Competency-Based Learning
Competency-based learning is not a defined program. The model is about learning–deep transferable learning–that shifts the focus on what teachers are doing/teaching to student learning. The model of learning shifts from a control-based approach (the information and materials presented to students) to clear learning outcomes for students that are not always easy to control. We know that each child is an individual learner, and we want to value and foster every student’s individuality. Each student has individual needs, so teachers need to identify and respond to those needs through re-teaching and reassessment, enrichment, alternative pathways to proficiency, differentiated tasks. Educators need to do whatever it takes to support each student’s access to material and the demonstration of important concepts and skills defined through the competencies and performance indicators. Hard work? Yes. The right work? Absolutely! Our students live in a complicated world, so it is imperative that we teach them to synthesize, analyze, predict, critique, judge, propose, etc. so they can adapt to and function in a rapidly changing society.
A Focus on Learning is Important because…
When a teacher tries to teach something to the
class in the same way, and at the same time,
chances are,
one third of the kids already know it;
one third of the kids will get it;
and the remaining third won’t.
So two thirds of the children are wasting their time.
- Lilian Katz
class in the same way, and at the same time,
chances are,
one third of the kids already know it;
one third of the kids will get it;
and the remaining third won’t.
So two thirds of the children are wasting their time.
- Lilian Katz
Principles of Competency-Based Education
Principle: Learning expectations (competencies & performance indicators) are clearly and consistently communicated to students and families.
Practice: Teachers have identified competencies and indicators for each course. Daily lesson objectives are communicated to students through learning targets written as “I can” statements and learning is formatively assessed so students receive immediate feedback.
Principle: All forms of assessment are competency-based and criterion referenced. Success is defined by achievement of learning expectations (competencies and indicators), not relative measures of performance or student-to-student comparisons.
Practice: We report on proficiency of each performance indicator and competency in every class. Habits of Work and academic achievement are reported separately
Principle: Academic knowledge and work habits are both important for success in school and life.
Practice: Habits of Work (HOW) are directly taught and assessed in each class. They are reported on separately.
Principle: Student Engagement in the assessment and grading process is vital to their success.
Practice: We make the assessment process transparent and support students in effectively self assessing their learning and progress.
Principle: Learning is a fluid process and mistakes are inherent in the process.
Practice: Students are given opportunities to relearn and reassess components of a summative assessment when they fail to meet expectations.
Principle: Grades must be accurate and clearly communicate what students know and are able to do.
Practice: Grades are focused on student learning, are based on trends, and represent a body of evidence of student learning.
Principle: Students should always get feedback on a learning target and know where they are in relation to proficiency on a performance indicator and competency.
Practice: Teachers provide students with regular descriptive feedback and offer opportunities for students to monitor their own progress.
Principle: Regular communication with families about student progress supports deeper learning.
Practice: Through regular communication with teachers and our online reporting tool, students and parents can regularly monitor progress at any point in time.