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What Might Compel Thee to CBE? A Research-based Rationale Supporting Implementation of CBE ~ Dr. Dana Schon, School Administrators of Iowa.

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Presentation on theme: "What Might Compel Thee to CBE? A Research-based Rationale Supporting Implementation of CBE ~ Dr. Dana Schon, School Administrators of Iowa."— Presentation transcript:

1 What Might Compel Thee to CBE? A Research-based Rationale Supporting Implementation of CBE ~ Dr. Dana Schon, School Administrators of Iowa

2 Intended Outcomes By the end of this session, participants will have… Revisited a definition of CBE Increased their awareness of the research base relevant to CBE

3 What do you want to know?

4 Competency A competency is the transfer of knowledge, skills, and dispositions to complex situations in and/or across content areas and/or beyond the classroom. from the Iowa Competency-based Pathways Guidelines

5 HoursMinutesSeconds Competency

6 A competency is the transfer of knowledge, skills, and dispositions to complex situations in and/or across content areas and/or beyond the classroom. from the Iowa Competency-based Pathways Guidelines

7 HoursMinutesSeconds Competency

8 A competency is the transfer of knowledge, skills, and dispositions to complex situations in and/or across content areas and/or beyond the classroom. from the Iowa Competency-based Pathways Guidelines

9 I can… Think of an area in which you feel competent or where you have expertise? How do you know you are competent or that you have expertise? How did you learn the skills and/or content that contributed to your competence? Or how did you develop your expertise?

10 Principles of CBE Advancement upon masterymastery Frequent, different opportunities Frequent, different opportunities to practice and demonstrate learning Personalized Explicit and Measurable Learning ObjectivesLearning Objectives “Credit” based upon competency rather than “seat time” Meaningful Assessment and Acceptable evidence Timely and differentiated Timely and differentiated support

11 The School Cliff

12 Competency-based Education Students (included in an 18 month study) explained that they are engaged and motivated by competency education for a few, clear reasons: 1. They know exactly what is expected of them. 2. They have the freedom to set their own pace and to focus on learning gaps. 3. They can decide when and where to learn (in some situations).

13 Hattie’s “Barometer of Influence” 0.0 Negative © John Hattie Visible Learning Medium 1.2 High Reverse Effects Developmental Effects Teacher Effects Zone of Desired Effects -0.2 Low Concentration/Engagement d=0.48 (Motivation also d=0.48)

14 40 years ago… Communication Analysis Problem-solving Value in Decision-making Social Interaction Developing a Global Perspective Effective Citizenship Aesthetic Engagement Alverno College, Faculty Survey 1971

15 2013… Forbes: Top 4 Traits of "Future Proof" Employees, According to 1,709 CEOs

16 Competency-based Education

17 Other Advantages… More efficient due to advances in technology More equitable opportunities for achievement

18 Elevator Speech What might compel thee to CBE? effect of mastery learning influence of personalization

19 Elevator Speech Our district is compelled to consider competency- based education for several reasons… A competency-based approach will allow us to realize our vision by…therefore, we are truly compelled to…

20 Revisiting our Outcomes By the end of this session, participants will have… Revisited a definition of CBE Increased their awareness of the research base relevant to CBE

21 Questions? Contact Information Dana Schon School Administrators of Iowa

22 Hattie’s “Barometer of Influence” 0.0 Negative © John Hattie Visible Learning Medium 1.2 High Reverse Effects Developmental Effects Teacher Effects Zone of Desired Effects -0.2 Low Teacher-student relationships d=

23 Teacher – Student Relationships [Developing a warm culture and climate] requires [teachers] to believe that their role is that of a change agent – that all students can learn and progress, that achievement for all is changeable and not fixed, and that demonstrating to all students that they care about their learning is both powerful and effective. – Hattie (2009, p. 128)

24 Teacher-student Relationships In a study (Bishop, 2003) students, parents, principals, and teachers were each asked… What influences students’ achievement?

25 And they said… All but the teachers emphasized the relationships between the teachers and the students. The teachers saw the major influence on achievement as a function of the child’s attitudes and dispositions, their home, or the working conditions of the school—it is the students who are not learning who are somehow deficient. Building relationships with students implies agency, efficacy, respect by the teacher for what the child brings to the class (from home, culture, peers), and allowing the experiences of the child to be recognized in the classroom. ~ Hattie, 2009, p. 118 Hattie

26 Hattie’s “Barometer of Influence” 0.0 Negative © John Hattie Visible Learning Medium 1.2 High Reverse Effects Developmental Effects Teacher Effects Zone of Desired Effects -0.2 Low Mastery Learning d=

27 Mastery Learning All children can learn when the following conditions exist… clear explanations clear explanations of what it means to “master” the material being taught; high levels of cooperation between classmates is present; feedback loops specific to the learning outcomes; and frequent and ongoing formative assessment.

28 Hattie’s “Barometer of Influence” 0.0 Negative © John Hattie Visible Learning Medium 1.2 High Reverse Effects Developmental Effects Teacher Effects Zone of Desired Effects -0.2 Low Teacher Clarity Teacher Clarity d=

29 Hattie’s “Barometer of Influence” 0.0 Negative © John Hattie Visible Learning Medium 1.2 High Reverse Effects Developmental Effects Teacher Effects Zone of Desired Effects -0.2 Low Spaced v. Massed Practice d=

30 Spaced vs. Massed Practice Frequency of opportunities rather than spending more time makes the difference to learning. Enhance mastery and fluency. Not drill and practice…or lacking context and connection to deeper conceptual understanding. Students need 3-4 exposures to the learning over several days before reasonable probability they will learn. Effectiveness of length of spacing related to complexity and challenge of tasks. HattieHattie, 2009, p. 186

31 Hattie’s “Barometer of Influence” 0.0 Negative © John Hattie Visible Learning Medium 1.2 High Reverse Effects Developmental Effects Teacher Effects Zone of Desired Effects -0.2 Low Feedback d=

32 Feedback Quality more important than quantity Needs to be valued and acted upon to make a difference Growth mindset vs. fixed mindset matters when receiving feedback Oral more effective than written Most powerful feedback is provided student to teacher ~Hattie, 2009

33 Hattie’s “Barometer of Influence” 0.0 Negative © John HattieHattie Visible Learning Medium 1.2 High Reverse Effects Developmental Effects Teacher Effects Zone of Desired Effects -0.2 Low High Expectations d=


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