Identity, mastery, belonging and efficacy: Four ways student agency can flourish
Distracted? These Four Learning Strategies Can Help
Steps to Help Schools Transform to Competency-Based Learning
Flipped Classroom 2.0: Competency Learning With Videos
What Schools Can Learn from Summer Camps
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All rights reserved. Reprinted from \"\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation\u003c/a>,\" by Shane Safir and Jamila Dugan. Corwin Press, Inc., www.Corwin.com. \u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>By Shane Safir and Jamila Dugan \u003c/strong>\u003c/h4>\n\u003cp>The BALMA project was a social experiment where three teachers—one white (Shane), one Afro-Cuban (Lisa), and one Filipino (my teaching partner, Rex de Guia)—linked arms to pull back the curtain on educational inequity and empower our students as changemakers. Through this experience, our students developed college literacy and critical thinking skills; wrote incisive essays about the opportunity gaps they were witnessing, drawing on the work of James Baldwin, Paolo Freire and bell hooks; and created reflective art pieces about who society was molding them to be versus who they wanted to become. As they developed collective efficacy, they designed and led a community forum with over two hundred people from San Francisco and Marin counties to share their findings and attended school board meetings to demand structural change.\u003c/p>\n\u003cp>In short, they developed a profound sense of agency by connecting to each other and to something larger than themselves. Each of the examples above—essays, reflections, public speaking, community advocacy—provided us, their teachers, with rich street data on learning. None of them could have been captured in a “metric.”\u003c/p>\n\u003cp>\u003cimg class=\"alignnone wp-image-59112 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-800x490.jpg\" alt=\"\" width=\"800\" height=\"490\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-800x490.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-160x98.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-768x470.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689.jpg 1000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>If we are serious about creating equitable school systems, we need to stop measuring children on norm-referenced tests and start measuring what matters: student agency. \u003cstrong>Agency \u003c/strong>is the idea that people have the capacity to take action, craft and carry out plans, and make informed decisions based on a growing base of knowledge. In the social ecology of the classroom, agency is about connection to self, peers, adults, the community beyond the classroom, and ultimately the world. Agency doesn’t emerge in a vacuum, nor does it flourish in a traditional classroom where the teacher is positioned as a content expert dishing out knowledge. It emerges in a learning space where power is distributed, knowledge is democratized, diverse perspectives are welcomed, and children are intellectually and emotionally nourished.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Let’s think about agency in relationship to four domains: identity, mastery, belonging, and efficacy. To experience agency, you must first feel that your core \u003cstrong>identity\u003c/strong>—your ways of being, learning, and knowing in the world—is valued. Tunison (2007) notes that “lack of identity, lack of voice, and low self-esteem” can damage the \u003cstrong>learning spirit\u003c/strong>—an Indigenous concept that spirits travel with individuals and guide their learning, providing inspiration and the unrealized potential to be who we are. Author and founder of the abolitionist teaching movement Bettina Love defines \u003cstrong>spirit murdering \u003c/strong>in schools as “the denial of inclusion, protection, safety, nurturance, and acceptance because of fixed, yet fluid and moldable, structures of racism” (Love, 2013).\u003c/p>\n\u003cp>The second component of agency is \u003cstrong>mastery\u003c/strong>, framed as the ability to build knowledge and demonstrate understanding as a learner. To experience mastery, students must be able to show what they know in nontraditional ways. Pencil-and-paper tests not only trigger acute anxiety for many learners, they also lack the nuance and texture of street data. In reality, they are micro-versions of standardized tests that function like satellite data inside the classroom. \u003cem>Why did the student solve the problem the way they did? How were they feeling when they took the test? What happened earlier that day or morning that may have impacted their performance? \u003c/em>With traditional assessments, we are left guessing. Project-based learning, performance assessment, and discussion-based classrooms, on the other hand, create an infrastructure for students to explore, construct, reflect on, and publicly demonstrate knowledge. Students become agents in their own learning rather than consumers of curriculum. For example, when our BALMA students presented their findings to a community forum of two hundred people, they enjoyed an authentic audience to share their learning with. This held them accountable and raised the stakes on their work in the best possible way.