Which Is Not An Outcome Of Competency Based Education Mcq?

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Which Is Not An Outcome Of Competency Based Education Mcq
‘ Students acquire high marks in the annual examinations ‘ is not an outcome of competency based education. Explanation: Competency based education is used to develop practical skills in the students.
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Which of the following is not a type of competency mcq?

Competency-based MCQ – Objective Question Answer for Competency-based Quiz – Download Now!

  • Given below are two statements:
  • Statement I: Rather than just focussing on what learners are expected to learn in terms of traditionally defined subject content, competency based curriculum emphasizes the various outcomes of a learning process such as skills, knowledge and attitudes to be applied by learners.
  • Statement II: Competency-based curriculum allows students to take responsibility for their education.
  • In the light of the above statements, choose the correct answer from the options given below
  1. Both Statement I and Statement II are true
  2. Both Statement I and Statement II are false
  3. Statement I is true but Statement II is false
  4. Statement I is false but Statement II is true

Option 1 : Both Statement I and Statement II are true Statement I: Rather than just focussing on what learners are expected to learn in terms of traditionally defined subject content, a competency-based curriculum emphasizes the various outcomes of a learning process such as skills, knowledge and attitudes to be applied by learners. Key Points

  • A competency-based curriculum is an educational approach that focuses on the development of specific skills and abilities rather than solely on the acquisition of knowledge.
  • It aims to ensure that students are equipped with the skills and competencies required to succeed in their chosen fields and meet the demands of the job market

Statement II: Competency-based curriculum allows students to take responsibility for their education. Key Points

  • It typically involves hands-on learning experiences, continuous assessment of student performance, and regular feedback to help students improve and progress.
  • In a competency-based curriculum, students progress through the program at their own pace. They can demonstrate mastery of a particular skill or competency before moving on to the next.
  • It is designed to be flexible and personalized, meeting each student’s individual needs and learning styles.

India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.8 Crore+ Students The components of practicum in teacher education courses are included to provide

  1. Administration problems
  2. Acquisition of professional competencies
  3. Opportunities to address institutional problems
  4. Value orientation

Option 2 : Acquisition of professional competencies Teacher education is a programme that is related to the development of teacher proficiency and competence that would enable and empower the teacher to meet the requirements of the profession and face the challenges therein.

Answer Statement Conclusion
Most appropriate Acquisition of professional competencies This is the most appropriate option. Professional competencies are skills, knowledge, and attributes that are specifically valued by professional associations. The acquisition of the professional competencies of a teacher is a prominent part of the teacher education program. Which could only be developed through practicum-like internships.
Appropriate Value orientation This is the second most appropriate option. The teacher should understand the values and should know the skills to inculcate those values among learners which would be possible through the teacher education program.
Less considerable Opportunities to address institutional problems This is a less considerable option. Institutions face a number of challenges, to solve these challenges is not the main role of the teacher.
Inappropriate Administration problems This is an inappropriate option. Administration problem is not the part of the teacher.

India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.8 Crore+ Students The following is a list of some basic teaching competencies identified through various researches on teaching. Which among of them fall in the domain of behavioural competencies?

  1. (A) Self-efficacy
  2. (B) Planning
  3. (C) Locus of control
  4. (D) Communicating
  5. (E) Flexibility
  6. Choose the correct answer from the options given below :
  1. (A) and (B)
  2. (B) and (C)
  3. (D) and (E)
  4. (B) and (D)
  • The correct answer is (B) and (D)
  • Behavioral competencies are also known as soft skills or general competencies.
  • Important Points
  • The teacher’s behavior to make the teaching-learning process effective is known as the behavioral competency of a teacher. Some of the behavioral competencies of a teacher are as follows,
  • Planning
    • it ensures students’ time in the classroom is worthwhile. As their teacher, he/she ties all activities to specific learning objectives and connects daily lessons to all long-term units.
  • Communication competency

    it states that an individual should be able to “articulate thoughts and ideas clearly and effectively in written and oral forms to persons inside and outside of the organization.

  • Interacting Well with Students
  • Problem Solving/Judgment
  • Productivity
  • Being Responsibility

Additional Information

  • Teachers’ self-efficacy,
    • namely teachers’ beliefs in their ability to effectively handle the tasks, obligations, and challenges related to their professional activity
  • Locus of control

    A locus of control orientation is a belief about whether the outcomes of our actions are contingent on what we do (internal control orientation) or on events outside our personal control (external control orientation)

  • Flexibility

    Effective teachers are great at being flexible, which means that they can balance several responsibilities at once and still make students smile and feel appreciated.

Hence we conclude that Self efficacy, locus of control and flexibility are not under the Behavioral competencies but these are included in the personality competencies. Therefore the correct answer is (B) and (D) India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.8 Crore+ Students Which of the following term is closely related to the meaning of the term ‘aptitude’ ?

  1. Ability
  2. Achievement
  3. Capability
  4. Potential

Aptitude

  • An aptitude is a component of a competence to do a certain kind of work at a certain level,
  • Outstanding aptitude can be considered ” talent,”
  • An aptitude may be physical or mental.
  • Aptitude is the inborn potential to do certain kinds of work whether developed or undeveloped.

