September 1, 2014 by Mary Ryerse
Originally posted August 22, 2014 on Getting Smart.
From Getting Smart.com
Steve Wilkinson (“Wilk”) has dedicated his life to teaching – and modeling – the art of focusing on what one can control (such as mindset) as opposed to what one cannot control (such as circumstances). While Wilk – professor, Hall of Fame tennis coach, author and friend – has chosen the venue of tennis to teach mindsets of effort, attitude and respect, his teachings apply in any circumstance. These principles, which my teammates an I were exposed to during college years, continue to profoundly impact my thinking as an educator and parent.
As parents send kids back-to-school, and teachers welcome students into their classrooms, there is naturally a lot of emphasis on logistics – school supplies, devices, passwords, locker combinations, and schedules. This blog offers tips to also equip young people with mindsets – such as those emphasized by Wilk – as they head off to school:
Full effort: striving for excellence through daily discipline (more…)
August 27, 2014 by Jeremy Kraushar
Revelle, student at FDA VII. From FDA VII video.
“I want to achieve, I want to get high grades; [mastery-based learning] is a great way to map out exactly how to get there.”
– Revelle, student at Frederick Douglass Academy VII, Brooklyn NY
A small but growing number of New York City schools are making assessments more meaningful for teachers and students through mastery-based approaches to learning. There are early and encouraging signs that mastery can motivate and engage students who have experienced previous academic failure by providing a clear outline for what they need to learn. The video below demonstrates these powerful effects at Frederick Douglass Academy VII High School (FDA VII) in Brooklyn:
Mastery-Based Learning – Featuring Frederick Douglass Academy VII High School from Digital Ready on Vimeo.
Starting Out Small
While school-wide implementation models have been a source of inspiration, more often than not, a shift toward mastery starts on a much more compact level. Last year, teachers at FDA VII “took the leap” by transforming their curriculum and grading policies to reflect student learning more transparently. This year, school leadership hopes to take it school-wide. At Brooklyn International High School and Hudson High School for Learning Technologies, teachers have worked alone or in small groups to pilot new ways to deliver content broken down by skill, and provide more granular feedback in distinct areas of learning. (more…)
August 20, 2014 by Chris Sturgis
“In industries where mistakes and errors lead to significant and far-reaching consequences – such as power plants, air traffic control towers, and electrical power grids – organizations must adjust their operations to proactively prevent failure. . . . [W]hat distinguishes high reliability organizations is not the absence of errors but the ability to contain their effects so they do not escalate into significant failures.”
I’m just diving into A Handbook for High Reliability Schools . . . The Next Step in School Reform by Marzano, Warrick and Simms. It’s a brilliant idea to think about what it would take for schools to become a high reliability organization. Certainly a student failing to receive an adequate education, failing to be prepared to pursue post-secondary education and training, has far-reaching consequences. It’s a pathway to poverty and fragile families.
What makes education a bit different from business is that mistakes and failures are part of the learning process. So we have to be able to distinguish from the customer making mistakes as part of the learning process, yet have the educators “contain the effect” so that the outcome is success.
The authors describe how schools can become so powerful and so timely in responding to children that the natural errors in learning will produce learning gains. Essentially, schools can become high reliability, taking “proactive steps to prevent failure and ensure success.” I already had a vision of how powerful schools can become, and reading this book took it to a whole new level.
The authors propose five levels of operation for a high reliability school: (more…)
August 19, 2014 by Bill Zima
What do Walt Disney, Steve Jobs, Bill Belichick, and Anshul Samar have in common? Sure, they all had a vision of what they wanted to accomplish. But more importantly, they got STARTED. The difference between a great idea and an idea that makes a great difference, is someone executed it. To engage in the process of continuous improvement, the crux of leadership, one needs to begin. As investor and motivational speaker Robert Kiyosaki said, “If you are the kind of person who is waiting for the ‘right’ thing to happen, you might wait for a long time. It’s like waiting for all the traffic lights to be green for five miles before starting the trip.”
The person most responsible for the construction of the path to change for any school is the principal. Too often administrators try to line up all the pieces so there is a guarantee we do not make a mistake. After all, we are working with young minds. A simple mistake could ruin their future. So we analyze, plot, analyze again, get new information, see how that informs our decision, analyze again, make adjustments, analyze the adjustments, which causes the need for more decisions. All of this is hypothetical since we have nothing tangible to adjust. Voltaire warned, “Don’t make the perfect the enemy of the good.” We need to not worry and simply apply what we know today. The fear of hitting the magic switch and turning our students into thoughtless zombies left to wander aimlessly in a land of lost potential is unfounded. What school leaders need to do, regardless of role, is get a vision of their postcard destination, map the critical steps to get them from where they are to where they want to be, and then take that important first step. (more…)
August 18, 2014 by Tom Vander Ark
Originally posted Aug. 3, 2014 at Getting Smart.
