Category: Classroom Practice

The Day in a Life Student in a Personalized, Competency-Based School

July 31, 2018 by

Mile Wolking

Mike Wolking, currently completing an Axford Fellowship while on leave from Education Elements, sent me a summary of a short investigation he completed in how a student spends their day. He followed a student in a New Zealand secondary school for a day and tracked her activities. As I read through the summary, I thought it might be a helpful way to begin to think about the quality of personalized, competency-based education. This type of data could be useful for reflection and opening up conversations about where there might be opportunities for strengthening instruction, assessment, and learning experiences as well as identifying where operational policies or organizational habits are getting in the way. One would have to also consider the question: How do we think a student should spend their time in order to optimize learning and development? (more…)

Three Misconceptions of Competency-Based Education

July 25, 2018 by

Stephen Johnson

Every school in every district wants to meet students where they are and allow them to show what they have learned. As good as this sounds, schools have different ways of getting there. We find that school leaders use many of the same words and phrases but those phrases imply something different. Definitions of models like competency-based education (CBE), student-centered learning, and a number of other learner-centered models affect the way in which the strategies are implemented, leading to scattered, inconsistent results in student achievement. Recently, national efforts have been led to connect entities in the CBE space to share ideas and to establish a common language. This common language would help to ensure that the words spoken carry the same universal meaning, regardless of locale. (more…)

Mythbusters: Misconceptions About How Students Learn

May 4, 2018 by

From the Teach to One blog. This article was written by Gabe DeAngelis and Brad Cameron from the Instructional Content and Progressions team at New Classrooms.

In our jobs at New Classrooms, we are constantly thinking about how to create and refine personalized paths to guide students through the mathematical landscape. This requires us to consider myriad factors—what, where, when, how, and with whom— that shape a student’s learning experience. Often, this means confronting long-held misconceptions about how students learn and ensuring that our program—Teach to One: Math—doesn’t reinforce these myths.

(more…)

Just “Let It Go”

May 3, 2018 by

As a personalized learning coach and trainer for Competency Based Education Solutions, I have seen the triumphs and trials of implementing personalized learning. I have heard the following phrases: “this too shall pass” and “I will get on board after my team figures it out.” To this I respond, it’s not about you, it’s not about the history of failed initiatives. Rather, it’s about what is right for students and how to help them to become successful lifelong learners. (more…)

Unpacking Thinking: Empowering Students in Proficiency-Based Education

April 24, 2018 by

Photo by Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

What does it take for all students to meet high standards? All students, including those with functional and academic disabilities, can meet rigorous standards. All students can be empowered to reach rigorous standards, increase opportunities for growth, and deepen their learning when provided with explicit instruction on how to use the knowledge taxonomy as the foundation. The knowledge taxonomy serves as a resource for students and teachers to clearly map out what students need to do for demonstrating proficiency. (more…)

Three Take-Aways

April 6, 2018 by

The MC community is always digging in to rubrics! Here, teachers take advantage of a bulletin board at KAPPA International to see rubric criteria.

This post and all images originally appeared at Mastery Collaborative on February 27, 2018.

Recently Meredith Matson, Assistant Principal/Mastery rockstar, facilitated a professional development about enriching rubric criteria for the staff at MC Active Member School Urban Assembly School of Design and Construction. Below, three take-aways from Meredith’s session.

1. Rubrics too often contain “laundry-lists.”

Learning tasks should push students to higher-order thinking. Because rubrics guide these tasks, the criteria for mastery should reflect the deep thinking students need to engage in.

Non-example: Cite at least three sources.

Example: Provide sufficient evidence and reasoning to support your claim. (more…)

Catalyzing Equity Through Culturally Responsive Education and Competency-Based Education

October 17, 2017 by

Right now race has enormous cultural, social, and economic power. It can shape our families and communities, career trajectories, life experiences and opportunities, and even whether we live past thirty or not. So our job in the field of education is to identify each and every place where race is making a difference in children’s lives because of either systemic policies and patterns or because of implicit and explicit bias. It starts with ensuring that our schools have a culture of belonging. As Joy Nolan from the Mastery Collaborative emphasizes, Every student should walk into school feeling like their school is for them, designed for them, serving them, and for people “like them.”

The team at Mastery Collaborative in NYC have identified that the practices of culturally responsive education go hand-in-hand with the mastery-based learning practices. They have created a very simple resource (see below or click here) to allow educators or, better yet, teams of educators (it is very hard to identify implicit bias if it is just a conversation between you and yourself – you need trusted colleagues to help you see where you might have blinders or filters that are creating trouble) to think about their facilitation, curriculum, and grading practices.