Ability

  • Ability is defined as the possession of the means or skill to do something.
  • It is a component of a competency to do a certain kind of work at a certain level.

Achievement

  • Achievement is defined as a thing done successfully with effort, skill, or courage
  • Achievement is something which someone has succeeded in doing, especially after a lot of effort.

Capability

  • Capability is defined as the power or ability to do something.
  • The quality or state of being capable also: ability The mayor has demonstrated his capability to handle municipal problems.

Potential

  • Potential generally refers to a currently unrealized ability,
  • A state where they are able to change in ways ranging from the simple release of energy by objects to the realization of abilities in people.

Therefore, Potential is closely related to the meaning of the term ‘aptitude’, India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.8 Crore+ Students The components of practicum in teacher education courses are included to provide

  1. Exposure to administration
  2. Acquisition of professional competencies
  3. Opportunities to address institutional problems
  4. Value orientation

Option 2 : Acquisition of professional competencies Teacher education

  • Teacher Education programs produce teachers, who in turn educate generations of pupils and students.
  • Teachers who transform the knowledge and skills acquired in school, college, or university during the rest of their lives and work.
  • It is an education program which has the policies, procedures, and provision designed to equip teachers with the knowledge, attitudes, behaviors, and skills a teacher require to perform tasks effectively in the classroom, school, and wider community.

Important Points Acquisition of professional competencies

  • Professional competencies are skills, knowledge, and attributes that are specifically valued by professional associations.
  • Many factors contribute to the quality of teaching.
  • As the professional competence of the teacher, which includes subject matter knowledge, pedagogical content knowledge, knowledge of teaching and learning, curricular knowledge, teaching experience, and certification status.
  • The professional competence of a teacher is competence related to the ability to master the knowledge.
  • Teachers’ pedagogical competence is the ability to manage learning, which includes planning, implementation, and evaluation of learning outcomes of learners. S o, the Acquisition of professional competencies of a teacher is a prominent part of the teacher education program. Which could only be developed through practicum like internships.

​ Additional Information Exposure to administration

  • Educational administration refers to a range of professionals, from supervisors, program administrators, and principals to deans, department heads, and chief academic officers as well as organizations formed to administer school functions.
  • Educational Administration is the process in which appropriate people and material resources are made available and made effective for achieving the purposes of a program of an educational institution.
  • The term Administration doesn’t refer to any single process or act.
  • It is like a broad umbrella encompassing a number of processes such as planning, organizing, directing, coordinating, controlling, and evaluating the performance.
  • Providing exposure to administration is not important for a teacher education program.

Opportunities to address institutional problems

  • Institutions face a number of challenges in various categories:
    • Campus management productivity
    • Student Retention & Student Success
    • Institute & Student data security
    • Parent-Teachers-Student Communication
    • Cost-saving Management
    • Teachers & Staff time management
    • Most importantly Institutional problems in the context of education are the policies, procedures, or processes that create a systematic disadvantage for a certain group of people.
  • All these challenges are not expected to be faced by the teacher in fact most of these challenges are the responsibilities of administration.

Value orientation

  • the principles of right and wrong that are accepted by an individual
  • Value-oriented education comprises all types of education – ethical, health, intellectual, scientific, and spiritual.
  • Teachers are the main instrument to inculcate values through different subject contents.
  • The teacher should understand the values and should know the skills to inculcate those values among learners which would be possible through the teacher education program.
  • Though value orientation is important they don’t need practicum for it.

Therefore, Acquisition of professional competencies is the components of practicum in teacher education courses are included to provide India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.8 Crore+ Students The following is a list of some basic teaching competencies identified through various researches on teaching.

  1. (A) Self-efficacy
  2. (B) Planning
  3. (C) Locus of control
  4. (D) Communicating
  5. (E) Flexibility
  6. Choose the correct answer from the options given below :
  1. (A) and (B)
  2. (B) and (C)
  3. (D) and (E)
  4. (B) and (D)
  • The correct answer is (B) and (D)
  • Behavioral competencies are also known as soft skills or general competencies.
  • Important Points
  • The teacher’s behavior to make the teaching-learning process effective is known as the behavioral competency of a teacher. Some of the behavioral competencies of a teacher are as follows,
  • Planning
    • it ensures students’ time in the classroom is worthwhile. As their teacher, he/she ties all activities to specific learning objectives and connects daily lessons to all long-term units.
  • Communication competency

    it states that an individual should be able to “articulate thoughts and ideas clearly and effectively in written and oral forms to persons inside and outside of the organization.

  • Interacting Well with Students
  • Problem Solving/Judgment
  • Productivity
  • Being Responsibility
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Additional Information

  • Teachers’ self-efficacy,
    • namely teachers’ beliefs in their ability to effectively handle the tasks, obligations, and challenges related to their professional activity
  • Locus of control

    A locus of control orientation is a belief about whether the outcomes of our actions are contingent on what we do (internal control orientation) or on events outside our personal control (external control orientation)

  • Flexibility

    Effective teachers are great at being flexible, which means that they can balance several responsibilities at once and still make students smile and feel appreciated.

