Personalized, Competency Based Learning Jason Berg, Interim Superintendent Megan Blazek, Principal Andy Nelson, Assistant Principal Morgan Winkworth, Teacher Kelsey Amundson, Teacher Hannah McDonah-Anderson, Teacher Jennifer Logan Allen, Teacher
The mission of BMS, a welcoming, learner-centered community committed to personalization that nurtures curiosity and innovation, is to ensure that each learner exercises agency for continuous personal growth in order to find joy and well-being for their future while positively impacting their communities
Personalized, Competency Our Journey Towards Based Learning Writing 6-8 Competencies in multiple subjects Additional course proposals went to Partnership with Edina and IPR Eastern Carver County School - Site Visits and Personalized Wrote Learning Summit Competencies with KnowledgeWorks Visit to Personalized Learning for 7th grade Social Institute - Affiliated School Studies, LA and Site Visits Math Professional Development from KnowledgeWorks on Interdisciplinary Course Learner Profiles and The Bush Proposals went to IPR Institute on Student Agency committee
STUDENTS LEARNERS Relationship with Employees who are expected to be Citizens who have an interest in the Educators obedient and following instructions learning community Relationship with Competitors Collaborators Peers ...with tools for exploring, ...with packed knowledge that is experimenting, discovering, Equipped prescribed and paced by the teacher concluding, and constructing meaning and learning Measuring what learner can do with Assessment Measuring what has been learned what has been learned
Personalized learning does not mean letting go. It means holding on until a child has learned how to learn and is ready to fly solo...but even then, there is constant contact with the tower. - Mary Perrine (ECCS)
Tactic #4 We will develop and design reporting methods that honor learner agency while developing a growth mindset. .
Two types of assessment Summative Assessment Formative Assessment ● Student Selected Evidence of Learning ● Pre-test ● Conference ● Quiz ● Reflection of Learning ● Conferencing ● Project ● Daily Work ● Test ● Scaffolded Questions to determine ● Performance understanding ● Teaching others skills ● PRACTICE ● The GAME
Competencies
Traditional vs. Standards-based Grading? Traditional Lacks detail, nuance, or any real information about the abilities/deficits of the learner Standards-based Improved detail/information “Standards” are limiting and/or written at lower levels of understanding Number reporting also lacks nuance and information about abilities/deficits of the learner
Competencies-based Assessing/Reporting? Feedback is specific to the student AND the specific Learners are assessed on individual Level of Learning is skill/criteria being skills/criteria, rather than on clearly indicated for each addressed. individual assignments or activities skill/criteria (Authentic Assessment)
Why Competencies? ● ACCURATE : ○ reporting solely on academic factors ○ creates a clear picture of what the learner has and has not learned without the influence of other factors ● CONSISTENT : ○ rubrics ○ clear and consistent expectations for learner competency up front ● MEANINGFUL : ○ clearly communicating what level of learning has taken place ○ This makes it easier to identify areas of strength and to address areas of concern for each learner. ● SUPPORTIVE OF LEARNING : ○ focusing on the content that has or has not been learned, rather than letter grades ○ NO POINTS!
Competencies & Learning Levels What does the yellow box represent? Where learners should be by the END of the year Accountability Beginning Approaching Competent Extending I can… I can… I can… I can… -Arrive to class -Arrive prepared & -Arrive prepared & -Support others to be respectfully organized with support organized prepared & organized -Identify ways to -Effectively manage time -Effectively manage time -Effectively prioritize manage time more with support -Manage impulses tasks effectively -Manage impulses with -Use technology -Coach & model -Identify impulses support appropriately appropriate impulse -Use technology -Use technology -Take ownership of control -Take ownership of appropriately with words & actions while -Use technology to words & actions with support reflecting on the impact enhance learning support -Take ownership of -Reflect on words & words & actions actions in order to adjust behavior accordingly
Beginning
Approaching
Competent
Extending
Personal Skills Perseverance - “Stick to it” Collaboration - “Better together” for Success Communication - “Speak up” Executive Functioning Competency: Accountability - “Own it” Learners will develop perseverance, utilize collaboration, communicate effectively, and take accountability in order to be successful.
Journey to Personal Skills for Success ● Winter 2018 ○ Staff expressed a need to measure important life skills as we transitioned to competency based grading ● Spring of 2018-19 ○ Groups of Teachers used a variety of resources to identify important skills ■ Habits of Mind, 7 mindsets of success, 21st Century Skills, College and Career Readiness Skills, Work Study Practices, Habits of Success ● Summer of 2019 ○ Five teachers worked with Knowledge Works to identify the skills and develop a rubric ● Fall of 2019-20 ○ Presented to the staff and learners ○ Approximately 80% of courses reporting out in 2019-20 ○ Intentional lessons in Tiger Connections, 6th grade Transitions, and 7th/8th Academic Support
*Stick to it!* Perseverance Do not give up when faced with a challenge. Beginning Approaching Competent Extending I can… I can… I can… I can… -Follow through with a -Follow through with a -Follow through with -Start a task or goal task or goal with support task or goal a task or goal & seek -Use a familiar strategy -Use different strategies -Use different strategies additional or resource to problem & resources to problem & resources to problem opportunities solve solve with support solve -Use reflection to -Identify distractions -Maintain focus with -Maintain focus adapt strategies & -Embrace a simple task support -Embrace a challenge choose resources to -Embrace a challenge problem solve with support -Maintain & shift focus -Actively seek a challenge
* Better together! * Collaboration Work as a team to accomplish a common goal. Beginning Approaching Competent Extending I can… I can… I can... I can… -Develop ideas & -Share ideas & respond to -Respectfully share ideas -Encourage consider others others & thoughtfully respond to discussion & -Listen to others -Actively listen to others others thoughtfully provide -Participate in an -Contribute to a group -Actively listen to others feedback to others individual task or goal task or goal with support with an open mind -Actively listen to -Identify diverse -Understand diverse -Contribute to a group others & transform perspectives & talents perspectives & talents task or goal thinking through -Value diverse reflection perspectives & talents -Facilitate a task or goal within a group -Celebrate & include diverse perspectives & talents
*Speak up!* Communication Be clear and effective when sharing thoughts and advocating for learning needs. Beginning Approaching Competent Extending I can… I can… I can… I can… -Communicate an idea -Communicate with -Clearly communicate -Passionately -Use a familiar tool to purpose with purpose communicate to communicate -Use a variety of tools to -Use a variety of tools to engage an audience -Identify a learning communicate with communicate -Use a variety of tools need support -Advocate for individual to communicate -Identify appropriate -Advocate for individual learning needs professionally body language learning needs with -Use & read appropriate -Advocate for support body language individual learning -Use & read appropriate needs & the needs of body language with others support -Coach & model appropriate body language for others
*Own it!* Accountability Take responsibility for words and actions. Beginning Approaching Competent Extending I can… I can… I can… I can… -Arrive to class -Arrive prepared & -Arrive prepared & -Support others to be respectfully organized with support organized prepared & organized -Identify ways to -Effectively manage time -Effectively manage time -Effectively prioritize manage time more with support -Manage impulses tasks effectively -Manage impulses with -Use technology -Coach & model -Identify impulses support appropriately appropriate impulse -Use technology -Use technology -Take ownership of control -Take ownership of appropriately with words & actions while -Use technology to words & actions with support reflecting on the impact enhance learning support -Take ownership of -Reflect on words & words & actions actions in order to adjust behavior accordingly
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