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Competency-based Learning: The New Hampshire Story. Paul Leather, Deputy Commissioner NH Department of Education Research to Action Forum on Competency-Based Education December 8, 2011. “How we educate our children in the future will be more important than how much we educate them.”.

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competency based learning the new hampshire story

Competency-based Learning:The New Hampshire Story

Paul Leather, Deputy Commissioner

NH Department of Education

Research to Action Forum on Competency-Based Education

December 8, 2011

how we educate our children in the future will be more important than how much we educate them

“How we educate our children in the future will be more important than how much we educate them.”

Thomas Friedman

World is Flat (2.0) 2006

things you will need to confront
Things You Will Need To Confront!
  • Time (1), Time (2), Time (3)
  • Normative Frame of Reference ~ “Time is the constant, performance is the variable”
  • Cycles of Change
    • Annual
    • Generational
slide4
Time!
  • Carnegie Unit
    • Class Length
    • Teacher Contracts
    • Credit Definition
  • Time for a Change ~ Expectations
  • Annual Cycle ~
    • Competency Development ~ 3 Years
    • Assessments ~ 2-3 Years (including moderation)
    • Grading ~ 3 Years
normative frame of reference
Normative Frame Of Reference

Students

Performance

mastery frame of reference
Mastery Frame of Reference

--100% Proficiency--

~90%

Students

Time

Bloom, 1968

what does this change require
What Does This Change Require?
  • Policy Changes:
    • Credit based on Mastery not Time
    • Everyone will succeed (0 Dropouts/100% Graduation)
    • Credit is more unitized – Competencies!
    • Anytime, Anywhere Learning a necessity!
  • State vs. Local Control:
    • Policies need to be clear, coherent, and consistent from State to Local Level
local school district responsibilities and competencies
Local School District Responsibilities and Competencies
  • In emphasizing the need for flexibility and autonomy for local school districts in implementing competency assessment, the state has left local districts the responsibility for developing policies relative to the state approval standards. It is the purview of the local school district to:
    • identify or develop high school course competencies,
    • decide on appropriate competency assessment methods, and
    • define sufficiency (identifying necessary and sufficient evidence for students to demonstrate mastery).
what does this change require1
What Does This Change Require?
  • System Specifications:
    • Competency Definition (UbD – Wiggins & McTighe)
    • Definition of “Sufficiency”
    • Aligned Assessments
    • New System of Grading
we need a new goal line for public education in the u s
We Need A New Goal-Line For Public Education in the U.S.

A Conceptual Playing Field of Preparation for College, Career and Life

REAL GOAL LINE

INTERNATIONAL GOAL LINE

CURRENT GOAL LINE

slide13

A new learning field integrating two understandable dimensions

Applying Skills in Context

(Apply)

KNOW-HOW

KNOW

Life/Career

Navigating

(Do)

Knowledge

(Learn)

Along the “Know” axis lies most current practice and student experience, driven by current goal-lines and metrics

Along the “Know-How” axis lie the 21st century skills: developed through authentic/project-based learning, and assessed through performance-based measurements

four keys to college and career readiness
Four Keys To College And Career Readiness

Key Cognitive Strategies

Key Learning Skills & Techniques

Key Transition Knowledge & Skills

Key Content Knowledge

  • Key terms and terminology
  • Factual information
  • Linking ideas
  • Organizing concepts
  • Common Core State Standards (in English/ literacy and mathematics only)
  • Standards for Success in Science, Social Sciences, Second Languages, the Arts
  • Admissions requirements
  • College types and missions
  • Career pathways
  • Affording college
  • College culture
  • Relations with professors
  • Social/identity issues in transitioning
  • Time management
  • Study skills
  • Goal setting
  • Self-awareness
  • Persistence
  • Collaborative learning
  • Student ownership of learning
  • Technology proficiency
  • Retention of factual information

© 2011 David T Conley

slide15

Where would we plot today’s assessments

on the new learning field?

KNOW

KNOW-HOW

Creating

Complex Authentic

Evaluating

Bounded Authentic

Analyzing

Simulated Authentic

Most State Testing

Applying

Simple Authentic

Understanding

Remembering

Non-Authentic

slide16

Where would we plot today’s assessments

on the new learning field?

