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Deeper Competency-Based Learning: Making Equitable, Student-Centered, Sustainable Shifts [Minkštas viršelis]

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  • Formatas: Paperback / softback, 248 pages, aukštis x plotis: 279x215 mm, weight: 630 g
  • Išleidimo metai: 17-Aug-2020
  • Leidėjas: Corwin Press Inc
  • ISBN-10: 1544397062
  • ISBN-13: 9781544397061
Kitos knygos pagal šią temą:
Deeper Competency-Based Learning: Making Equitable, Student-Centered, Sustainable ShiftsDidesnis paveikslėlis
  • Formatas: Paperback / softback, 248 pages, aukštis x plotis: 279x215 mm, weight: 630 g
  • Išleidimo metai: 17-Aug-2020
  • Leidėjas: Corwin Press Inc
  • ISBN-10: 1544397062
  • ISBN-13: 9781544397061
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9781544397061.html
Raktažodžiai:
"Competency-Based Education (CBE) can be loosely and simply defined as flexibility in awarding or earning credit. Fundamentally, CBE allows students to show progress as they demonstrate mastery of academic content regardless of time, place, or pace of learning. Competency-based strategies provide students with personalized learning opportunities, including online and blended learning, dual enrollment and early college high schools, project-based and community-based learning, and credit recovery. This type of education often leads to better student engagement because the content is relevant to each student and tailored to the student's unique needs. In addition, ESSA awards assessment grants to states who use CBE. It is also named in ESSA as an example ofinnovative assessment. All three authors have been at the forefront of implementing CBA across schools and districts, and in this book they share their best practices. They have seen schools struggling with how to get started and how to support and sustain the many shifts needed to move from more traditional curricula, instruction, assessment, and reporting to systems that require unique roles and new skill sets for school leaders, teachers, and students. The book will include a deep dive into the many facets that need to be considered for CBE to be successful, including the often neglected topics of communication with families, multi-year assessment plans, supporting PLCs, and student voice/choice"--

The roadmap for your school’s CBE journey!  
Employ the WHAT (deeper academic and personalized learning), the WHY (equity), and the HOW (learner-centered approaches) of Competency-Based Education, maximizing the time, place, and pace of student learning. Make the shift to CBE using best practices from the authors’ CBE implementation experiences across states, districts, and schools.

  • Build the foundation with organizational shifts - policy, leadership, culture, and professional learning
  • Shift teaching-learning structures—rigorous learning, performance assessment, and evidence-based grading and reporting
  • Dive into student-centered classrooms—personalized instruction and shifting mindsets for teacher-student roles, responsibilities, and classroom culture

Recenzijos

"The beauty and professional appeal of competency-based education (CBE) is that it emphasizes more than just academic success; it places equal value on the vitally important element of students personal success. In Deeper Competency-Based Learning, co-authors Hess, Colby, and Joseph have created a richly detailed CBE roadmap that any school system can confidently follow to significantly transform their classrooms and make a greater impact on student learning. Helping educators make the often-challenging shift from the traditional teacher-centered instructional model to the learner-centered model can become, for readers, an exciting journey. This powerful book, illustrated with chapter-specific tools, resources, and educator examples, is your trusted tour guide for making this noble vision of a dynamic, learner-centered school system an ultimate reality." -- Larry Ainsworth, Author of "Common Formative Assessments 2.0" and "Rigorous Curriculum Design" "Deeper Competency-Based Learning takes the current caterpillar state of education, where we are beginning to recognize that individualized, personalized learning is key in student success, and provides the wingsthe tools and guidance necessary to transform the caterpillar into the butterfly. This book is not a quick fix for a classroom problem. It is a transformation of educationthe transformation that is critical to meeting students where they are, guiding them through the learning challenges of both academic and interpersonal/intrapersonal skills, and then confidently preparing students for what lies ahead." -- Miriam A. DeCock, EdS, High School Language Arts Instructor "Finally, a primer on competency-based education that understands that every school is unique in the same way that every student will take personalized pathways as he or she learns! The authors provide a comprehensive guide for districts and schools to use in plotting their journey to competency education. One thing that makes this book so valuable and unique is that it is rooted in effective practices identified in John Hatties Visible Learning research. This is a book that you can trust to help you chart your course." -- Chris Sturgis, Co-Founder "Hess, Colby, and Josephs new book, Deeper Competency-Based Learning, is nothing less than extraordinary, timely, and necessary as the nation questions the validity of traditional educational systems and their impact on student achievement and potential. Business and industry must respond to ever-changing advances in technology and information if they are to remain competitive; however, the nations traditional education system has remained stagnant until now. This book reveals a teaching and learning instructional model known as competency-based education (CBE), which predominantly focuses on students mastering competencies through performance-based tasks, projects, and collection of evidence of learning. Students learning is made visible to them and the power of a CBE system becomes exponential for optimizing student potential. This book is enlightening, proactive, and much-needed for student learners in the 21st century. Kudos to all educators who empower students to learn through competency-based educational systems." -- Angelique Hamilton, Project Administrator, Curriculum and Instruction "It is clear to me that this new book will be a major step forward for US educators seeking to transform their systems of teaching and learning to one that provides equitable and practical access for every student. As the authors point out in the introduction, the work of transforming to competency-based education is complex, requiring major shifts away from the conventional organizational structures of schools and away from many less-effective teaching and learning structures towards student-centered classrooms. This approach is just right: Competency-based education requires major changes organizationally, however, these shifts must be grounded in transformed experiences of the learner and also of the teacher in the classroom first, and each additional change must support that experience through new structures and reformed culture." -- Paul K. Leather, Director "I recommend this book for anyone looking to begin or continue your work around competency-based education in your district. This is an easy to read, comprehensive guide to implementation with resources, examples, and several entry points." -- Kelly VanLaeken, Director of Curriculum, Instruction and Assessment

