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Education methods – Competency versus Capability | Latus 15/07/2022

Competency based learning v/s Capability based learning.......

In today’s tough employment market, employers want capable people who know how to learn; are creative; have a high degree of self-efficacy; can apply competencies in novel as well as familiar situations; and work well with others.

For those looking to further their education and skills in Australia, students have been traditionally and predominantly offered competency based learning. Competency based learning involves the acquisition of knowledge and skills. Whilst this model has had success, the recent and ongoing skills shortage in Australia has exposed this methods many shortcomings.

One of the most recent models to challenge traditional competency based learning, one that looks at outcomes as well as process, is that of capability based learning.

Put simply, whilst competency based education can ensure students a piece of paper qualifying them, capability based learning will also ensure capable students that have the diverse and necessary skills to be successful in their chosen profession. This is why institutions such as Harvard University are now offering capability based learning programs.

So is why capability is based learning more successful in further education?

When adults in particular, are looking to further their education and skills, they want to be treated as adults and as such expect to be involved in their education. For an adult learner in a traditional competency based class room environment, just being lectured at often causes them feelings of resentment or frustration.

More importantly in order for learning to take place, a person must internalize the information; merely seeing or hearing is not enough. Therefore, learning requires activity. Active participation by the learner is preferable to lengthy periods of passive listening and viewing.

An important aspect of capability based learning is that it acknowledges the fact that students come to courses with experiences and knowledge in diverse areas. Adult students for this reason excel when using capability style practical learning activities which enable them to draw and build on their prior skills and knowledge. This method of learning also encourages students to build insight into what is likely to work and what is not. They are readily able to relate new facts to past experiences and enjoy having their talents and knowledge explored in a teaching situation.

Capability based learning exercises are an excellent teaching method as they build on prior experience and provide opportunity for practical application of materials/theories covered

Perhaps the most important aspect of capability based learning, is application of new skills in a learning environment. This is because complete understanding has only taken place when the learner is able to apply or transfer the learning to new problems or situations. First, the learner must have been helped to recognise or discover generalisations relating to the topic or task. Then opportunities must be provided for the learner to apply the generalisations or procedures to a variety of new, realistic problems or tasks.
To keep pace with the world market, Australian learning and training institutions need to move towards capability based learning methods, because what good is a piece of paper when there are a lack of practical skills to back it up?

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Education methods – Competency versus Capability | Latus In today’s tough employment market, employers want capable people who know how to learn; are creative; have a high degree of self-efficacy; can apply com


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Learning experience design (LXD)...

The process of developing learning experiences that enable the learner to attain the desired learning outcome in a human-centered and goal-oriented manner is referred to as learning experience design (LX design).
The design of learning experiences is rooted in a synthesis of numerous design disciplines and the field of education. Interaction design, user experience design, experience design, graphic design, and game design are all key design principles that are incorporated into LXD. These design ideas are coupled with educational, training, and development principles, cognitive psychology, experiential learning, educational sciences, and neuroscience.



Consider, for example, the old question, “If a tree falls in the forest, and nobody is there, does it make a sound?” Most people answer decisively in the affirmative. “Of course it makes a sound,” you might reply, as if it were too dumb to merit contemplation. By taking this stance, you’re actually averring your belief in an objective, independent reality. The prevailing mindset is of a universe that exists just as well without us as with us. This fits in tidily with the Western view held at least since Biblical times, that “little me” is of small importance or consequence in the cosmos.But what occurs when a tree falls. Basic earth science tells us that sound is created by a disturbance in some medium, usually air. Branches and trunks striking the ground create rapid pulses of air. So, what we have in hand, in actuality are rapid air-pressure variations, which spread out at around 750 mph. This, according to simple science, is what occurs even when a brain-ear mechanism is absent—tiny, rapid, puffs of wind. There’s no sound attached to them.

Now if a person is nearby, the air puffs cause the ear drum to vibrate, which then stimulates nerves only if the air is pulsing between 20 and 20,000 times a second (or less for us whose youth included rock concerts). Air that puffs 15 times a second isn’t intrinsically different from air that pulses 30 times, yet the former will never result in a human perception of sound. In any case, nerves stimulated by the moving eardrum send signals to the brain resulting in the cognition of a noise. Only then does human consciousness conjure the noise experience. In short, an observer, an ear, and a brain are every bit as necessary for the experience of sound as are the air pulses. The external world and consciousness are correlative.


Self directed Learning....

Self-directed learning (SDL) is an instructional strategy where the students, with guidance from the teacher, decide what and how they will learn. It can be done individually or with group learning, but the overall concept is that students take ownership of their learning.

Tips for a Self Directed Learner

1) A deep approach to studying involves transformation and is ideal for self-directed learning. This approach is about understanding ideas for yourself, applying knowledge to new situations and using novel examples to explain a concept, and learning more than is required for unit completion.
2) A surface approach involves reproduction: coping with unit requirements, learning only what is required to complete a unit in good standing, and tending to regurgitate examples and explanations used in readings.
3) A strategic approach involves organization: achieving the highest possible grades, learning what is required to pass exams, memorizing facts, and spending time practicing from past exams.


Accelerated learning strategies.


Concrete vs Abstract Thinking........

People always think differently. Some may think in concrete terms and some in abstract terms. Concrete thinking refers to the thinking on the surface whereas abstract thinking is related to thinking in depth.
Concrete thinking does not have any depth. It just refers to thinking in the periphery. On the other hand, abstract thinking goes under the surface. A person having concrete thinking looks at the Statue of Liberty and only sees it as a lady with a torch. A person with abstract thinking will see the Statue of Liberty differently. He may think of it as a symbol of liberty and freedom. The Statue of Liberty is just a piece of concrete for the person with concrete thinking and it is a piece of art for the person with abstract thinking.
Concrete thinking is just regarding the facts. On the other hand abstarct thinking goes down below the facts. While some mental process is involved in abstract thinking, no such effort is evolved in concrete thinking. A person with concrete thinking does not think beyond the facts. They do not have the ability to think beyond a certain limit. Concrete thinkers only have a generalized concept for all things. On the other hand, abstract thinkers have a very specific concept of things.
When compared to concrete thinking, abstract thinking is about understanding the multiple meanings.When abstract thinking is based on ideas, concrete thinking is based on seeing and also on facts. Abstract thinking may be referred to the figurative description whereas concrete thinking does not think so.


Clip thinking : Disadvantages of educational technology.........

Clip thinking is regarded as a process of reflecting a multitude of various properties of objects, without taking into account the relationships between them, characterized by fragmented information flow, illogicality, heterogeneity of incoming information, high speed of switching between fragments of information as well as the lack of a holistic perception of the surrounding world. The phenomenon of clip thinking is essentially synonymous with the concept of 'cognitive style'. The 'differential / integral' cognitive styles are associated with individual features of students' digestion of the teaching material. Students with an integral type of cognitive style tend to rely on educational technologies built on the principle of transition from abstract to concrete, whereas students with the differential type of cognitive style are inclined to learn from a specific focus to a general one. Within the context of clip thinking, we need to revise the content of the learning material, organize information in the form of clips, modify the format of information presentation, apply bright, clear, and visual presentations with clear, imaginative, and catchy formulations. The application of common teaching methods together with e-learning technologies will increase the efficiency of the learning process as well as significantly enhance students' professional training.


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