\u003c/p>\n\u003cp>At my second teaching job in Oakland, California, I was asked to create a graduate capstone project for seniors. I was teaching ninth and twelfth graders, almost exclusively Black, Latinx, Southeast Asian, and first generation to college students. My seniors would be the first class to present and defend their capstones to a committee of teachers, peers, and community members. I vividly recall Alberto—a young man who had left behind a life of stealing, stripping, and reselling Honda vehicles to become a budding scholar—presenting his capstone in a beautiful \u003cem>guayabera \u003c/em>shirt, translating each part into Spanish for his proud mamá. I was Alberto’s advisor and English teacher, so I had the privilege to coach him through the process. He had meticulously prepared, did a fantastic job, and when the committee announced that he had passed his capstone, he broke down in tears. Why? He felt an overwhelming sense of agency in having shared his knowledge publicly in ways that honored his family, heritage, and language. What test could possibly capture that?\u003c/p>\n\u003cp>The third component of mastery is \u003cstrong>belonging\u003c/strong>, which is encapsulated in the statement, “I see myself, and I am seen and loved here.” Belonging emerges in a classroom characterized by deep and caring relationships. Author Zaretta Hammond frames relationships as the onramp to learning, particularly for marginalized students who may have little reason to trust their educators (Hammond, 2014). Herb Kohl describes the phenomenon of “willed \u003cem>not \u003c/em>learning,” whereby students resist being intellectually vulnerable in the face of teachers who don’t authentically care about them (Kohl, 1995). Deep learning can only happen in a classroom where a child feels a sense of belonging.\u003c/p>\n\u003cp>\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">\u003cimg class=\"alignright wp-image-59428\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data.jpeg\" alt=\"\" width=\"200\" height=\"286\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data.jpeg 490w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data-160x229.jpeg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Despite piles of research on the importance of relationships and connectedness to the neuroscience of learning, many Black and brown students experience an acute \u003cem>lack \u003c/em>of belonging when they enter their school buildings. According to Californians for Justice, a youth organizing group, one out of every three California students cannot identify a single caring adult on campus. I have worked with districts where that number rose to 50 percent. Meanwhile, 30 percent of African American students and 22 percent of Latinx students in California enter high school only to drop out before graduating, a data point replicated in high-poverty regions across the nation. We have a crisis of alienation in our schools, driven at the highest levels by the insidious messages of satellite data, in effect: “You are not achieving on these measures; therefore, we have to fix you with interventions.\u003c/p>\n\u003cp>By extension, you don’t really \u003cem>belong \u003c/em>to this academic community. You are a problem to be solved, a gap to be filled.” It hurts my heart to write those words because I know that so many young people experience school this way.\u003c/p>\n\u003cp>Fostering a sense of belonging does not mean plastering our classrooms and school walls with ethnically diverse posters and inspirational sayings or celebrating “diversity days”—the so-called Heroes and Holidays approach (Lee, Menkart, & Okazawa-Rey, 1998). Rather, it demands rigorous attention to systemic racism, school and classroom cultures, and the micro-interactions that characterize a student’s passage through the school day. This is why shadowing a student delivers such powerful street data: It gives us a ground-level view of the ways in which children are included, excluded, marginalized, or just plain invisible in their learning environments.\u003c/p>\n\u003cp>Finally, agency is about nourishing students’ sense of \u003cstrong>efficacy\u003c/strong>—a feeling that “I can make a difference here.” Collective \u003cem>teacher \u003c/em>efficacy, the shared belief among teachers in their ability to positively affect students, has emerged in John Hattie’s research as the number one influence on student learning (Hattie, 2008). For our purposes of assessing student agency, efficacy means the learner’s ability to set an intention and produce a desired result, and it is absolutely critical to healing from and transforming oppression. Scholar Shawn Ginwright describes the importance of helping young people take “loving action, by collectively responding to political decisions and practices that can exacerbate trauma” (Ginwright, 2018). Taking action via project-based learning, peer surveys, organizing a walkout, or building a resource for your community vests students with a sense of power and control over their lives, which research has shown is one of the most significant factors in restoring well-being for marginalized groups.\u003c/p>\n\u003cfigure id=\"attachment_59114\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-59114\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-800x812.jpg\" alt=\"\" width=\"200\" height=\"203\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-800x812.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-160x162.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-768x780.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20.jpg 1000w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Shane Safir (Courtesy of Corwin Press, Inc.)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Shane Safir provides equity-centered leadership coaching, systems transformation support, and professional learning for schools, districts, and organizations across the U.S. and Canada. After teaching in San \u003c/em>\u003cem>Francisco and Oakland, California and engaging in community organizing to launch a new public high school, Shane became the founding principal of June Jordan School for Equity. You can follow her on Twitter at\u003c/em>\u003cem>\u003ca href=\"https://twitter.com/ShaneSafir?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\"> @ShaneSafir\u003c/a>.