Competency-based Education: Out with the new, in with the old? Cengage Learning
Presented by: Sally M. Johnstone, PhD - Vice President for Academic Advancement, Western Governors University; Dr. Larry Banks - Provost, Daymar Colleges Group, Competency Based Education Consultant, Wonderlic Assessments; and Anne Gupton, L.P.C., N.C.C. - Counselor and Associate Professor, Mott Community College
Date Recorded: 10/3/2014
The idea of competency-based education has steadily gained traction in the media, but its appropriateness in the educational arena remains questioned. How does this drive critical thinking? Should we measure learning based on the application of existing knowledge, or the ability to acquire and apply new knowledge?
Competency-based Education: Out with the new, in with the old? Cengage Learning
Presented by: Sally M. Johnstone, PhD - Vice President for Academic Advancement, Western Governors University; Dr. Larry Banks - Provost, Daymar Colleges Group, Competency Based Education Consultant, Wonderlic Assessments; and Anne Gupton, L.P.C., N.C.C. - Counselor and Associate Professor, Mott Community College
Date Recorded: 10/3/2014
The idea of competency-based education has steadily gained traction in the media, but its appropriateness in the educational arena remains questioned. How does this drive critical thinking? Should we measure learning based on the application of existing knowledge, or the ability to acquire and apply new knowledge?
Intended Learning Outcome for improving the Quality of higher EducationMd. Nazrul Islam
A Programme defines study or learning required to achieve an award or qualification
A Programme Specification is required by the QAA for each award or qualification and defines the threshold learning outcomes for the programme
A Programme comprises a number of modules each of which is separately assessed and earns credit when successfully completed
Using the outcomes model each Module Description defines the intended (threshold?) learning outcomes, the syllabus coverage and the assessment methods and criteria for the module.
Achievement of Module Learning Outcome should contribute to a student’s satisfaction with the programme learning outcomes
The students of the HEIs will be able to design their learning outcomes and the faculties will be able to improve the respective curriculum design and review by this procedure and at the same time, the standard of the question will also be improved.
It explains about the material evaluation, learning/study materials, objectives of evaluation, need or requirement of evaluation, steps involved in it, results, formative and summative evaluation, benefits of evaluating the learning material.
A quick guide to build an Outcome Based Framework in higher educational institution. Informational presentation on OBE, accreditation, and student centred education.
Designing Teaching: ASSURE
Check out:
Heinich, R., Molenda, M., & Russell, J. D., (1993). Instructional Media and The New
Technologies of Instruction. New York: Macmillan
Intended Learning Outcome for improving the Quality of higher EducationMd. Nazrul Islam
A Programme defines study or learning required to achieve an award or qualification
A Programme Specification is required by the QAA for each award or qualification and defines the threshold learning outcomes for the programme
A Programme comprises a number of modules each of which is separately assessed and earns credit when successfully completed
Using the outcomes model each Module Description defines the intended (threshold?) learning outcomes, the syllabus coverage and the assessment methods and criteria for the module.
Achievement of Module Learning Outcome should contribute to a student’s satisfaction with the programme learning outcomes
The students of the HEIs will be able to design their learning outcomes and the faculties will be able to improve the respective curriculum design and review by this procedure and at the same time, the standard of the question will also be improved.
It explains about the material evaluation, learning/study materials, objectives of evaluation, need or requirement of evaluation, steps involved in it, results, formative and summative evaluation, benefits of evaluating the learning material.
A quick guide to build an Outcome Based Framework in higher educational institution. Informational presentation on OBE, accreditation, and student centred education.
Designing Teaching: ASSURE
Check out:
Heinich, R., Molenda, M., & Russell, J. D., (1993). Instructional Media and The New
Technologies of Instruction. New York: Macmillan
Network Security is the process of taking physical and software preventative measures to protect the underlying networking infrastructure from unauthorized access, misuse, malfunction, modification, destruction, or improper disclosure, thereby creating a secure platform for computers, users and programs to perform their permitted critical functions within a secure environment. - sans.org
Managing technology integration in schoolsCarlo Magno
This session answers the following questions: (1) How do we integrate technology in teaching and learning? (2) Is technology integration effective? (3) How do we support technology integration in our schools? (4) How do we know we are in the right track on technology integration?
Part 2 of a 2-part presentation plus workshop on Curriculum Transformation: taking time to design presented at the first North West University Teaching and Learning Festival, May 2018
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. Planning for Strategic Coherence
Focus, Measure, & Connect
Sacred Heart University
October 20th 2016
http://www.slideshare.net/jpcostasr
costa@edadvance.org
Jonathan P. Costa
2. What do students need to be prepared
to succeed in a world that…
…is digital, connected,
open and pluralistic.
