I’ve worked as a technology integrator and teacher for fourteen years. We’ve adopted a proficiency based philosophy for five of those years. It’s been a monumental shift, but one that is so important for students. No longer is it okay for them to know just 65 percent of the material as evidenced by an averaged grade.
As a teacher, I’ve had to learn to differentiate instruction and scaffold learning for each individual student. Most importantly, I’ve had to learn to let go of what works best for me and focus on what works best for each student.
The switch to a proficiency-based model means that teachers have to be much more intentional in their teaching. It’s no longer a matter of turning to the planbook and seeing what you are teaching that day. You may be teaching pieces of three, four, or five days (or weeks) of your planbook at once. Proficiency-based teaching and learning hinges on the premise that the student determines the pace at which they will work and the means by which they will learn. They expect to have access to learning materials, resources, and interventions as close to 24/7 as possible.
We all recognized early on that technology could be a crucial tool in supporting students in this new model. How well it is used remains a factor.
In technology integration, we have a tool called SAMR. It’s a model that we use to determine the value added to learning by the use of technology. It was developed by Dr. Reuben Puentadura in 2010 and has been used worldwide to move the use of technology in the classroom from simply replacing what we are already doing to transforming the kinds of tasks that students can do. (more…)