Tag: equity

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…)

3 Common Features of Competency-Based Systems that Meet Students Where They Are

February 1, 2018 by

This is the fourteenth post in the blog series on the report, Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education.

The field of education is in the midst of a dynamic process of innovation and redesign based on a stronger understanding of the learning sciences, maturation of a field of knowledge about how to best engage, motivate and build student agency, and how to use technology effectively within schools. For these reasons, the field is in the nascent stages of defining, in a concrete and comprehensive way, the distinguishing pedagogical practices that support a personalized approach to learning as compared to the one-size-fits-all of the traditional system.

In this blog, we offer examples to help practitioners operationalize a personalized approach in the academic realm. In mature competency-based schools, learners are active co-constructors of knowledge, rather than passive consumers of content. Learning is visibly and authentically connected to meaningful and important outcomes. Inquiry drives the learning process, as it does in the world beyond school. And finally, learning environments and experiences are purposefully designed to nurture the meta-cognitive, behavioral and motivational attributes of engaged, autonomous and adaptive learners. It is equally important for teachers to be thinking about where students are in terms of their ability as lifelong learners, including the ability to tap into a growth mindset, their social emotional skills, their metacognitive skills and the strength of their habits of success. (more…)

Cultural Responsiveness Starts in the Principal’s Office

January 31, 2018 by

“Everything rises and falls on leadership.” – John Maxwell

Dr. Joseph Ellison

Personalized instruction has become an increasing focus of educational conversation over the last few years. However, the conversation often fails to touch on what it means to personalize instruction in light of the great diversity found in schools across our country. Can personalized instruction be effective without some degree of cultural competence?

Educators cannot truly personalize instruction without carefully considering the “whole child” – meaning current skill level, previous instruction, socioeconomic status, and race. Yes… race! Some argue that race has no place in the conversation around personalization. I disagree. Race is a necessary component of personalization because “teachers [who] ignore the racial component of students’ identity are in effect treating their students as incomplete beings, and student performance can suffer as a result” (Milner, 2010, p. 16). I hasten to emphasize that race is NOT everything when it comes to cultural responsiveness. Effective and accurate cultural responsiveness must respond to all of the inputs in students’ lives; it must take into account the “whole child.” And, cultural responsiveness is not an “add-on” or just another classroom thing. Cultural responsiveness is part of an ever-evolving orientation and pedagogy… and a necessary component of personalized learning. (more…)

How Do We Know Where Students Are?

January 25, 2018 by

This is the thirteenth post in the blog series on the report, Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education.

To meet students where they are, districts and schools need to create the culture, the structure, and build a shared pedagogical philosophy that will enable much stronger relationships and much greater responsiveness than the traditional K-12 education system was designed. Before meeting students where they are, we must first understand where students are academically, emotionally, developmentally, and experientially.

Understanding where students are requires honesty and objectivity. With that in mind, let’s start first by challenging some key assumptions within the current traditional system:

Next, a range of structural, pedagogical and relational shifts that are essential to identifying where students are in a learner-centered, equity-oriented model are described. These shifts are organized around three domains: (more…)

What’s New in K-12 Competency-Based Education?

January 22, 2018 by

What's new! star graphicA Must Read: Check out this article by Beth Rabbitt on Personalized Learning called Analysis: Teaching, Technology, Transformation — 5 Ways to Talk (and Think) About Personalized Learning

New Resources

(more…)

Meeting Students Where They Are so that Everyone Masters Learning

January 18, 2018 by

This is the twelfth post in the blog series on the report, Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education.

As we move toward the design of second generation competency-based models, there is an opportunity to anchor student learning and achievement in expansive, adaptable, and developmentally appropriate learning and development trajectories informed by the learning sciences. If we are to meet all students where they are, then our commitment must be not only to an uncompromising vision for high achievement — and in practical terms, this means college and career readiness — but also to the daily work of responding to students’ individual needs in a way that fosters optimal growth. (more…)

An Equity Framework for Competency-Based Education

January 11, 2018 by

This is the eleventh post in the blog series on the report, Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education.

An equitable educational system starts with a commitment to quality and excellence, is designed to personalize learning and embeds strong equity strategies into the core of the organization. This blog offers a framework for how states, districts and schools can develop an equity agenda within their competency-based systems.

The framework offers the following set of Equity Principles that can be use to create and embed equity strategies within personalized, competency-based systems. (more…)

Designing a Competency-Based System for Equity

January 4, 2018 by

This is the tenth post in the blog series on the report, Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education.

The vision for educational equity is a fair, and just system where every learner, students and teachers alike, are thriving. In order to realize educational equity, we must openly acknowledge and then overcome the history of bigotry, discrimination, and oppression that has shaped communities and institutions, including our K-12 education system, and sadly continues to do so today. Inequity is often referred to as a cause of the tremendous educational disparities in achievement and attainment we see today. However, some also refer to inequity to describe the persistent unfairness of outcomes. For three centuries, advocates have demanded and organized to remove barriers for segments of our society — by gender, by color of skin, by language and for those with a disability — in pursuit of more equal resources, access and outcomes. While more equal resources and greater access remain necessary goals, these are inadequate to realize more equal opportunities for students. For that, a focus upon equity strategies, strategies that will produce greater fairness, is necessary. With so many different perspectives about equity, a discussion requires us to start by unpacking what equity means to ensure we are not talking past each other.

The National Equity Project defines educational equity:

Educational equity means that each child receives what he or she needs to develop to his or her full academic and social potential.

Working toward equity in schools involves:

  • Ensuring equally high outcomes for all participants in our educational system; removing the predictability of success or failures that currently correlates with any social or cultural factor;
  • Interrupting inequitable practices, examining biases, and creating inclusive multicultural school environments for adults and children; and
  • Discovering and cultivating the unique gifts, talents and interests that every human possesses.

Equally high outcomes, removing the predictability of success or failure, interrupting inequitable practices and cultivating students’ unique gifts make up the multi-pronged strategies that can guide communities, states, districts, schools and each of us towards educational equity. Please note, referring to students’ “potential” runs the risk of reinforcing a fixed mindset or notions that students have a predetermined amount of potential, some having more or less than others. Alternatively, “potential” can be understood in a more aspirational way, pushing us to look beyond what students have accomplished to date to focus instead on what more is possible. It is not for educators to determine potential but to help students discover and reach their potential.

Having a common set of shared and ambitious expectations for all students is critical to equity, but it isn’t enough. We posit that each student’s “potential” must include the set of common expectations for students described in this paper as prepared for college, career, and life. However, each student’s potential will be unique and goes beyond these shared expectations. Each student’s potential is a reflection of their unique passions, interests, talents and experiences. Equity pushes us to move beyond simply holding different students to a shared set of expectations towards understanding that each student approaches those expectations with a different set of personal experiences, skills and identities. Understanding a student’s individual “potential” is an important concept to unpack and a powerful starting point for discussions within each school community. Done well, these conversations drive equity by internalizing a shared understanding and commitment to equity. (more…)

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