Category: Resource

Learner-Centered Tip of the Week: Questions to Help Build Transparency

February 5, 2016 by

TransparencyThis post originally appeared on Courtney Belolan’s website on November 30, 2015. Belolan is the instructional coach for RSU2 in Maine.

Transparency is a key component of a learner-centered classroom. Being completely clear and open about what students are learning, what they have to do to show they have learned it, and where they are in their learning gives them the map and builds the capacity to direct their own learning.

These are questions I use to reflect on and build transparency of learning in a classroom:

  1. What learning targets are we working on?
  2. How does this task relate to the learning targets?
  3. How will I know when I have met this target?
  4. What comes next in my learning? Within the target or after the target?
  5. How does this learning connect to other learning?

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What’s New in K-12 Competency Education?

February 2, 2016 by

Screen Shot 2014-08-30 at 7.22.41 AMBelow is the latest news from across the field in K-12 competency education.

Student Agency

  • A new Harvard study exploring the influence of teaching on emotions, motivations, mindsets and behaviors suggests the development of agency may be as important an outcome of schooling as the skills we measure with standardized testing.
  • Teacher Angela Watson highlights six ways to support kids who don’t take ownership of their learning.
  • Barbara Bray and Kathleen McClaskey created a continuum of voice and what it means for the learner, including three stages of personalized learning environments.

School Models

  • The Virtual Learning Academy Charter School (VLACS), an online charter school in New Hampshire, introduced a set of five pathways to guide students through multiple routes for demonstrating mastery of competencies: courses, projects, experience, college and teams.
  • RSU2 moves beyond grade-driven learning to teach students where they are in their zone of proximal development by designing for deep holes in learning.
  • Tom Rooney, Superintendent of California’s Lindsay Unified School District, presented on competency education and shared Lindsay’s story at FEE’s 2015 National Summit on Education Reform.

State Education Policy

  • The Connecticut Association of Public School Superintendents unveiled its policy goals for 2016 and called for a shift to personalized, competency-based education.
  • A Florida bill, if enacted, would establish a competency-based pilot program which would allow students in certain counties to advance to higher levels of learning after demonstrating mastery of a concept, instead of advancing based on seat time.

Thought Leadership

  • Founding editor of Education Week Ron Wolk wrote a piece arguing for the transformation toward personalized, competency-based education.
  • Bob Crumley, the 2016 Alaska Superintendent of the Year, wrote this leadership piece on advice for superintendents and leading a district.

Resources

  • A new study sought to understand how individual learning plans (ILPs) are operationalized in high schools, how ILPs are implemented and assessed, and the extent to which ILPs contribute to students’ college and career readiness.
  • The Center for Collaborative Education is launching the Massachusetts Personalized Learning Network, where CCE will partner with schools and districts throughout the state to place students at the center of their own education, creating personalized and engaging learning experiences for all students.
  • This resource highlights 10 expectations all students should have of their schools.
  • The Nellie Mae Education Foundation released a new report on understanding the landscape of technology for student-centered learning.
  • The Foundation for Excellence in Education created a new web resource on competency education.

Follow us on twitter (@CompetencyWorks) and sign up for our monthly newsletter for more information and updates in K-12 competency education.

January CompetencyWorks Catch-Up

February 1, 2016 by

Calendar Page JanHere are the highlights from January 2016 on CompetencyWorks. Happy reading. And let us know if you have questions you want us to delve into!

Maine Road Trip Series

RSU2

Wells High School

University of Maine at Presque Isle

Northern Maine Education Collaborative

(more…)

The 7Cs to College and Career Competency

January 26, 2016 by

This post originally appeared at Getting Smart on December 16, 2015. 

Marion is small urban center in Northwest Ohio with a history of manufacturing. When Gary Barber took over as superintendent three years ago, the district launched a series of community conversations that led to aggressive reforms seeking improved academic performance and workforce preparation.

In addition to laying the groundwork for career pathways, Director of College and Career Success Stephen Fujii hired META Solutions consultant Lori Vandeborne (a former Marion administrator) as an instructional coach.

The superintendent outlines next steps in personalized and blended learning:

Faced with low achievement in Mathematics, Marion City Schools stepped up to the challenge to transform student engagement with more personalized instruction by providing immediate feedback. This feedback loop empowers students within the Next Generation Learning Environments to own their learning. Teachers integrate technology as a tool to promote individualized experiences scaffolded to match the learning pace and path for students.

Our conversations with teachers about their next-gen vision led to the development of 7C’s to College and Career Competency, a foundational model that can be used from the classroom to district level for organization of instruction to authenticate and personalize learning. They are outlined below with a case study that illustrates their application.

marion-leveraging-learning-625pxw (more…)

The Overwhelming Act of Assessing Writing in a CBE School

January 22, 2016 by

CB1If you’ve ever been an English teacher, you know what it’s like to teach writing to 95 students who all hold different skill sets in writing.