Hence we conclude that Self efficacy, locus of control and flexibility are not under the Behavioral competencies but these are included in the personality competencies. Therefore the correct answer is (B) and (D) India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.8 Crore+ Students The four ‘D’ model of dream, discover, design and deliver will be the best fit with which of the following models of teacher education?

  1. Concept attainment model
  2. Competency based model
  3. Inquiry oriented teacher education model
  4. Jurisprudence model

Option 2 : Competency based model Teacher Education

  • Teacher Education programs produce teachers, who in turn educate generations of pupils and students.
  • Teachers who transform the knowledge and skills acquired in school, college, or university during the rest of their lives and work.
  • It is an education program which has the policies, procedures, and provision designed to equip teachers with the knowledge, attitudes, behaviors, and skills a teacher require to perform tasks effectively in the classroom, school, and wider community.
  • The 4-D’s
    • DISCOVERY: It involves Identification and appreciation of what works.
    • DREAM: It involves Imagining what might be.
    • DESIGN: It involves Developing systems, structures leveraging the best of what was and what might be.
    • DESTINY : It involves Implementing or delivering the proposed design.

Competency-Based Model:

A competency model is a guideline developed by a Human Resource department that sets out the specific skills, knowledge, and behavioral requirements that enable an employee to perform their job successfully.

Hence, From the above-explained points, we can conclude that The four ‘D’ model of a dream, discover, design, and deliver the best fit with t he competency-based model of teacher education. It enables the student teacher to make decisions by exploring and discovering.

  • The Concept Attainment model is an instructional strategy founded on the works of Jerome Bruner.
  • Built on the principle of concept formation, the Concept Attainment model promotes student learning through a process of structured inquiry.
  • The model helps students to understand and learn concepts by identifying attributes or key features through a process of analysis, comparison, and contrasting examples.
  • Two sets of examples are used in this strategy – Yes (examples that have attributes of the concept) and No (examples that do not have attributes of the concept) examples.

Inquiry oriented teacher education model:

  • The inquiry is the systematic, intentional study of one’s own professional practice. It is a stance, a way of learning about teaching and from teaching, and genuine inquiry is conceptualized as a transformative force for teacher development, student learning, and school change.
  • The conceptual scholarship on inquiry-oriented teacher education is extensive, and over the last 25 years, a growing number of teacher education programs around the world are describing themselves as inquiry-oriented.

​The jurisprudence model used principally in analyses of individual values regarding domestic laws helps to explain these beliefs. India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.8 Crore+ Students

  1. The basic competencies needed for an effective teacher education program have to be related to which of the following personality and attitude related domains?
  2. (a) Locus of control
  3. (b) Communication
  4. (c) Managing
  5. (d) Monitoring
  6. (e) Self-efficacy
  7. (f) Positive expectancy
  8. Select the answer from the option given below:
  1. (a), (b) and (c)
  2. (b), (c) and (d)
  3. (d), (e) and (f)
  4. (a), (e) and (f)

Option 4 : (a), (e) and (f) Teacher competencies competencies are the skills and knowledge that enable a teacher to be successful. To maximize student learning, teachers must have expertise in a wide-ranging array of competencies in an especially complex environment where hundreds of critical decisions are required each day.

  1. Instructional delivery
  2. Classroom management
  3. Formative assessment
  4. Personal competencies (soft skills)

Skills like Locus of control, self-efficacy, and positive expectancy are the personal competencies (soft skills) of the teacher that need to be important for effective teaching Personal competencies (soft skills)

  • An inspiring teacher can affect students profoundly by stimulating their interest in learning.
  • Typically, the finest teachers display enthusiasm and excitement for the subjects they teach. More than just generating excitement, they provide a road map for students to reach the goals set before them.
  • The best teachers are proficient in the technical competencies of teaching: instructional delivery, formative assessment, and classroom management. Equally significant, they are fluent in a multilayered set of social skills that students recognize and respond to, which leads to greater learning
  • These skills must be defined as clear behaviors that teachers can master for use in classrooms.
  • Indispensable soft skills include:
    • Establishing high but achievable expectations (Positive expectancy)
    • Encouraging a love for learning
    • Listening to others
    • Being flexible and capable of adjusting to novel situations (locus of control)
    • Showing empathy
    • Being culturally sensitive
    • confidence to effectively organize and perform specific actions related to a particular teaching task (self-efficacy)
    • Embedding and encouraging higher-order thinking along with teaching foundation skills
    • Having a positive regard for students

Hence, we concluded that the basic competencies needed for an effective teacher education program have to be related to personality and attitude related domains are

  • Locus of control,
  • Develop a Positive Self-efficacy, and
  • Positive expectancy.

​Note: Communication, Managing, and Monitoring are part of classroom management, and these skills are not the personality traits of the teacher but these affect the classroom environment. India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.8 Crore+ Students Which of the following term is closely related to the meaning of the term ‘aptitude’ ?

