A Handbook for Personalized Competency Based Education 1st Edition by Robert Marzano, Jennifer Norford, Michelle Finn ISBN 1943360138 9781943360147

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Product details:

ISBN 10: 1943360146
ISBN 13: 978-1943360147
Author: Robert J. Marzano, Jennifer S. Norford, Michelle Finn
A Handbook for Personalized Competency-Based Education 1st Edition: In K12 education’s growing movement of competency-based education and personalized learning, both contradictory and overlapping definitions come up around these two terms. To clear up this confusion, A Handbook for Personalized Competency-Based Education delves into the components of a personalized competency-based education (PCBE) system.

This handbook explores approaches, strategies, and techniques that schools and districts should consider as they rethink traditional instruction to fit a PCBE system and support student learning. The authors share examples of how to use proficiency scales, standard operating procedures, behavior rubrics, personal tracking matrices, and other tools to aid in instruction and assessment.

Benefits

• Receive clear guidance on implementing a personalized competency-based education (PCBE) system.
• Determine what content to focus on and what standards to prioritize in personalized instruction.
• Read vignettes that illustrate the shifts that should occur to foster PCBE.
• Learn how a flexible PCBE learning environment of student agency can foster self-efficacy.
• Understand the variety of assessments available for measuring student proficiency in a PCBE system.

 

A Handbook for Personalized Competency-Based Education 1st Edition Table of contents:

Chapter 1: What Content Will We Address?

• Traditional Academic Content
• Choosing From Traditional Content
• Prioritizing and Unpacking Standards
• Using the Critical Concepts
• Cognitive Skills
• Metacognitive Skills
• Learning Targets and Proficiency Scales
• Creating Proficiency Scales
• Translating Existing Learning Progressions or Rubrics Into Proficiency Scales
• Summary

Chapter 2: How Will the Learning Environment Support Student Agency?

• Setting and Monitoring Classroom Goals
• Unpack the School’s Shared Vision
• Set Goals Aligned With the Shared Vision
• Identify Behavioral Traits Necessary to Meet the Classroom Goals
• Create Tools for Measuring Progress
• Establish Processes for Using Monitoring Systems, Setting Goals, and Reflecting
• Creating and Using Standard Operating Procedures
• Procedural Lists
• Flowcharts
• Integrating Student Voice and Choice Into the Teaching and Learning Process
• Voice
• Choice
• Creating a More Flexible Physical Environment
• Summary

Chapter 3: How Will Instruction Support Student Learning?

• Instructional Strategies
• Whole-Class Instruction
• Small-Group Instruction
• Individual Instruction
• Peer-to-Peer Instruction
• External Instructional Resources
• Engagement Strategies
• Relationship Strategies
• High Expectations Strategies
• Classroom Management Strategies
• Personal Tracking Matrices
• Standards Unpacked as Self-Contained Learning Targets
• Standards Unpacked and Organized as Proficiency Scales
• Student Assistance With Understanding Learning Targets and Proficiency Scales
• Instructional Planning in a PCBE System
• Foundational Planning
• Weekly and Daily Planning
• Summary

Chapter 4: How Will Teachers Measure Student Proficiency?

• Addressing Assessment Issues in a PCBE Classroom
• Addressing Unidimensionality Through Proficiency Scales
• Creating Reliability Through Multiple Summative Assessments
• Replacing Overtesting With Measurement
• Using the Measurement Process
• Assessments
• Format-Specific Scores and Proficiency Scores
• Using Percentage Scores
• Using Response Codes
• Recording Scores in a PCBE System
• Arriving at a Summative Score
• Using Most Recent Scores
• Using Mounting Evidence
• Using Mathematical Models
• Beginning With Score 4.0 Tasks
• Checking Accuracy of Assessments
• Safety Net Assessments
• Using State Assessments
• Summary
• Sample Grading Sheet

Chapter 5: How Will Scheduling Accommodate Student Learning?

• Assigning Initial Placements
• Transitioning to a PCBE Schedule
• Tweaking a Traditional Schedule
• Focusing on Small Groups of Students
• Implementing Focused Instruction Time
• Using Advisory Systems
• Teaching in Teams
• Transitioning Between Buildings
• Going Beyond the Traditional Schedule
• Teaching One Subject Per Period
• Considering the Technology Solution
• Addressing Social Issues
• Summary

Chapter 6: How Will Reporting Facilitate Student Learning?

• Levels
• Grade Levels and Courses
• Pace
• Standards-Referenced Reports
• Summary

Chapter 7: How Do Schools and Districts Transition to a PCBE System?

• The Ramp-Up Phase
• Year One
• Year Two
• The Rollout Phase
• Lowering the Number of Measurement Topics
• Starting With Certain Content Areas
• Starting With Certain Grade Levels
• Creating Demonstration Classrooms
• Jumping in Headfirst
• PCBE in a Single Classroom
• Summary

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