Regardless of What It’s Called, Empowering Students to Take Charge of their Own Learning is a Good Thing.

“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

Individualized Instruction

 

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

Competency-Based 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.

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in education transformation, teacher preparation, and academic quality assurance. An accomplished presenter and writer, she currently supports educational institutions and non-profit agencies in areas such as educational systems design, online learning experiences, competency-based education, and accreditation. Roberta also blogs about academic excellence and can be contacted for consultations, webinars, and on-site workshops through her site (www.robertarossfisher.com). 

 

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Empowerment-Based Learning: Putting Students in the Driver’s Seat

 “A student who understands what it means to own their learning has an internal drive to get things done.” This comes from an Idaho rural school administrator who has unlocked the key to powerful learning. Empowering students to take an active role in their own learning is often referred to by many different names:

  • personalized learning
  • proficiency learning
  • mastery learning
  • demonstration learning
  • individualized instruction
  • competency-based education

 

Using terms like these interchangeably can be confusing but here’s the bottom line:

Students are more able to take control of their own learning. 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, teachers are empowered to provide richer, more meaningful feedback to their students because they can customize learning experiences as needed. School leaders are empowered to make more thoughtful decisions about schools and school systems while parents/caregivers see their children enjoying school in a way they never did before.

All students deserve the opportunity to learn. Many state departments of education have regulations that haven’t been updated in decades and most don’t even mention student-driven learning models. Contact (clock) hours mean far less than learning time–there is a big difference! Just because someone may be sitting in a seat with an open textbook for 50 minutes does not mean they are engaged, motivated, and focused. Most of all, it doesn’t mean they are comprehending, applying, analyzing, evaluating, solving problems, or synthesizing new information.

Students deserve the opportunity to take greater control over what they learn, how they learn, and how quickly they progress through material. This can have a positive impact on motivation, attendance, student retention, graduation, satisfaction, and college enrollment. Likewise, learners who can demonstrate they have a solid foundation of content knowledge–and they can apply that knowledge to solve problems in real-life situations–are particularly valuable to employers. After all, employees must demonstrate their proficiency on-the-job everyday; why not help prepare them for success by using an empowerment-based learning model in our P-12 schools?

Empowerment-based learning is not limited to a particular school environment. It can be implemented in public and private P-12 schools, in colleges and universities, and in homeschools. It can also be used quite effectively in online learning environments at all levels. That’s another beautiful aspect of this model–it’s not limited to a particular type of school or location--it can be implemented anywhere, at any time, for any level. 

This isn’t an easy, 1-2-3 step approach. Despite all its advantages, creating such a model is not as simple as following a few easy steps; setting it up correctly requires a lot of preparation and some foundational knowledge. Moreover, the model is not intended to be static. After it’s in place it still requires periodic review and updates based on student learning data.

Success stems from preparation, communication, and stakeholder buy-in. While the design can be highly effective in a variety of learning environments the one constant is that it requires a shared commitment to academic excellence on the part of educators, administrators, parents, and learners. In order for this to take place, school leaders must thoroughly educate themselves in empowerment-based learning. They must connect one of the models to their school’s vision, mission, and purpose. School leaders must also be adept at communicating to stakeholders throughout the process, seeking their input and active involvement. It is only when everyone shares a commitment to empowerment-based learning that it can be truly successful, but the results can be incredible.

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in education transformation, teacher preparation, and academic quality assurance. An accomplished presenter and writer, she  supports educational institutions and non-profit agencies in areas such as educational systems design, online learning experiences, competency-based education, and accreditation. Roberta also blogs about academic excellence and can be contacted for consultations, webinars, and on-site workshops through her site (www.robertarossfisher.com). 

Competency-Based Education: Academic Excellence in Action

 

Competency-based education (CBE) is quickly becoming accepted as an effective way to facilitate powerful, authentic learning at all levels. Sometimes referred to as personalized learning, mastery learning, or proficiency learning, students must demonstrate what they know and are able to do, rather than just put in “seat time” and complete a prescribed set of courses. However, designing a solid CBE program is not as simple as it sounds–it requires a great deal of thought, understanding, and know-how.

I’ve worked in institutions using traditional learning models and spent 10 years working in one that employs the CBE model effectively. I’ve really come to appreciate the level of learning that takes place in a CBE model, and I’ve seen over the years how effective it is in supporting students’ learning. I’ve celebrated with students and their families who reached their goals and achieved their dreams because they were in an environment that enabled them to show what they knew and then move on at their own pace. CBE, when structured properly, helps educators to personalize learning experiences. I predict the CBE model will be a major player in the educational arena over the next two decades at the P-12 level as well as at the collegiate level.

There are some essential thoughts to consider for programs thinking about adopting the competency-based education (CBE) model, and I shared some of those tenets in a commentary published in the Journal of Competency-Based Education entitled, Implications for Educator Preparation Programs Considering Competency-Based Education. 

Helping students to demonstrate what they know and are able to do within the context of a set of well-articulated competencies and measured through high-quality assessments is certainly one example of academic excellence.

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation, online learning, and academic quality assurance. An accomplished presenter, writer, and educator, she currently supports higher education and P-12 schools in areas such as competency-based education, teacher preparation, distance learning, and accreditation through her company, Global Educational Consulting, LLC. She can be reached at: globaleducationalconsulting@gmail.com

Supporting Learners in a Competency-Based Education Classroom

This is the fourth installment in a series of blog posts on the topic of competency-based education. Previous posts included: There IS a Better Way to Teach; What’s Under the Hood; and The Basics of CBE Curriculum Development.

How we teach is just as important as what we teach. In other words, instructional methods are just as vital to the learning process as the content being taught. Very few students learn by simply reading or absorbing material—if they did, we really wouldn’t need teachers.