  1. Ability
  2. Achievement
  3. Capability
  4. Potential

Aptitude

  • An aptitude is a component of a competence to do a certain kind of work at a certain level,
  • Outstanding aptitude can be considered ” talent,”
  • An aptitude may be physical or mental.
  • Aptitude is the inborn potential to do certain kinds of work whether developed or undeveloped.

Ability

  • Ability is defined as the possession of the means or skill to do something.
  • It is a component of a competency to do a certain kind of work at a certain level.

Achievement

  • Achievement is defined as a thing done successfully with effort, skill, or courage
  • Achievement is something which someone has succeeded in doing, especially after a lot of effort.

Capability

  • Capability is defined as the power or ability to do something.
  • The quality or state of being capable also: ability The mayor has demonstrated his capability to handle municipal problems.

Potential

  • Potential generally refers to a currently unrealized ability,
  • A state where they are able to change in ways ranging from the simple release of energy by objects to the realization of abilities in people.

Therefore, Potential is closely related to the meaning of the term ‘aptitude’, India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.8 Crore+ Students The components of practicum in teacher education courses are included to provide

  1. Exposure to administration
  2. Acquisition of professional competencies
  3. Opportunities to address institutional problems
  4. Value orientation

Option 2 : Acquisition of professional competencies Teacher education

  • Teacher Education programs produce teachers, who in turn educate generations of pupils and students.
  • Teachers who transform the knowledge and skills acquired in school, college, or university during the rest of their lives and work.
  • It is an education program which has the policies, procedures, and provision designed to equip teachers with the knowledge, attitudes, behaviors, and skills a teacher require to perform tasks effectively in the classroom, school, and wider community.

Important Points Acquisition of professional competencies

  • Professional competencies are skills, knowledge, and attributes that are specifically valued by professional associations.
  • Many factors contribute to the quality of teaching.
  • As the professional competence of the teacher, which includes subject matter knowledge, pedagogical content knowledge, knowledge of teaching and learning, curricular knowledge, teaching experience, and certification status.
  • The professional competence of a teacher is competence related to the ability to master the knowledge.
  • Teachers’ pedagogical competence is the ability to manage learning, which includes planning, implementation, and evaluation of learning outcomes of learners. S o, the Acquisition of professional competencies of a teacher is a prominent part of the teacher education program. Which could only be developed through practicum like internships.

​ Additional Information Exposure to administration

  • Educational administration refers to a range of professionals, from supervisors, program administrators, and principals to deans, department heads, and chief academic officers as well as organizations formed to administer school functions.
  • Educational Administration is the process in which appropriate people and material resources are made available and made effective for achieving the purposes of a program of an educational institution.
  • The term Administration doesn’t refer to any single process or act.
  • It is like a broad umbrella encompassing a number of processes such as planning, organizing, directing, coordinating, controlling, and evaluating the performance.
  • Providing exposure to administration is not important for a teacher education program.

Opportunities to address institutional problems

  • Institutions face a number of challenges in various categories:
    • Campus management productivity
    • Student Retention & Student Success
    • Institute & Student data security
    • Parent-Teachers-Student Communication
    • Cost-saving Management
    • Teachers & Staff time management
    • Most importantly Institutional problems in the context of education are the policies, procedures, or processes that create a systematic disadvantage for a certain group of people.
  • All these challenges are not expected to be faced by the teacher in fact most of these challenges are the responsibilities of administration.

Value orientation

  • the principles of right and wrong that are accepted by an individual
  • Value-oriented education comprises all types of education – ethical, health, intellectual, scientific, and spiritual.
  • Teachers are the main instrument to inculcate values through different subject contents.
  • The teacher should understand the values and should know the skills to inculcate those values among learners which would be possible through the teacher education program.
  • Though value orientation is important they don’t need practicum for it.

Therefore, Acquisition of professional competencies is the components of practicum in teacher education courses are included to provide India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.8 Crore+ Students List I mentions the strategies for development of the competencies and List II indicates the specific competencies.

List I (Strategy) List II (Competency)
(a) Microteaching (i) Core teaching skills related competencies
(b) Simulation (ii) School-community relationship competencies
(c) Interaction analysis procedures (iii) Professional skills related competencies
(d) Action research (iv) Perceptual skill related competencies
(v) Diagnostic skill related competencies

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  • (a) – (ii), (b) – (iii), (c) – (iv), (d) – (i)
  • (a) – (i), (b) – (iv), (c) – (v), (d) – (ii)
  • (a) – (iv), (b) – (v), (c) – (ii), (d) – (iii)
  • (a) – (iii), (b) – (ii), (c) – (v), (d) – (iv)
  • Option 2 : (a) – (i), (b) – (iv), (c) – (v), (d) – (ii) Microteaching:

