soft skills methods of teaching and assessment

SOFT SKILLS: METHODS FOR TEACHING AND

ASSESSMENT

Presented by:EDWIN C. CANCINO,PhD

OBJECTIVE

• Faculty members are better able to choose conceptually grounded teaching strategy and psychometrically strong measure of soft skills that cut across academic achievement and other learning outcomes.

CONTENT• Learning Outcomes and Soft Skills

• Instructional Approaches Towards Achieving the Soft Skills

• Soft Skills to Hard Data

• Open Forum

• Workshop

• Presentation and Critiquing

• Synthesis

OUTCOME•Revised course design as evidenced in

the course syllabi.

•For evidence of success and program improvement, ALL PARTICIPANTS ARE REQUESTED TO HAVE 2 SOFT SKILLS APPROPRIATE TO THE COURSE HANDLED, TRANSLATE THESE INTO LEARNING OUTCOMES WITH TEACHING AND ASSESSMENT METHOD FOR EACH OUTCOME BY THE END OF THE WORKSHOP.

Instructional Approaches

Soft Skills to Hard Data

Learning Outcomes and

Soft Skills

Workshop andsynthesis

SOFT SKILLS• A cluster of personality traits, social graces,

facility with language, personal habits, friendliness and optimism.

• Skills, abilities and traits that pertain to personality, attitude and behavior.




Soft Skills


WHY SOFT SKILLS?• The critical components of being college-

and career-ready focus more on higher-order thinking and performance skills than knowledge of challenging content.

• Persons who rank high in soft skills are generally the people that most employers want to hire.

• Embedded in the KFU VMGO.




Soft Skills


WHY SOFT SKILLS?• Proficiency in ABET Professional Skills

(outcomes 3f-j)– Engineers must be a “POLYMATH” according to

James Duderstadt– In Restructuring Engineering Education: a Focus on

Change– The ABET Professional Skills Can They Be Taught?

Can They Be Assessed?– Multi-method/Multi-source approach suggested

by Gloria Rogers, ABET Executive Director




Soft Skills


SOFT SKILLS• EFFECTIVE WRITTEN AND ORAL

COMMUNICATIONS• CRITICAL THINKING• INFORMATION MANAGEMENT SKILL AND

LIFE-LONG LEARNING• PROBLEM-SOLVING AND DECISION-MAKING• LEADERSHIP SKILLS• TEAMWORK SKILLS• ETHICAL BEHAVIOR




Soft Skills


QUALITY FRAMEWORK

PROGRAM QUALITY

STAFFPRACTICES

PROGRAMCONTENT

ENGAGE MENT AND PROGRAM EXPE RIENCES

PROGRAM OUTCOMES

IMPACT

(GRADUATE ATTRIBUTES)SOFT SKILLS AND DISPOSITIONS

ACHIEVEMENT

EMPLOYABILITY

HEALTHY BEHAVIOR

FAMILY, COMMUNITY, SOCIETAL INFLUENCES




Soft Skills


CONCEPTUAL FRAMEWORK

Act autonomously

Act autonomously

Use toolsinteractively

Use toolsinteractively

Interact in heterogeneo

us group




Soft Skills


EFFECTIVE COURSE DESIGNPROGRAM OUTCOME

S

COURSE LEARNING OUTCOME

S

INSTRUCTION

MEASUREMENT

TECHNOLOGY

STUDENT FACULTYINDIRECT

DIRECT

SOFT SKILLSDOMAIN SPECIFIC

KSAVD

Soft skills > dimensions > learning outcomes> learning activities> assessment


Soft Skills




What instructional strategies are effective in achieving the soft skills?• According to the active learning theories,

learning of ideas and skills can occur in a wide variety of thought stimulating activities, ranging from:– Learning from others– Learning by discovery– Learning by doing


Soft Skills




What instructional strategies are effective in achieving the soft skills?

