ERIC Number: ED332776
Record Type: Non-Journal
Publication Date: 1990-Nov
Reference Count: N/A
Competency Based Individualized Learning Modules: An Approach to Differentiated In-Service Education.
Ovando, Martha N.
In-service education that truly contributes to the development of teachers must focus on the individual. The unique characteristics of adult learners (i.e., their experiences, readiness, orientation, and motivation) must also be taken into account in in-service education efforts. When teaching adults, the educator must act as a facilitator of learning, providing support and resources, rather than simply teaching the content of a program. The differentiated approach to in-service education is particularly appropriate for teachers who differ from one another in terms of their psychological, professional, and career cycle development. The competency-based, individualized learning modules (ILM) format addresses the characteristics of adult learners, and the diverse needs of teachers in particular. Each module addresses specific topics and is designed to achieve one or more independent objectives. The format of the ILM involves eight steps: (1) a self-assessment of needs; (2) content delivery; (3) sources for further investigation; (4) an individual study guide; (5) a collaborative group learning guide; (6) performance products suggestions; (7) a log form; and (8) an evaluation form. Participants in the ILM format select the learning modules considered to meet individual job performance needs, and pursue the successive steps within each module depending on the level of learning they seek for each particular activity. Individualization is the key to the differentiated approach, and should be incorporated into each learning module in terms of content, pacing, depth of study, and nature of the competency to be developed. Diagrams and 16 references are included. (PAA)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Authoring Institution: N/A