Tag: equity

Competency-Based Education Quality Principle #2: Commit to Equity

October 25, 2018 by

This is the third article in a series based on the book Quality Principles for Competency-Based Education. You can find the section on Principle #2 Commit to Equity on page 37. The links to the other articles can be found at the bottom of this page and will be updated as they are posted. For more on equity, see Designing for Equity: Leveraging Competency-Based Education to Ensure All Students Succeed.

The pursuit of quality and the pursuit of equity have a reciprocal and reinforcing relationship. Honestly, I don’t know how you do one without the other. Although people and schools turn to competency-based education for many reasons, creating a more equitable system is inherent in what it means to create a competency-based system. We are trying to design a system in which success is the only option.

It helps to understand why the traditional system needs to change. Our understanding continues to deepen about how the traditional system undermines efforts of schools to create more equitable achievement. (more…)

When Equity and Student-Centered Learning Go Hand in Hand

October 18, 2018 by

I spent two days at the Student-Centered Learning Research Collaborative meeting last week. Kudos to the Student at the Center team for integrating equity and student-centered learning so deeply that they were one and the same. I’ll share three highlights of the meeting:

First, Eric Toshalis opened up the meeting with an acknowledgement that the meeting was taking place on lands that were originally those of Native Americans and that we were there without permission. After my trip to Aotearoa New Zealand, I have become a firm believer that we can build much stronger cultures of inclusivity if we are in a process of reconciliation and healing. I hold the greatest respect for Eric and JFF in launching the meeting in this way. (For those of you who are interested, this resource on how to honor native land can be helpful.) (more…)

Summer Reading on Competency-Based Education

July 11, 2018 by

Is it summer yet? It feels like the rate of districts turning to competency-based education is increasing (I just returned from a meeting in Michigan where I learned of at least eight districts advancing toward a competency-based system), and certainly our rate of learning is. Although I actually hope that everyone disconnect for a few weeks during the summer and not think about competency education, I did promise to provide an updated summer reading list. I’ve organized the list into categories: learning sciences; for newbies seeking to understand what competency education is; building commitment; preparing for implementation; and thinking ahead on the issues and challenges in the field of competency-based education. (more…)

Webinar on Equity in Competency Education

July 9, 2018 by

We are facing a substantial challenge in ensuring that we are implementing effective competency-based strategies. Join CompetencyWorks on July 18 2-3 ET for a discussion about Designing for Equity: Leveraging Competency-Based Education to Ensure All Students Succeed. Learn about design principles to pay attention to and red flags that there may be a problem in implementation. Register here.

Student-Centered Learning and Inclusion: Getting the Details Right

June 7, 2018 by

This post originally appeared at Education Week on March 29, 2018.

Will student-centered learning be a real long-term driver for equity and inclusion? As with so much in education reform, the devil is in the details.

Or to put it more positively, successful education reforms abide by a set of basic principles. They build from strong learning and human development research, build the capacity of key actors to effectively implement the reform, and align to the demands of an evolving society. Following this logic, the Students at the Center Framework is designed for success. The framework of personalized, anytime, anywhere, mastery-based, and student-owned learning capitalizes on an increasingly sophisticated understanding of learning sciences and whole-child theory and the development of new technologies. And the framework aligns to the demands of the 21st century by staying focused on ensuring students have the knowledge, skills, and dispositions essential for success and the capacity to make informed, active decisions in our society. Nevertheless, all the strong theory behind the framework doesn’t guarantee its promise can be realized for all learners, including those with different levels of abilities (the focus of this piece). Even when adopting a student-centered framework shaped from research on equity and inclusion–as this one is–actors must still be explicit in how to build equity and inclusion into design, planning, and implementation.

To see this first hand, we look closely at a foundational principle of the Students at the Center Framework: student ownership, or agency. Agency is essential to all aspects of the framework. For learning to take place anywhere and anytime, students must be able to make active choices about where and how they learn; for learning to be competency-based, students participate in determining how and when they demonstrate their learning; for learning to be personalized, students have to understand and communicate their needs, skills, and interests. Providing students conditions to exhibit agency is an educational best practice and essential for students entering a world where they have to make more choices about how they live and learn.

(more…)

Levers and Logic Models: A Framework to Guide Research and Design of High-Quality Competency-Based Education Systems

May 31, 2018 by

Click image to enlarge.

Levers and Logic Models: A Framework to Guide Research and Design of High-Quality Competency-Based Education Systems was released by iNACOL and CompetencyWorks today. We developed the logic model in response to the call from researchers and practitioners at the National Summit on K-12 Competency-Based Education.

Although I’m listed as a co-author, I want to be very clear that this work was led by Katherine Casey with tremendously valuable input from Wendy Surr (AIR) and Eric Toshalis (Students at the Center/Jobs for the Future). Other members of the Logic Model for CBE Technical Advisory Group who contributed to this include: Kim Carter, Jennifer Charlot, Cory Curl, Elena Diaz-Bilello, Theresa Ewald, Pat Fitzsimmons, Laurie Gagnon, Virgel Hammonds, Laura Hilger, Dina Klein, Chris Liang-Vergara, Rebecca Midles, Joy Nolan, Ace Parsi, Susan Patrick, Amelia Peterson, Linda Pittenger, Andresse St. Rose, Sydney Schaef, Samantha Sherwood, and Jonathan Vander Els.

Four things to be aware of when you are ready to read this paper: (more…)

Meeting Students on Their Own Cultural Turf

May 30, 2018 by

This post originally appeared at Getting Smart on April 7, 2018.

As teachers, we are hardwired to look favorably upon students who remind us of ourselves. It is healthy to reflect on this for a moment, as this is something that most teachers have rarely paused to consider. For this reason, Columbia University Associate Professor Chris Emdin’s New York Times bestselling book For White Folks Who Teach in the Hood…and the Rest of Y’a’ll Too: Reality Pedagogy and Urban Education may cause unease in some readers. His argument is that it is within this place of discomfort that real transformation occurs. (more…)

Talking about Race (and Mastery): Part 2

May 12, 2018 by

This post originally appeared at Mastery Collaborative on April 25, 2018. Read the first post here.

In our last post about takeaways from trainings with Border Crossers and the Mastery Collaborative team about race, racism, and mastery, we shared members’ ideas about equity issues in traditional grading. In this post, we share participants’ ideas about how race can play out in our classroom dynamics in inequitable ways, and how we can plan for more just, and equitable, and effective facilitation moves. (more…)

Talking about Race (and Mastery)

April 25, 2018 by

This post and all images originally appeared at Mastery Collaborative on March 20, 2018.

A crucial aspect of being in the MC community is to explore, as a community of public schools, connections between culturally responsive education (CRE) and mastery (also known as competency-based education, or CBE). In our second year as a program, an MC working group from across our member schools began to dive in and identify connections between CRE and CBE: transparency, changing power dynamics, and positive learning identity. (more…)

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