Category: Understanding Competency Education

Customizing a System for Us by Us

October 24, 2018 by

Image from the Ridgewood High School website.

We came to Nashville on Sunday, invited by Chris Sturgis to participate in the iNACOL pre-conference Competency Education Leadership Forum. We came to get the answers to questions. These were questions that we had yet to find the answers to despite our best efforts.

Using the 16 Quality Principles as our framework, we connected with educational leaders from all over the country and learned that our remaining questions are their remaining questions. During the Leadership Forum, our collaborative efforts to answer our shared questions revealed that our questions had not been answered because we are the designers and the pioneers driving the transformation of learning. That is the message. These aren’t questions to be discovered and created, not simply answered. (more…)

CBE Problems of Practice: Granularity on Advance Upon Mastery is Too Small

October 22, 2018 by

This is the fifth in a series on problems of practice. (Check out the articles on gradingattendance, pace, and individualized learning.) We are interested in hearing from readers about other problems of practice they’ve seen or are struggling with in implementation.

5. Demanding that students demonstrate achievement on every small standard. We’ve heard of situations in which schools are holding students back from more advanced studies due to not learning very small and inconsequential skills or knowledge. Parents are legitimately asking about the value of some learning standards that were designed with coverage in mind, but are now being used for student level accountability in a competency-based system. In (more…)

Competency Education Quality Principle #1: Purpose-Driven

October 19, 2018 by

This is the second article in a series based on the book Quality Principles for Competency-Based Education. You can find the section on Principle #1 Purpose-Driven on page 31. The links to the other articles can be found at the bottom of this page and will be updated as they are posted.

What does it mean to be purpose-driven?

For those who use design thinking, it means clarifying the point from which you backward plan. We have to know where we want to get in order to design the school and learning experiences that will get you there. (more…)

CBE Problems of Practice: Individualizing Learning

October 15, 2018 by

This is the fourth in a series on problems of practice. (Check out the articles on gradingattendance, and pace.) We are interested in hearing from readers about other problems of practice they’ve seen or are struggling with in implementation.

4. Defaulting to individual learning rather than cohorts of learners. Building on pace, quite a few districts have pushed for individual learning. It takes a very talented teacher to differentiate to this level; few are trained well to do so, few have received any training, and most are struggling. In fact, recent research suggests that collaboration brings valuable benefits to students and should be considered an important aspect of student-centered learning. (more…)

Quality Principles for Competency-Based Education

October 11, 2018 by

iNACOL and CompetencyWorks released the book Quality Principles for Competency-Based Education today. This book, which started out as a paper and expanded into a primer on competency education with the help of Katherine Casey, completes the collection of papers developed as part of the National Summit on K-12 Competency-Based Education. (more…)

Enjoying Learning or Completing Tasks? How Do You Explain Competency-Based Education?

October 9, 2018 by

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

What is competency-based education? It seems that it is harder to explain than it should be. Or perhaps we haven’t put enough energy into trying to make it easily understood. The problem is if we don’t become better able to explain it, then communities across the country will think it is just about a self-paced curriculum, a jazzed up outcome-based model, or a new system of grading. They’ll only implement a sliver of what is, in fact, a major rehaul so that the education system is designed to support and sustain effective teaching and powerful learning.

The problem is further complicated in that the reporters at local newspapers are highly influential in how competency-based education is described. Take this article in the Courier Express for example. Competency-based education is described as: (more…)

CBE Problems of Practice: Self-Pace and Faster is Better

October 8, 2018 by

This is the third in a series on problems of practice. (Check out the articles on grading and attendance.) We are interested in hearing from readers about other problems of practice they’ve seen or are struggling with in implementation.

3. Designs based on student pace, not depth of learning. Quite a few districts have been designing their learning, curriculum, and instruction for kids to pass through the system as fast as they could. Students earn a passing grade (a 3 or at least a C) on something and then quickly moved on to the next thing. This can lead to a series of learning that was “good enough” but never “great.” So students are essentially doing enough to get by but not enough to excel. (more…)

CBE Problems of Practice: Attendance Requirements

October 3, 2018 by

This is the second in a series on problems of practice. (Check out the article on grading.) We are interested in hearing from readers about other problems of practice they’ve seen or are struggling with in implementation.

2. Removing attendance requirements. A few district leaders have argued that attendance requirements in a competency-based school are not necessary. They are wrong. Competency-based education is much more than making “time a variable” or “self-paced.” Its also about schools taking responsibility (accountability if you will) to make sure students fully master the skills and knowledge they need to be successful as thay make the transition to college, careers…and life.

Thus, districts that have removed attendance requirements in early stages of implementing competency education are missing some of the core concepts of competency-based education. We want to measure learning, not the amount of time students were in school. However, time is a variable doesn’t mean students don’t need to come to school. Time is a variable means that the effort to learn and the necessary instructional support will vary which may require more time and more resources. (more…)

Missteps in Implementing Competency Education: Introducing Grading Too Early

September 24, 2018 by

This is the first in a series on problems of practice. (Get started by reading the introduction.) We are interested in hearing from readers about other problems of practice they’ve seen or are struggling with in implementation.

1. Insisting on moving to a 1-4 grading scale too early. Many, many districts moved to adopt the 1-4 grading scale almost immediately. This decision initially draws public attention — but it ends up focused on grading not learning. And it fails to help people understand “why” schools need to change. Furthermore, early grading changes have continued to create problems because they are poorly implemented. (See the article about what needs to be in place before you introduce standards-based grading.) The result is that parents are raising concerns about standards-referenced grading as a form of communicating how their children are doing in school.

On top of poor implementation problems, although higher education has been supportive many scholarships across New England still ask for and require letter grades (and these are far too numerous to get at all of them), and the NCAA, while entirely supportive, requires A-F reporting. At the end of the day, it is a large draw down on a district or schools political capital to make this shift and only a small philosophical victory. FYI, in those states advancing comepetency education through state policies changes in grading are not required.

Getting Implementation Right: There are three lessons from higher quality competency-based schools across the country: (more…)

What Not To Do: Six Problematic Practices in the Transition to Competency Education

September 17, 2018 by

Implementation mistakes cause harm in both the short run and the long run. In the short run, students may be receiving mixed messages that can impact learning, engagement, and motivation or result in inadequate support. In the long run, it harms the competency education movement.

There are always going to be concerns raised by those who oppose competency education based on an ideological or political standpoint such as anti-standards, a wish to return to covering content, and an enduring fear that communism may rear its head if we hold high expectations for all students. However, the larger threat to advancing competency education is shallow or one-off implementation and failure to not address problems of practice . (Please see David Ruff’s article Six Fixes for Proficiency-Based Learning.)

The risk of poor implementation is that competency-based education becomes defined by the problems in the field rather than a definitional, aspirational, or research-based approach. Can you imagine describing the field of medicine, journalism, or agriculture by the errors, missteps, or bad actors? This is why building a field with an agreed upon working definition, design principles, and quality standards is important. Otherwise we leave ourselves to being defined, as in this case, by poor practice.

The Critics Are Our Friends

The fact of the matter is when our critics comment on problems of practice they are often right to do so. We need to take these types of critiques seriously and correct them. These practices are likely to be problematic unless a highly developed model is in place. (more…)

WordPress SEO fine-tune by Meta SEO Pack from Poradnik Webmastera