From Getting Smart.com
Five Detroit schools utilize flexible learning spaces to accelerate student learning. These innovative environments reconsider four components of teaching and learning:
- Space & time: creative ways of using space, furniture, scheduling and location to promote student learning;
- Staffing and roles: rethinking flexible ways to use staffing to personalize learning;
- Grouping of students: different approaches to grouping students and providing individual work time to ensure growth; and
- Resources: maximizing supports from the teachers, technology, and peers to promote deeper understanding.
The flexible learning space, called a hub, provide a student-centered environment where student responsibility grows from primary grades to high school.
Students participate in a blended instructional program where they access information from the teacher, technology, their peers and their own inquiry. The same content is provided in 3 different ways—independent virtual courses, hybrid courses and as individual searchable libraries of content aligned to the standards. (more…)
August 15, 2014 by Julia Freeland
Originally posted August 13, 2014 by the Christensen Institute.
A few research pitfalls seem to be creeping into the still nascent world of K-12 competency-based education: first, the challenge of moving from discussing high-level theory to describing precisely competency-based practices. And second, going from identifying specific practices to designing sufficiently specific, appropriate evaluation to measure the effects of those practices.
Both of these tensions can make conversations about competency-based education feel speculative. The term “competency-based” often describes a wide range of classroom practices, but schools that call themselves competency-based may not subscribe to all such practices. And even when these practices are spelled out, we have yet to study them in isolation, to understand which—if any—drive student growth and in what circumstances. In order to really study competency-based models, the field may need more specific categories than “competency-based” to translate the theory into practice; and we likely need new research paradigms to evaluate these specific practices. (more…)
August 13, 2014 by Chris Sturgis
Two major events are coming up that are opportunities to network among innovators in education.
1) SXSWedu, March 9-12 , 2015: Last year Susan Patrick of iNACOL did a standing-room-only briefing on competency education. There are four events proposed on competency education for the 2015 meeting. Two are on higher education and two on K-12. Jump onto the Panel Picker to vote for your favorites:
2) iNACOL’s Blended and Online Learning Symposium, November 4-7, 2014: This year’s speakers include Sal Khan and Michael Horn. There is a full competency education strand, with Rose Colby leading The Competency Education Toolkit for Curriculum, Assessment, Instruction, and Grading; and Brian Stack, principal at Sanborn Regional High School, on How to Support a K12 Competency-Based Grading & Reporting System. Jennifer Davis from CCSSO and Adam Rubin from 2 Revolutions will be there to help you learn how to use the Roadmap for Competency-based Systems; Springpoint will have a team to reflect on Designing New Competency-Based High Schools; and Kim Carter and Elizabeth Cardine from Making Community Connections Charter School will be there to describe how they are Igniting Learning, drawing on cognitive sciences, motivational theory, and educational research.
by Chris Sturgis
There are so many great resources coming out this summer!I haven’t even had time to watch and read everything….but wanted to make sure you all know about them.
Statewide Transformation: First, a big shout out to New Hampshire for sharing their learning. They’ve created a web page New Hampshire’s Story of Transformation complete with videos so you can hear from their leadership and innovators directly. It’s a great resource that explores how they think about student engagement, how they are providing support to educators, and the history of their process towards competency-based education. You can also hear from Paul Leather as he provides a synopsis of the state’s approach.
State and District Updates:
August 11, 2014 by Chris Sturgis
The word is tossed around these days, and I always have to think about why disruption is good for students, especially those that are underserved, rather than the companies that are grabbing a piece of the market through a new product or service.
In summarizing the new paper by Michelle R. Weise and Clayton Christensen, Hire Education: Mastery, Modularization, and the Workforce Revolution, Michael Horn writes in his blog Move over MOOCs, it’s online, competency time:
As they argue, online, competency-based schools represent the right learning model—focused on actual mastery of knowledge, skills, and dispositions—with the right technology of online learning, targeted at the right customers—non-consumers who are over-served by the value proposition that traditional colleges and universities offer and searching for a new value proposition from college aligned around workforce needs—paired with the right business model that is low cost, low-priced, and sustainable. (more…)
August 7, 2014 by Chris Sturgis
Are you trying to get on top of the literature on competency education? iNACOL has put together a summer reading list. In addition, here are highlights about competency education and related topics that have been in the news recently:
K-12 Competency Education
Competency Education in Higher Education