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![Not a
Rubric
Note that the Proficiency Ladder is NOT a rubric, nor a
competency model. It does not sufficiently define specific
criteria or competition. It is is a point of PROGRESS.
Hidden Transcript 23
photo credit: ATTRIBUTION&URL licensed CC-BY
rubric noun ˈrü-brik, -ˌbrik
“A guide listing specific criteria for grading or scoring academic
papers, projects, or tests.”
[Latin: rubrica ‘red ochre, red coloring matter,’meaning ‘title or
heading of a book’]
com·pe·tence noun ˈkäm-pə-tən(t)s
“The ability to do something well : the quality or state of being
competent.”
[Latin: present participle of competere (see compete)]
pro·fi·cient adjective prə-ˈfi-shənt
“Well advanced in an art, occupation, or branch of knowledge.”
[Latin: proficere ‘accomplish, make progress’ pro forward +
facere to make]](https://image.slidesharecdn.com/theproficiencyladder-christopherallen-lifewithalacrity-150319160237-conversion-gate01/85/The-Proficiency-Ladder-23-320.jpg)
Uploaded byChristopher Allen
The Proficiency Ladder
The document discusses the 'Proficiency Ladder,' a hybrid model for designing instructional objectives to empower student learning, which comprises four stages: unlearned, basic familiarity, practiced proficiency, mastery, and reflective competence. It incorporates the concept of 'flow' by Csikszentmihalyi, emphasizing the balance between challenge and ability to sustain motivation and engagement. The proficiency ladder is intended for use in educational contexts to facilitate self-assessment and progression in skill mastery, while clarifying that it is not a rubric or competency model.
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The Proficiency Ladder
- 1. SLIDES: Allen, Christopher (2014,July 22). “The Proficiency Ladder”. Life With Alacrity. Retrieved July 22, 2014, from http:// www.LifeWithAlacrity.com The Proficiency Ladder ABSTRACT: “A proficiency model for designing instructional design objectives and to empower students in their own learning. It is a hybrid model based on principles from Csikszentmihalyi’s concept of ‘Flow’. This model has four basic +1 stages: unlearned, basic familiarity, practiced proficiency, mastery, and reflective competence.” © 2014 Christopher Allen LifeWithAlacrity.com
- 2. Proficiency Ladder This is theProficiency Ladder that I use in all of my courses. It is a good model for instructional design and to empower students in their own learning. Hidden Transcript 2 photo credit: ATTRIBUTION&URL licensed CC-BY Unlearned! (unconscious! incompetence) Practiced Proficiency (conscious! competence) Mastery (unconscious competence) “Wow!”! Second Nature “Duh.” Unawareness Basic Familiarity! (conscious! incompetence) “Hmm?” Awareness “Doh!” Learning/Change
- 3. Flow The ProficiencyLadder uses Flow as one of its basic design principles. Hidden Transcript 3 photo credit: ATTRIBUTION&URL licensed CC-BY Flow Flow
- 4. Flow Flow is Csikszentmihalyi’s(chick-sent-me-hi’s) feeling of complete and energized focus in an activity, with a high level of enjoyment and fulfillment. Hidden Transcript 4 photo credit: Eva Lotta-Lamm licensed CC-BY-NC-SA
- 5. Flow Flow isbalance between sufficient Challenge and sufficient Ability to achieve Success. Hidden Transcript 5 photo credit: ATTRIBUTION&URL licensed CC-BY ABILITY SUCCESS CHALLENGE Flow Flow
