competency -based education: how 1:1 transforms learning
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April 4, 2013. Competency -Based Education: How 1:1 Transforms Learning. Shared Purpose. “If we are focused on seat time, we are focused on the wrong end of the student.” Ray McNulty (ICLE President). A Compelling Case for Change. Antiquated factory model of education - PowerPoint PPT PresentationTRANSCRIPT
Competency-Based Education: How 1:1 Transforms Learning
April 4, 2013
Shared Purpose
“If we are focused on seat time, we are focused on the wrong end of the student.”
Ray McNulty (ICLE President)
A Compelling Case for Change Antiquated factory model of
education Demand for personalization Belief that failure is not an option A learning-based system will be more
meaningful than a time-based system Appropriate challenge = increased
student engagement and learning
CBE Defined
Competency-Based Education (CBE) A system in which learning is the
constant and time is the variable Students advance upon mastery through
flexible use of time, place, method, or pace (fastest path to goals that matter with anytime, anywhere learning and no restrictions on seat time)
2009 State Board Priority 2011 State Guidelines on CBE2011 Governor’s Blueprint on
Education2011 CBE Forum
CBE Timeline
CBE State Task Force 2012 Legislation eliminated the Carnegie
unit as the basis for credit in Iowa high schools and required a task force to Redefine the Carnegie unit into competencies Construct personal learning plans and templates Develop student-centered accountability and
assessment models Empower learning through technology Develop supports and professional development for
educators to transition to a competency-based system
Definitions Principles Policies Examples
http://tiny.cc/IowaCompEdGuidelines
State Guidelines
Preliminary Report: Recommendations
1) The Legislature should invite educators and students from schools that are experiencing success with competency-based pathways to present during the 2013 session.
Recommendations
2) Develop common language and vision for competency-based education and a shared operational definition of a competency.
Competency A student's ability to transfer her/his
learning in and/or across content areas and to the world beyond the classroom walls
Competency statements are designed by instructors around course or grade level essential learnings, which are assessed through proficiency levels tied to the Iowa Core Standards
A competency is not just knowing or understanding—it requires doing
Recommendations
3) Develop a continuum rubric that outlines the transformation from traditional to competency-based education.
Recommendations
4) Identify up to 10 school districts to serve as models across the state, and develop support for these districts to help them serve as Iowa-based models. Current pilots are in Muscatine, Spirit
Lake (January Term), and Newell-Fonda (Winter Explorium)
5) Conduct a review of current policies, administrative rules, and educational and para-educational practices that may block optimal implementation of competency-based education. State (such as Chapter 12 and the
“Scholarship Rule”) Local (attendance, credit, course sequence,
online learning, school year/days, etc.)
Recommendations
Recommendations 6)Establish a research partnership with an
institution of higher education to monitor and evaluate the work and to share findings.
7) Establish a collaborative team with higher
education to support smooth transitions for students with competency-based educational experiences in high school, to facilitate entrance into post-secondary institutions, and to work toward instituting training for pre-service teachers and aspiring administrators in competency-based environments.
Recommendations 8) Investigate how this work connects to, and could
support, the Governor’s STEM initiative and the recommendations of the Teaching Standards and Teacher Evaluation Task Force.
9) Members of the Legislature should join members of the Competency-based Education Task Force at the Iowa ASCD Conference “Define, Design, Deliver” on June 26-27 in Des Moines. Competency-based education is the conference theme.
10) Iowa should begin planning for a Midwest regional conference on competency-based education to be held in June 2014.
11) Establish the criteria for writing and critiquing competencies.
12) Statewide efforts should be made to develop model competencies aligned to the Iowa Core and the universal constructs.
Recommendations
MCSD Defining Competencies Competency Validation Tool Even before we measure student
success, we need to measure our own effectiveness Competency writing workshops Examination and critique of exemplars Critical conversations about the
differences between standards and competencies
Rubric construction vetted through collegial dialogue
Recommendations
13) The state should investigate and make recommendations on the development of an infrastructure that supports the connectivity necessary to provide every student with the opportunity to learn, no matter where they live. The Legislature should direct the Iowa Department of Education to investigate this need.
Recommendations
14) Develop templates, models, rubrics, and technology available to students for competency-based learning environments to work.
15) Develop what is needed to record and report in a competency-based environment and work with the student management systems to provide what is needed for this transition.
