Difference between revisions of "SUPPORTING TRANSVERSAL SKILLS"

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Latest revision as of 11:49, 13 June 2017


You have to follow a specific curriculum and want students to reach specific subject-based learning outcomes until the end of a learning period (eg. end of semester). You have limited time in class to support them reaching these learning outcomes but also want them to develop the following transversal skills:

  • Information literacy
  • Autonomous Learning
  • Collaboration and Communication
  • Creativity and Innovation
  • Digital Literacy


You only have limited time in class to support students in reaching subject-based learning outcomes and in developing transversal skills, still you want to find a way that students learn both: The subject in line with the curriculum and transversal skills.


Therefore, use the EPORTFOLIO-approach in class, as it allows both, developing skills in the subject area and the transversal skills described above at the same time. Furthermore, ensure that your lessons are learner-centred and that you as a teacher develop to be a mentor, who is advising students during their learning process. Students define their own learning outcomes at the start of the learning cycle - support them in doing so. Develop a learning strategy how to reach the desired outcomes together with the students and give them space and time for learning through collecting information, collaborating and creating. Ensure that learning evidence is collected and that FEEDBACK is given to this evidence during the learning process, in the form of peer FEEDBACK and of FEEDBACK by the teacher. At the end of the learning cycle the student uses self ASSESSMENT to check if the defined learning outcomes were reached.


Students learn to be autonomous learners through defining their own learning outcomes, developing learning strategies, collecting learning evidence and reflecting on it. The learn how to cope with feedback from peer and teachers as well as how to use it for their personal learning pathway. Furthermore, through giving and receiving FEEDBACK, they develop collaboration and communication skills. Students develop creativity and innovation skills through creating their EPORTFOLIO and making selections of learning evidence. Students design their own learning pathways and implement them, so their information literacy is needed and developed over time. Through working on ePortfolios also digital literacy is enhanced as a cross-over-effect. Students develop and make constant use of these transversal skills while learning within a certain subject area in accordance with the curriculum. The teacher needs to be aware of the standards, which needs to be fulfilled according to the curriculum and within this framework, students can define their own learning outcomes in line with their personal prior learning.


Lesson Design "Self-portraits – Exploration of identity"

A teacher wants to teach students about self-portraits in art and he/she needs to cover several paintings of artists due to the specifications of the curriculum. Also, the exploration of identity is part of the curriculum. The teacher not only wants the students to reach the pre-defined learning outcomes based on the curriculum, but also to support the development of transversal skills. Therefore the teacher uses the EPORTFOLIO-approach in class. Students keep online learning journals and document their learning process and give feedback to each other. Through conducting suitable learning activities in class, like collecting information about artists, creating an own self-portrait and discussing the similarities and differences to nowaday's selfie-trend, students acquire transversal skills like information literacy, collaboration and communication as well as creativity and innovation. The ePortfolio approach and the learner-centred setting supports autonomous learning and digital literacy. You can find a more detailed description of this lesson design and any more lesson design to support transversal skills at the ATS2020 resource portal.

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