Competency Based Learning Reflective Report

The goal of competency based learning is to ensure that students are able to demonstrate knowledge and skills that are important to success as a teacher. The core competencies for Washington were extremely detailed and well organized. They break down each of the learning practices down to clarify what each level is and what the requirements for those levels in each stage are for, so that it decreases confusion of what is expected. Not all teachers will have the same level of competence in all content areas, which include: Child Growth and Development, Curriculum and Learning Environment, Ongoing Measurement of Child Progress, Family and Community Partnerships, Health, Safety and Nutrition, Interactions, Program Planning and Development and

Executive functions are mental skills that we all use every day to get things done. More specifically, executive functions are cognitive skills we all use to analyze tasks, break them into steps, and keep them in mind until we get things done. The skills learned allow us to manage our time effectively, memorize facts, understand what we read, solve multi-step problems, and organize our thoughts in writing. Executive functions become increasingly important and central to a child's academic progress as a child develops and matures. A teacher who knows how to encourage executive functioning sees their role not as an authority figure, telling a child what or what not to do, but as a guide who supports them as they figure out how to solve problems on their own. A child who is experiencing executive functioning difficulties may have behavioral problems as they try to manage their abilities. Other factors like, nutrition, social interactions and environments of toxic stress also play part in the development of a child’s executive function. So, it can be difficult to identify the areas where a child is experiencing problems in relation to executive functioning