NGHE AN DEPARTMENT OF TRAINING AND EDUCATION ---------- TEACHING EXPERIENCE DEVELOPING CORE COMPETENCIES FOR STUDENTS IN THE PROCESS OF TEACHING ENGLISH 12 Subject : English Field : Teaching Methodology Tan ky, April, 2022 1 skkn INTRODUCTION Today, educational innovation has become an urgent need and a global trend. Many countries have constantly innovated education to improve the quality of human resources and equip future generations with a strong cultural foundation and high adaptability to all changes of nature and society. Our Vietnam is not an exception to that trend. Implementing the Resolutions of the Party, the National Assembly and the Prime Minister's Decision, the new general education program is built in the direction of developing the quality and capacity of students; It creates a learning and training environment to help students not only develop in harmony physically and mentally but also become active and confident learners who know how to apply active learning methods to perfect their knowledge and foundational skills as well as to be aware of career choice and lifelong learning; Students have the good qualities and capabilities necessary to become a responsible citizen; a cultured, industrious, creative worker meeting the individual's development needs and the mision’s requirements of building and protecting the country in the era of globalization and new industrial revolution.
Before the requirements of social reality, the mission of educating and training people, teachers always wonder how to fulfill it. Being teachers of English, we also aspire to be the people who contribute to the formation of qualities and competences for students as required. Moreover, we want to have a good preparation for the 2018 New General Education Program in the coming years. We feel challenged and necessary to change methods as well as explore appropriate ones to meet the educational mission.
To develop common or core competencies for students requires many factors such as continuity and teachers’ patients. After experience, we have got a lot of achievements. Hence, we choose the topic “Developing core competencies for students in the process of teaching English 12” with the desire of sharing some experiences with our colleagues and providing some models that colleagues can apply promote their teaching. The topic outlines activities to promote "core competencies" for students in the process of learning English, which is a new goal in the upcoming high school program.
It is novelty of the topic that creates activities to promote the common competencies of 12th graders at Tan Ky High School in particular but in other schools in Nghe an province in general. 2 skkn CONTENT PART I: THEORETICAL AND PRACTICAL BACKGROUND I. What is competency? Educators have given many different definitions of competency. Competency is “the ability to respond effectively to complex requirements in a particular context.” This definition states that the most important feature to identify a capacity is "effective", but has not clarified the structure and "address" of the capacity.
Competency is “the sum of the abilities and skills available or learned as well as the student's readiness to solve problems that arise and to act responsibly and critically to arrive at solutions.” This definition also refers to the contribution of factors "available" in each individual to the development of his or her own capacity. Competency is “the ability to act, succeed and progress based on the effective mobilization and effective use of a combination of resources to face life situations.” Based on the above research results, the New General Education Program 2018 explains the concept of competency as follows: “Competency is an individual attribute that is formed and developed thanks to inherent qualities and the process of learning and forging. training, allowing people to mobilize a combination of knowledge, skills and other personal attributes such as interest, belief, will, etc… to successfully perform a certain type of activity, achieve results desired under specific conditions. Developing competencies is the goal of the 2018 new general education program.
The overall general education program has announced the goal of educating high school students to well practise 5 qualities and 10 competencies. Among the 10 types of competencies, core and specialized competencies are distinguished. Specialized competencies are formed and developed mainly through certain subjects and educational activities: competence of language, computation, technology, informatics, natural and social inquiry, aesthetic, physical competencies. As for the general ability, there are three core competencies that are autonomy and self-learning, communication and cooperation, problem solving and creativity.
They are formed and developed by all subjects and educational activities. English in the formation and development of core competencies for students. 3 skkn English subject for high school is a subject in the field of Language and Literature Education in the New General Education Program 2018 (NGEP 2018). English is one of the subjects with many advantages in contributing to the formation and comprehensive development of the general competencies mentioned in the overall curriculum.
These core competencies are formed and developed not only through teaching content but also through innovating teaching methods and organizational forms with a focus on promoting the positivity, initiative and creativity of students. Learners can practise activities of listening, speaking, reading and writing English. As with the main qualities, according to the regulations on the uniform presentation of documents of all subjects, the English curriculum only states the general requirements for the whole subject from a general perspective and associated with subject specifics. Particular requirements for each level have been outlined in the overall 2018 NGEP.
The English program helps students to form and develop necessary core competencies for citizens of the 21st century such as: self-control and self-study, communication and cooperation, problem-solving and creativity, etc. Some examples of how students can form those competencies are as follows: (i) Autonomy and self-study capacity Having a good study method will help students develop their ability to communicate in English effectively. Through the practice of listening, speaking, reading and writing skills, students form some basic learning methods such as: how to determine learning goals and plans, how to practice communication and study language knowledge, how to use learning materials and electronic learning materials, how to actively participate in interactive learning activities, self- assessment and adjustment. Students choose learning methods suitable to their individual abilities, characteristics and learning conditions.