Reporting Learning Rubric (understanding, thinking,
skills) 5 (95%) Exceeding Proficiency with Standard (Evaluation
or Synthesis) 4 (85%) Meeting or Exceeding Proficiency with Standard
(Analysis) 3 (75%) Meeting Proficiency with Standard (Application)______________________________________________________________ (I) Approaching Proficiency with Standard (Understanding) (I) Emerging Proficiency with Standard (Knowledge) No Attempt
Reporting Grades/Scores
Reporting Learning
Reporting Learning
Self-Analysis & Monitoring
Reporting Learning: Pilot Software
Replicating Learning
Teacher A
Teacher B
Teacher C
Recommendations
16) Develop training for teachers in use of learning plans and recording and reporting processes that become increasingly dependent on reliable, connected technology.
Muscatine’s Proposed Path Forward: Year One Step 1: Knowledge-Building Step 2: Shared Vision Step 3: Desired Outcomes Step 4: Action and Communication
Plans Step 5: Pilot Project Development Step 6: Implementation Step 7: Progress Monitoring (reflect
& revise) Step 8: Build Capacity
Year Two Cohorts 2 and 3 are underway
Representation from all buildings and grade levels
Diversity in disciplines represented Cohort 1 provides mentorship to Cohort 2
Any SBG pilots move toward CBE Ongoing professional development Cohort 4 is established (spring/summer
2014) SBG conversations in elementary buildings
SBG pilots (build capacity)
A System for Learning
Competencies Standards
Unwrap Iowa Core content areas 21st Century Learning Skills I-CAT process at all levels
Clarity of purpose Learning targets Rubrics
RtI
17) The state should bring together state experts in assessment and competencies to develop an Assessment Validation Rubric that complements the Competency Validation Rubric suggested by the competency work group.
18) Develop a plan toward successful assessment and accountability for competency-based educational opportunities for students.
Recommendations
Assessment FOR Learning Emphasis on formative Student-driven (multimodal) Most recent vs. average Self and peer assessment Learning is transferable
Within course or content area Across disciplines Beyond the school walls
(multidirectional)
Fidelity of Implementation Assessment Table How will we measure success? How do we know that CBE is
“working”? How will we communicate this to our
stakeholders? Measures short- and long-term outcomes Addresses gaps through goals and data
collection
19) Establish a collaborative group of professional development and competency-based education experts to create professional development to help educators understand what competency-based learning environments look like at different levels, from preschool/kindergarten through high school.
20) Create professional development for administrators that includes understanding and leading the paradigm shifts being made by their teachers, students, parents, and community members.
21) Investigate what to provide for parents, community members, legislators, State Board of Education members, and other stakeholders.
22) Future consideration of mandated competency-based opportunities for all students.
Recommendations
Other Personnel Required
District and building leadership Registrar and counselor support Tech support for SIS and grade book
support Outside experts School Board Parents, students, other community
members
Stakeholder Pool
Once CBE design is underway, the stakeholder pool will widen Community Higher education Department of Education State Task Force Legislators
MCSD’s 1:1 Initiative
Planning and community preparation 2011-2012 Teachers received laptops Professional development (sharing
ideas/sites) Implementation 2012-2013
6-12 laptops Increased mobile labs in the elementary
buildings
CBE and 1:1
Teacher survey How many days per week on average do
your CBE students use their laptops?▪ 33% >5 days▪ 33% 5 days▪ 17% 4 days▪ 17% 3 days
Google Apps
Presentations & Technology
Tracking/Reporting of Learning
Collaboration
Group projects Paperless peer
editing/review Blogging &
participation on wikis
Shared presentations
Paperless lab reports
Blended/Online Learning
Video tutorials and notes Linking assessments and discussions
through Edmodo Online social studies textbook TeenTribune.com Virtual labs APEX courses ALEKS
Time
Google docs and Edmodo for anywhere/anytime submissions
Flipped classroom methodology Google calendar pacing Chat and other collaboration not
limited to the school day Students can work beyond the
parameters of the class because they can stay connected
Place
No computer lab necessary = flexibility
Students with extended absences can stay connected
24-hour access to teacher websites Can work anywhere in the
community (Internet hubs or pre-downloaded material)
Re-watch videos/tutorials from home Message capabilities = answers
anywhere
Method
Wide range of tech-based methodology accepted for demonstration of proficiency
Work completed from another course or outside the school
Self-directed projects Teachers coach instead of prescribe Assignments moving away from
what can be “googled”
Pace Google calendar to
self-pace Working beyond the
end of the semester to remediate or demonstrate a higher level of proficiency
Faster feedback and corrections
Employability skills = appropriate pacing
Questions?
Contact Information Andrea Stewart, District G/T Coordinator
▪ [email protected]; 563.263.6141 Chanda Hassett, English Teacher and Curricular Leader
▪ [email protected]; 563.263.6141 Shane Williams, Director of Innovation & Instruction and
Technology▪ [email protected]; 563.263.7223
Diane Campbell, Director of Innovation & Instruction▪ [email protected]; 563.263.7223