- 6. Anxiety You looseFlow with too much Challenge or too little Ability, causing Anxiety… Hidden Transcript 6 photo credit: ATTRIBUTION&URL licensed CC-BY Flow Flow ABILITY SUCCESS CHALLENGE Anxiety
- 7. Anxiety …or, youloose Flow through Boredom with too little Challenge or too much Ability. Hidden Transcript 7 photo credit: ATTRIBUTION&URL licensed CC-BY Flow Flow ABILITY SUCCESS Boredom CHALLENGE Anxiety
- 8. The Player’s Journey Amy JoKim shows how a ladder of Flow is integral to the mastery of skills in games. Hidden Transcript 8 photo credit: ATTRIBUTION&URL licensed CC-BY
- 9. Motivating Flow In Csikszentmihalyi’s EightChannel Model of Intrinsic Motivation, he notes people are more motivated by Arousal, Control and Flow. Hidden Transcript 9 photo credit: ATTRIBUTION&URL licensed CC-BY
- 10. Arousal & Control Thus maintainingFlow is a balancing act — Arousal keeps you motivated, Control helps keeps the stress down. Hidden Transcript 10 photo credit: ATTRIBUTION&URL licensed CC-BY SUCCESS Arousal Control ABILITY CHALLENGE Flow Flow
- 11. Avoiding Anxiety & Boredom Yetyou still must avoid Anxiety and Boredom. Hidden Transcript 11 photo credit: ATTRIBUTION&URL licensed CC-BY SUCCESS Anxiety Boredom Arousal Control ABILITY CHALLENGE Flow Flow
- 12. Emotions of Flow To balanceFlow, it is helpful understand the emotions of Flow. Early on Control leads to Awareness — Arousal motivates you to Change. Hidden Transcript 12 photo credit: ATTRIBUTION&URL licensed CC-BY SUCCESS Arousal Control ABILITY CHALLENGE “Wow!”! Second Nature “Duh.” Unawareness “Hmm?” Awareness “Doh!” Learning/Change
- 13. Emotions of Flow But toomuch Arousal can lead Anxiety. To much Control can lead to Boredom. All must be balanced to Flow toward Mastery. Hidden Transcript 13 photo credit: ATTRIBUTION&URL licensed CC-BY SUCCESS Anxiety Boredom Arousal Control ABILITY CHALLENGE “Wow!”! Second Nature “Duh.” Unawareness “Hmm?” Awareness “Doh!” Learning/Change “Woah!” Overwhelm “Ouch!” The Wall “Zzz.” No Motivation “Hrm.” Not Relevant
- 14. Objective Nouns The nouns theProficiency Ladder allow for consistent use in course objectives. Hidden Transcript 14 photo credit: ATTRIBUTION&URL licensed CC-BY “Wow!”! Second Nature “Hmm?” Awareness “Doh!” Learning/Change Unlearned! (unconscious! incompetence) Practiced Proficiency (conscious! competence) Mastery (unconscious competence) Basic Familiarity! (conscious! incompetence) “Duh.” Unawareness
- 15. Objective Nouns The evocative wordsAwareness, Learning/ Change and Second Nature, and the emotions attached to them, are useful for students. Hidden Transcript 15 photo credit: ATTRIBUTION&URL licensed CC-BY “Wow!”! Second Nature “Hmm?” Awareness “Doh!” Learning/Change Unlearned! (unconscious! incompetence) Practiced Proficiency (conscious! competence) Mastery (unconscious competence) Basic Familiarity! (conscious! incompetence) “Duh.” Unawareness
- 16. Learning Objectives An example: Hereare the high level learning objectives that I have in my MBA course “Digital Influence” Hidden Transcript 16 photo credit: ATTRIBUTION&URL licensed CC-BY Digital Influence “Learn how to use influence ethically to effect positive change.” Have a mastery of influence and persuasion within a professional context. Have a practiced proficiency in speaking authentically online and be able to use this authenticity to effect ethical digital influence in a variety of communication mediums. Have a basic familiarity of digital skills and online tools.
