August 12, 2014 by Tom Vander Ark
Originally posted Aug. 8, 2014 at Getting Smart.
From Getting Smart
Since Horace borrowed the idea from the Prussians, we’ve been batch-processing kids based on birthdays through a print curriculum. This batch-print system was moderately efficient until we tried to retrofit it to work for all kids. It just created a mess of tacked on services and a crazy patchwork quilt of courses. As educational demands of society increase, it becomes increasingly obvious that the batch-print system doesn’t work well for at least two thirds of our kids.
Many of us believe that personalized learning environments where students progress as they demonstrate mastery hold the promise to boost achievement and completion rates for struggling students while speeding accelerated students through the K-16 system several years faster than is common today. However, the transition to a competency-based system is pedagogically, politically, and technically challenging. Despite policy barriers there are thousands of schools creating these next generation blended and competency-based environments. To accelerate the shift and improve outcomes, states should address these 7 things now.
1. Standards. Embrace a broad view of college and career readiness expressed in standards and graduation requirements. Maine went a step further and adopted a requirement for a proficiency-based graduation (discussed on CompetencyWorks). (more…)
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
August 6, 2014 by Chris Sturgis
Leaders in higher education and K12 should take the time to read Hire Education: Mastery, Modularization, and the Workforce Revolution by Michelle R. Weise and Clayton M. Christensen of the Christensen Institute. The paper explores how online, competency-based programs are disruptive to higher education. The paper is an easy way to get on top of the issue, including a great introduction to disruptive innovation, inefficiencies in the traditional system, and the basics of online, competency-based programs. Don’t skip the appendices – you’ll find a quick summary of public policy and descriptions of higher education innovators.
The authors argue that the combination of online learning and competency education – modularization and mastery – is where the real power for disruption lies by offering a new business model:
The vanguard of online competency-based learning providers is developing technology to ensure that time is truly the variable factor and learning is fixed: Assessments are built into the system to ensure students’ proficiency; students can take assessments as many times as necessary until they have mastered the competency; and instructors can rely on an analytics dashboard and cater to students’ needs like a personalized tutor when necessary. (more…)
August 5, 2014 by Chris Sturgis
Every week, we are getting more emails and calls from districts across the nation about how to move forward in the process of converting to competency education. After we get these calls, we try to put together wiki pages with the resources so that others can get access to them, as well. So I’ve put a number of the links below. As always, a wiki is a work in progress, so if you have ideas of what else should be added, just send them my way. Or if you know about a topic, we’d love to have you put together a wiki page on a question, issue or topic.
Other burning questions you’d like to get some help on? Just leave a comment.
August 4, 2014 by Catherine Bitter
American Institutes for Research (AIR), in partnership with the Council of Chief State School Officers (CCSSO), is conducting a new study on the implementation and outcomes of competency-based education (CBE). The study, supported by the Nellie Mae Education Foundation, aims to increase our understanding of CBE practices and their effects on student outcomes that are considered critical for college and career readiness, including self-efficacy, self-regulation, and motivation to learn. This study’s other major contribution to the field will be a set of survey instruments that measure practices and structures associated with CBE implementation. The study will take place in high schools from three states participating in CCSSO’s Innovation Lab Network.
This study consists of two components. For the first component, AIR will develop, validate, and administer surveys for principals, teachers, and students about CBE practices and structures. CBE practices vary widely, and may include different aspects of self-pacing, personalized learning, and skills mastery. The survey data will therefore be used to describe and develop a typology of the practices employed by a variety of schools implementing CBE. The study team anticipates that researchers can also use these instruments in future studies of the impacts of CBE, including examinations of postsecondary success. (more…)
July 30, 2014 by Chris Sturgis
Colorado took a big step last year by establishing state policy for a proficiency-based high school diploma. As the Colorado Education Initiative explained the policy, the new graduation guidelines “signal a move away from seat time and toward enabling students to advance based on mastery of Colorado Academic Standards; provide students with a menu of options to demonstrate mastery rather than a single exit exam; emphasize multiple pathways for students to engage in learning; and elevate the importance of next generation student outcomes.”
