1 What is the APC ? Competencies Approach and Integration Pedagogy Xavier ROEGIERS

2 A methodology to answer the question : How to develop classroom and training practices at a country level aiming at quality and equity?

3 What do we mean by “being competent” ? Don’t you follow the recipe ? Your cake is delicious!

4 What do we mean by “being competent” ? Being competent is to know how to face concrete problems For example, a baker is competent in making bread, but does not know how to handle traffic jams. In that case it is a policeman who will be competent. A secretary is competent to deal with administrative matters as a manager is competent for managing a team of workers, etc.

5 What do we mean by “being competent” ? It was my neighbour who advice me to come here. Considered as the best mechanic of the year

6 What do we mean by “being competent” ? In the school context, being competent is to know how to face problem-situations. o Every day problems (primary education students) o Professional problems (pre service and in service training) To do so, the teacher (or trainer) should provide the students (or trainees) with tools called “resources”: knowledge, know-how, know-being. He should also learn how to use those resources to solve one problem-situation.

7 What is the pedagogy of integration ? Today, it is the last day of school. And now, what am I going to do ?

8 What is pedagogy of integration in primary school? Integrate knowledge and know-how to use them in concrete current life situations The student should be able to transfer « what has been learned » to his everyday context. It is indispensable to go from theory to practice. To teach students how to integrate their learning, we introduce complex situations called “integration situations”, and we invite them to try to solve them.

9 What is pedagogy of integration in teachers training? Integrate knowledge and know-how to use them in concrete professional situations: o To prepare a lesson o To give a lesson o To organise an assessment o To develop a class project with students o ….. Here too it is indispensable to go from theory to practice.

10 What is pedagogy of integration in teachers training? To teach trainees integration of resources, we introduce complex situations called “integration situations”. In pre- and in-service training, integration situations are of two types: o (1) classroom situations: integration situations in internship, authentic situations; o (2) situations within the training institution: intra muros

11 Approach by competencies and...  To define two or three competencies that each student and teacher should develop at the end of the year;  According to these competencies, define the resources that the student should acquire (knowledge, know-how, know-being);  Finally, put the student into a complex situation in order to mobilise what he has learned. Such situation should be close to the day-to-day life or to the professional life.

12 Approach by competencies and... I teach what is in the program. My students make a lot of exercises. I also follow the program. All my students re-use what they have learned in concrete situations.

13 An example of basic competence in pre-service training Basic competency: In any given matter and level, with any given content to teach (primary education), the trainee must be able to elaborate an evaluation situation for the students of that course, as well as a remedial device based on the problems encountered

14 The pedagogy of integration in practice  Punctual learning of the resources: knowledge and know-how o To prioritise those referring to the competencies o To turn learning meaningful  Learning integration: o Teaching students or trainees to mobilize their acquired resources within complex situations

15 The principles supporting the pedagogy of integration  Competencies are always defined in complex and concrete terms (a limited number)  Each one is linked to a family of situations  Each one aims at the general profile expected from students or trainees (pre/in service training)

16 The principles supporting the pedagogy of integration  A way of guiding learning is to leave each teacher or trainer the freedom to choose the best and most efficient pedagogical method that suits him.  The students and the trainees are evaluated through integration situations. De Ketele (1996), Roegiers (2000)

17 An example of organisation of the learning process during a school year apprentissage s ponctuels module d’intégraç Certificative evaluation module d’intégratio apprentissage s ponctuels modulo de integra Formative evaluation and remediation Module of integration Teaching and learning of resources (knowledge and know-how)

18 Integration modules and situations  During a module of integration (generally one week) no new resources (knowledge or know-how) should be introduced  During this module, each student or trainee in training should solve integration situations, either disciplinary or interdisciplinary  These situations of integration aim at the learning of the integration or are used as formative evaluations