i) Creating questions of their own
(ii) Obtaining supporting evidence to answer the
question(s)
(iii) Explaining the evidence collected
(iv) Connecting the explanation to the knowledge
obtained from the investigative process
(v) Information from the quantitative data is used to
cohere qualitative data in supporting emerging patterns.
(vi) Creating an argument and justification for the
explanation
The four levels of inquiry-based learning include;
(i) confirmation inquiry
(ii) structured inquiry
(iii) guided inquiry and
(iv) open inquiry
Confirmation Inquiry
In confirmation inquiry, people are provided
with the question and procedure (method)
where the results are known in advance, and
confirmation of the results is the object of the
inquiry.
Confirmation inquiry is useful to reinforce a
previously learned idea; to experience
investigation processes or practice a specific
inquiry skill, such as collecting and recording
 In structured inquiry, learners are provided with the question
and procedure/method. The task is to generate an explanation
that is supported by the evidence collected in the procedure.
 Here the learners are provided with only the research
question, and the task is to design the procedure/method and
to test the question and the resulting explanations.
 Guided inquiry Because this kind of inquiry is more open than
a confirmation or structured inquiry, it is most successful
when learners have had numerous opportunities to learn and
practice different ways to plan experiments and record data
 Open Inquiry, In open inquiry, learners form questions, design
procedures for carrying out an inquiry, and communicate their
results
Importance of Inquiry Learning
(i) The importance of inquiry learning is that learners
learn how to continue learning.
 This is something they can carry with them
throughout life — beyond parental help and
security, beyond a textbook, beyond the time of a
master teacher, beyond school — to a time when
they will often be alone in their learning
 They ask questions (verbally and through actions).
 They use questions that lead them to activities
generating further questions or ideas
(ii) The make critical observations, as opposed to casually
looking or listening to what is being presented
 They value and apply questions as an important part of
learning.
 They make connections to previous ideas
 Express ideas in a variety of ways, including journals,
drawing, reports, graphing, and so forth.
 They listen, speak, and write about learning activities
with parents, teachers and their peers.
 They use the language of learning, apply the skills of
processing information
(iii) Learners critique own learning
 They use indicators to assess their own work.
 Recognize and report their strengths and
weaknesses.
 They reflect on their learning with their
teacher and peers
Inquiry Based Instruction
(i) is more learner centred, with the teacher as a facilitator
of learning.
(ii) is concerned with in-school success as well as
preparation for life-long learning.
(iii) is open systems where learners are encouraged to
search and make use of resources beyond the classroom
and the school.
(iv) Assessment is focused on determining the progress of
skills development in addition to understanding content.
(v) Uses technology to connect learners appropriately with
local and world communities which are rich sources of
information.
3. Reflective Based learning
 Reflective practice is, thinking about or reflecting on what is
done in class.
 Looking back at the teaching and learning that has occurred,
and reconstructing, re-enacting, and/or recapturing the events,
the emotions, and the accomplishments in class.
 It is closely linked to the concept of learning from experience,
in that teachers and learners think about what they did, what
happened, and decide on what they would do differently for the
purposes of improvement
4. Project Based Learning
 Project Based Learning is a learning method where
learners gain knowledge and skills by working for an
extended period of time to investigate and respond to
authentic, engaging and complex tasks, questions,
problems or challenges
 PBL is an innovative approach to learning where learners
drive their own learning through inquiry, as they work
collaboratively to research and create projects that reflect
their innate potential and talents.
 PBL can lead to increased creativity and learner
engagement for long-term learning.
5. Blended Learning
 Blended learning is enhancing the traditional face-to-face
instruction with technology.
 The Blended learning environments extend the reach of the
instruction beyond the classroom using digital resources

 Some portion of the learning occurs online, with the

learner being able to manage the pace at which they learn

 The other portion of the learning is instructor-led, usually

conducted through webinars, allowing remote learners to
engage more easily.
 Blended learning is reportedly more effective than pure
face-to-face or pure online classes.
6. Differentiated learning
Differentiation means tailoring instruction to
meet individual needs of learners.
The learning environment, use of continuous
assessment and flexible grouping makes
differentiated learning a successful approach
to instruction.
Teachers can differentiate at least four classroom
elements based on learner’s readiness, interest, or
learning needs: These are;
1. Content – what the learner needs to learn or how the
learner will get access to the information;
2. Process – activities in which the learner engages in
order to make sense of or master the content;
3. Products – culminating projects that ask the learner to
rehearse, apply, and extend what he or she has learned
in a unit; and
4. Learning environment – the way the classroom
works and feels
7. COLLABORATIVE LEARNING
Collaborative and Cooperative Learning
 Collaborative learning is based upon consensus building
through cooperation by learners working in groups, in contrast
to competition, where individuals compete with each other.
 Collaborative learning is more learner centered in that working
together results in greater understanding than if one had
worked independently.
 Cooperative Learning is very similar to Collaborative learning
except that it introduces a more structured setting with the
teacher guiding the learning environment.
 Cooperative learning is thus defined by a set of processes
which help learners interact together in order to accomplish a
specific task.