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_59113\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-59113\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-800x982.jpg\" alt=\"\" width=\"200\" height=\"245\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-800x982.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-160x196.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-768x942.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21.jpg 1000w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Jamila Dugan (Courtesy of Corwin Press, Inc.)\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Jamila Dugan is a leadership coach, learning facilitator, and researcher. \u003c/em>\u003cem>She began her career as a teacher in Washington D.C.\u003c/em>\u003cem> After being nominated for Teacher of the Year, \u003c/em>\u003cem>she later served as a coach for new teachers in Oakland, California. As a school administrator, Jamila championed equity-centered student \u003c/em>\u003cem>services, parent empowerment, and co-led the development of the first public Mandarin immersion middle school in \u003c/em>\u003cem>the Bay Area. You can follow her on Twitter at \u003ca href=\"https://twitter.com/jamiladugan\">@JamilaDugan. \u003c/a>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In their book, \"Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation,\" Shane Safir and Jamila Dugan recommend teaching techniques like project-based learning, performance assessment, and discussion to improve student agency and learning outcomes.","status":"publish","parent":0,"modified":1655411625,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1590},"headData":{"title":"Identity, mastery, belonging and efficacy: Four ways student agency can flourish - MindShift","description":"In their book, ‘Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation,’ Shane Safir and Jamila Dugan recommend teaching techniques like project-based learning, performance assessment, and discussion to improve student agency and learning outcomes.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Identity, mastery, belonging and efficacy: Four ways student agency can flourish","datePublished":"2022-05-24T07:04:32.000Z","dateModified":"2022-06-16T20:33:45.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"59104 https://ww2.kqed.org/mindshift/?p=59104","disqusUrl":"https://ww2.kqed.org/mindshift/2022/05/24/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish/","disqusTitle":"Identity, mastery, belonging and efficacy: Four ways student agency can flourish","excludeFromSiteSearch":"Include","path":"/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Copyright © 2021 by Shane Safir. All rights reserved. Reprinted from \"\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">Street Data: A Next-Generation Model for Equity, Pedagogy, and School Transformation\u003c/a>,\" by Shane Safir and Jamila Dugan. Corwin Press, Inc., www.Corwin.com. \u003c/em>\u003c/p>\n\u003ch4>\u003cstrong>By Shane Safir and Jamila Dugan \u003c/strong>\u003c/h4>\n\u003cp>The BALMA project was a social experiment where three teachers—one white (Shane), one Afro-Cuban (Lisa), and one Filipino (my teaching partner, Rex de Guia)—linked arms to pull back the curtain on educational inequity and empower our students as changemakers. Through this experience, our students developed college literacy and critical thinking skills; wrote incisive essays about the opportunity gaps they were witnessing, drawing on the work of James Baldwin, Paolo Freire and bell hooks; and created reflective art pieces about who society was molding them to be versus who they wanted to become. As they developed collective efficacy, they designed and led a community forum with over two hundred people from San Francisco and Marin counties to share their findings and attended school board meetings to demand structural change.\u003c/p>\n\u003cp>In short, they developed a profound sense of agency by connecting to each other and to something larger than themselves. Each of the examples above—essays, reflections, public speaking, community advocacy—provided us, their teachers, with rich street data on learning. None of them could have been captured in a “metric.”\u003c/p>\n\u003cp>\u003cimg class=\"alignnone wp-image-59112 size-medium\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-800x490.jpg\" alt=\"\" width=\"800\" height=\"490\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-800x490.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-160x98.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689-768x470.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Figure-5.1-Agency-Framework-e1653375106689.jpg 1000w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cp>If we are serious about creating equitable school systems, we need to stop measuring children on norm-referenced tests and start measuring what matters: student agency. \u003cstrong>Agency \u003c/strong>is the idea that people have the capacity to take action, craft and carry out plans, and make informed decisions based on a growing base of knowledge. In the social ecology of the classroom, agency is about connection to self, peers, adults, the community beyond the classroom, and ultimately the world. Agency doesn’t emerge in a vacuum, nor does it flourish in a traditional classroom where the teacher is positioned as a content expert dishing out knowledge. It emerges in a learning space where power is distributed, knowledge is democratized, diverse perspectives are welcomed, and children are intellectually and emotionally nourished.