Learning from others: explanation based instruction (lectures, demonstrations, video, group discussions, on-line presentations, workshops, seminars

Learning by discovery: guided inquiry instruction (research/projects, library works, theory/paper critiquing)

Learning by doing: activities for application and extension (OJT, community immersion, paper presentation, projects, event organizing, concept writing, publications)


Soft Skills




What instructional strategies are effective in achieving the soft skills?• Adult Transformational Learning– Disorienting dilemma– Role plays– Team work exercises– Test-like events– Periodic movements– Academically-based breaks– Think-pair-share– Pre-correction


Soft Skills




What instructional strategies are effective in achieving the soft skills?• CURRICULAR DEBRIEF- developed by the

WSU CTLT– Engage small groups of students during the

timeframe of one class period (45 mins)to discuss a complex problem in their course that has yet to be resolved. This is usually done in 8 sessions.

– Norming is done.– ABET Skill mapped to correspond with WSU

CITR


Soft Skills




Recommendations of WSU CTLT• Incorporate activities that teach and assess

soft skills into each program’s core curriculum.

• Use a scenario activity in each course.• Use assignments asking for written responses

to scenarios.• Discuss current events related to the course.• Ask students to create a team product such

as summary of approaches and issues.• Conduct department-wide rating sessions

and include a wide range of participants.


Soft Skills




ABET Skill 3f. Understanding of professional and ethical responsibilityStudent clearly frame the problem and begin the process of resolution. Students consider related ethical issues related, such as health and safety, fair use of funds, and doing “what is right” for all involved.

Comments :

STRUGGLING

DEVELOPING

MASTERING

0 1 2 3 4 65


Soft Skills




LEVEL DIMENSIONS 1UNSATISFA

CTORY

2MODERATE

3GOOD

4EXCELLENT

CS1 Ability to present ideas clearly, effectively and with confidence, orally or in writing

Presentation of ideas is vague, unorganized and lacks confidence

Presentation of ideas is unclear, unorganized and lacks confidence

Presentation of ideas in either oral or written form is clear, organized and with confidence

Presentation of ideas in oral and written form is clear, organized and with confidence

CS2 Ability to listen attentively and provide feedback

Very passive and not attentive

Not too active but shows some degree of attentiveness

Active and attentive

Active, very attentive and able to give appropriate responses.


Soft Skills




SOFTSKILLS

COURSEDATA

INDIVIDUAL PROJECTS

SUMMATIVE PERFORMANCE

SELF-ASSESS MENTREFLEC TION

COLLABORATION

INTER VIEWS AND SURVEYS

ARCHIVAL MEASURES

Communication

Acceptable

Acceptable

Mixed Acceptable

Mixed Mixed Inappropriate

Critical thinking

Mixed Acceptable

Mixed Mixed Acceptable

Mixed Inappropriate

Life longlearning

Mixed Acceptable

Mixed Inappropriate

Mixed Acceptable

Inappropriate

Decision making

Mixed Acceptable


Mixed Mixed

Leader ship

Mixed Inappro priate

Mixed Acceptable

Acceptable

Acceptable

Inappropriate

Team work

Mixed Inappropriate


Acceptable

Inappropriate

Ethical behavior

Inappropriate

Mixed Mixed Mixed Mixed Mixed Mixed


Soft Skills




Is it worth trying?• Program outcome instead of course

outcome.• Tons of portfolios to assess.• Additional manpower.


Soft Skills




Challenges• Objective in assessing• Support from top management• Extra work• Demand of the curriculum• Susceptible to short-term coaching effects


Soft Skills




Soft Skills CurriculumMatrix MappingCourse Credit SS1 SS2 SS3 SS4 SS5

Algebra 3

Chemistry 3

Materials 3

I Introduced E Enhanced R Reviewed and Reinforced GTH Good To Have MH Must Have

Any question?


Soft Skills





Soft Skills




Soft Skills




ALL PARTICIPANTS ARE REQUESTED TO HAVE 2 SOFT SKILLS APPROPRIATE TO THE

COURSE HANDLED, TRANSLATE THIS INTO LEARNING OUTCOMES

WITH TEACHING AND ASSESSMENT METHOD FOR EACH OUTCOME BY

THE END OF THE WORKSHOP.or

ADOPT A CURRICULAR DEBRIEF STRATEGY IN A CLASS AND

ANALYZE RESULTS FOR PRESENTATION.