    • ​Microteaching is an appropriate innovative technique for helping the teacher’s being trained in their acquisition of the desired teaching skills.
    • Microteaching is a specialized training technique that provides opportunities to the teachers for the practice and development of some specific teaching skills.
    • In it, a microform classroom is organized- miniature in terms of class size, time duration and content to be covered. These are core teaching skills.
    • It is a device of imparting training to the inexperienced or experienced teachers for learning the art of teaching by practicing specific skills
    • It is helpful because it reducing the complexities of real normal teaching in terms of the size of the class, time, and content.
    • Microteaching enable teacher in Core teaching skills related to competencies,
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    Simulation:

    • Simulations are instructional scenarios where the learner is placed in a world defined by the teacher.
    • They represent a reality within which students interact.
    • The teacher controls this world and uses it to achieve the desired i nstructional results.
    • Simulation is a technique for practice and learning that can be applied to many different disciplines and trainees.
    • Simulation-based learning is the way to develop health professionals’ knowledge, skills, and attitudes, whilst protecting patients from unnecessary risks.
    • Simulation removes the risk from the first steps and enables the learner to come to terms with the demands of a complex skill learning without the stress of the real situation.
    • Simulated teaching is used prior to the classroom teaching practice with the objective of developing a specific skill of communication,
    • It can be used for pre-service teachers to make them effective.
    • The simulated strategy enables teachers in perceptual skill-related competencies.

    ​Interaction analysis procedure

    • Interaction Analysis is a system for describing and analyzing teacher-student verbal interaction.
    • It is basically, has been used to help quantify teacher verbal behavior.
    • The system can also be used to study the relationship between teaching style and student achievement.
    • Interaction Analysis is a technique for capturing quantitative and qualitative dimensions of teacher verbal behavior in the classroom.
    • As an observational system, it captures the verbal behavior of teachers and students that is directly related to the social-emotional climate of the classroom
    • Interactive analysis procedure enables teachers d iagnostic skill-related competencies

    Action research

    • Action research is an interactive inquiry process that deals with problem-solving actions implemented in a collaborative context with data-driven collaborative research to understand underlying causes enabling future predictions.
    • Action research is simply a form of self-reflective inquiry,
    • Action research refers to a wide variety of evaluative, investigative, and analytical research methods designed to diagnose problems or weaknesses and help researchers to develop practical solutions to address them quickly and efficiently.
    • Four ‘Moments’ of Action Research:
    • • to develop a plan of action to improve what is already happening;
    • • to act to implement the plan ;
    • • to observe the effects of action in the contex t in which it occurs; and
    • • to reflect on these effects as a basis for further planning, subsequent action, and so on, through a succession of cycles
    • Action research is usually described as cyclic, with action and critical reflection taking place in turn. The reflection is used to review the previous action and plan the next one.
    • Action research enables the teacher in school-community relationship competencies,

    ​ Hence, the correct match is (a) – (i), (b) – (iv), (c) – (v), (d) – (ii).

    List I (Strategy) List II (Competency)
    Microteaching The core teaching skill-related competencies
    Simulation Perceptual skill-related competencies
    Interaction analysis procedures Diagnostic skill-related competencies
    Action research School-community relationship competencies

    India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.8 Crore+ Students

    1. Given below are two statements:
    2. Statement I: Rather than just focussing on what learners are expected to learn in terms of traditionally defined subject content, competency based curriculum emphasizes the various outcomes of a learning process such as skills, knowledge and attitudes to be applied by learners.
    3. Statement II: Competency-based curriculum allows students to take responsibility for their education.
    4. In the light of the above statements, choose the correct answer from the options given below
    1. Both Statement I and Statement II are true
    2. Both Statement I and Statement II are false
    3. Statement I is true but Statement II is false
    4. Statement I is false but Statement II is true

    Option 1 : Both Statement I and Statement II are true Statement I: Rather than just focussing on what learners are expected to learn in terms of traditionally defined subject content, a competency-based curriculum emphasizes the various outcomes of a learning process such as skills, knowledge and attitudes to be applied by learners. Key Points

    • A competency-based curriculum is an educational approach that focuses on the development of specific skills and abilities rather than solely on the acquisition of knowledge.
    • It aims to ensure that students are equipped with the skills and competencies required to succeed in their chosen fields and meet the demands of the job market

    Statement II: Competency-based curriculum allows students to take responsibility for their education. Key Points

    • It typically involves hands-on learning experiences, continuous assessment of student performance, and regular feedback to help students improve and progress.
    • In a competency-based curriculum, students progress through the program at their own pace. They can demonstrate mastery of a particular skill or competency before moving on to the next.
    • It is designed to be flexible and personalized, meeting each student’s individual needs and learning styles.

    India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.8 Crore+ Students The following is a list of some basic teaching competencies identified through various researches on teaching. Which among of them fall in the domain of behavioural competencies?

    • (A) Self-efficacy
    • (B) Planning
    • (C) Locus of control
    • (D) Communicating
    • (E) Flexibility
    • Choose the correct answer from the options given below :
    1. (A) and (B)
    2. (B) and (C)
    3. (D) and (E)
    4. (B) and (D)
    1. The correct answer is (B) and (D)
    2. Behavioral competencies are also known as soft skills or general competencies.
    3. Important Points
    4. The teacher’s behavior to make the teaching-learning process effective is known as the behavioral competency of a teacher. Some of the behavioral competencies of a teacher are as follows,
    • Planning
      • it ensures students’ time in the classroom is worthwhile. As their teacher, he/she ties all activities to specific learning objectives and connects daily lessons to all long-term units.
    • Communication competency

      it states that an individual should be able to “articulate thoughts and ideas clearly and effectively in written and oral forms to persons inside and outside of the organization.

