April 7, 2014 by Kaili Phillips
One of the big pushes in our district (and many others throughout Maine) is customized learning: students working at their own pace to progress forward from the point at which they are currently achieving.
One of the primary tools used to facilitate this type of learning is a “learning continuum” or “learning progression” (hereafter referred to as the continuum or continua). The continuum seems sequential, as it contains rows and explanations for forward progress in each of the given areas of focus, seeming to offer a step-by-step, methodical guide that a child can follow to a successful education. In fact, in many cases learning continuum do not have to be sequential at all. The design of continua suggests linearity so that students can follow the steps and essentially be “done” learning when they get to the end of the line. This obviously makes no sense whatsoever. The challenge to educators is to rethink how and when they use continua in their lessons.
Here are some possibilities and suggestions regarding how to effectively use the Learning Progression model in middle school. As I teach English-Language Arts, my examples are… well, English-Language Artsy… but I am confident that you may find a thought or two that translates well to your content area. (more…)
April 3, 2014 by Caroline Messenger
I had asked my ninth grade students to write a “last” chapter to the novel Seedfolks by Paul Fleischmann we had finished reading as a class. I knew they had read the entire novel and even annotated it because we did all of our reading in this room. Sometimes we did it in a literature circle. Sometimes we did it by ourselves. Sometimes we used a form of Socratic Seminar to ask questions of each other and dig deeper into the author’s intended meaning.
But I knew all my students had read the novel and understood its metaphors, allusions and themes because we did the work together. And because of that, I knew they would be able to creatively adapt what they knew and believed.
I knew they’d be able to do it because I would be there to help them, guide them and monitor their progress because their work would be completed in class and during after school workshop sessions.
I knew their levels of competency because I assessed it every single day.
The pattern here isn’t new. Rick Wormeli suggests rethinking how we assign work to students and how we penalize them for not doing it. Both Wormeli and Doug Reeves make powerful arguments against “the zero” in the teacher grade book. (more…)
April 2, 2014 by Chris Sturgis
This is the second of a two-part series on Making Community Connections Charter School. Click here for Part 1.
In our traditional system, students progress in age-based cohorts, with most students progressing regardless of what they know and some being retained to repeat a year. Competency education expects students to get the support they need so that they are proficient, offering flexibility as needed, such as allowing students to continue to focus on gaps or areas where they are not yet proficient (i.e. competency recovery) in the summer or the coming school year. The challenge for the school is to keep students on track AND provide flexibility to ensure they become proficient, which means rapid response when students struggle and more intensive interventions as needed.
Making Community Connections Charter School (MC2) has a different understanding of what it means to be on track. It’s not just an arrow, angling up at 45 degrees. It’s the J curve, which predicts that as students become more mature, with the habits to be successful learners, they will take off and learn on a much steeper trajectory. Under this theory of learning, how does MC2 make sure students are on track and progressing? (more…)
April 1, 2014 by Chris Sturgis
This is the first of a two-part series about Making Community Connections Charter School. Click here for Part 2.
“As a learner, I grew in the way a fire would if you sprayed gasoline on it.” – From a student’s graduation portfolio
That’s what Making Community Connections Charter School (MC2) is all about –creating dynamic learners. At MC2, serving grades 7-12 in Manchester, New Hampshire, it feels like they wiped the slate clean of all the traditional ideas of what makes a school and started to design the school from scratch. It’s deeply student-centered in its design and operations. Its theory of change is built upon a deep understanding and appreciation of adolescent development, motivation, and learning sciences. MC2 is a model that will work for any student. At its center, it is designed around the kids who are educationally challenged (about 35% of MC2 students are classified as having special education needs), have already had a tough time in life by age 14, who have felt betrayed by the adults in their lives, and are drawing from their own reservoirs of stubborn hope that things can get better.
This case study on MC2 is broken into two parts. The first is on the design principles and the theory of action driving the school. The second is on how students progress and the implications for teachers. (more…)
March 31, 2014 by Michelle Finn
We’ve been hearing a lot recently about the importance of these attributes through the work of Pink, Duckworth and Dweck. Should we in the field of education be sitting up and taking notice? When research shows that these attributes, rather than IQ scores, are a better determiner of success, you better believe we should notice. And act.
In the classroom, moving students from compliance to engagement, from fixed to growth mindset, from reactive blamers to proactive problem-solvers doesn’t happen overnight, but it can happen, and it may come in many forms. As we discussed in previous articles, a focus on building culture and student goal-setting has great impact on not just the way students learn, but on how they think about themselves as learners. This self-reflection is crucial. In order to grow, we have to be aware of both our strengths and weaknesses, which in turn can help to set challenging, yet realistic goals. Self-reflection also promotes a growth mindset. If you continually set targets for yourself, plan the steps of your 10-mile march, to borrow from Collins, then act upon your plan, you begin to realize that everything is about a learning progression, not a pass or fail. What an empowering stance from which to greet each day! (more…)
March 28, 2014 by Rose Colby
I was recently reading about Google X. We often think of the Google workplace as the sandbox of Millennials. It is filled with spaces for work and play and sets the pace for work-space design that challenges the thinking of educators who are working in spaces that are far different. Google X is the Google work environment on steroids. It is the think tank of Google, where the only expectation of the employees is audacious thinking.