KNOW

KNOW-HOW

Creating

Complex Authentic

Evaluating

Better State Tests

Bounded Authentic

Analyzing

Simulated Authentic

Applying

Simple Authentic

Understanding

Remembering

Non-Authentic

slide17

“What gets measured, gets done.”

Where do the ways we assess student progress today fall inside this learning field?

KNOW-HOW

KNOW

Debating

Internships

Jr. Achievement

Yearbook

Scouting

Science Fair

Sports

Term Paper

Creating

Complex Authentic

Evaluating

Analyzing

Simulated

Authentic

Applying

Understanding

Remembering

Non-Authentic

FOUNDATIONAL KNOWLEDGE

Mastery of

English Math Science Social Studies Arts & Languages

GENERATIVE KNOW-HOW

The ability to understand and integrate

Resources Technology Information Systems Interpersonal

To meet personal, civic, and workplace objectives

slide18

ELO Team

Initial Conferencing

Gathers ELO Resources

Develops ELO Plan

Monitors ELO experience

HS Course ‘X’

Defined Competencies

Stage 1:

Content

Skills

Essential Questions

Stage 2:

Assessments

Formative

Summative

Stage 3:

Coaching

Just in Time Learning

Formal Lessons

ELO Plan

ELO Experience

Student

Demonstration of mastery of competencies

Exhibition of Student Learning

monadnock community connections mc2
Monadnock Community Connections, MC2
  • Learning OpportunitiesThere are four main types of learning opportunities at MC2. As students take more ownership of their learning and become more self-directed, they are encouraged to design learning opportunities for themselves and for others, in collaboration with a faculty member.
  • Internships- one on one relationships with adult mentors doing meaningful work outside the school building.
  • Treks - Field experiences provide students opportunities to develop skills and apply learning in meaningful settings.
  • Classes- Students integrate their knowledge and understanding through a variety of activities that promote critical thinking, collaboration, and self reflection.
  • Personal Learning - Students are encouraged to identify learning experiences outside the school day that provide further opportunity to develop their essential knowledge and Habits.
timberlane high school sanborn nh
Timberlane High School, Sanborn NH

Timberlane juniors MareeMagliochetti and Luke Botting made a documentary film about two Plaistow

World War II veterans. Tom Cullen, seated, is one of the veterans. Their film won the 2008 Ken Burns War Stories

documentary award, and was a jury finalist at the New Hampshire High School Short Film Festival.

http://www.youtube.com/watch?v=grVcIlpECcc

premise
Premise

A grade represents a valid and undiluted

indicator of what a student knows

and is able to do – mastery.

With grades we document progress in students and our teaching, we provide feedback to students and their parents, and we make instructional decisions.

slide24

DOES YOUR CURRENT SYSTEM OF GRADING PRACTICES REFLECT MASTERY OF APPLICATION CONTENT AND SKILLS?

granitegrok.com

if it does
IF IT DOES……..
  • THE COURSE GRADE WILL INDICATE THE MASTERY OF THE COMPETENCIES/STANDARDS.
  • AN “A” WOULD MEAN THAT I MASTERED THE COMPETENCIES WITH DISTINCTION.
  • AN “F” WOULD INDICATE THAT I DID NOT MEET THE MASTERY CRITERIA FOR THE COMPETENCIES.
  • WOULD AN “INCOMPLETE” MEAN?
slide26

Collaborative community conversations

  • An understanding of research-based practical solutions to grading issues
  • Recognition that changing grading practices must occur on four levels: teacher, school, community, state ~higher education
  • An effective grading policy can take 3-5 years to develop

How do we get

there from here?

silences
“Silences…”

“On reflecting on this life I have been struck as much by ‘the silences’ hovering around the talk of education as by the noise of its familiar working.”

Ted Sizer, The Red Pencil

1 silence
#1 “Silence”

“The first rests in the difference between teaching and learning. Teaching implies a place where educators provide a service for a child within the walls of a school building. Learning reflects what that child is ingesting from all sources, not just those arising from teacherly ministrations.”

another silence
Another ‘Silence’ ~

“I cannot teach a child well, whom I do not know well. How can I teach that child well, if I do not know her enthusiasms or why she makes mistakes or what seems to be out of sorts for her at a given moment, or what is behind her at home. And no two of our children are alike.”

slide32

Contact Information

Paul LeatherDeputy CommissionerNew Hampshire Department of Education(603) 271-3801

Paul.Leather@doe.nh.gov