Training Teachers for Competency-Based Learning Classrooms
This article, written by the founder of Matchbook Learning, a non-profit charter school operator in Detroit and Newark, shares best practices for designing teacher professional learning to support a competency-based model. He discusses how they created effective teacher trainings based on three design principals that mirror the competency-based experiences they want to provide students: Deliver training through a… Read More ›
Next Generation Learning Models for English Language Learners: Promising Practices and Considerations for Teaching and Learning
This paper highlights trends to advance learning for English language learner (ELL) students. It outlines promising practices and considerations for designing ideal learning environments for ELL success and features case studies and examples from schools and programs creating personalized, competency-based learning environments for ELL students. This paper will interest educators and education leaders who want… Read More ›
Supporting Student Self-Motivation In Online Credit Recovery Classrooms (Part 3 of 3)
Due to the self-directed nature of online learning in many credit recovery settings, fostering student motivation is essential. One teacher that was a part of this study noted, “Most students are in credit recovery because of motivation issues, not cognitive or behavioral issues.” As in traditional classrooms, online credit recovery teachers grapple with how much… Read More ›
Personalized Learning with Matt and Courtney
This podcast is hosted by Courtney, a K-12 instructional coach in Maine, and Matt, a district administrator and former math teacher. They explore the dos and don’ts of learner-centered proficiency-based education in personable, plain, jargon-free language and offer practical advice from practitioners to practitioners. In the first episode, they lay out some basics for the… Read More ›
Supporting Goal-Setting, Time Management, and Self-Regulation in Online Credit Recovery Classrooms (Part 2 of 3)
In addition to traditional study skills, online credit recovery classes require students to develop deeper proficiency in self-directed study skills. Below are five teacher and courseware driven supports that can help students build goal-setting, time management, and other self-regulation skills that are key for success. Check-ins Teachers conduct several types of formal and informal check-ins.… Read More ›
Goodbye ABCs: How One State is Moving Beyond Grade Levels and Graded Assessments
This article explores the No Grades, No Grades (NG2) program in New Hampshire, where seven elementary schools are participating in a pilot, slowly moving away from both traditional age-based grouping of students into grades and assessment based on letter grades. Instead the schools are embracing the following 6 tenets: project-based learning, learner agency, whole person development, blended learning… Read More ›
Expanded Roles For Online Credit Recovery Teachers (Part 1 of 3)
As schools and districts have worked to develop online credit recovery programs, key aspects of program development have often fallen to the teachers. Highly motivated teachers have frequently taken on additional responsibilities, leading them to play the role of advocate, recruiter, course developer, academic advisor, and liaison. The following excerpt explores these new roles in… Read More ›
Online Courses for Credit Recovery in High Schools
This report, prepared by The University of Massachusetts Donahue Institute for the Nellie Mae Education Foundation (NMEF) examines promising practices for online credit recovery programs. These programs help underserved students achieve a diploma through a more personalized approach with the flexibility to work anytime and anywhere and progress based on mastery. This report draws on a study of… Read More ›
Big Bang: The International Conference on Student-Centered Learning
This conference is a convening of hundreds of educators, advocates, thought leaders from around the world, and students, focusing on student-centered learning. The organizers believe that in order to have discussions about the future of student-centered learning, it is essential that students themselves play a key role; not just as attendees, but as designers, presenters,… Read More ›
Hiring: The Very First Step to a Flourishing School Culture (Part 3 of 3)
Read part one and two of this series. My advice to those seeking to establish a thriving culture in their schools at the same time that they promote high academic achievement for our most underserved students: Hire well. Transforming the adult learning community isn’t all that difficult when you hire adults who aren’t afraid to be human with… Read More ›
Student-Focused Learning in Springdale, Arkansas
This four-part blog series from CompetencyWorks, explores the exemplary student-centered work in the Springdale School District, in Arkansas. The articles explore innovations happening in the district, and many lessons, challenges, and learnings that might inspire other district and school leaders and educators. The final blog of the series provides a student perspective. Using student’s own words,… Read More ›
Lessons from a Social Studies Teacher: The Power of Interdisciplinary Work in a Competency-Based School
This blog shares tips for getting the most out of the student-centered practice of interdisciplinary projects. The author first shares the leadership and professional development structure that allows interdisciplinary work to thrive, then explores what makes interdisciplinary work worthwhile for students. She describes how this mode of learning can increase motivation and engagement; build 21st-century skills,… Read More ›