Mastery Collaborative Resources on Culturally Responsive Education

Infusing CRE into Mastery Practices

How Can Mastery Learning be More Culturally Responsive (video)

The more I learn about culturally responsive education, the more I think it is important that the leaders in the world of personalized learning do the crosswalk as well. There are so many practices that are valuable in culturally responsive education that are either the same or similar enough to make personalized learning become a catalyst for racial equity. But that won’t happen unless there is the intention of doing so. Without intention to change, we end up perpetuating inequality.

Do you have tools, resources, or strategies that are helping you and your school to strengthen your culture and practices so that you are truly an equitable school where every student is going to succeed regardless of race? Or a story about how competency-based education and its focus on continuous improvement is helping your school or district improve educational services and outcomes for historically underserved students? Please share.  As a community, I am confident that we can not only commit to equity. We can make a difference in children’s lives for the better.

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Infusing CRE/Mastery practices into our work with young learners

Exploration

  • Please check indicators you feel are your strengths. ✔
  • Use a question mark where you want more information. ?
  • Draw a star to show a possible focus/growth area for you. *

I can point to evidence that shows that . . .

  • All students in my/our classroom feel they are welcomed, they belong here, and
    that their learning has value. facilitation

(more…)

Behavior Management Tools Might Not Be Best for Student-Centered Learning

October 12, 2017 by

This post originally appeared at Students at the Center on September 14, 2017. It is the first in a series on the practical side of cultivating student ownership of learning, produced by JFF’s Student-Centered Learning Research Collaborative.

High-quality learning is often messy. It can be noisy and nonlinear and full of surprises. That may be why many of us seek to control it. We establish rules, plans, and procedures to contain the unpredictable outcomes of our students’ learning. And we distinguish behavior from academics as if the way learners are expected to accomplish their learning teaches them nothing about how to behave as learners.

The trouble is, many educators were taught to think about classroom management and behavior management as activities of control. Classroom management is seen as organizing and structuring the flow of activities and expectations to maximize efficiency and task accomplishment, while behavior management is framed as the teacher’s efforts to manage and respond to disruptions.

But what if control was the wrong impulse? What if our efforts to control behavior sometimes worked against our loftiest educational goals regarding college/career readiness, critical thinking, social-emotional health, and civic preparedness? What if there was another way to achieve our objectives besides control?

There is! With the explicit goal of fostering learner independence, student-centered learning calls for a different set of approaches, ones that are more akin to learner facilitation than learner control. Rather than prioritizing efficiency, order, and compliance, student-centered approaches draw from a wide variety of educational research (see the Students at the Center Research Portal) to create learning environments that inspire students’ academic, social-emotional, and metacognitive development. Recognizing that emotion is an integral component of all learning, facilitators of student-centered learning seek to personalize an optimal mix of risk-taking, disequilibrium, accomplishment, and confidence in each individual student. By intentionally modeling and coaching empathy, cultivating relationships with and among learners, and establishing a culture of partnership, trust, and support, learner facilitators move past merely controlling behaviors to cultivating motivations and inspiring engagement. And in the busy, messy, nonlinear world of high-quality student-centered learning, these approaches are used to drive the goal setting, self-regulation, and success that lead to social behaviors and mature thinking processes.

Here’s an example for one learner facilitator’s opening activities, well-timed for the beginning of the school year. After introductions, first-year teacher Nate Gray launches his classes by engaging students in collaboratively creating a T-Chart with the headings “Expectations of Me” and “Expectations of Each Other”: (more…)

Redesigning the Syllabus to Reflect the Learning Journey

October 9, 2017 by

Photo by Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

This post originally appeared at EdSurge on September 10, 2017.

Personalized learning is still in its infancy—as are the curricular tools and resources available to support teachers in implementing it.

Currently, there is no shortage of articles offering a high-level look at how and why personalized learning will impact student growth, and conference sessions where teachers are encouraged to change the way they teach, but not given the tools to modify their instructional practices. There are plenty of resources with step-by-step guides and blueprints designed to walk teachers through a process to personalize learning. Additionally, there is a growing number of online platforms and prepackaged curricular products (both free and at cost)—not to mention the new stamp on existing tools—you know, the sticker that says “personalize learning with (insert product name.)”

But, for personalized learning to be personal—it must be less formal and formulaic. We need to design student-centered learning experiences and that takes time, practice and support.