Appropriate learning methods help students learn actively and effectively, becoming capable learners of learning independently in the future. (ii) Ability to communicate and cooperate English is a subject that plays a key role in the formation and development of English communication ability for students. Through English, students can: - Determine the purpose of communication, select content, language and other means of communication suitable to the context and object of communication to discuss, argue, and evaluate issues in their learning as well as their life in English. - Develop emotional capacity, thereby recognizing, understanding and empathizing with others’ thoughts, feelings, and attitudes.
- Live in harmony and resolve conflicts; 4 skkn - Establish and develop appropriate relationships with others; increase the effectiveness of cooperation through activities such as pairs, groups and whole class. (iii) Problem solving and creativity Problem solving ability in English subject is demonstrated in the ability to evaluate the content of texts, to clarify information, new and complex ideas from different information sources; know how to analyze independent information sources to see trends and reliability of new information and ideas; know how to use evidence when recognizing and evaluating things and phenomena; Ability to assess problems and situations from different perspectives. English subject emphasizes the role of students as active readers. Through training forms from low to high, students have the ability to propose ideas and create new products in learning and life, think out of the way thereby proposing solutions that are appropriate to the context.
The real state of developing core competencies for students in the process of teaching English 12 at Tan Ky high school. To find out the status of developing core competencies for students in the process of teaching English 12 at Tan Ky high school. I clearly defined the followings: 1. Purpose * Trying to find out teachers’ attitude, understanding and experience about developing core competencies for students in the process of teaching English 12.
* Find out teaching methods as well as forms of teaching organizations: What are the teaching methods and forms of teaching organizations used by English teachers to promote 12th students’core ability? * Find out current status of developing core competencies for 12th students: How are the students and teachers interested in developing core competencies? What do teachers and students do to develop core competencies? 2. Study objects * Teachers: 16 teachers from Tan Ky high school, Le Loi high school, Tan Ky 3 high school. * Students: Survey 168 students, 44 of them are in class 12C7 – the experimental class, the rest of 126 are from other 12 grades at high schools in Tan Ky this year. Methods of inquiry Use questionnaires, observations * Questionnaire for teachers (see Appendix 1a) 5 skkn * Questionnaire for students (see Appendix 2a) 4.
Survey results Teacher survey data (see Table 1- Appendix 1b) The student survey data (see Table 2- Appendix 2b) Comments: Basing on the results of the questionnaire survey and many other sources of information on teaching in Tan Ky, I have some comments as follows: All teachers of English in the questionnaires know clearly three core competencies that required in the 2018 New General Education Program with 14 teachers making up 87,5% strong agreement and two teachers with 12,5% agreement. It is understandable because of the results of teacher training program. A similar number of teachers feel necessary to improve core competencies of my students.The percentage changes with 31,25 % strongly agree and 68,75% agree that they want to build interesting and attractive lessons aiming at developing core competencies. It is a good thing for the start of New English Program.
There are 12 teachers agree on two levels admitting that they have ever helped students promote their core competencies. Four other teachers have not done that. Eleven teachers holding up 68,75% agree they feel it easy to develop core competencies in the process of teaching English 12 but six of them, accounting for 31,25 % feel difficult. All of the teachers think old English 12 textbook was not designed to develop core competencies.
Six teachers making up 37,5 % strongly agree that they always use many teaching methods and forms of teaching organizations, teaching tecniques in my lesson to develop core competencies for students. Other 37,25 % agree and the rest 25% four teachers disagree. For students, In the same content as teachers but only 10,8% ( 18 students) strongly agree and 15,5 % (26 students) clearly understand 3 core competencies in the new general education program 2018 that students need to achieve. Nearly a half of them, 44% disagree and even 50 students holding up 29,7%.
The data about desire to develop their competencies, especially core competencies leads us surprisngly because there are still 16 students (9,5%) disagree. The results also reflect that most of them have good view and ambition. It seems unhappy when 108 students refuse they can have self-control, self-study and only 60 others agree, making one third. Similarly,10 students (6%) and other 60 students (35,8 %) respectively find themselves able to cooperate and communicate well, however, 92 students disagree and other 6 strongly disagree.
In term of finding capable of creative problem solving, There are only four students strongly agree and 38 agree whereas 98 students coressponding to 58,3 % 6 skkn strongly disagree and 28 disagree. A better sign with 94% learners agree and strongly agree they like learning English through projects or creative experiences. It proves our students want to explore, accept challenges and face difficulties. Most of them hope to have a lot of interesting and attractive lessons aiming at promoting core competencies; only 28 students disagree and strongly disagree it.
It reflects the fact at school some students have lost their motivation for their learning because of many different reasons.