    • Interacting Well with Students
    • Problem Solving/Judgment
    • Productivity
    • Being Responsibility

    Additional Information

    • Teachers’ self-efficacy,
      • namely teachers’ beliefs in their ability to effectively handle the tasks, obligations, and challenges related to their professional activity
    • Locus of control

      A locus of control orientation is a belief about whether the outcomes of our actions are contingent on what we do (internal control orientation) or on events outside our personal control (external control orientation)

    • Flexibility

      Effective teachers are great at being flexible, which means that they can balance several responsibilities at once and still make students smile and feel appreciated.

    Hence we conclude that Self efficacy, locus of control and flexibility are not under the Behavioral competencies but these are included in the personality competencies. Therefore the correct answer is (B) and (D) India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.8 Crore+ Students The four ‘D’ model of dream, discover, design and deliver will be the best fit with which of the following models of teacher education?

    1. Concept attainment model
    2. Competency based model
    3. Inquiry oriented teacher education model
    4. Jurisprudence model

    Option 2 : Competency based model Teacher Education

    • Teacher Education programs produce teachers, who in turn educate generations of pupils and students.
    • Teachers who transform the knowledge and skills acquired in school, college, or university during the rest of their lives and work.
    • It is an education program which has the policies, procedures, and provision designed to equip teachers with the knowledge, attitudes, behaviors, and skills a teacher require to perform tasks effectively in the classroom, school, and wider community.
    • The 4-D’s
      • DISCOVERY: It involves Identification and appreciation of what works.
      • DREAM: It involves Imagining what might be.
      • DESIGN: It involves Developing systems, structures leveraging the best of what was and what might be.
      • DESTINY : It involves Implementing or delivering the proposed design.

    Competency-Based Model:

    A competency model is a guideline developed by a Human Resource department that sets out the specific skills, knowledge, and behavioral requirements that enable an employee to perform their job successfully.

    Hence, From the above-explained points, we can conclude that The four ‘D’ model of a dream, discover, design, and deliver the best fit with t he competency-based model of teacher education. It enables the student teacher to make decisions by exploring and discovering.

    • The Concept Attainment model is an instructional strategy founded on the works of Jerome Bruner.
    • Built on the principle of concept formation, the Concept Attainment model promotes student learning through a process of structured inquiry.
    • The model helps students to understand and learn concepts by identifying attributes or key features through a process of analysis, comparison, and contrasting examples.
    • Two sets of examples are used in this strategy – Yes (examples that have attributes of the concept) and No (examples that do not have attributes of the concept) examples.

    Inquiry oriented teacher education model:

    • The inquiry is the systematic, intentional study of one’s own professional practice. It is a stance, a way of learning about teaching and from teaching, and genuine inquiry is conceptualized as a transformative force for teacher development, student learning, and school change.
    • The conceptual scholarship on inquiry-oriented teacher education is extensive, and over the last 25 years, a growing number of teacher education programs around the world are describing themselves as inquiry-oriented.

    ​The jurisprudence model used principally in analyses of individual values regarding domestic laws helps to explain these beliefs. India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.8 Crore+ Students

    • The basic competencies needed for an effective teacher education program have to be related to which of the following personality and attitude related domains?
    • (a) Locus of control
    • (b) Communication
    • (c) Managing
    • (d) Monitoring
    • (e) Self-efficacy
    • (f) Positive expectancy
    • Select the answer from the option given below:
    1. (a), (b) and (c)
    2. (b), (c) and (d)
    3. (d), (e) and (f)
    4. (a), (e) and (f)

    Option 4 : (a), (e) and (f) Teacher competencies competencies are the skills and knowledge that enable a teacher to be successful. To maximize student learning, teachers must have expertise in a wide-ranging array of competencies in an especially complex environment where hundreds of critical decisions are required each day.

    1. Instructional delivery
    2. Classroom management
    3. Formative assessment
    4. Personal competencies (soft skills)

    Skills like Locus of control, self-efficacy, and positive expectancy are the personal competencies (soft skills) of the teacher that need to be important for effective teaching Personal competencies (soft skills)

    • An inspiring teacher can affect students profoundly by stimulating their interest in learning.
    • Typically, the finest teachers display enthusiasm and excitement for the subjects they teach. More than just generating excitement, they provide a road map for students to reach the goals set before them.
    • The best teachers are proficient in the technical competencies of teaching: instructional delivery, formative assessment, and classroom management. Equally significant, they are fluent in a multilayered set of social skills that students recognize and respond to, which leads to greater learning
    • These skills must be defined as clear behaviors that teachers can master for use in classrooms.
    • Indispensable soft skills include:
      • Establishing high but achievable expectations (Positive expectancy)
      • Encouraging a love for learning
      • Listening to others
      • Being flexible and capable of adjusting to novel situations (locus of control)
      • Showing empathy
      • Being culturally sensitive
      • confidence to effectively organize and perform specific actions related to a particular teaching task (self-efficacy)
      • Embedding and encouraging higher-order thinking along with teaching foundation skills
      • Having a positive regard for students

