[PPT] - #whyiteach Think about then write your answers on an index card and PowerPoint Presentation

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#whyiteach

Think about then write your answers

n an index card and post:

Why do you teach? What do you hope students will gain from studying your discipline?

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Turn and Talk: The Myth of Average

What does Todd Rose’s talk make you think about? What does this talk make you wonder?

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Competency-Based Learning: The Why and the What

November 8, 2016

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Facilitators

Christina Horner, Senior Associate Mo Nunez, Senior Associate Becky Wilusz, Senior Associate

Today’s

From the Great Schools Partnership:

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Materials

http://www.greatschoolspartnership.org/ melrose/

Today’s

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Is a non-profit support organization based in Portland, Maine working nationally with schools, districts and state agencies, providing coaching, and developing tools.

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In equitable, personalized, rigorous learning for all students leading to readiness for college, careers, and citizenship

We Believe

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We Believe

That schools must simultaneously attend to policy, practice, and community engagement

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We Believe

School improvement is context-based, not one-size fits all

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TODAY’S OUTCOMES

Identify and explain key components and traits of competency-based learning

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TODAY’S OUTCOMES

Explain the rationale for and role of Habits of Learning

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TODAY’S OUTCOMES

Identify priorities for and create first drafts

f Habits of Learning for Melrose

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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

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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)

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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

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Competency-based Learning

Key Components

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COMPETENCY

is a student’s ability to transfer learning in and/or across content areas.

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MASTERY

is a student’s ability to transfer learning in and/or across content areas.

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PROFICIENCY

is a student’s ability to transfer learning in and/or across content areas.

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Graduation Requirements

YES

Cross-Curricular

Graduation Standards

YES NO NO Transcripts and  Report Cards

Reporting  Method Assessment  Method

Transcripts and  Report Cards Progress  Reports Teacher  Feedback Body of Evidence

Students demonstrate achievement of standards through a body of evidence evaluated using common rubrics

Verification of Proficiency

Students demonstrate achievement of content-area graduation standards through their aggregate performance

n summative assessments over time

Summative Assessment

Graded summative assessments are used to evaluate the achievement of performance indicators

Formative Assessment

Ungraded formative assessments are used to evaluate student learning progress

5-8 standards taught in all content areas

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

A Great Schools Partnership Model

This work by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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Cross-Curricular

Graduation Standards

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

Examples of Cross-Curricular Graduation Standards

1. Self-Direction
2. Problem Solving

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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

Examples of Performance Indicators for Self-Direction:

1. Apply knowledge in familiar and new contexts
2. Demonstrate initiative, reliability and concern for quality
3. Demonstrate flexibility, including the ability to incorporate

new ideas and revise

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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

Examples of Performance Indicators for Problem Solving:

1. Observe and evaluate situations in order to define

problems

2. Frame questions, make predictions and design data

collection and analysis strategies

3. Identify patterns, trends and relationship that relate to

solutions

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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

Examples of Content-Area Graduation Standards 1.Solving Problems in 2 and 3 Dimensions (Math) 2.Investigation (Science) 3.Writing (English)

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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

Examples of Performance Indicators for Solving Problems in 2 and 3 Dimensions 1.Model real world situations using geometric shapes and their properties 2.Demonstrate congruence and similarity through transformation 3.Analyze and solve problems involving circles (circumference, area, angles)

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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

Examples of Performance Indicators for Investigation: 1.Formulate a testable hypothesis for investigation that demonstrates relationships between variables and connection to scientific concepts 2.Select and use appropriate tools, equipment and techniques to gather data and make observations 3.Evaluate and refine experiments and design solutions as needed to improve reliability and relevance

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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

Examples of Performance Indicators for Writing:

1. Develop argumentative writing to support claims
2. Develop information writing to examine and convey

complex ideas and information

3. Organize writing in a way that is appropriate to task,

purpose and audience.

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STANDARDS

the most foundational, enduring, and high-leverage concepts and skills within a discipline.

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To what extent is this statement at the heart of understanding the content area? To what extent does it align with national & state standards?