Just as with traditional learning models, there are many ways P-12 and higher education faculty can instruct students within the competency-based education (CBE) model. However, the key here is to provide academic support in a way that helps learners attain essential content and ultimately demonstrate what they know and are able to do. Facilitation, as opposed to direct instruction, has been proven to be an effective way of providing this type of academic support primarily because by its very nature the CBE model creates a space for flexibility for instructors as well as for learners. Of course, face-to-face and online learning environments may require use of different facilitation models, but some good options to consider include:

 

Regardless of the facilitation model chosen, learning should be constant, and not time-dependent in a competency-based learning environment. In other words, learners should be actively engaged at all times but should not be forced to move in lockstep fashion with all other students. They should have the freedom and flexibility to learn at their own pace and in their own way—which is one reason why CBE is commonly referred to as personalized learning, although the two terms are not completely synonymous.

In the next blog installment, we will dive more deeply into the teacher’s role within a competency-based learning environment.

 

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation, online learning, and academic quality assurance. An accomplished presenter, writer, and educator, she currently supports higher education and P-12 schools in areas such as competency-based education, teacher preparation, distance learning, and accreditation through her company, Global Educational Consulting, LLC.  

 

There IS a Better Way to Teach & Learn: It’s Competency-Based Education

This is the first installment in a series of blog posts on the topic of competency-based education; feel free to reach out to me if you have additional questions or need support implementing CBE in your school.

I was a teacher for many years (elementary, middle, secondary) and while I loved working with my students, I sometimes felt as though I was constantly walking around in a darkened room looking for the light switch. I was completely committed to helping my students learn and to achieve their goals—I just wasn’t completely sure how to go about it. I found myself trying all sorts of methods with mixed levels of success, and what made it even harder was that there was never another teacher or principal in my building who could mentor and guide me to a better way of teaching. I knew creating a single lesson plan and teaching to the middle wasn’t effective—even though it was the way I was taught, and it was the way I was trained in my teaching prep program. Under that approach, I felt as though I was throwing spaghetti on the wall hoping something would stick, at least for those students in the middle of the bulls eye. Unless I got really lucky with my aim, those learning at the lowest and highest ends of the continuum rarely had their needs met. It’s not easy to admit, but it’s the truth. I experimented with my own version of individualized learning, but it was so limited in scope that I saw only limited results. However, despite the additional work and time required on my part, I felt excited and encouraged because I could see the impact those efforts were having on my students.

Later I tried project-based learning, and liked it. I enjoyed the notion of students being able to select their own topics of personal interest and to a certain extent driving their own learning. I used this primarily with gifted students but after three years concluded that individualized, project-based learning should be provided to students of all ability levels. It was only in the past few years that I was able to put a name with the approach I came to believe in and adopt as my personal teaching philosophy—it was competency-based education (CBE), which I’ve learned is also frequently referred to as: personalized learning, proficiency learning, performance-based learning, mastery learning, outcomes-based learning, or authentic learning.

Regardless what it is called, the bottom line is that in a CBE classroom:

  • Students demonstrate what they know and are able to do.
  • Expectations are measurable & clearly defined.
  • What students learn is more important than seat time.
  • Teachers serve as mentors or learning coaches to support student learning.
  • Instructional decisions are data-driven.

 

Installment #2 of this series will focus on the major components of a competency-based educational program.

 

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation and academic quality assurance. She currently supports higher education and P-12 schools in areas such as competency-based education, teacher licensure, distance learning, and accreditation through her company, Global Educational Consulting, LLC.  

 

 

Personalized Learning Models: Not as Easy as It Sounds

This article focuses on some work supported by the Carnegie Corporation of New York called Opportunity by Design: New High School Models for Student Success.  With a goal of helping to increase the graduation rate of high schoolers and prepare them for the workforce, the project focused on experimenting with various types of innovative school designs in urban schools. While innovation can vary across models, the project’s founders concluded that there are 10 integrated principles that are indicators of effective high schools:

  • Integrates positive youth development to optimize student engagement & effort
  • Develops & deploys collective strengths
  • Empowers & supports students through key transitions into & beyond high school
  • Manages school operations efficiently & effectively
  • Remains porous & connected
  • Prioritizes mastery of rigorous standards aligned to college & career readiness
  • Has a clear mission & coherent culture
  • Maintains an effective human capital strategy aligned with school model & priorities
  • Personalizes student learning to meet student needs
  • Continuously improves its operations & model

The study focused on small schools that adopted various personalized learning models, which are often also referred to as mastery learning, proficiency learning, or competency-based learning.

As indicators of the project’s success, researchers focused mainly on a couple of metrics:

  • Calculation of four-year and six-year high school graduation and dropout rates
  • Distribution of entering high school students by NAEP math scores, grade level, and number of years of a 1.25x teacher needed

Current data suggest an improvement in graduation rates of students whose school participated in one of the innovative designs focusing on personalized learning and less on the traditional model using the Common Core Standards. In addition, not surprisingly those students starting out the farthest behind need the support of more teachers for a longer period of time.

After talking with students, teachers, and school leaders, researchers concluded a continued need for professional development training, high-quality instructional materials, and better communication. In short, personalized learning is not as easy as it sounds—there are many moving parts and an effective system is birthed from a comprehensive, cohesive systems design.

While interesting, the report is just a starting point—a springboard for further conversation, experimentation, data collection, and reflection. There are many more ways in which to triangulate valuable data, and we need to track the success of this project over time in order to determine its efficacy.

 

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation and academic quality assurance. She currently supports higher education and P-12 schools in areas such as competency-based education, teacher licensure, distance learning, and accreditation through her company, Global Educational Consulting, LLC.  

 

Source: RAND study provides early lessons on personalized learning model | Education Dive