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Summary of “Creating and Managing a Competency Based Educational Environment that Values Student Voi
Create and manage a competency based educational environment that values student voice and pace
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Summary of “Creating and Managing a Competency Based Educational Environment that Values Student Voi

Summary of “Creating and Managing a Competency Based Educational Environment that Values Student Voi

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Author: Kathleen Johnson
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This lesson summarizes the core learning objectives relative to “Creating and Managing a Competency Based Educational Environment that Values Student Voice and Pace”

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Summary of “Creating and Managing a Competency Based Educational Environment that Values Student Voice and Pace”

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Hello, ladies and gentlemen, and congratulations. You have made it to the very end of our unit on creating and managing a competency-based educational environment that really values student voice and pace. As we began every tutorial video with a quote, so we will begin our very last tutorial video with a quote as well. This quote is by Pliny the Elder, which states, From the end spring new beginnings." And I hope that that is the case for all of you, that even though this is the end of this unit, it is just the beginning for all of the different ways you can apply what you've learned here as you become a better educator.

Now that you have reached the end of this unit, you are able to analyze the role of assessment in creating tiered assignments, assessing student progress, and in determining those competency-based mastery. You also are able to develop a rubric to measure the authentic assessment that's included in your competency-based unit. On top of that, you're able to develop a student-centered tool that can really help to track progress, help students self-evaluate and reflect on the progress that they're making towards meeting the outcomes of that competency-based unit. And finally, you now have all of the tools you need to reflect on how competency-based instruction and deeper learning can really help prepare students for college and for their career in a global society.

Now what I'd like to do is go back through each of these objectives and break them down just a little bit more to kind of remind you of the many ways that we got to this point, where you can now say you've met these objectives. 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 our 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 contacts, 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 is 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 the teachers should be doing. It's something the 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 now that we've reached the end and you're able to look back on all of those learning objectives that you've met over the course of this unit, you can really see how each one built upon the next. So we began this unit really analyzing the role of assessment. What does assessment do, what does it look like, and how can I use it to help impact the work that I'm doing in my classroom?

Once we understood that role of assessment, then you are able to really develop those rubrics to help measure those authentic assessments. So how do I create the tool that will measure whether or not students are meeting what I need them to based on this assessment?

After we've then developed that rubric, then you learned how to develop a student-centered tool to track that progress. So they have the rubric to show them the progress. Now we are creating those tools to help track that progress over the course of a unit or a class or an entire year for those students.

And finally, and as we've said before, most importantly, you have been able to then reflect on how all of those various elements can play together, sort of in a broader picture, to show how using that competency-based instruction, those assessments and rubrics and student-tracking tools can really help prepare our students to be competitive in the 21st century and be college and career ready so that they can enter our global society.

Thank you so much for joining me. You should be incredibly proud of yourselves. I know that I am proud of you. And I can't wait to see what all it is that you will be able to do with this new knowledge. Thank you for joining us, and have a wonderful rest of your day.

Summary of “Creating and Managing a Competency Based Educational Environment that Values Student Voice and Pace”

(00:00-00:40) Intro

(00:41-01:42) Objectives

(01:43-03:05) Objective 1 Explained

(03:06-04:11) Objective 2 Explained

(04:12-05:38) Objective 3 Explained

(05:39-06:37) Objective 4 Explained

(06:38-08:19) Review