Competency Based Learning and Project Based Learning Supporting Digital Badging

BPS and BASB Digital Badging Pilot “Students earn badges by demonstrating they have developed strong skills in areas such as critical thinking and perseverance, attributes that contribute to success.” http://bostonbeyond.org/initiatives/digital-badges/

What is Competency-Based Learning Competency-based learning is an approach to education that focuses on the student’s demonstration of desired learning outcomes as central to the learning process. It is concerned chiefly with a student’s progression through curriculum at their own pace, depth, etc. As competencies are proven, students continue to progress. A key characteristic of competency-based learning is its focus on mastery. In other learning models, students are exposed to content–whether skills or concepts– over time, and success is measured summatively. In a competency-based learning system, students are not allowed to continue until they have demonstrated mastery of the identified competencies (i.e., the desired learning outcomes to be demonstrated). In this way, competency-based learning is closely tied to mastery learning. http://teachthought.com/learning/what-is-competency-based-learning/

Five Elements of Competency Based Learning Students advance upon mastery. Competencies include explicit, measurable, transferable learning objectives that empower student Assessment is meaningful and a positive learning experience for students. Students receive timely, differentiated support based on their individual learning needs. Learning outcomes emphasize competencies that include application and creation of knowledge, along with development of important skills and dispositions. http://teachthought.com/learning/what-is-competency-based-learning/

Performance-Based Learning What is Project Based Learning (PBL)? Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. http://www.bie.org/about/what_pbl

Essential Elements of Project-Based Learning Key Knowledge, Understanding, and Success Skills - The project is focused on student learning goals, including standards-based content and skills such as critical thinking/problem solving, communication, collaboration, and self-management.  Challenging Problem or Question - The project is framed by a meaningful problem to solve or a question to answer, at the the classroom. appropriate level of challenge. Sustained Inquiry - Students engage in a rigorous, extended process of asking questions, finding resources, and applying information. Authenticity - The project features real-world context, tasks and tools, quality standards, or impact – or speaks to students’ personal concerns, interests, and issues in their lives. Student Voice & Choice - Students make some decisions about the project, including how they work and what they create. Reflection - Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles and how to overcome them. Critique & Revision - Students give, receive, and use feedback to improve their process and products. Public Product - Students make their project work public by explaining, displaying and/or presenting it to people beyond http://www.bie.org/about/what_pbl

Performance Based Learning

Levels of Proficiency Behaviors are associated with each level of competence

Levels of Proficiency – Critical Thinking Beginning Developing Proficient Students at this level demonstrate basic recognition of critical thinking definitions and terms (i.e., Blooms Taxonomy, HOTS, analysis, evaluation, synthesis) and require more explicit directions and assistance from teachers to apply the concepts to their research, planning, assessment, problem solving, and presentations. Students at this level demonstrate the ability to apply the key concepts of research and problem solving in completing their project. Students’ responses to follow-up questions show their awareness of program expectations. Students utilize established guidelines to explain their selection and analysis of information. Students accept feedback on how to address obstacles to completing presentations. Students at this level demonstrate a high level of independence through their ability to justify the design and content of their research project. They are actively involved in ongoing evaluation of their how their research includes different perspectives and connections to real-world goals. Throughout the process, students ask follow-up questions, seek feedback on their work, reflect on their process, and when necessary, revise their process to adapt to the needs of their goals.

Levels of Proficiency – Perseverance Beginning Developing Proficient Students at this level demonstrate basic recognition of terms related to perseverance (i.e. working hard, not giving up) and need explicit directions and assistance from teachers to apply the concepts to their personal and academic goal setting and self-assessment. Students at this level demonstrate the ability to develop and take responsibility for meeting their personal and program goals. With minimum support students can respond to guiding questions and follow established guidelines to explain their selection of goals and develop action plans to meet personal and program goals. Students respond to feedback on how to address obstacles. Students at this level demonstrate a high degree of independence and self-advocacy when identifying their personal strengths and challenges to meeting their established goal. Students demonstrate the ability to justify the design and action plan for achieving their goals. They are actively engaged in evaluation of their ability to meet benchmarks of their plan and overcome obstacles. Students reflect and revise their process to adapt to the needs of their goals. Students use knowledge of their mistakes to set new goals for success.

How will this criteria influence your interactions with students