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Let’s think about agency in relationship to four domains: identity, mastery, belonging, and efficacy. To experience agency, you must first feel that your core \u003cstrong>identity\u003c/strong>—your ways of being, learning, and knowing in the world—is valued. Tunison (2007) notes that “lack of identity, lack of voice, and low self-esteem” can damage the \u003cstrong>learning spirit\u003c/strong>—an Indigenous concept that spirits travel with individuals and guide their learning, providing inspiration and the unrealized potential to be who we are. Author and founder of the abolitionist teaching movement Bettina Love defines \u003cstrong>spirit murdering \u003c/strong>in schools as “the denial of inclusion, protection, safety, nurturance, and acceptance because of fixed, yet fluid and moldable, structures of racism” (Love, 2013).\u003c/p>\n\u003cp>The second component of agency is \u003cstrong>mastery\u003c/strong>, framed as the ability to build knowledge and demonstrate understanding as a learner. To experience mastery, students must be able to show what they know in nontraditional ways. Pencil-and-paper tests not only trigger acute anxiety for many learners, they also lack the nuance and texture of street data. In reality, they are micro-versions of standardized tests that function like satellite data inside the classroom. \u003cem>Why did the student solve the problem the way they did? How were they feeling when they took the test? What happened earlier that day or morning that may have impacted their performance? \u003c/em>With traditional assessments, we are left guessing. Project-based learning, performance assessment, and discussion-based classrooms, on the other hand, create an infrastructure for students to explore, construct, reflect on, and publicly demonstrate knowledge. Students become agents in their own learning rather than consumers of curriculum. For example, when our BALMA students presented their findings to a community forum of two hundred people, they enjoyed an authentic audience to share their learning with. This held them accountable and raised the stakes on their work in the best possible way.\u003c/p>\n\u003cp>At my second teaching job in Oakland, California, I was asked to create a graduate capstone project for seniors. I was teaching ninth and twelfth graders, almost exclusively Black, Latinx, Southeast Asian, and first generation to college students. My seniors would be the first class to present and defend their capstones to a committee of teachers, peers, and community members. I vividly recall Alberto—a young man who had left behind a life of stealing, stripping, and reselling Honda vehicles to become a budding scholar—presenting his capstone in a beautiful \u003cem>guayabera \u003c/em>shirt, translating each part into Spanish for his proud mamá. I was Alberto’s advisor and English teacher, so I had the privilege to coach him through the process. He had meticulously prepared, did a fantastic job, and when the committee announced that he had passed his capstone, he broke down in tears. Why? He felt an overwhelming sense of agency in having shared his knowledge publicly in ways that honored his family, heritage, and language. What test could possibly capture that?\u003c/p>\n\u003cp>The third component of mastery is \u003cstrong>belonging\u003c/strong>, which is encapsulated in the statement, “I see myself, and I am seen and loved here.” Belonging emerges in a classroom characterized by deep and caring relationships. Author Zaretta Hammond frames relationships as the onramp to learning, particularly for marginalized students who may have little reason to trust their educators (Hammond, 2014). Herb Kohl describes the phenomenon of “willed \u003cem>not \u003c/em>learning,” whereby students resist being intellectually vulnerable in the face of teachers who don’t authentically care about them (Kohl, 1995). Deep learning can only happen in a classroom where a child feels a sense of belonging.\u003c/p>\n\u003cp>\u003ca href=\"https://us.corwin.com/en-us/nam/street-data/book271852\">\u003cimg class=\"alignright wp-image-59428\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data.jpeg\" alt=\"\" width=\"200\" height=\"286\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data.jpeg 490w, https://ww2.kqed.org/app/uploads/sites/23/2022/03/street-data-160x229.jpeg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/a>Despite piles of research on the importance of relationships and connectedness to the neuroscience of learning, many Black and brown students experience an acute \u003cem>lack \u003c/em>of belonging when they enter their school buildings. According to Californians for Justice, a youth organizing group, one out of every three California students cannot identify a single caring adult on campus. I have worked with districts where that number rose to 50 percent. Meanwhile, 30 percent of African American students and 22 percent of Latinx students in California enter high school only to drop out before graduating, a data point replicated in high-poverty regions across the nation. We have a crisis of alienation in our schools, driven at the highest levels by the insidious messages of satellite data, in effect: “You are not achieving on these measures; therefore, we have to fix you with interventions.\u003c/p>\n\u003cp>By extension, you don’t really \u003cem>belong \u003c/em>to this academic community. You are a problem to be solved, a gap to be filled.” It hurts my heart to write those words because I know that so many young people experience school this way.\u003c/p>\n\u003cp>Fostering a sense of belonging does not mean plastering our classrooms and school walls with ethnically diverse posters and inspirational sayings or celebrating “diversity days”—the so-called Heroes and Holidays approach (Lee, Menkart, & Okazawa-Rey, 1998). Rather, it demands rigorous attention to systemic racism, school and classroom cultures, and the micro-interactions that characterize a student’s passage through the school day. This is why shadowing a student delivers such powerful street data: It gives us a ground-level view of the ways in which children are included, excluded, marginalized, or just plain invisible in their learning environments.