#whyiteach Think about then write your answers on an index card and post: Why do you teach? What do you hope students will gain from studying your discipline?
Turn and Talk: The Myth of Average What does Todd Rose’s talk make you think about? What does this talk make you wonder?
Competency-Based Learning: The Why and the What November 8, 2016
Today’s Facilitators From the Great Schools Partnership: Christina Horner, Senior Associate Mo Nunez, Senior Associate Becky Wilusz, Senior Associate
Today’s Materials http://www.greatschoolspartnership.org/ melrose/
Is a non-profit support organization based in Portland, Maine working nationally with schools, districts and state agencies, providing coaching, and developing tools.
We Believe In equitable, personalized, rigorous learning for all students leading to readiness for college, careers, and citizenship
We Believe That schools must simultaneously attend to policy , practice , and community engagement
We Believe School improvement is context-based , not one-size fits all
TODAY’S OUTCOMES Identify and explain key components and traits of competency-based learning
TODAY’S OUTCOMES Explain the rationale for and role of Habits of Learning
TODAY’S OUTCOMES Identify priorities for and create first drafts of Habits of Learning for Melrose
Today’s Agenda CBL 101: The Why and the What Self-Assessment Learning from Student Work Defining Habits of Learning Lunch Drafting Habits of Learning
WHAT • create several draft sets of Habits of Learning standards (5-8 total) and performance indicators for grade level bands ( no more than 8-10 per competency)
WHEN • create multiple drafts today • Curriculum Committee will review and consolidate next meeting: December 20, 3-4 pm Anyone can join! • Goal: to have drafts for volunteers to pilot in the last trimester/quarter this year or by next fall
Competency-based Learning Key Components
COMPETENCY is a student’s ability to transfer learning in and/or across content areas.
MASTERY is a student’s ability to transfer learning in and/or across content areas.
PROFICIENCY is a student’s ability to transfer learning in and/or across content areas.
Competency-Based Learning Simplified A Great Schools Partnership Model Graduation Reporting Assessment Requirements Method Method Body of Evidence Cross-Curricular Transcripts and Graduation Standards Students demonstrate achievement of standards through a YES body of evidence evaluated using common rubrics Report Cards 5-8 standards taught in all content areas Content-Area Verification of Proficiency Students demonstrate achievement of content-area Transcripts and Graduation Standards YES graduation standards through their aggregate performance Report Cards 5-8 standards for each content area on summative assessments over time Performance Indicators Summative Assessment Progress Graded summative assessments are used to NO 5-10 indicators for each cross-curricular and content- Reports evaluate the achievement of performance indicators area standard that move students toward competency and the achievement of graduation standards Learning Objectives Formative Assessment Teacher Ungraded formative assessments are used Learning objectives guide the design of curriculum units NO Feedback that move students toward competency and the to evaluate student learning progress achievement of performance indicators This work by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Competency-Based Learning Simplified Examples Cross-Curricular Examples of Cross-Curricular Graduation Standards Graduation Standards 1. Self-Direction 2. Problem Solving Content-Area Graduation Standards 5-8 standards for each content area Performance Indicators 5-10 indicators for each cross-curricular and content- area standard that move students toward competency and the achievement of graduation standards Learning Objectives Learning objectives guide the design of curriculum units that move students toward competency and the achievement of performance indicators
Competency-Based Learning Simplified Examples Cross-Curricular Graduation Standards Content-Area Graduation Standards 5-8 standards for each content area Examples of Performance Indicators for Self-Direction: Performance Indicators 1. Apply knowledge in familiar and new contexts 5-10 indicators for each cross-curricular and content- area standard that move students toward competency and the achievement of graduation standards 2. Demonstrate initiative, reliability and concern for quality 3. Demonstrate flexibility, including the ability to incorporate new ideas and revise Learning Objectives Learning objectives guide the design of curriculum units that move students toward competency and the achievement of performance indicators
Competency-Based Learning Simplified Examples Cross-Curricular Graduation Standards Content-Area Graduation Standards 5-8 standards for each content area Examples of Performance Indicators for Problem Solving: Performance Indicators 1. Observe and evaluate situations in order to define 5-10 indicators for each cross-curricular and content- problems area standard that move students toward competency and the achievement of graduation standards 2. Frame questions, make predictions and design data collection and analysis strategies Learning Objectives 3. Identify patterns, trends and relationship that relate to Learning objectives guide the design of curriculum units solutions that move students toward competency and the achievement of performance indicators
Competency-Based Learning Simplified Examples Cross-Curricular Graduation Standards Examples of Content-Area Graduation Standards Content-Area 1.Solving Problems in 2 and 3 Dimensions (Math) Graduation Standards 5-8 standards for each content area 2.Investigation (Science) 3.Writing (English) Performance Indicators 5-10 indicators for each cross-curricular and content- area standard that move students toward competency and the achievement of graduation standards Learning Objectives Learning objectives guide the design of curriculum units that move students toward competency and the achievement of performance indicators
Competency-Based Learning Simplified Examples Cross-Curricular Graduation Standards Content-Area Graduation Standards 5-8 standards for each content area Examples of Performance Indicators for Solving Problems in 2 and 3 Dimensions Performance Indicators 1.Model real world situations using geometric shapes 5-10 indicators for each cross-curricular and content- and their properties area standard that move students toward competency and the achievement of graduation standards 2.Demonstrate congruence and similarity through transformation Learning Objectives 3.Analyze and solve problems involving circles Learning objectives guide the design of curriculum units (circumference, area, angles) that move students toward competency and the achievement of performance indicators
Competency-Based Learning Simplified Examples Cross-Curricular Graduation Standards Content-Area Graduation Standards 5-8 standards for each content area Examples of Performance Indicators for Investigation: Performance Indicators 1.Formulate a testable hypothesis for investigation that demonstrates relationships between variables 5-10 indicators for each cross-curricular and content- area standard that move students toward competency and connection to scientific concepts and the achievement of graduation standards 2.Select and use appropriate tools, equipment and techniques to gather data and make observations Learning Objectives 3.Evaluate and refine experiments and design Learning objectives guide the design of curriculum units that move students toward competency and the solutions as needed to improve reliability and achievement of performance indicators relevance
Competency-Based Learning Simplified Examples Cross-Curricular Graduation Standards Content-Area Graduation Standards 5-8 standards for each content area Examples of Performance Indicators for Writing: 1. Develop argumentative writing to support claims Performance Indicators 5-10 indicators for each cross-curricular and content- 2. Develop information writing to examine and convey area standard that move students toward competency complex ideas and information and the achievement of graduation standards 3. Organize writing in a way that is appropriate to task, purpose and audience. Learning Objectives Learning objectives guide the design of curriculum units that move students toward competency and the achievement of performance indicators
STANDARDS the most foundational, enduring, and high-leverage concepts and skills within a discipline.
Foundational Lens: To what extent is this statement at the heart of understanding the content area? To what extent does it align with national & state standards?
Endurance Lens: To what extent does this statement provide students with knowledge & skills that will be of value beyond a particular point in time (ie, test, unit)?
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