…is unpredictable and
volatile.
…is increasingly
unforgiving to those who
are unskilled.
4. The What: High Leverage Goals for Student Learning
Critical & Creative
Problem Solving
Common Core Venn Diagram – 21st Century Skills Crosswalk - Four Highest Leverage Student Skills
Analyze &
Construct
Arguments Based
on Evidence
Meaningful &
Purposeful
Communication &
Collaboration
Digital Literacy
& Information
Fluency
7. Align Your Systems With Your Goals for Learning
Type of
Assessment
Required
Subject Area
Responsibilities
Everyone’s
Responsibility
Content
(Declarative)
Facts
Content Skills
(Procedural)
Discrete Skills
4 High Leverage Goals
(Contextual)
CCSS/Digital Learning
Type of
Knowledge
Desired
Type of
Instruction
Required
Lecture, video,
films, assigned
readings and
memory activities.
Classroom or textbook
problems, experiments,
discussions, practice and
repetition.
Complex projects,
real time explorations,
authentic and relevant
skill applications.
Amount of
Time
Required
Discrete units,
spiraled and
predictable.
Ongoing, systemic and
without a finite
or predictable end.
Discrete units,
spiraled and
predictable.
Recall & recognition
based quizzes, tests,
and activities. Multiple
choice, matching, etc.
(SAT/AP/Exams)
Checklists,
analytic rubrics,
or other agreed upon
skill standards
(AP/SB/CAPT/Exams)
Holistic and,
analytic rubrics,
or other agreed upon
standards of rigor
(Portfolios, Exhibitions, SB)
10. Coherence Pathways
G = Goals P = Practices M= Measures Jonathan P. Costa S= Students A = Adults O = District/Building
Leadership
Focus
Engagement
Ownership
Rigor
Alignment
Mission
To prepare every
student for
learning, life, and
work in the 21st
century.
11. Student
Goals
- Common
Core/21st
Century Skills
& Content
Professional
Goals
Evaluation & support
goals, SLOs, focus
goals & other
Organizational
Goals
Improvement targets
related to DPI,
SPI or other goals
Instructional
Strategies
CC/21CS goal
aligned
teaching
methods
& strategies
Assessing
Learning
SB &
other valued
summative,
formative,
standardized and
non-
standardized
measures
Professional
Growth
Aligned with
high leverage
student goals
and
PL Standards
Professional
Measurement
45
40
Organizational
Plans
District or
building
level plans
or strategies
aligned with PL
Standards
Organizational
Measures
District and
Building level
data
Other…
What Goes Where? GoalsMeasuresPractices
13. Organizational Coherence for
Goals, Measures and Practices
Student Level
Professional Level
Building Level
District Level
Primary Hyde Park District Focus
Skills for Student Success
School 1
G, M, P
Teachers
G, M, P
Student
Learning
School 2
G, M, P
Teachers
G, M, P
Student
Learning
School 3
G, M, P
Teachers
G, M, P
Student
Learning
School 4
G, M, P
Teachers
G, M, P
Student
Learning
Informed by…
Not driven top-down…
… just from organized there.
15. Essential Questions for Ensuring Alignment within the Coherence Framework
Goals Measures of Success Practices/Strategies
As a district, what do we believe are
the most important high leverage
skills students need to achieve
success in life learning and work
beyond school?
What are our most important critical
student success indicators and how
do we report them at the building
and district level to all our
stakeholders?
What district level professional
learning plans and strategies will
create the best opportunity for
building the capacity we need to help
our students meet our district goals
for learning?
What are the most important high
leverage skills students need to
achieve success in life learning and
work beyond school and which of
them will our school focus on
(Learning Targets)?
How will we measure the growth of
student progress toward mastery of
these skills /learning targets
(Success Criteria and performance
scales) in our school?
What are the most critical teaching
behaviors and practices that we need
to apply to support the growth of
these skills/learning targets for our
students?
What are the growth targets for my
students for our high leverage skills
(Learning Targets) and what is my
professional practice focus/goal
related to mastering high leverage
teaching behaviors?
What are the growth target
measurements for my students and
what are the professional practice
target measurements I will use to
gauge my success in reaching my
goals?
What professional learning strategies
would be most helpful to build my
own capacity to meet my students
goals and my professional practice
indicators?