\u003c/p>\n\u003cp>Finally, agency is about nourishing students’ sense of \u003cstrong>efficacy\u003c/strong>—a feeling that “I can make a difference here.” Collective \u003cem>teacher \u003c/em>efficacy, the shared belief among teachers in their ability to positively affect students, has emerged in John Hattie’s research as the number one influence on student learning (Hattie, 2008). For our purposes of assessing student agency, efficacy means the learner’s ability to set an intention and produce a desired result, and it is absolutely critical to healing from and transforming oppression. Scholar Shawn Ginwright describes the importance of helping young people take “loving action, by collectively responding to political decisions and practices that can exacerbate trauma” (Ginwright, 2018). Taking action via project-based learning, peer surveys, organizing a walkout, or building a resource for your community vests students with a sense of power and control over their lives, which research has shown is one of the most significant factors in restoring well-being for marginalized groups.\u003c/p>\n\u003cfigure id=\"attachment_59114\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-59114\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-800x812.jpg\" alt=\"\" width=\"200\" height=\"203\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-800x812.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-160x162.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20-768x780.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Safir-Shane_cmyk_12_20.jpg 1000w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Shane Safir (Courtesy of Corwin Press, Inc.)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>Shane Safir provides equity-centered leadership coaching, systems transformation support, and professional learning for schools, districts, and organizations across the U.S. and Canada. After teaching in San \u003c/em>\u003cem>Francisco and Oakland, California and engaging in community organizing to launch a new public high school, Shane became the founding principal of June Jordan School for Equity. You can follow her on Twitter at\u003c/em>\u003cem>\u003ca href=\"https://twitter.com/ShaneSafir?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\"> @ShaneSafir\u003c/a>.\u003c/em>\u003c/p>\n\u003cfigure id=\"attachment_59113\" class=\"wp-caption alignleft\" style=\"max-width: 200px\">\u003cimg class=\"wp-image-59113\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-800x982.jpg\" alt=\"\" width=\"200\" height=\"245\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-800x982.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-160x196.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21-768x942.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/02/Dugan-Jamila_cmyk_01_21.jpg 1000w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Jamila Dugan (Courtesy of Corwin Press, Inc.)\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Jamila Dugan is a leadership coach, learning facilitator, and researcher. \u003c/em>\u003cem>She began her career as a teacher in Washington D.C.\u003c/em>\u003cem> After being nominated for Teacher of the Year, \u003c/em>\u003cem>she later served as a coach for new teachers in Oakland, California. As a school administrator, Jamila championed equity-centered student \u003c/em>\u003cem>services, parent empowerment, and co-led the development of the first public Mandarin immersion middle school in \u003c/em>\u003cem>the Bay Area. You can follow her on Twitter at \u003ca href=\"https://twitter.com/jamiladugan\">@JamilaDugan. \u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/59104/identity-mastery-belonging-and-efficacy-four-ways-student-agency-can-flourish","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21428","mindshift_20984","mindshift_108","mindshift_21250","mindshift_21126","mindshift_21015","mindshift_873","mindshift_256","mindshift_21213","mindshift_21395"],"featImg":"mindshift_59117","label":"mindshift"},"mindshift_57734":{"type":"posts","id":"mindshift_57734","meta":{"index":"posts_1591205157","site":"mindshift","id":"57734","score":null,"sort":[1619421730000]},"guestAuthors":[],"slug":"distracted-these-four-learning-strategies-can-help","title":"Distracted? These Four Learning Strategies Can Help","publishDate":1619421730,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">If teaching were like following a recipe, it would be a much easier job. Unlike the reliable and straightforward process of baking a batch of chocolate chip cookies, practices that work in a morning class may not work the same way in the afternoon. Instead, teachers have the extremely complicated task of figuring out how to help students learn in classrooms that are uniquely composed of children with different relationships to learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's something that people outside of teaching don't really appreciate,\" said \u003ca href=\"https://www.samford.edu/arts-and-sciences/directory/Chew-Stephen-Linn\">Dr. Stephen Chew\u003c/a> at the 2021 \u003ca href=\"https://www.learningandthebrain.com/\">Learning & the Brain conference\u003c/a>. \"They think teaching is delivering information. It's much more than that. It’s creating an environment in which students can learn.\"\u003c/span>\u003cspan style=\"font-weight: 400\"> As a professor of psychology at Samford University, his research on the cognitive aspects of effective teaching and learning answers the question that many teachers ask: How is it that I’m doing everything right and still coming up against pitfalls and different outcomes?