1. CBE: The Power to Make an Impact Dr. Dana Schon, SAI

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

3. What are the barriers? http://padlet.com/dschon/CBE

5. A competency is an enduring understanding that requires 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 Competency

6. Reflection 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?

7. Discussion

8. Principles of CBE (A.K.A. Solid Research Base) Advancement upon masterymastery Frequent, different opportunities to practice and demonstrate learning Frequent, different opportunities Personalized Explicit and Measurable Learning ObjectivesLearning Objectives “Credit” based upon competency rather than “seat time” Meaningful Assessment and Acceptable evidence Timely and differentiated support Timely and differentiated

9. The School Cliff % Engaged Elementary Middle High School School School The Gallup Student Poll 76 61 44

10. 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).

11. Hattie’s “Barometer of Influence” 0.0 Negative © John Hattie Visible Learning 0.15 0.4 Medium 1.2 High Reverse Effects Developmental Effects Teacher Effects 0.7 1.0 Zone of Desired Effects -0.2 Low Concentration/Engagement d=0.48 (Motivation also d=0.48) 0.5 0.6 0.8 0.9 1.1

12. Desired Traits… Then and Now… 1971 (Alverno College, Faculty Survey) 2013 Forbes: Top 4 Traits of "Future Proof" Employees, According to 1,709 CEOs CommunicationCollaborative (75%) AnalysisCommunicative (67%) Problem-solvingCreative (61%) Value in Decision-makingFlexible (61%) Social InteractionOpportunity seeking (54%) Developing a Global PerspectiveAnalytical Quantitative (50%) Effective CitizenshipTech Savvy (41%) Aesthetic EngagementGlobally oriented (41%) Assertive (25%) Disruptive (16%)

13. There’s an old motto, “Hire traits, train skills.” But in today’s dynamic environment it might be more prudent to hire traits that enable ongoing renewal of skills.… How is our K-12 system of education developing these desired traits and how do we support “ongoing renewal of skills”?

14. Competency-based Education

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

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

17. 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…

18. Revisiting our Outcomes By the end of this session, participants will have… Surfaced barriers to successful implementation of CBE Revisited a definition of CBE Increased their awareness of the research base relevant to CBE

19. Thank you! Contact Information Dana Schon School Administrators of Iowa dschon@sai-iowa.org 515.267.1115 @djschon

20. Hattie’s “Barometer of Influence” 0.0 Negative © John Hattie Visible Learning 0.15 0.4 Medium 1.2 High Reverse Effects Developmental Effects Teacher Effects 0.7 1.0 Zone of Desired Effects -0.2 Low Teacher-student relationships d=0.72 0.5 0.6 0.8 0.9 1.1

21. 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)

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

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

24. Hattie’s “Barometer of Influence” 0.0 Negative © John Hattie Visible Learning 0.15 0.4 Medium 1.2 High Reverse Effects Developmental Effects Teacher Effects 0.7 1.0 Zone of Desired Effects -0.2 Low Mastery Learning d=0.58 0.5 0.6 0.8 0.9 1.1

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

26. Hattie’s “Barometer of Influence” 0.0 Negative © John Hattie Visible Learning 0.15 0.4 Medium 1.2 High Reverse Effects Developmental Effects Teacher Effects 0.7 1.0 Zone of Desired Effects -0.2 Low Teacher Clarity Teacher Clarity d=0.75 0.5 0.6 0.8 0.9 1.1

27. Hattie’s “Barometer of Influence” 0.0 Negative © John Hattie Visible Learning 0.15 0.4 Medium 1.2 High Reverse Effects Developmental Effects Teacher Effects 0.7 1.0 Zone of Desired Effects -0.2 Low Spaced v. Massed Practice d=0.71 0.5 0.6 0.8 0.9 1.1

28. 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

29. Hattie’s “Barometer of Influence” 0.0 Negative © John Hattie Visible Learning 0.15 0.4 Medium 1.2 High Reverse Effects Developmental Effects Teacher Effects 0.7 1.0 Zone of Desired Effects -0.2 Low Feedback d=0.73 0.5 0.6 0.8 0.9 1.1

30. 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

31. Hattie’s “Barometer of Influence” 0.0 Negative © John HattieHattie Visible Learning 0.15 0.4 Medium 1.2 High Reverse Effects Developmental Effects Teacher Effects 0.7 1.0 Zone of Desired Effects -0.2 Low High Expectations d=1.44 0.5 0.6 0.8 0.9 1.1 1.44

32. Carol Dweck Mindset