1. District Level
(focus on student learning
outcomes for the long-term)
2. School Level
(focus on student learning
outcomes at the school level)
3. Professional Level
(focus on student learning
outcomes at the classroom level)
16. Ensuring Planning Alignment within the Coherence Framework (Model/Sample)
Goals Measures of Success Practices/Strategies
District Wide Community Expectation for Learning:
Every student will be proficient in meaningful
communication and collaboration.
Board Goal: Provide the support and resources required to
ensure that every student meets our community
expectations for learning.
A.E.B - Smarter Balance Data for these two standards:
M3 –Build a logical progression of statements to explore
the truth about conjectures.
E1 - Comprehend and evaluate complex texts across a
range of types and disciplines
…and collect rubric results for this standard:
E1 - Discern a speaker’s key points, request clarification and
ask relevant questions
Primary Focus - Domain- Indicator 2.2: Higher order
thinking and meaningful student engagement that leads to
ownership of learning. All students are actively engaged in
the learning experience.
8/25 – Opening/Convocation: Superintendent opening to
highlight district goals and the importance of the skill
focus. Building based collaborative learning teams then
meet to plan for PLCs for the year and the creation of
individual teacher level plans.
11/3 – Election Day – Indicator 2.2 EdCamp – teachers share
strategies in the morning – PLC meetings in the afternoon
on building level for direct classroom implications.
Building Goal: Focus on improving student performance on
the District Wide Community Expectation for Learning –
Every student will be proficient in meaningful
communication and collaboration.
District Smarter Balance Data for these two standards:
M3 –Build a logical progression of statements to explore
the truth about conjectures.
E1 - Comprehend and evaluate complex texts across a
range of types and disciplines
Building Rubric results for this standard:
E1 - Discern a speaker’s key points, request clarification and
ask relevant questions
In addition to the district professional learning strategies,
our school will provide opportunities for professionals to
pursue their personalized learning plans during faculty
meetings and early release days.
Additionally we will organize a building-based peer
coaching model to support improved performance in
Domain-Indicator 2.2 higher order thinking and meaningful
student engagement.
SLO #1 – Reporting on performance data on these test
items and interim assessments.
M3 –Build a logical progression of statements to explore
the truth about conjectures. E1 - Comprehend and evaluate
complex texts across a range of types and disciplines
SLO#2 Number of students on the proficient level in our
Critical Thinking Rubric - E1 - Discern a speaker’s key points,
request clarification and ask relevant questions
Focus Goal: Become consistently proficient in Domain-
Indicator 2.2 – Student Engagement
SLO #1 - IAGD – M3 –All students meet proficiency. E1 –
double the number of exemplary students SLO#2 IADG –
All students at the proficient level in our Critical Thinking
Rubric –
Focus Goal: Become consistently proficient across multiple
evidence points for practice in Domain-Indicator 2.2 –
Student Engagement
I am going to request a mentor who has demonstrated
high levels of proficiency in Domain 2.2 – meet with them
weekly for peer observation and coaching feedback.
Attend Collegial Collaborations training and implement
collaboration protocols to improve my own practice.
1. District Level
Plans
(focus on student
learning outcomes
for the long-term)
2. Building Level
Plans
(focus on student
learning outcomes
at the school level)
3. Professional
Level Plans
(focus on student
learning outcomes
at the classroom
level)
17. 1. The district has identified, defined and committed to supporting a focused
set of appropriate student learning goals that will ensure student success
in life, learning and work beyond school.
2. The district has committed to supporting instructional and adult learning
strategies that ensure rigorous, digitally supported pedagogical
experiences aligned with the district’s student goals.
3. The district uses and reports on appropriate measures of student and adult
success that are aligned with its student learning goals.
4. The district aligns its supporting organizational systems to support the
acquisition of its student learning goals.
D
a
t
a
S
c
a
n
Costa - Strategic Coherence Planning Focus – Measure - Connect
18. Strategic Coherence Planning Process
Commit to
Principles
of Coherence
Planning
- Focus
- Connect
- Mission/Beliefs
- Identify High
Leverage Skills
Data Scan
Internal and
External
Performance and
alignment of
foundational and
supporting systems
of student
learning.
Aligning
Actions With
Strategic
Focus
- Actions
- Outcomes
- Timelines
- Responsibilities
- Innovation
Configuration
Mapping
Results
Analysis
Identifying
patterns and
priorities
Defining the gap
between desired
and current
state.
Focus
Setting
Priority
Strategic
Actions
Indicators of
Success
Editor's Notes
Here is an example of the instructional shifts that we seeking to create. These kinds of lessons (on the right) do take place in Brewster – we just want to make sure that students consistently have the opportunity to do this kind of work throughout their time in Brewster.