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenge of teaching effectively is to understand the universal principles of learning that apply to anyone, but adapting those principles for individual differences so we can teach everyone,” he said. He provides “promising practices” that address the variety of cognitive challenges that teachers juggle when they are navigating the broad aspects of learning in tandem with students' individual needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Mindset\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a student enters the classroom, whether it’s on Zoom or in person, they’re bringing their academic biases with them. And it’s no surprise that negative feelings towards a subject can lead to ineffective mindsets for overcoming learning obstacles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students say, ‘I just dread this. I had terrible experiences with this. I failed at this before.’ They’ve convinced themselves of their inability in the subject, and they already sort of hate it.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chew said that learners’ attitudes and beliefs about a particular class are usually because of \u003c/span>\u003cspan style=\"font-weight: 400\">misconceptions they have about learning. One of the most common misunderstandings is the idea that learning happens quickly. Students tend to cram or spend insufficient time with learning material only to be disappointed when they have not fully grasped concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, teachers can support students in debunking this misconception. A few days before tests or assessments, Chew recommends saying something like, “If you plan to do well in the exam, you should have done all the reading by today because you learn much more in review than you learn reading it the first time.” For bigger projects or writing assignments, he advises teachers to require students to share updates about their progress five to six days before the due date. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They can see where everyone else is and they can see that other students have already started on it. It really reminds them that this is due and it lets them see what other people are doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XOKG2LrnwYo?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Metacognition and ineffective learning strategies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understandably, students are often drawn to study habits that require minimal effort, like skimming required readings and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking\">\u003cspan style=\"font-weight: 400\">writing down lectures word-for-word\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The key terms highlighted in the margins of required readings and glossary sections promote the idea that learning is the result of quick intakes of information. As a result,\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46038/the-role-of-metacognition-in-learning-and-achievement\">\u003cspan style=\"font-weight: 400\"> students’ metacognition, or awareness of their own understanding and mastery of the material,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is often a bit off. A sure sign of faulty metacognition is when a student leaves a test feeling confident that they did well only to find out that they actually performed very poorly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students don't automatically know how to make use of that feedback ,” Chew explains, urging teachers to “fine tune” students metacognitive awareness by introducing them to self-assessment tools and other effective learning strategies. “There's a big difference between studying for familiarity versus studying for self-assessment where you prove to yourself that you can perform at the level you expected to perform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of the challenge is convincing students that lengthier and more \u003c/span>difficult\u003cspan style=\"font-weight: 400\"> study habits are worth the effort. In some cases, it could mean encouraging students to be more strategic about the study tools available to them. For example, while flashcards are a quick learning technique, they may lead to students memorizing isolated facts instead of recognizing the connections between information. To address this, teachers should urge students to include examples on their flashcards as a more rewarding study practice.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400\">Students do have to engage in this difficulty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This is the correct kind of difficult effort,” said Chew. “So you have to justify why students are doing these activities. What are they supposed to get out of it? What are they supposed to learn from it? A lot of times we don't do that because it's obvious to us, but it's not obvious to our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, effective learning strategies encourage learners to develop a growth\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47856/four-strategies-that-promote-a-growth-mindset-in-struggling-readers\">\u003cspan style=\"font-weight: 400\"> mindset and believe that they are able to succeed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When students believe they can put forth the right amount of effort to cause positive changes in their learning it’s called “academic efficacy.” In order to bolster growth mindset and academic efficacy, students must believe that the work that they are doing has value for them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Constraints of selective attention\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Multi-tasking is the bane of our existence,” said Chew. “The metaphor typically used for attention is a small spotlight in a room. So it's a very narrow focus.