Approach

Competency-based learning approach in all training.

In competency-based learning, a module is delivered that focuses on an individual skill or learning outcome (i.e. a competency) rather than offering a whole course of instruction. The learner is evaluated on the specific competency (prior, formative and summative) and only after mastering the skill, does the individual move on to others.

Competency-based instruction works naturally with independent study, is always learner‑focused and the 'instructor' operates primarily as a facilitator (i.e. coach) rather than an expert. Another common characteristic of this approach is the ability to skip modules entirely if the learner has demonstrated mastery (pre-assessment).

Competency Profile

When employing a competency-based approach, a competency profile is developed by first identifying the behaviors, knowledge, skills and abilities that are necessary for successful performance. Then, individuals independently assess their competency levels against those required for their own job, or for another job in which they are interested. Lastly, individuals can take steps to acquire or improve any necessary competencies.

Example: Learning to drive manual transmission

A student learning to drive manual transmission might first have to demonstrate her mastery of the “rules of the road”, safety, defensive driving, parallel parking, etc. (all are competencies).

Then the instructor and student might focus on two independent competencies:
  1. Using the clutch, brake with right foot and/or
  2. Shifting up and down through the gears.
Once the learner demonstrated she is comfortable with those two skills, then the next, overarching skill might be
  1. Finding first gear: from full stop to a slow roll, followed by
  2. Sudden stops, shifting up, and shifting down.

Simplified engagement proces

Because manual driving is a skill, or competency, the process might follow (Gradual Release Of Responsibility, Pearson & Gallagher, 1983)
  1. I DO – The instructor demonstrates (models) the individual skill a few times (with internal or ‘out loud’ discussion) sharing the internal and external processes involved in the skill. This is the time for students to actively listen, take notes and ask for clarification but not to ask questions about their own thinking.
  2. WE DO (group/individually) – The students perform the skill in guided practice with ample forced-reflection and questioning from the instructor.
  3. YOU DO (group) – The students practice the skill in groups, reinforcing and clarifying one another. Group review, reflection, and questioning is facilitated by the instructor.
  4. YOU DO (independently) – Skill is demonstrated independently within various levels of environmental control; scaffolding) until they can demonstrate their mastery.
EP3.dk uses this mode of engagement in all training courses.

Registration and availability

EP3.dk offers a number of different skills/competency classes throughout the year. The classes typically
  1. Meet in the evenings (unless a mutually-agreed to alternative is established),
  2. Meet weekly (12 times) dependent upon holidays and students’ needs/interests),
  3. Meet for 2 teaching hours; 45 minutes lecture time + 15 minutes administration (during and in between classes)
  4. Require a minimum of 6 pre-registered students before being finalized
  5. Are offered based on availability and interest (contact us through the website)
Depending on the collective interests of the students, an alternative class schedule can be established (e.g. twice a week, 3 hours, etc.).

Set course registration rates

If you are interested in the training classes on offer, please contact me through the website. In your email, please indicate your availability. Once a class is officially offered, you will be informed and can then register.