This has really jarred my thinking. As we look at this new entity called competency education, we could really use a good dose of audacious thinking. The No Child Left Behind era, which I hope is firmly ensconced in our rear view mirror, has trapped our thinking and caused a great deal of reactionary behavior in our ranks. Have you heard the following: “Our kids haven’t done well on the state test for the past few years; we must need a new literacy program.” “We don’t have enough supports in math, we’ll just have to build an RTI system for that, also.” (more…)
March 26, 2014 by Brian Stack
Sanborn Regional High Principal Brian Stack
Amanda is a typical high school student who loves spending time with her friends, participating in a variety of clubs and activities, and doing well in school. Since a very young age, she has wanted to follow in her mother’s footsteps and become an emergency room nurse. My school is preparing her for that demanding career with a competency-based model that has been designed to help her master a series of academic competencies, academic behaviors, and college and career-ready skills. Our competency-based model engages Amanda in her learning in ways that traditional high school models never could.
Five years ago, the administrative team in my school district and I began suggesting that our school make the move to a competency-based grading and reporting system. We knew that was going to be a monumental shift for some of our elementary and secondary teachers, but that it wouldn’t be such a bold move for others. The career and technical education (CTE) teachers and administrators who work at our regional CTE center, for example, applauded our efforts to move the school district to the model that they had always used to define their work. (more…)
March 25, 2014 by Jonathan Vander Els and Ellen Hume-Howard
Writing Wall PLC
Looking closely together at students’ work can unveil a treasure trove of insights to guide educators as they reflect on their purpose, assess their progress, and plan strategies for reaching all students more successfully. Students’ experiences are enhanced when teachers develop an awareness of where they fall along a continuum of learning. Writing, for instance, is a content area that lends itself well to studying student work within a continuum, and has been the focal point in guiding our teachers at Memorial Elementary School as we align our work not only within each grade level, but vertically within all grade levels in our school.
Getting to this point, however, was a three-year journey that continues to evolve as we learn more about not only our students’ skills and needs, but also about our own staff needs related to instruction and aligning our assessment of student work. (more…)
March 24, 2014 by Chris Sturgis
Depending on which knowledge taxonomy you use, the highest level with the deepest learning is either Level 4 or Level 6. As we think about equity in a personalized, competency-based world, how do we ensure that all students – even those who entered school at an earlier point on the learning progression than their peers and are on a steeper trajectory – have the chance to deeply engage in learning? How do we make sure that students who want extra challenges but want to stay with their peers can continue to grow without advancing to the next level of studies?
The granularity of standards may be too fine to have students trying to do Level 4 for each one. Learning progressions organized around anchor (power) standards and essential understandings will lend themselves more easily to knowledge utilization. Still, we know that incorporating projects, designed by teachers, students or together, takes time, planning, resources and flexibility. So how are schools managing to create Level 4 opportunities and ensuring that all students have a chance to dive deep into their learning?
Schools are using a variety of techniques: (more…)
March 21, 2014 by Dan Joseph
Last December I was at a conference sponsored by the Maine Principals Association and the keynote speaker was Dr. Anthony Muhammad. The topic was building and changing your school culture. As I listened to his presentation, I realized that when building leadership capacity for transformative change, two variables must be acknowledged to better identify and mobilize the ideas and people who are a part of the change process.
First, the technical changes that occur become the tools and structures for learning. Second are the “cultural” pieces, our beliefs, practices, behaviors and norms within and across the organization. Philip Schlechty offers this perspective of the interplay between structure and culture: “Structural change that is not supported by cultural change will eventually be overwhelmed by the culture, for it is in the culture that any organization finds meaning and stability.”
This is where many school officials and reformers fear to tread, but it is the place that holds the biggest keys to unlocking the potential for real change in our schools.
It reminds me of a staff meeting that I had as we began to really push ourselves and our thinking around teaching and learning. I placed a statement on the wall, “All students can meet high standards regardless of their home situation or the teacher they are assigned.” Needless to say, we had a very powerful conversation that afternoon. This is where we pushed our shared vision of all learners into a covenant of collective responsibility. We had adopted a set of values that supported professional development, a sense of responsibility for student learning, and a positive, caring atmosphere. The old model of compliance was being dismantled, as opportunities to enter the realm of collaboration, support and transparency increased. How was this different than before? We had PLCs, staff led committees, and individual goal-setting. (more…)