- 17. Proficiency Ladder and Objectives Thisis what I share with my students at the beginning of the course. Hidden Transcript 17 photo credit: ATTRIBUTION&URL licensed CC-BY Unlearned! (unconscious! incompetence) Digital Skills & Online Tools Speak Authentically Influence and Persuasion Affect Ethical Digital Influence Mastery (unconscious competence) “Wow!”! Second Nature “Duh.” Unawareness Basic Familiarity! (conscious! incompetence) “Hmm?” Awareness Practiced Proficiency (conscious! competence) “Doh!” Learning/Change
- 18. Don’t Overwhelm It isimportant that students know to not go too far — Mastery is not required for many of the skills I teach. Hidden Transcript 18 photo credit: ATTRIBUTION&URL licensed CC-BY Unlearned! (unconscious! incompetence) Digital Skills & Online Tools Speak Authentically Influence and Persuasion Affect Ethical Digital Influence Mastery (unconscious competence) “Wow!”! Second Nature “Duh.” Unawareness Basic Familiarity! (conscious! incompetence) “Hmm?” Awareness Practiced Proficiency (conscious! competence) “Doh!” Learning/Change
- 19. Basic Familiarity Thus I tellstudents when to not dive deep, as I am asking only for Awareness, not Change. To feel “Hmm?”, not “Doh!”. Hidden Transcript 19 photo credit: ATTRIBUTION&URL licensed CC-BY Unlearned! (unconscious! incompetence) Basic Familiarity! (conscious! incompetence) Digital Skills & Online Tools “Hmm?” Awareness “Duh.” Unawareness “Doh!” Learning/Change
- 20. Practiced Proficiency At other timesthey need to be prepared that the Learning may be difficult — that Change is required. Hidden Transcript 20 photo credit: ATTRIBUTION&URL licensed CC-BY Unlearned! (unconscious! incompetence) Affect Ethical Digital Influence “Duh.” Unawareness Basic Familiarity! (conscious! incompetence) “Hmm?” Awareness Practiced Proficiency (conscious! competence) “Doh!” Learning/Change
- 21. Mastery Finally, students shouldunderstand that true Mastery of a skill is achieved when they can say “Wow!” because it became “Second Nature”. Hidden Transcript 21 photo credit: ATTRIBUTION&URL licensed CC-BY Unlearned! (unconscious! incompetence) Mastery (unconscious competence) Basic Familiarity! (conscious! incompetence) Practiced Proficiency (conscious! competence) Digital Skills & Online Tools Speak Authentically Influence and Persuasion Affect Ethical Digital Influence “Wow!”! Second Nature “Duh.” Unawareness “Hmm?” Awareness “Doh!” Learning/Change
- 22. Evaluating Objectives As the courseprogresses, I can have student’s self-evaluate their performance using this same model. Hidden Transcript 22 photo credit: ATTRIBUTION&URL licensed CC-BY Where do you put yourself Today in regards to Speaking Authentically Online? “Wow!” Second Nature! “Aha!” Learning/Change! “Hmm?” Awareness! “Duh.” Unawareness
- 23. Not a Rubric Note thatthe Proficiency Ladder is NOT a rubric, nor a competency model. It does not sufficiently define specific criteria or competition. It is is a point of PROGRESS. Hidden Transcript 23 photo credit: ATTRIBUTION&URL licensed CC-BY rubric noun ˈrü-brik, -ˌbrik “A guide listing specific criteria for grading or scoring academic papers, projects, or tests.” [Latin: rubrica ‘red ochre, red coloring matter,’meaning ‘title or heading of a book’] com·pe·tence noun ˈkäm-pə-tən(t)s “The ability to do something well : the quality or state of being competent.” [Latin: present participle of competere (see compete)] pro·fi·cient adjective prə-ˈfi-shənt “Well advanced in an art, occupation, or branch of knowledge.” [Latin: proficere ‘accomplish, make progress’ pro forward + facere to make]
- 24. Reflective Competence There is onemore level of the Proficiency Ladder — Reflective Competency is what is required to discover how to teach something you’ve Mastered. Hidden Transcript 24 photo credit: ATTRIBUTION&URL licensed CC-BY Unlearned! (unconscious! incompetence) Practiced Proficiency (conscious! competence) Mastery (unconscious competence) “Wow!”! Second Nature “Duh.” Unawareness Basic Familiarity! (conscious! incompetence) “Hmm?” Awareness “Doh!” Learning/Change “<blink>?” How Did I Do That? Reflective Competency (conscious reflection)