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Author: Carri Schneider

What I Learned From My Daughter’s First “C”

September 22, 2015 by

CThis post originally appeared at Getting Smart on September 15, 2015.

It’s no secret that I’m an advocate for competency-based learning models. I’ve gone on the record lots of times as just that. I shared my thoughts on Montessori education as one of the original competency-based models and until very recently, I had two daughters who were learning in competency-based, Montessori learning environments.

This year our third grade daughter transitioned from the only formal learning environment she’s ever known–a no-grades, no-desks, pick-your-own-work Montessori classroom–to a gifted, STEM magnet in a large traditional urban school district.

We really sweated the transition, but it’s been mostly a breeze for us and our daughter. She bounces off to school every day, even though she has to get up more than a full hour earlier. She dutifully and cheerfully does her nightly (much more challenging) homework. She tells stories about how funny her teachers are and every day she mentions a new friend. She’s learning new things in new ways and even described her new school as “more like a Learning Camp” than a classroom.

In other words, all signs point to “happy, thriving, learning child.” So, why on earth did I let one grade, her first “C,” totally shift my perception of how she was doing in her new school? (more…)

Integrating Career Technical Education with Competency-Based Education

August 8, 2015 by

This post originally appeared at Getting Smart on August 5, 2015.

Library“One system that has often been overlooked in conversations about competency based pathways has been that of career technical education (CTE). CTE has promoted personalized learning and real-world application – both fundamental tenets of a competency-based approach – yet it has rarely been intentionally integrated into states’ Competency-Based Pathway (CBP) approaches.”

Alissa Peltzman, Achieve’s VP of State Policy & Implementation Support, is right. There’s much to learn from CTE that can inform and act as an entry point to competency-based systems in both K-12 and HigherEd systems.

With this acknowledgement, Achieve recently partnered with the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) to elevate the value of coordination between CBE and CTE leaders.

In May 2015, Achieve and NASDCTEc brought together national partner organizations alongside several states within Achieve’s Competency-Based Pathways (CBP) State Partnership to better understand the implications of systems alignment, identify key considerations, and elevate states and districts already beginning this integration. To share insights from this work, the groups co-authored and released Building a Strong Relationship between Competency-Based Pathways and Career Technical Education–a report that identifies opportunities for collaboration, integration, and strengthened relationships between CBP and CTE leaders. It explores the leverage points and challenges to integrating CTE into a CBP system, and where possible, offers state and district examples. (more…)

3 Ways Parents Can Spot Student-Centered Learning

March 26, 2015 by

Kids ComputerThis post originally appeared at Getting Smart on February 26, 2015.

Recently I had the opportunity to learn alongside my seven-year old daughter, as we used the occasion of yet another snowed-in February day to scratch the itch of one of her many curiosities. Driven partly by me and largely by a friend at school, she’s been talking a lot lately about computers and how they work so we sat down together to try the Hour of Code. It was fun for the two of us to share a learning experience that we were both coming to completely new.

So many of our experiences alongside our children often involve us teaching them things that we ourselves have already experienced or mastered. It didn’t take long, however, before I realized the greatest lessons for me in that hour wouldn’t be about coding. What I gained that snowy afternoon was a set of new insights into how my daughter learns, what motivates her, what frustrates her and how my interactions either supported or discouraged her learning. I was floored by how much she was able to learn in just one hour–the same hour that could’ve instead been spent watching half a movie or playing another spirited round of tag with her sister through the house.

So what was it about that learning experience that made it so powerful? (more…)

Performance-Based Assessment in Action

May 20, 2014 by

Originally posted May 16, 2014 at gettingsmart.com.  For more on Danville’s overall approach see District Transformation in Danville.Screen Shot 2014-05-19 at 7.09.43 AM

Close your eyes and imagine an innovative school, a next-generation school that excels at preparing students to thrive in college and career. Picture a school that engages students in rigorous and authentic project-based learning opportunities, a school that has developed ways to get technology into the hands of students in a way that connects to its goals around next-gen teaching and learning. You’re probably imagining a flashy high-tech building situated in well-resourced district with dollars to spare. You’re probably thinking “Sounds good, but my district can’t do this because of [insert your reason here].”

My guess is that you’re not picturing a traditional school district in the middle of Kentucky. My guess is you’re probably not picturing a building that was built in 1912. My guess is you’re probably not picturing Bate Middle School in Danville; but you should be. (more…)

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