The Syllabus Gets a Facelift

If we think about learning as a journey that gets compartmentalized in formal education, then the first experience for middle and high school students is often the syllabus. In many ways, the traditional syllabus places restrictions on when, what and how students will learn. It sets expectations for how growth will be measured and what penalties will be enforced for late work or missing class. Most syllabi lack flexibility and aren’t very engaging; which contradicts everything we know about high quality teaching and learning.

I currently work at Allen Academy in Bryan, Texas, as the Head of Middle and Upper School and I teach one 8th grade geography class. Back in 2011, I was getting my feet wet with blended learning and experimenting with new pedagogical practices in my geography class. As a result of my recent transition to a blended learning environment and my desire to turn control of learning over to my students, I decided the traditional syllabus needed to be turned on its head.

Redesigning the Syllabus Starting With Student Experience

Conventional syllabi are developed from the perspective of the teacher—designed to present what he or she plans to include in a course. I wanted to develop an alternative version that looked through the lens of the student, and my vision was to tailor each one to reflect what a particular learner would be doing every step of the way throughout the course. This was not simply a more visually appealing version of a classic syllabus, it was a radical overhaul of the student experience with the primary goal of changing their perception of their role as a learner.

This drastic class redesign demanded that I ask myself some big questions: what content was required, what elements of learning could students control and what traditional and new measures I could use to gauge progress? Almost every question led to another. How much control could I give students over their modalities of learning, what would the challenges and successes of self-paced learning be, and if students had more control over how they demonstrated mastery, then what would rubrics look like?

Seven years ago, that first course redesign was a big shift for me. I had been teaching eighth grade geography for four years at that point, and historically, I had used a textbook and pacing chart to cover the curriculum. I used traditional grading practices, assessing student progress through quizzes, tests, project, midterms and finals each year. I was confident that students were learning and their grades supported that. There was little urgency for change—certainly not from my administration or peers. But I had this nagging feeling that my students deserved better. I knew they could make more progress if they had more flexibility to make decisions—but that couldn’t happen within the rigid structure that existed.

The heaviest lift for that first redesign was figuring out how to parcel out the course in a way that would give students more flexibility and choice. Abandoning traditional units and chapters and coming up with new potential segments of learning was a strenuous process. For that first one, I divided my class into three segments: Foundation, Content and Skills, and Assessment. I worked tirelessly to gather old and new resources, align them to each segment, and upload them to a website so that my students could access them at their own pace. (more…)

The Role of Advisory in Personalizing the Secondary Experience

September 13, 2017 by

This post originally appeared at Getting Smart on August 24, 2017. 

The goal of an advisory is to help students figure out who they are, where they’re headed and how they’re going to get there. Through an advisory system, each student has an adult who knows them and helps them navigate high school so that they leave with a meaningful, personalized plan and are prepared for post-secondary options.

An advisory is a key component of a distributed student guidance strategy that includes regular meetings at regular intervals between an advisor and a group of students, has a clear focus and is something in which all students and staff participate. Student ownership is key to an advisory process, and there is typically a “gradual release” of responsibility from advisor to advisee. With the support of the advisor, students craft and own outcomes as they pursue postsecondary learning opportunities.

In the paper Core and More: Guiding and Personalizing College and Career Readiness, we assert that the best student guidance systems are blended (leveraging technology and in-person instruction and services), distributed (leveraging staff in addition to school counselors) and scheduled (utilizing an advisory period).

This advisory period is really the glue that holds it all together. The structure of the advisory should reflect the school’s mission, vision and philosophy of learning and should provide additional opportunities for students and staff to personalize their experiences.

High school can be a confusing time with increasing options for students due to the rapid expansion of digital learning. Advisory has to be the spine of the next generation high school. Sustained adult relationships can help students navigate this new digital landscape and maximize tools and systems to enhance their personal learning plan and map their trajectory beyond high school graduation.

Chris Lehmann, Science Leadership Academy (SLA), believes that student-teacher relationships radiate from the advisory period. “Think of advisory as the soul of your school. And in everything you do, remember that you teach students before you teach subjects. Advisory is the place in the schedule where that idea has its core and then it spreads into everything else we do,” Lehmann said.

Beth Brodie of Partnership for Change notes that a key function of the advisor is to ensure that every student has someone, “who knows them well and supports them at school meetings and conferences.”

Five Core Elements

We see five core elements that should be part of every secondary advisory system: (more…)

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