Reference Framework for Planning Learning and Evaluation Activities

Practice
• Appropriation of learning
through application in
meaningful tasks or
activities
• Gradual practice of the
various steps involved in
the competency
Practice
Over the course of their learning, students are required to establish
relationships between the different elements of the competency and to
situate the competency in its context. The teacher presents the
competency in a variety of situations, describing working conditions.
These situations allow the students to integrate their learning and to
practise in order to anchor their knowledge and consolidate their
learning.
Practical exercises associated with the performance of certain occupational operations can help
develop and refine skills. In addition, they foster the use of knowledge and know-how in situations at
the same level of difficulty. As students develop the competency, they could, for example, be put in
situations involving problem solving, 21 the use of new learning in conjunction with knowledge and
know-how they have mastered, or repeated or increasingly complex actions. The teacher reviews the
learning and provides students with additional information, asks questions and proposes corrective
measures and strategies for analysis. In an effort to help the students learn, he or she supports their
progress, evaluates them and informs them of their results. The information gathered enables the
teacher to evaluate results and to regulate his or her teaching and the students’ work. Knowledge of
their results can sustain students’ level of interest and encourage them to make an effort.
The use of knowledge and know-how in meaningful tasks or activities is as important here as in the
exploration phase. Moving back and forth between what has been learned and what is still to be
learned facilitates the transfer of learning. In this phase, activities can involve role-plays, repetition,
teamwork, presentations using different technologies, etc., and usually take place in the workshop, at a
workstation or in the laboratory, depending on the trade or occupation in question.
21. Problem solving could have been introduced in the exploration phase. There is no key moment for presenting problems
closely related to those encountered in the workplace. However, the level of difficulty of the problem may increase as the
competency is developed. It all depends on whether a simple, complex, general or specific approach is used.
Planning Activities to Help Students Acquire Competencies 35