There are a lot of pieces starting to come together that suggest that Colorado may start catching up with the New England states:
- State Leadership: Colorado has formed a Competency-based Study Group to better understand the benefits and challenges of implementing competency education. The study group is being facilitated by Achieve. Members of the group will be visiting Lindsay Unified School District in CA and will have a daylong seminar with former state and district officials from Maine. It’s so important for state and district leaders to take the time to visit the competency-based districts and schools to help them understand the fundamental shifts of focusing on proficiency rather than time.
- Expansion of Competency Education: In addition to Adams 50, one of the early innovators of competency education, Colorado Springs District 11 and Thompson School District are participating in an initiative to expand next generation learning, in partnership with the Colorado Department of Education and The Colorado Education Initiative (CEI) and funded by Next Generation Learning Challenges. Each district will focus on two schools. Adams 50 has done an extraordinary job in elementary school and is getting results. They will focus on Westminster High School and Ranum Middle School as part of this effort. (See CW post about how high school transformation was constrained by lack of innovation on part of SIS provider.)
- Intermediary Capacity: Intermediary organizations play a critical role in advancing new reforms, leadership development and the transfer of knowledge. Several support organizations based in CO have substantial capacity around competency education. The Colorado Education Initiative (formerly CO Legacy Foundation) is now actively supporting competency education along with it’s other initiatives including health and wellness and STEM. (Here is their description of competency education.) Colorado also is working with the Marzano Research Laboratory (MRL), which has incredible expertise around formative assessment, standards-based grading and a new effort on high reliability schools that includes competency education. MRL has recently acquired the Reinvent Schools Coalition, adding even more capacity. The Regional Education Lab – Central (run by MRL) also is building capacity around state policy issues to better serve its states — Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming.
If you know of other states that are building momentum, we’d love to hear the details. We want to make sure that we continue to support network building as more states convert to competency-based education systems.
July 28, 2014 by Eduardo Briceño
Originally published in the Spring 2013 issue of Unboxed, a publication of High Tech High
Deeper learning requires students to think, question, pursue, and create—to take agency and ownership of their learning. When they do, they acquire deeper understanding and skills, and most important, they become more competent learners in and out of school. They become better prepared to succeed in academics, but also in 21st century careers and in life.
We can’t force students to develop agency and drive their own learning. It must come from within. Deeper learning instructional practices, such as using student-centered and self-directed learning methods, encouraging collaboration, and incorporating real-world projects, interviews, case studies and explorations, result in prolific learning when students are ready to drive their own learning. But using these practices is not always sufficient for students to truly take the reins. So what else do they need in order to get in the driver’s seat, take agency, and dive deep? And how do we help them do so?
July 23, 2014 by Chris Sturgis
Hi all — Just a reminder to all of you who might be considering submitting a proposal to SXSW – the deadline is Friday. It would be great to have some sessions on competency education from folks who understand it as a school-wide model (as compared to the more limited understanding of it as pacing flexibility that is available in blended learning). Or better yet, how to use self-pacing blended learning within a competency-based school!
To help you prepare a proposal:
I’ve never made it to SXSW before — and it is now on my schedule for March 9 -12, 2015.
July 22, 2014 by Tom Vander Ark
Originally published July 16, 2014 by Getting Smart.
Accountability is a gift. We don’t often think of it that way but, done right, it’s a bargain that provides autonomy, resources, and supports in return for a commitment to a set of desired outcomes. That’s how it’s supposed to work with your kids; that’s how it’s supposed to work with schools. At work, accountability provides role and goal clarity like when your boss explains, “Here’s what I expect and how I’ll support you; if you don’t achieve desired results, here’s how the situation will be remedied.”
The University of Toledo and its designee to authorize schools, The Ohio Council of Community Schools (OCCS), hosted a school leaders conference today to discuss the next generation of accountability. As the Fordham Institute Ohio staff noted, there were a number of changes made to Ohio testing and accountability system in the last session including accountability provisions. Following is a discussion of how accountability should work–from students to universities–with a few comments about where Ohio is on the curve. (more…)