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Hello, ladies and gentlemen. I hope you're having a wonderful day today. And welcome. This is your introduction to the unit on creating and managing a competency based educational environment that values student voice and pace.
This is just the beginning of this unit. And there is so much that we are going to learn together. Now, as you will notice as you go through this unit, you will see that all of my tutorial videos begin with a quote. I think it's a wonderful way to set the specifics of what we're learning into a larger context.
And for today's lesson, the quote that I've chosen for our introduction is by William Throsby Bridges, which states, "Genuine beginnings begin within us, even when they are brought to our attention by external opportunities." And that's exactly what's happening right now. I am the external opportunity bringing you this information. But in reality, all of the beginning right now is within you.
You are the one who is starting on this learning process. And hopefully, you'll be able to take everything that you learn in this unit and apply it to make yourself a better educator. Now, by the time you are done with this unit, there are a number of major objectives that you are going to be able to meet. First and foremost, you're going to have the opportunity to really analyze what the role of the assessment is in creating some of those tiered assignments, in assessing various student elements of progress, and in determining how students are progressing on their competency based mastery.
You'll also be able to develop a rubric that will measure the authentic assessment included in your competency based units. You're going to be able to then also learn how to develop a student-centered tool that can help you track progress, self-evaluate, and really reflect on the progress students are making towards meeting the outcomes of the competency based unit. Finally, by the end of this unit, you are going to be able to reflect on how competency based instruction and elements of deeper learning can really help prepare your students for college and careers within our 21st-century global society. What I would like to do now is go ahead and take a look at these various objectives in a little more detail and give you a preview of what you are going to see from all of the various tutorial videos focusing in on each objective.
So the first objective is to analyze the role of assessment in creating tiered assignments, assessing student progress, and determining competency based mastery. So within this objective, you notice, really, a huge emphasis on what tiered assignments are. So how you can go about differentiating those assignments for your students, as well as some specific examples that I have used in my classroom before. So this is really focusing in on, what are tiered assignments?
Also, focusing in on that major role of assessment-- so looking at the various ways that formative assessments and summative assessments can help to look at the student's progression throughout the course of a unit. And finally, we really get in depth on what those different assessments look like so that you are really able to take what you've learned there and apply it to your teaching. This not only has implications for what you can do in your classroom, helping to plan the formative and summative assessments that you will be implementing and then using those assessments to create those assignments, but also has some implication when you're working between contexts-- so when you're focusing in with other areas, in the school areas outside of your specific content area to really bring a lot of what we're doing in this classroom consistently throughout a student's experience in school.
The second major objective was to develop a rubric to measure the authentic assessment included in your competency based unit. So within this objective, what you're going to take a look at are first and foremost the different types of rubrics-- so really focusing in on analytic rubrics as opposed to holistic rubrics. And then once we've been able to investigate those different types of rubrics, then we can really get in-depth on what they are. So how do we create them? What are the advantages and the disadvantages of each type of rubric? And then the steps that you would take in order to create it and know when it's most useful.
What this has are really, I think, some exceptionally applicable uses within the classroom. So seeing how to develop those rubrics and when to use which kind, because rubrics are great, but they do take a little bit of time to put together. And you want to know what the best type of rubric's going to be for your learning because in the long run, they really help not only amplify what you can learn as a teacher, but also encourage students to take ownership over their learning through that rubric.
So the next one that we're going to go ahead and take a look at, the third objective that we saw within this unit, is to develop a student-centered tool to help track progress, self-evaluate and reflect on progress towards meeting the outcomes of the competency based unit. Notice where it said student-centered up there. Within this unit, the focus is first and foremost on, what are tools that the teacher can use in order to make these rubrics? And we talk about four different types of tools that you can go and investigate right now online and see the different ways that you can apply those various tools to creating the rubrics that students can use. So it's student learning-centered.
And then beyond that, the focus goes even deeper into the ways in which students can self-track some of the different formats that students can use for all different types of students. And then within those formats, really breaking each one down and focusing on the differences between the ways that students can track their progress and reflect on how they are going about meeting those competency based standards.
The implications for this in the classroom are obvious. But I think even greater than that, really focusing in on how we are encouraging students to keep track of how they are progressing towards various goals is applicable to us both, then, as teachers in our conversations with other teachers-- so in peer-to-peer development-- as well as the way in which we help track what we're doing outside of the classroom.
The fourth major objective was to reflect on how competency based instruction and deeper learning can prepare students for college and career in a global society. That reflection is such a key part of the learning that we do. And so first and foremost, what you're going to look at is back on all of the major design principles of competency based instruction. You're also going to focus in just a little bit more on how you can reflect-- so the process by which we can reflect on those competency based elements.
And then beyond that, focusing in on how competency based education, along with the elements of deeper learning, can really help promote students who are prepared for both college and their future careers. That reflection is not only something that teachers should be doing. It's something that students should be doing. And it has implications in and out of the classroom as we work to create students that are better learners, and we become better teachers.
So one more time, I just want to put all of those there in front of you. By the time you are done with this unit, you will be able to say that you have achieved all of these goals. Welcome. I'm so glad that you are joining me on this journey. And hopefully, by the time we get to the end, there is so much more that you've been able to learn. Let's get started.
(00:00-01:10) Intro
(01:11-02:29) Objectives
(02:30-03:53) Objective 1 Explained
(03:54-04:59) Objective 2 Explained
(05:00-06:25) Objective 3 Explained
(06:26-07:26) Objective 4 Explained
(07:27-07:47) Review