Foundational Lens:

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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)?

Endurance Lens:

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Will this provide knowledge and skills that will be of use as a student advances in this discipline? Will this provide knowledge and skills that will be of use in multiple disciplines?

Leverage Lens:

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Graduation Standard Performance Indicator Learning Target

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10 PRINCIPLES of CBL

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STANDARDS

1. All learning expectations are clearly and

consistently communicated to students and families—long-term, short-term, and general

2. Student achievement is evaluated against common

learning standards and consistently applied expectations.

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ASSESSMENT

3. All forms of assessment are standards-based and

criterion-referenced—not relative; not a student-to- student comparison.

4. Formative assessments measure learning

progress during the instructional process. The results inform instruction and support.

5. Summative assessments evaluate a student’s

level of proficiency at a specific point in time.

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GRADING & REPORTING

6. Academic progress and achievement are

monitored and reported separately from work habits, character traits, and behaviors.

7. Academic grades communicate learning progress

and achievement to students and families, and grades are used to facilitate and improve the learning process.

8. Students are given multiple opportunities to

improve their work when they fail to meet expected standards.

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INSTRUCTIONAL PRACTICES

9. Students can demonstrate learning progress

and achievement in multiple ways through differentiated assessments, personalized-learning

ptions, or alternative learning pathways.
10. Students are given opportunities to make

important decisions about their learning, which includes contributing to the design of learning experiences and learning pathways.

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Supports/Interventions

Standards to Practice

Standards Scoring Criteria Curriculum Mapping Designing Summative Task Unit Design Instructional Design Instruction Formative Assessment Students attempt   Summative Assessment Reflection + Refinement Supports/Interventions Reporting Learning Scoring-with criteria Performance Indicators

Instruction,  Feedback,  Evaluation Design for  Learning School-wide  Planning Reporting,  Reflection,  Refinement

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Self-Assessment

We will split into 5 small groups
You will choose the 10 Principles or the

Standards to Practice tool to reflect on your

wn and department work—Where do you

already see alignment? Where would alignment take more work?

We will start at 8:55

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Lunch

We re-start at 12:15

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The Challenge

“…we must not only raise the bar on what students learn but we must also leverage an understanding of noncognitive factors to teach adolescents how to become effective

learners. In the absence of developing

students as learners, current reform efforts are unlikely to succeed at increasing students’ readiness for college.”

—p. 72, Teaching Adolescents to Become Learners, CCSR Literature Review

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Traits that Matter

Academic Behaviors and Academic Perseverance correlate with better academic performance Academic Mindsets and Learning Strategies are malleable, and they influence Academic Behaviors and Academic Perseverance Classroom context matters

—Teaching Adolescents to Become Learners, CCSR Literature Review

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Next Steps

We need to clearly define the traits and behaviors that help students learn to learn—to describe clearly to them the end goal and to provide specific feedback on these skills to foster growth and improvement. When these are averaged with information about academic learning, the most critical information can be obscured.

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Cross-Curricular

Graduation Standards

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

Examples of Cross-Curricular Graduation Standards

1. Self-Direction
2. Problem Solving

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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

Examples of Performance Indicators for Self-Direction:

1. Apply knowledge in familiar and new contexts
2. Demonstrate initiative, reliability and concern for quality
3. Demonstrate flexibility, including the ability to incorporate

new ideas and revise

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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

Examples of Performance Indicators for Problem Solving:

1. Observe and evaluate situations in order to define

problems

2. Frame questions, make predictions and design data

collection and analysis strategies

3. Identify patterns, trends and relationship that relate to

solutions

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Drafting Habits of Learning

Return to your small group from this morning
Review samples and examples
Build a draft with others from your group
Drafts will go to Curriculum Committee for further

review/revision and next steps. Next meeting is December 20, 3-4.

We will be back here between 2:05 and 2:10 to

close the day.

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QUESTIONS

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THANK YOU!

482 Congress Street, Suite 500 Portland, ME 04101 207.773.0505 greatschoolspartnership.org