Continuing the Discussion on Reimagining Education

Continuing the Discussion

Thank you to everyone who has engaged in this discussion and provided excellent questions for further consideration!  In order to see if this is a viable idea, we need multiple educators to speak into it and find those tricky places to fix!  In this post, I respond to several excellent questions as follows:

Question 1: “In a competency-based learning program as illustrated in the graphic [see previous post], how would a motivated student in 8th grade get the personal help needed if they are on-line learning in a particular subject at a HS level? What if their 8th grade teacher is unable to provide help at that level?” (Question submitted by TA via this blog.)

My Response to Question 1: This is a great question.  My initial thought is that the motivated 8th grade student interested in 10th grade science would be enrolled in a 10th grade science course and receive help from the 10th grade science teacher.  In our current traditional model, teachers differentiate instruction to meet the needs of a diverse group of students assigned to them via grade level or subject area. In a competency-based model, teachers would develop expertise in a particular content at a particular grade band (say, 6-8th grade Science) and teach any student who is at that level, regardless of their traditional grade level or age.  Instead of differentiating a traditional 8th grade lesson for students at a variety of abilities, a teacher would teach a variety of students who have a similar level of content knowledge.  However, as I am writing this post, I am realizing that we would be essentially tracking students by ability, via the creation of more homogenous groups, instead of having students work together to build their capacity in heterogeneous groups.  Perhaps courses could build in heterogeneous groupings by having students collaborate on project-based activities, outside their current skill-level.  There is definitely more food for thought here! 

Question 2: “How does this model address meeting the needs of students who are in Special Education, have lower socio-economic status, or are second language learners? How do we ensure students will have access, and if they have access, how will we ensure student participation?” (Question submitted by MBR via Facebook.)

My Response to Question 2: Answers to these questions are vital in determining viability of a competency-based model.  The model should meet the needs of diverse learners not only adequately, but robustly.  My initial thought is that students would receive instruction based upon their skill-level; that is, where they need assistance. For example, the graphic below shows where a fictitious 8th grade student could be in their learning based on competency in subject matter.  (For simplicity, I have organized subject matter and corresponding content standards by the traditional grade level system; however, in a competency-based model, grade levels may not necessarily be relevant).  This fictitious student would receive ELA/ELD instruction with other students who are at our current 6th grade level and receive support in History with students who are at the 7th grade level.  In this model, elementary teachers would most likely focus on a single subject area in a grade band, instead of differentiating multiple subjects for students at a variety of skill-levels at a specific grade level.  This would necessitate a fundamental shift in our current elementary teaching philosophy, and of course, buy-in from teachers!  What are your thoughts?