List of Figures and Tables
ix
Foreword xiii
Acknowledgments xv
About the Authors xvii
Introduction 1(10)
Chapter 1 The WHAT, the WHY, and the HOW of CBE
11(27)
1.1 A Historical Look at the WHAT and WHY of Competency-Based Education
11(3)
An Updated Definition for Competency-Based Education
12(2)
Quality Design Principles for CBE
14(1)
1.2 Considering the HOW that Connects With Your School's WHY
14(2)
1.3 Start by Examining the Traditional Education Framework
16(9)
The Drivers of Traditional Education
16(2)
Educational Equity
18(1)
Principles of the Equity Framework
19(2)
Comparing Traditional Education With Distinguishing
Characteristics of CBE
21(1)
Entry Points Into CBE
21(4)
1.4 Shifts in Moving From Traditional Education to CBE
25(7)
1.5 Getting Started on Your CBE Journey
32(6)
Developing a Future-Ready Profile of the Graduate (POG)
32(3)
Core Components of Competency-Based
Education: A CBE Readiness Tool
35(3)
Chapter 2 Making Organizational Shifts
38(20)
2.1 Organizational Shift 1: Policy
38(6)
Key Policy Decisions: Guidelines for Developing a
Competency-Based Body of Evidence (BOE)
41(3)
2.2 Organizational Shift 2: Leadership
44(2)
2.3 Organizational Shift 3: Professional Culture
46(2)
2.4 Organizational Shift 4: Professional Learning
48(2)
2.5 Developing CBE Assessment Policies and Practices
50(8)
Examining Your Current Local Assessment System (LAS)
50(1)
Indicators of a Comprehensive Local Assessment System (Hess, 2018)
51(7)
Chapter 3 Making Shifts in Teaching and Learning Structures
58(59)
3.1 Establishing Rigorous Goals for Learning: Competencies
59(5)
Academic Competencies
61(1)
Personal Success Skills Competencies
62(2)
3.2 A Range of Performance Assessment Types
64(3)
What Is a Performance Assessment?
64(2)
Assessment Form Follows Function
66(1)
3.3 Evidence-Based Grading in CBE Systems
67(3)
3.4 Evidence-Based Grading and the Body of Evidence (BOE)
70(4)
3.5 CBE Development and Validation Tools and Processes
74(43)
Validation Pit Stop 1 Design of K-12 Competencies---Clarity, Scope, Rigor, and Usefulness
75(6)
Validation Pit Stop 2 Analyze and Align Competencies---Link Learning Goals, Standards, and Assessments
With Instruction
81(3)
Validation Pit Stop 3 Create Performance Scales---Using Progressions to Guide Instruction, Learning, and Assessment Design
84(8)
Validation Pit Stop 4 Develop and Validate Performance Assessment Tasks and Rubrics
92(19)
Validation Pit Stop 5 Collecting Evidence and Verifying Methods and Guidelines for BOE, Grading, and Reporting
111(6)
Chapter 4 Making the Shift to Student-Centered Classrooms
117(38)
4.1 Changing Mindsets: Roles, Responsibilities, and Classroom Culture
120(5)
Teacher-Student Roles and Responsibilities
120(2)
Student Agency and Equity
122(3)
4.2 Integrating Personalized Core Instruction With Competencies of Deeper Learning
125(12)
Developing Capacity for Implementation of Personalized Learning: Educator Competencies
129(2)
Personalization and Competencies of Deeper Learning
131(5)
Self-Systems: Metacognition, Reflection, and Goal Setting
136(1)
4.3 Applying Instructional Practices to CBE Learning Cycles
137(13)
Pace of Learning: The Elephant in the CBE Classroom
141(1)
Student-Friendly Progressions: Pacing Instruction at the Elementary Level
141(4)
Student-Friendly Progressions: Pacing Instruction at the Middle and High School Levels
145(3)
Pacing With Technology-Enabled Strategies
148(2)
4.4 Promoting Intrinsic Motivation and Engagement Through Assessments and Timely Feedback
150(5)
Examine Current Assessment Uses and Effectiveness
150(2)
A Final Note About Feedback on Student Performance
152(1)
Revisiting the Profile of the Graduate
152(2)
The Road Ahead
154(1)
Appendix A CBE Tools 1-12 155(27)
Appendix B Hess Cognitive Rigor Matrices #1-#5D 182(12)
Appendix C Recommended Resources to Support CBE Implementation 194(8)
Glossary 202(13)
Bibliography 215(4)
Index 219
Karin Hess, author of the Hess Cognitive Rigor Matrix, is a former classroom teacher and school administrator with over 40 years of deep experience in curriculum, instruction, and assessment. Dr. Hess is recognized internationally as a leader in developing practical approaches for using cognitive rigor, depth of knowledge, and learning progressions as the foundation for curriculum design and assessments at all levels of assessment systems, from developing local assessment systems to state-level grade-level standards and test specifications for large-scale state assessments. Over the years, she has contributed to Maines early thinking about how to structure requirements for assessing high school graduation exhibitions and has provided technical assistance to Science Exemplars in the development and annotation of K-8 science performance tasks (www.exemplars.com), to the Center for Collaborative Educations Quality Performance Assessment (QPA) initiative, and to Benchmark Educations Ready to Advance curriculum for Pre-K, using learning progressions in curriculum and assessment design. Her most recent publications include a chapter in the second edition of Fundamentals of Literacy Instruction and Assessment, Pre-K6 (Hougen & Smartt, Eds., Paul Brookes Publishing, 2020) and A Local Assessment Toolkit to Promote Deeper Learning: Transforming Research into Practice (Corwin, 2018). Karins ongoing CBE work has included guiding the development and implementation of New Hampshires K12 Model Competencies and supporting school districts throughout the United States in creating and analyzing the effective use of performance scales and high-quality performance assessments for competency-based learning.







