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Summary of "Implementing Competency Based, Personalized Instruction"

Summary of "Implementing Competency Based, Personalized Instruction"

Author: Jody Waltman

This lesson summarizes the core learning objectives relative to "Implementing competency based, personalized instruction"

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Source: Image of iNACOL logo, Fair Use, http://www.inacol.org/

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In this unit, you learned how to implement competency based personalized instruction in your classroom. The learning objectives in this unit included competency based education, or CBE, problem based learning, or PBL, developing a CBE or PBL lesson or unit using Understanding by Design, and finally, the connections between personalized learning and both CBE and PBL.

First, in our study of competency-based education, we identified the five components of CBE, as identified at the 2011 iNACOL Summit. These components included, number one, students advance upon mastery. Second, explicit and measurable learning objectives empower students. Third, assessment in the competency-based education classroom is meaningful and is a positive learning experience for the students. Fourth, students receive rapid, differentiated support if they are not making adequate progress along their learning paths. And fifth, the learning outcomes that are emphasized in CBE should include the application and creation of knowledge.

The next learning objective was problem-based learning. After discussing the origins of PBL, we identified the key steps involved in problem based learning. Students should be presented with an open-ended problem that they have motivation to solve. Students and the teacher should work together to define the problem and to create a knowledge inventory, that is, to list what we currently know and what we need to find out. Students brainstorm possible solutions to the problem. Students identify learning issues for the problem. These are the questions that will guide students' self-directed learning. And finally, students share their solutions or findings to an authentic audience that extends beyond the classroom.

After learning about both CBE and PBL, you were guided through the process of using Understanding by Design to develop a lesson or an entire unit. In essence, when using Understanding by Design lesson designing principles, we're working backwards. So stage one is to identify the desired end result. Stage two is to determine the evidence that will be acceptable in demonstrating student mastery of the concepts and skills. And finally, stage three is to develop the learning plan or the individual learning activities that will take place throughout the lesson or unit.

Finally, we discussed how personalized learning can fit with both CBE and PBL. Recall that the elements of personalized learning include flexible learning that is not limited to the classroom or the class period, a redefined and expanded teacher role, authentic and project-based learning, student-driven learning paths, and competency-based progression and pacing.

To recap, the learning objectives in this unit included competency-based education, problem based learning, using Understanding by Design to develop an entire lesson or unit using CBE and PBL principles, and finally, the relationships between personalized learning, CBE, and PBL.

Thanks for joining me in this unit.

Notes on "Summary of 'Implementing Competency Based, Personalized Instruction'"

(00:00 - 00:28) Introduction

(00:29 - 01:11) Competency Based Education

(01:12 - 01:55) Problem Based Learning

(01:56 - 02:29) UbD Unit/Lesson

(02:30 - 02:57) Personalized Learning

(02:58 - 03:20) Recap