    Hence, we concluded that the basic competencies needed for an effective teacher education program have to be related to personality and attitude related domains are

    • Locus of control,
    • Develop a Positive Self-efficacy, and
    • Positive expectancy.
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    ​Note: Communication, Managing, and Monitoring are part of classroom management, and these skills are not the personality traits of the teacher but these affect the classroom environment. India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.8 Crore+ Students : Competency-based MCQ – Objective Question Answer for Competency-based Quiz – Download Now!
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    Which of the following is not a principle of competency based education *?

    Which of the follow is NOT a quality principle for Competency-based education? Students advance upon demonstrated mastery.
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    What are competency-based outcomes?

    Competency-based learning or Competency based Education (CBE) is an outcome‐based approach to education to ensure proficiency in learning by students through demonstration of the knowledge, skills, values and attitudes required for dealing with real life situations at the age and grade appropriate level.
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    Which of the following is not a feature of the competency-based approach?

    Which of the following practices is NOT a feature of competency-based classrooms? Teacher- centred learning method.
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    Which is not an outcome of competency based education?

    ‘ Students acquire high marks in the annual examinations ‘ is not an outcome of competency based education. Explanation: Competency based education is used to develop practical skills in the students.
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    Which is not an outcome of competency based education Brainly?

    Hence, the only outcome that a competency education system does not involve is inefficient learning and skills.
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    Which of the following is not a competent of the curriculum?

    Which of the following is not a component of the curriculum? Free 10 Questions 10 Marks 10 Mins Curriculum:

    1. A curriculum refers to a defined and prescribed course of studies, which students must fulfill in order to pass a certain level of education.
    2. The curriculum is a means followed by the teachers and students for achieving the set goals and the aims or objectives of education being provided in the school.
    3. Curriculum, in every sense, is supposed to be used for all experiences. These may be curricular or co-curricular, imparted by the school for the realization of the stipulated aims and objectives of the school education.

    Key Points Four Major Components or Elements of Curriculum:

    • Aims goals and objectives
    • Subject matter/content
    • Learning experiences
    • Evaluation approaches

    Thus from the above-mentioned points, it is clear that teaching is not a component of the curriculum. India’s #1 Learning Platform Start Complete Exam Preparation Daily Live MasterClasses Practice Question Bank Mock Tests & Quizzes Trusted by 3.8 Crore+ Students : Which of the following is not a component of the curriculum?
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    What are the 3 characteristics of Outcomes Based education?

    Characteristics of outcome-based education similar to mastery-based learning: –

    There are clear criteria for what constitutes mastery Instruction is thoughtful and adapts to learner needs Learners are assisted when and where they have challenges Learners are given adequate time to achieve mastery

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    What are the 3 key characteristics of competency-based learning?

    Concepts Of Competency-Based Learning – The concept of competency-based learning focuses on 3 key characteristics: learner-centric, differentiation, and learning outcomes.
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    What are competencies objectives and outcomes?

    Competencies, objectives, and outcomes can be written to describe the learning expected of students in individual courses or for a program as a whole. However, these terms are often used interchangeably to describe desired learning and teaching practices, when in reality they mean different things. In this blog we define each term and look at the differences and similarities.
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    What are the types of outcomes in outcome based education?

    Outcomes for a higher education program are defined at three levels as program outcomes (POs), program specific outcomes (PSOs), and course outcomes (COs).
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    What are the 4 principles in Outcomes Based education?

    Objective Based Education as a Reform Ideal – Those who generated the OBE movement in the United States during the 1970s through the 1990s were deeply influenced by the research and concepts of two key individuals: John Carroll (1963) and Benjamin Bloom (1968).

    Carroll’s revolutionary ideas about aptitude as rate of learning rather than fixed ability opened the door to an expanded view of learner potential, which Bloom promoted and tested over the next twenty years. The resulting reform initiative was both a philosophy of expanded learning success for all learners and a classroom instructional strategy called mastery learning.

    Based on the documented successes of a variety of mastery learning initiatives in the 1970s, a coalition of researchers, practitioners, and reformers founded an organization called the Network for Outcome Based Schools (NOBS) in 1980. The NOBS and its members generated major interest in both mastery learning and the expanded notion of OBE throughout North America during the 1980s and early 1990s, hosting many national and regional conferences featuring practitioners who had achieved major improvements in student learning through the systematic application of the network’s key operating premises and principles.

    Several of the most notable of these local successes are documented in Spady’s 1994 book. Objective based education’s four power principles. The spirit and intent of the NOBS operational philosophy was to convince educators that they could dramatically improve student learning success and their professional effectiveness by consistently, creatively, and simultaneously applying four key operating principles in their schools and classrooms.

