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ERIC Number: ED607376
Record Type: Non-Journal
Publication Date: 2020-May
Pages: 248
Abstractor: As Provided
ISBN: 978-1-5443-9706-1
ISSN: N/A
EISSN: N/A
Deeper Competency-Based Learning: Making Equitable, Student-Centered, Sustainable Shifts
Hess, Karin; Colby, Rose; Joseph, Daniel
Corwin
The one-size-fits-all instructional and assessment practices of the past no longer equitably meet the needs of all students. Competency-based education (CBE) has emerged not only as an innovation in education, but as a true transformation of the approaches to how we traditionally "do" school. In "Deeper Competency-Based Learning," the authors share best practices from their experiences implementing CBE across states, districts, and schools. Leaving no stone unturned, readers are guided step-by-step through CBE implementation and validation phases, beginning with defining your WHY and collaborative development of the competencies describing deeper learning. The CBE readiness tools and reflections inside will help your team: (1) Build the foundation for organizational shifts by examining policies, leadership, culture, and professional learning; (2) Dig in to shifts in teaching and learning structures by addressing rigorous learning goals, competency-based assessment, evidence-based grading, and body of evidence validation; and (3) Take a deep dive into the shift to student-centered classrooms through personalized instructional strategies that change mindsets regarding teacher-student roles, responsibilities, and classroom culture. Discover how your students can demonstrate deeper learning of academic content and develop personal success skills by maximizing time, place, and pace of learning with this roadmap for your CBE journey.
SAGE Publications. Customer Care, 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: order@sagepub.com; Web site: http://bibliotheek.ehb.be:3622
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A