You know what it’s like to helplessly stare at a pile of 95 essays, knowing that your students need immediate, detailed feedback to guide their revision process.

You also know the frustration of grading those 95 essays, feeling hopeless and disappointed when students are still making the same mistakes as they were on the last essay, even though you went over it hundreds of times during class.

And then revision, arguably the most important piece of the writing process, never happens, because you ran out of time and they had to do it on their own.

And the cycle repeats on the next essay. You cry. You emotionally eat lots of cheese and chocolate.

But because you believe in a competency-based system, and you know that students need to continually practice their writing skills to get better at it, you figure out a better way to teach it. (more…)

Avoiding “Learned Helplessness”

January 21, 2016 by

HandsThis post originally appeared at Edutopia on May 11, 2015.

We all have students that just want to “get it right.” We all have students that constantly seek the attention of the teacher. “Did I get this right?” “Is this what you want?” Now while it’s certainly a good thing to affirm students in their learning, many times we want students to be creative with their learning. We allow them to own their learning and create assessment products where they can show us what they know in new and inventive ways. Because of this, there isn’t “one right answer,” yet our students are often trained to think that there can be only one. (more…)

5 Ways to Build a Student Agency in the Digital Age

January 18, 2016 by

High School Students Taking Part In Group Discussion

This post originally appeared at Getting Smart on December 7, 2015.

Recent research findings demonstrate a strong link between one’s sense of empowerment, or “seeing oneself as a causal agent in one’s life,” and the level of an individual’s success in life. A developing sense of agency likely serves as a foundation for the acquisition of many essential skills, including grit and resilience, which allow us to overcome the many obstacles that we encounter throughout our lives.

Yet, our youth today may feel that external social forces are controlling their lives much more than their own internal compasses. In the Digital Age, as Howard Gardner and Katie Davis expressed in The App Generation (2013), young people are practicing constant self-protection, self-polishing, and self-tracking online, which is taking away time from quiet reflection and identity construction. In Disconnected (2014), Harvard researcher Carrie James identified such alarming issues in the digital world as invaded privacy and a slipping sense of ownership. (more…)

How is Personalized Learning Changing Lives? Ask Thomas Rooney.

January 16, 2016 by

This post originally appeared on the Foundation for Excellence in Education’s Ed Fly Blog on December 9, 2015.

Nestled in Central California, Lindsay Unified School District (LUSD) is meeting and exceeding expectations. And part of the district’s winning formula includes competency-based learning.

The Lindsay community certainly faces challenges. One hundred percent of all students qualify for free or reduced-price lunches. More than 90 percent of students are Hispanic or Latino, 50 percent are English Language Learners and 13 percent meet federal standards for homelessness.

Despite these incredibly difficult circumstances, LUSD is transforming education to a personalized system where all learners are met at their own level. These students are guaranteed success, challenged, and are pushed to leave LUSD ready to choose college or their career. (more…)

Learner-Centered Tip of the Week: Common Assessment

January 15, 2016 by

CellThis post originally appeared on Courtney Belolan’s website on November 16, 2015. Belolan is the instructional coach for RSU2 in Maine.

What do all of these student products have in common?

  • A children’s book page showing an animal cell, with labels and simple explanations of how the major organelles work.
  • A Prezi showing an animal cell. The presentation zooms in on different parts of the cell with a narrator explaining their functions.
  • A pop song about the animal cell. Each verse focuses on a different organelle.
  • A multi-paragraph essay describing the key parts of an animal cell.
  • ​A hand-sewn felt animal cell doll with all the major parts labeled and a display box with descriptions each major part.

These example products are all exactly the same, but different. While each product clearly connects to different skills sets or interests, each addresses the same learning target and level of rigor: (more…)

What’s New in K-12 Competency Education?

January 1, 2016 by

Screen Shot 2014-08-30 at 7.22.41 AMThe Next State of Learning project, newly launched by the Innovation Lab Network (ILN) at CCSSO, aims to capture the stories of states who are scaling and sharing innovations within their districts. The project will capture the stories of how states in the ILN are scaling and sharing innovation within their districts.

Thought Leadership

  • Why do we continue to teach students grade-level standards based on their age when their skills are actually two, three, or more academic levels lower (or higher)? Chris Sturgis tackles this issue about reframing education and teaching students where they are in their learning (not where they “should” be).
  • Andrew Miller wrote an article providing teaching strategies to avoid “learned helplessness” in students and empowering students to be self-directed learners. These strategies include making learning resources available, asking questions “for” (not “about”) learning, not giving students’ answers and allowing for failure.
  • KnowledgeWorks outlines the essentials of competency-based education, including transparent learning outcomes, mastery rather than seat time, real and relevant assignments, and a community-based strategic design plan.
  • This story on Coyote Springs Elementary in Arizona describes the implications when schools make other important skills and competencies such as the 4 C’s (critical thinking, communication, collaboration, and creativity) a core part of the design of the school.

(more…)

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