Tag: international

What’s New in K-12 Competency Education

October 30, 2014 by

iNCL_CW_logo_K12CompetencyWorks released An International Study in Competency Education: Postcards from Abroad in October. You can access the archived webinar and additional resources here. We also just learned about the Common Ground Project based in Brussels, offering a slightly different way of framing competency education. (See Our Learning EcoSystem.)

Resources and Blogs

Postcards from Abroad (#cworksgoesglobal)

October 13, 2014 by

Screen Shot 2014-10-09 at 12.46.36 PMToday, CompetencyWorks is releasing An International Study in Competency Education: Postcards from Abroad by Sara Frank Bristow and Susan Patrick. The webinar highlighting the findings of the paper is archived here.

The paper is loaded with insights that allowed me take a step back from our work and think more broadly about three powerful changes that are taking place all around the world. First, many countries are taking steps away from one-size fits all time-based structures (even countries that don’t have a Carnegie unit to contend with still operate rigid time-based batching processes) to personalization that recognizes that students learn differently and are at different stages in their learning. Second and an equally powerful shift is that we are focusing increasingly on the higher order skills rather than the lower levels of recall and comprehension. Third, there is greater understanding that schools must design around students holistically, recognizing that their well-being and social-emotional skills cannot be isolated from learning academic skills. (more…)

Oct 14 3-4 ET: Webinar on International Practices that Inform Competency Education

October 8, 2014 by

Screen Shot 2014-09-30 at 8.08.57 AMOn Monday October 13th CompetencyWorks will release  An International Study in Competency Education: Postcards from Abroad by Sara Frank Bristow and Susan Patrick. It’s a great read about how international approaches to education can inform competency education. The authors draw from Finland, British Columbia (Canada), New Zealand and Scotland as well as highlighting schools in other countries.  I found it incredibly helpful in thinking more carefully about what is possible.

We also have a webinar planned for Tuesday, October 14,  2014 from 3:00-4:00 PM Eastern. Sara and Susan will walk through their findings and discuss implications for our work here in the U.S. As always, we expect the chat room to have a lively conversation going on as well.

Register here for the webinar.

 

 

Alberta Breaking Down the Boundaries

September 20, 2012 by

Some of our friends across our northern border are experimenting with seat-time flexibility as well. Jonathan Oglesby from iNACOL just sent an article about Mother Margaret Mary Catholic High School’s experimentation with flexible time. It’s an interesting pilot as it works around the margins of seat-time providing students with weekly opportunities to design their own schedules.

It’s part of Alberta’s High School Flexibility Project aimed at increasing high school completion. They did a nice piece of work in their planning phase where they started to name and describe the different techniques related to credit flexibility. This is just the beginning list of the infinite design choices we have in front of us. Looking at this list, it’s probably time for us to make an easy to use tool to help us think strategically about these design choices as they are bound to grow as the boundaries of the traditional school system loosen up. (Please add others in the comments section so we can get a good list going in order to save time having to start from scratch every time).

Courses and Credits

  • Self-Directed Learning Modules: Portions of, or entire courses, that are made available to students to work through at their own pace.
  • Condensed Classes/Compacting Curriculum: Providing less than 25 hours per credit for classes. Such a practice requires a review of the traditional delivery of courses in order to “compact” the program outcomes into less time.
  • Expanded Classes: Providing more than 25 hours per credit for classes.
  • Credit Recovery: Making allowances for students who have not successfully completed a course to continue their coursework beyond the time scheduled. (more…)

Visit to Yewlands School in U.K. Highlights Focus on Daily Learning Objectives

June 19, 2012 by

During my recent visit to Europe, I was able to tour Yewlands Technology College, a STEM Academy, located in an underserved neighborhood of Sheffield. It was one of the “Building Schools of the Future” new academy schools, opened in September 2011. Yewlands was fantastic. (more…)

Learning from the EU

June 12, 2012 by

I’m just back from the EU Lifelong Learning VISCED meeting in England.  While there I had a chance to learn a bit more about the EU’s approach to competency education.

The EU Framework identifies Lifelong Learning Competencies as those that ‘all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment’.

In the Key Competences for Lifelong Learning – A European Framework , they list 8 competencies: (more…)

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