Tag: student agency

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. (more…)

What’s New: Three Great Resources

May 8, 2018 by

What’s the relationship between self-advocacy skills and self-determination? (Click image to enlarge.)

There are so many valuable reports and books being produced it is definitely hard to keep up (and CompetencyWorks is adding to the challenge, as we are releasing one report per month through June – each one rich with ideas and insights).

In this What’s New about Competency-Based Education, we are highlighting three resources very much worth your time to read or at least skim.

1. Agents of Their Own Success: Self-Advocacy Skills and Self-Determination for Students with Disabilities in the Era of Personalized Learning by the National Center for Learning Disabilities

2. From Vision to Reality: Personalized, Competency-Based Learning for All Kids by Virgel Hammonds and Jesse Moyer, KnowledgeWorks

3. Communicating Personalized Learning to Families and Stakeholders: Terminology,Tools and Tips for Success by Karla Phillips, ExcelinEd, and Amy Jenkins, Education Elements

Agents of Their Own Success: Self-Advocacy Skills and Self-Determination for Students with Disabilities in the Era of Personalized Learning is a must read for two reasons. First, it helps to make the connection between the concepts of self-advocacy and self-determination in the world of supporting students with disabilities, with the language of student agency used frequently in personalized learning and competency-based education. (more…)

Discover the Learner – Building the Skills of Agency and Self-Advocacy using the UDL Lens

April 10, 2018 by

This is the second in a three part series by Kathleen McClaskey, co-author of Make Learning Personal. See How to Personalize Learning. Read the first post here.

A core objective of personalized, competency-based schools that is described in the Teaching and Design Principle “Activate Student Agency and Ownership,” is to cultivate agency, “the ability to direct one’s course in life.” (See Designing for Equity for an overview of the design principles.) If we are to realize a personalized, competency-based system that nurtures and develops agency with each learner, then we do need to look at how a school could achieve that. You see, once a learner develops agency, he or she can self-advocate for the way they learn for a lifetime and “lead their own learning trajectory.” (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…)

Learner-Centered Tip of the Week: Dodging the Digital Poster

February 2, 2018 by

This week’s tip comes from Seth Mitchell, a technology integration coach in the Monmouth schools in RSU 2. This post originally appeared at the Learner Centered Practices Blog on January 16, 2018.

Because I completed much of my K-12 student career before school computers were used for much besides word processors, my digital options for sharing learning were quite limited. When I had the opportunity to select my own project product, I often found myself relying on the old school standby: the poster.

As a reasonably successful student, I could complete a poster project without too much effort, and I knew I could get an A+ by relying on presentation: using pictures, penciling everything neatly before outlining in marker, aligning everything with a ruler, and so on. To be honest, I don’t remember much about the content of the posters I made, largely because I don’t think that was my focus. I do recall the process of closely paraphrasing from encyclopedias and library books to grab the necessary facts I was supposed to include, but that required more of my thesaurus than my brain. (more…)

Reflections on Learning Without Boundaries at Kettle Moraine

January 30, 2018 by

Superintendent Patricia DeKlotz

Kettle Moraine Superintendent Patricia DeKlotz had to repeat herself to get me understand, “There is no recipe.” Again, “There is no recipe or one way of doing personalized learning.” Yet I was sure there must be more similarities between the different personalized schools we had visited than I was able to point to. Eventually, as I went through my notes, I eventually did come to the conclusion that there really wasn’t one model. What Kettle Moraine personalized schools share is a very strong set of core beliefs, a highly similar culture, and a few very clear structures.

I’m still in the process of understanding the core structures at Kettle Moraine (there really is only so much you can learn in a one-day site visit). I’ve been able to identify a few described below: (more…)

Student-Led Conferences Drive Deeper Learning—And Are Less Time-Consuming Than You Might Guess

January 26, 2018 by

Joy Nolan

Done decently well, student-led conferences (SLCs, for those who love a good education acronym) transform the oddly brief parent-teacher conference (where’s the student in the traditional PTC? Often not even in the room where it happens) into a showcase starring the learners and their learning.

With an audience as small as one to two teachers and a parent or guardian or two, students show and describe work products from several classes, reflect on their progress, and set learning goals for the near-term future. Seems straightforward enough, but what a powerful driver of learning, student agency, metacognition—and that’s besides their ostensible main goal of communicating to families what each learner is up to, and how that learner is doing. (more…)

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

December 27, 2017 by

What's new! star graphicThe Case for Personalized Learning

  • This article explains how the traditional K-12 education system is perfectly designed for no one.
  • This Hechinger Report article looks at three different school districts and their unique paths towards personalized learning.

Micro-Credentials and Professional Learning

  • EdSurge provided three ways to bridge the gap between educators and learning sciences.
  • This article shows how micro-credentials are transforming professional learning.
  • Digital Promise released a new report, Continuing the Educator Micro-credential Movement, which explores the current K-12 micro-credential landscape to uncover insights and opportunities to help grow the effectiveness of micro-credentials in supporting educator and student learning.

Student Agency

Competency-Based Physical Education

  • This article looks at how a physical education class works in a competency-based system.
  • Teacher Brian Kampper explains how personalized learning is breaking the “gym class” stereotype.

Teachers in CBE Systems

(more…)

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