“A student who understands what it means to own their learning has an internal drive to get things done.” This comes from the administrator of a rural school in Idaho who’s unlocked the key to powerful learning. This approach is often referred to by many different names, such as:
- personalized learning
- proficiency learning
- demonstration learning
- individualized instruction
- competency-based learning
However, while these terms are often used interchangeably, they are not all one and the same. Here’s an at-a-glance chart that may help:
Approach |
Questions to Ask |
Sample Classroom Applications |
| Personalized Learning
|
What do my students need to know?
What are my students intrigued by? What sparks their curiosity? How do each of my students prefer to learn? How can I provide each of my students with the kind of experiences they need to learn and thrive? |
–Curriculum could be based on specific learning standards for each content area, but in its purest form it could be based on the mission of the school or even each student’s learning goals.
–With guidance, students actively participate in setting their own learning goals. –Project-based, theme-based or interest-based learning –Experience-based learning opportunities (including internships & apprenticeships) –Pairing students with a mentor who has expertise in a given area –Small group or individualized meetings with learning coach, advisor, or mentor –Work products can take many forms (portfolio, blog, video, book, music, event, etc.) |
| Proficiency Learning
|
What do my students need to know?
How will I know if each of my students has met academic expectations? What should I do if I have an advanced learner who breezes through the material? What should I do for learners who are struggling with specific concepts or skills? |
–Curriculum is typically based on district-adopted learning standards for each content area.
–A specific level of proficiency (or competency) is identified for key learning goals and objectives. –Student learning is measured through carefully constructed formative and summative assessments. –Proficiency/Competency is determined by performance on those assessments. –Students can progress onward after demonstrating proficiency/competence. –Struggling students are provided additional instructional support, and then are reassessed. Cycle is continued until proficiency/competency is demonstrated. |
| Demonstration Learning | What do my students need to know?
How will I know if each of my students has met academic expectations? How will I know if each of my students has met academic expectations?
|
–Curriculum is typically based on district-adopted learning standards for each content area.
–A specific level of performance is identified for key learning goals and objectives. –Student learning is measured through a combination of formative and summative assessments. –In many instances, students can select from a menu of assessment choices. –Depending on age and grade level, examples of culminating demonstrations of learning could include: portfolio, blog, video, poem, art show, recital, podcast, write a letter to the editor, etc. |
Mastery Learning
Mastery learning was purposely left off the chart. This approach is often used interchangeably with proficiency and competency-based learning, and while it does share many attributes to those approaches, it is not the same. There is a difference between demonstrating one’s proficiency or competency in a given skill and mastering that skill. For example:
- I am proficient in using Microsoft Excel, but I have not mastered it.
- As evidenced by my harvest this year, I am a competent gardener but most certainly not a master gardener.
Mastery learning represents a much higher bar of expectation—it goes above and beyond that of proficiency or competency. To master something means you have become an expert in a given skill, and that approach doesn’t seem to fit within an empowerment-based learning model.
While terms can be confusing, here’s the bottom line:
Students should be empowered to take an active role in their own learning. As a result, they achieve success not because someone is forcing them to move at a certain pace or memorize a set of dates for a test the next day–they learn because they want to, and they learn in a way that feels comfortable. Furthermore, teachers can provide richer, more meaningful feedback to their students because they can customize learning experiences as needed. School leaders are able to make more thoughtful decisions about schools and school systems, and parents/caregivers are elated because they see their children enjoying school in a way they never did before.
Regardless of what it’s called, an empowerment-based approach can lay the foundation for all students to stretch their minds in a rich and meaningful way, experience success, and develop a lifelong love for learning.
Dr. Roberta Ross-Fisher is a national leader in quality assurance, educator preparation, and empowerment-based learning. She supports educational institutions and non-profit agencies in areas such as accreditation, competency-based education, and teacher/school leader prep programs design. Roberta also writes about academic excellence and can be contacted for consultations, webinars, and on-site workshops through her site (www.robertarossfisher.com).
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