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Translating a task into a skills statement
How can a learning activity be translated into a clear skills statement? Watch Wendy Palmer demonstrate simple scaffolds to make capability visible.
In the previous step, you explored how a learning activity can be rewritten to make skills more visible. In this step, we take that idea one step further.
Rather than focusing on the task itself, we begin to translate it into a clear skills statement.
It helps move from what students are completing to what students can actually do.
In this video, you’ll see how a familiar assignment can be reframed using a short scaffold:
“Through this task, you …”
This approach helps make capability:
- visible
- understandable
- and usable beyond the task
As you watch, consider:
- What actions are learners taking in the task?
- How could these be described as capability?
- How might this change what learners notice about their developing skills?
This article is from the online course:
Lifelong Learning: Developing Transferable Skills in Higher Education
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This article is from the free online
Lifelong Learning: Developing Transferable Skills in Higher Education
