Designed to develop teaching competencies through training courses on methodologies that have shown to be most effective for generating learning
Learning challenges to develop the 16 critical teaching competencies.
- Over 10 years of research has enabled the Instituto Escalae to define 16 critical competencies and 144 skills that any teacher should be able to master.
- The Learning Challenge is a course for professional teaching development designed around an avant-garde methodology, focus or educational innovation, which responds to the specific interests and needs of individual teachers as well as the centre.
- Each Learning Challenge activates one of the 16 Teaching Competencies that encompasses educational practice identified at TeachersPro, and develops up to three skills (micro-challenges) on that competency.
- Once the Learning Challenge (or micro-challenge just for one skill) is chosen, the Platform asks the user some questions to analyse their strong points and areas for improvement, and then proposes a personalised training course.
Try the structure of TeachersPro contents!
Choose a critical teaching competency and discover which Learning Challenges work on it.
You can also consult the different Learning Challenges currently available in the table below, with the skills that each competency works on and obtain more information on each through an infographic.
SETTING OBJECTIVES: Formulate competency-based objectives taking into account the intended learning purposes and available conditions for their attainment.
LEARNING MANAGEMENT: Identify, prioritise and reformulate the learning components each student must work on, in other words, the knowledge, skills, attitudes and competencies, taking the objectives into account, as well as the purposes of the intended learning.
TIMING: Organise the timing of the education process with scaled criteria and each student’s possibilities, from the intended objectives and required learning components.
CLASSROOM ACTIVITIES: Apply suitable educational psychology criteria to the design and selection of learning activities.
LEARNING PROCESS: Design the learning process based on the nature of its components and their competency-based interaction.
INTERPERSONAL RELATIONSHIPS: Foster appropriate interpersonal relationships in the classroom to encourage the different intended learning.
SOCIAL ORGANISATION: Implement the different methods of social organisation of the classroom in activities for large groups, fixed and flexible heterogeneous teams, teams by level and individual work, for suitable management of the class and to encourage the development of different competency-based learning.
TIME MANAGEMENT: Manage the time required for the teaching and learning activities depending on the real needs and intended learning.
LEARNING ENVIRONMENTS: Use different kinds of educational spaces, organising their conditions and the way in which students position themselves in them, to facilitate the intended learning.
TEACHING RESOURCES: Use the different technological and teaching resources as supports to promote the creation of each student’s learning.
CONTEXTUALISATION OF LEARNING: Work on the different learnings from a holistic approach and in accordance with the context to facilitate their competency-based application.
FORMATIVE ACTIVITIES: Get involved in the general activities of the centre as a way to create effective learning experiences, both inside and outside the classroom, and in this way contribute to attaining the intended objectives.
MONITORING AND TUTORING: Guide each student’s personalised training process through systematic strategies to have suitable knowledge of their evolution and of the challenges that each can tackle.
ASSESSMENT: Define the assessment criteria and characteristics to favour learning and know the level of compliance of the intended competency-based objectives.
PROFESSIONAL DEVELOPMENT: Continuously improve one’s own teaching practice through competencies for reflective practice, research-action, cooperative work and self-assessment.
TEACHING ORGANISATION: Adapt the teaching practice to the unique characteristics of the centre and its surroundings, using available resources as efficiently as possible.