Rose Colby is a nationally recognized Competency-Based Learning and Assessment Specialist, assisting schools in designing high quality competency, assessment, and grading reform systems in many states.  She is a Talent Cloud Fellow for 2Revolutions, an education design firm.  She is a member of the national Advisory Board and contributor to CompetencyWorks, the national clearinghouse and resource for innovative practices in competency education.  She has served as Competency Education Consultant for the N.H. Department of Education supporting school districts as they develop their competency education systems and in designing and supporting the new state accountability pilot system, the New Hampshire Performance Assessment for Competency Education (NH PACE).  She is an Adjunct Professor at Southern New Hampshire University in the Masters/CAGS program in Competency Education. Rose is the author of two books on Competency Education: Competency-Based Education:  A New Architecture for K-12 Schooling (Harvard Education Press, 2017) and Off the Clock: Moving Education from Time to Competency (Corwin, 2012.) 



Daniel Joseph is the founder of CBE Solutions, an organization that supports districts in the strategic transformational shift from traditional, time-based education to personalized competency-based systems of teaching and learning.  Promoting systems level change, by engaging shareholders, building capacity through continuous improvement and aligned intentional instruction. Daniel strives to provide the knowledge, tools and processes to promote the depth of change needed to realize the vision of learning for all students.  Daniels practical experience in the arenas of public will, policy, and practice provide direction to schools working towards sustained growth and progress. His involvement with a state level task force in the State of Maine, Proficiency Based Diploma- Strategic Task Force provided support for the systemic change in both practice and policy.  In addition to state level engagement, Daniel also was the representative and building based leader for his school district which was part of the (ILN) Innovation Lab Network, CCSSO. Prior to founding CBE Solutions, he supported districts across the country in developing personal mastery systems of learning for Marzano Research and Reinventing School Coalition. Daniel teaches graduate level courses as an adjunct faculty member at Southern New Hampshire University and Saint Josephs College of Maine.