Tag: deeper learning and higher-order thinking skills

Deep Poverty, Deeper Learning, and Being an Ally

March 25, 2019 by

This is the last post in a series about equity and anti-racism issues discussed at the SXSW EDU 2019 conference. The two sessions reviewed in this post are Deep Poverty and Deeper Learning, and Let’s Get Real: A Primer for Allies. Links to the other posts are at the end of this article.

Photos of Deep Poverty Deeper Learning PanelDeep Poverty and Deeper Learning

Too few schools committed to deeper learning serve students in concentrated poverty, according to this session’s panelists, but all four of them work in or with schools that are trying to do just that. The three presenters were high school principals—Linnea Garrett from Chicago Tech Academy, Matthew Riggan from The Workshop School in Philadelphia, and JuDonn DeShields from El Centro de Estudiantes in Philadelphia—and the discussant was Carlos Moreno, co-executive director of Big Picture Learning.

Multiple panelists touched on the theme of not assuming that students are ready and open to welcome the deeper learning options being offered to them. This is because students in deep poverty often have good reasons to distrust schools and the adults in them. Matthew noted that offering students voice and choice doesn’t mean that they will immediately open up and go along, after years of being told that they are “special needs” and other words that they hear as “inferior” or “problematic.”

Linnea emphasized that getting to the know students well has been essential, and something the school wasn’t doing enough at first. The key is “pouring love” into students, even when they push back against it, and bringing adults into the school who are able to do this and understand the importance of relationships with students. Matthew agreed, saying that “cool projects” are not what gets kids to keep coming back to school—it’s the sense of community and that people care about them.

Sometimes this caring takes unconventional forms that meet students where they are. Carlos shared a story of a school in his network that struggled with very low attendance rates. The principal learned that a major reason students were missing school was (more…)

Competency Frameworks

May 22, 2018 by

At one point in my journey of understanding about competency-based education, I questioned whether we really needed competencies. Wasn’t it okay just to have standards? Paul Leather helped me understand the value of competencies by asking What would the system look like if we had a blank slate? Would we really want standards to be the defining way to think about expectations for students? (more…)

Highlighting Deeper Learning Competencies in New Hampshire

March 12, 2018 by

It is hard to argue the importance that being a strong collaborator, an articulate communicator, a self-directed learner, and a creative problem solver has on a person’s success in today’s world. In fact, a recent analysis by Valerie Strauss from the Washington Post on an article written by Cathy Davidson highlighting how Google culled data to determine the most important qualities of its top employees and found that the top seven were non-academic cognitive competencies, or success skills. Coaching, communicating and listening, empathy, critical thinking, problem solving, and making connections across complex ideas all came out on top.

In a competency-based system, we must hold both academic competencies AND these deeper learning competencies, or success skills, as integral in preparing our graduates to be successful in work, college, and life. (more…)

Navigating the Nuances of Personalized Learning (Part 3)

February 7, 2018 by

This is the third article in my reflection on the nuances of competency education. Read posts one and two.

In this third and final reflection on how we can create deeper understanding of competency-based education and personalization, I dig into the different ways the phrase personalized learning is being used. A developmental orientation, in which we seek to explore the different emphases to create deeper understanding rather than a distinguishing one that sees these nuances as differences that confuse the field, is going to help us immeasurably in merging all of these concepts into the next generation learning system. (more…)

Navigating the Nuances of Competency Education (Part 2)

February 6, 2018 by

In the opening article, I argue that instead of thinking about competing definitions of competency-based education or personalized learning, we should approach them as different emphases. Our job then is to note the different emphasis, understand its core ideas and rationale, and then discover together if there are commonalities or perhaps gaps in understanding. Let’s start with competency-based education.

I’ve encountered four different ways that competency-based education is discussed: (more…)

Navigating the Nuances of Competency Education & Personalized Learning (Part 1)

February 5, 2018 by

For the last four months, I’ve been steeped in the work of shaping an updated understanding of what it means to have a competency-based education system. It ends up that there are in fact multiple demands for different types of communication tools from multiple stakeholders who bring multiple perspectives of what is important to emphasize. Thus, the process is much more complicated than I had originally understood. Not tearing-hair-out complicated, but definitely eye-spinning.

However, listening (does the word listen apply when sometimes the medium is a Google doc?) to people to understand not just their point but their reasoning and perspective has helped me to understand several important nuances that float through our conversations about competency-based education, personalized learning, and even blended learning. (more…)

National Summit on K-12 Competency-Based Education Recommended Reading

May 24, 2017 by

We are now in high gear to get ready for the National Summit on K-12 Competency-Based Education. I continue to be both amazed and grateful for the collaborative spirit of the competency education field. I wanted to share with you the incredible list of resources that the Summit participants have suggested as the best reading and resources in the field right now. A bunch of them are new to me – so I better get reading!

Online Resources for Competency Education

Introducing Personalized, Competency Education

Case Studies

Accountability

(more…)

What’s New in K-12 Competency Education?

November 18, 2016 by

What's NewNew Policy Resources for ESSA

School Models

Thought Leadership

(more…)

Time Matters: How We Use Flexible Time to Design Higher and Deeper Learning

June 20, 2016 by

Post 7When learning is done on a deeper level, it takes longer to accomplish. Thus, learning experiences that allow students to delve into topics and apply their skills are often more complex to design. Schools must think about how they are structuring learning within the school day, semester, and year so they have more options for deeper learning with greater integration of standards and skills: formative assessment, complex tasks, project- or problem-based learning that is open-ended knowledge utilization (e.g., Webb’s Level 4), extended learning into the community, and capstone projects co-designed by students. Pittsfield Middle and High School has learning studios, Danville School District uses intersessions, Boston Day and Evening Academy offers month-long projects in December, and Casco Bay High School features intensives.

Although schools need to have a pool of performance tasks and performance-based assessments, deeper learning is most meaningful to students when it is authentically rooted in their own lives. Perhaps it is related to career interests, an illness of a family member, violence in their community, or a relevant international issue. Students at Chugach School District can co-design Independent Learning Plans to pursue building skills within the context of high-interest topics. ACE Leadership in New Mexico partners with employers to create projects based on authentic industry problems, allowing students to make the connections between their education and their future. Higher level learning is usually a combination of application of academic skills, application of communication skills, and demonstration of habits. Technical skills will also be included in projects that have a strong career and technical context.

Schools also need to consider the cognitive load (the level of intellectual challenge) of their curriculum. For schools that rely heavily on digital content, educators need to know the depth of learning and be prepared to supplement if it doesn’t meet the level of proficiency required by the standards. Furthermore, it’s important to recognize that all projects are not necessarily project-based learning. Deeper learning requires teachers to have expertise in assessing the application of skills and student habits. Given that the ability of teachers to design and assess more complex learning is dependent on their expertise, principals will need to provide ongoing professional development to build capacity and shared understanding, and ensure that their team of teachers includes those who can guide the more complex, longer projects as well as mentor other teachers. (more…)

What’s New in K-12 Competency Education?

June 7, 2016 by

What's NewTeacher and Ed Leader Insights

Thought Leadership

Assessments for Learning

Movement in the States

(more…)

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