    These power principles are:

    clarity of focus on culminating outcomes of significance, expanding opportunity and support for success, high expectations for all to succeed, designing down from ultimate outcomes.

    Over time the network’s members became convinced that if any form of OBE was to exist, it needed to consistently embody these four principles because without them educators would lose the leverage these principles gave them in expanding what NOBS called the conditions of success –the basic ground rules around which learning and learning opportunities are fundamentally structured.

    Do all learners have a clear picture of what they are ultimately expected to demonstrate before a learning experience begins? Is every learner given more than one routine chance or block of time in which to reach or exceed the expected standard? Are positive and challenging expectations for learning success applied equally to all learners, with no bell curves or success quotas applied? Has the curriculum been systematically designed back from the end point that learners are expected to reach, so that there is a clear path for getting there? If the answer to any of these four questions is no, then constraining conditions of success are deemed to exist and, as such, the model in question falls short of the sub-stance, integrity, and spirit of the four power principles.

    For more than a decade, models of OBE were held to this exacting standard.
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    What are the types of outcome based education?

    Three types of OBE- Traditional, Transitional, and Transformational OBE.
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    What are the 3 types of competencies?

    The 3 Competency Categories – Competencies fall into three main categories: Core, Cross-functional and Functional. All are important, but there is a hierarchy.
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    What are the 3 types of competencies?

    The 3 Competency Categories – Competencies fall into three main categories: Core, Cross-functional and Functional. All are important, but there is a hierarchy.
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    What is not a competency?

    Competence, non-competence and incompetence One of the key reasons why I’m so vehemently against and revolves around the question of competence – or, more usually, the lack of it. Competence is where someone knows what they’re doing, and does it. And, oddly, often don’t bother to say that they’re competent – perhaps because they don’t need to say it, their actions say it well enough instead.

    The outcome of competence is fairly certain, even in contexts of high uncertainty. Non-competence is where someone doesn’t know what they’re doing, and will either not do it, or will do the best they can, yet with the explicit intent to use it as a learning to improve their competence. Importantly, they will usually say that they don’t know what they’re doing.

    The outcome of non-competence is uncertain, even in nominally-certain contexts, but at least we are aware of the risks. Incompetence is where someone doesn’t know what they’re doing- i.e. is non-competent to do the task – but either purports and/or believes themselves to be competent.

    1. They will usually say that they are competent, even though demonstrably they are not; they claim to be responsible, yet have limited ‘response-ability’.
    2. The outcome of incompetence is fairly certain, and frequently dire, yet lack of awareness of the risks is often rampant, or in some cases the risks actively concealed,

    Someone who is non-competent can become competent by learning the respective skills, or be competent by proxy, via finding someone else who is competent at doing the respective type of task. I treasure my non-competence, because it means there’s always more for me to learn.

    And as an enterprise-architect, I am, almost by definition, non-competent in much if not most of the detail-aspects of areas that I need to cover: hence one of my key competencies is the ability to learn enough of a new area fast enough to be able to guide meaningful exchanges between people who are fully competent in some detail-area but are not competent in others with which they need to connect.

    Yet one of the key criteria for non-competence, and to separate it from incompetence, is a willingness to accept that we are non-competent, and say so. If we’re not aware that we’re non-competent, we automatically increase the risk of being incompetent.

    prioritises content over context, ‘truth’ over context-dependent usefulness has an insistent ideological base (leading to the same as above) is typified by rampant egotism, self-advertising and self-centrism is frequently swayed by tides of hype and ‘following after the latest fad’ displays an almost desperate need to be ‘right’

    Unfortunately, all of these attributes are extremely common in business, and in many cases are actively prized By definition, they’re also more likely to be common in any ‘truth’-oriented domain, one which operates primarily on ‘true/false’ decision-making – hence, in practice, the tendencies towards IT-centrism and finance-oriented business-centrism, both of which rely on simple true/false logic for most of their operational decisions.In SCAN terms, all of these are where the Simple certainties of Belief – either as ideology and/or as self-belief – are inappropriately applied to the far side of the Inverse-Einstein Test, where the uncertainties of the Ambiguous and the Not-Known cannot be avoided.This gives us a dysfunctional ‘diagonal’ decision-path, where Assertion is imposed on the Not-known, or Ambiguity ‘solved’ by arbitrary Belief:Yet the real problem here is somewhat more subtle:

    someone who is competent will typically not bother to say so, but will just get on with the work instead someone who is non-competent will typically say that are not competent, but will often actually be adequately-competent, or at least willing to learn to become so someone who is incompetent will typically claim that they are competent, and will usually not be willing to learn how to become so, because to do so would betray to themselves and others the fact that they are actually not competent

    Which, in practice, leaves us with a huge dilemma:

    those who do not claim to be competent usually are competent those who do claim to be competent frequently are not competent

    Hence, again, the kind of mess that we see so often in enterprise-architectures, wherever IT-centrism, business-centrism and the like predominate Oh well. Comments, anyone? : Competence, non-competence and incompetence
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