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most people – students included –\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50969/a-futuristic-look-at-assessing-learning\">\u003cspan style=\"font-weight: 400\"> think that they can multitask, when they\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are in fact missing a lot of information. Psychology research calls this phenomenon inattentional blindness and it doesn’t bode well for young learners who are convinced they can scroll through their social feeds or send off a quick email while remaining fully engaged in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when students are able to return their attention to the task at hand, be it studying or working on homework, shifting attention comes with a cost known as attentional blink. In a study where students had to memorize a list of words while sending and receiving texts, findings showed that their\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03634523.2015.1038727?journalCode=rced20\">\u003cspan style=\"font-weight: 400\"> learning went down 25 to 30 percent \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">as they attended to these distracting tasks. “Every distraction is five minutes of suboptimal attention,” said Chew. “ And it builds up very quickly with all the distractions that students have – that any of us have – during the course of a day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students schooling from home or in the classroom, Chew recommends removing distractions and shutting off devices so that students are able to put their full effort behind learning. “I tell students, ‘Don't study with your phone sitting on the desk.’ There's actually \u003c/span>\u003ca href=\"https://www.theatlantic.com/technology/archive/2017/08/a-sitting-phone-gathers-brain-dross/535476/\">\u003cspan style=\"font-weight: 400\">research that shows that hurts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because you keep on looking longingly at your phone. You keep wondering if it's going to beep. So just put it in a drawer in the next room. Get it out of the way,” he said. Alternatively, students can use methods such as the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400\">Pomodoro technique, which relies on timers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to avoid procrastination and incentivize interruption-free studying. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Distractions can happen in a teacher’s digital lessons, too. “So much of teaching is attention management, so try and avoid distracting things like GIFs, memes or clipart in your presentations when students should be concentrating on other things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">Educators should also consider the role they play in leading learners off track by making sure that they’re not competing with their slide decks for students’ focus. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Mental Efforts and Working Memory \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often presume that the more students struggle, the more they learn, but that isn’t always the case. “Learning is effortful, but not all effort leads to learning,” explains Chew. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Concentration and mental capacity are limited and fluctuate throughout the day. Students can pay attention and carry out different learning tasks as long as the cognitive load is not more than their available mental effort. If the cognitive demand is too much, students will be overwhelmed and unable to learn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Intrinsic, germane and extraneous loads are the “compartments” of students’ attention that form a cognitive load. “We have intrinsic load, which is the mental effort required to understand concepts. And then we have the germane load, which is the mental effort to understand the pedagogy that we're using, “ said Chew. “Then there's extraneous load which refers to anything that happens in the classroom that is not related to learning. So this is the jokes you tell and other distractions in the classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being mindful of a lesson plan’s cognitive load ensures that students will not only understand academic material, but also schematize, comprehend and integrate it into what they already know. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Keep in mind that students' brains are working when they take notes, too. “Note taking takes a little bit more mental effort than two experts playing a game of chess. So that just shows how easy it is to overload our students and why we have to pay attention to this.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators should ask trusted students about whether the pace of the class is allowing them to learn effectively. Additionally, veteran teachers can ask students who have been through the course for feedback about the difficulty to gauge whether they should adjust the cognitive load.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers have continued to navigate the same cognitive challenges even as the pandemic has abruptly changed students’ learning contexts. “The teacher's job is to create the learning environment – wherever the student is – that will allow the student to learn.” And while educators’ efforts may not result in a yummy batch of fresh baked cookies, helping students cultivate effective strategies in the classroom will ensure that they become better learners overall. \u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Knowing effective learning strategies can help students improve how they study, while also helping teachers better their instruction. ","status":"publish","parent":0,"modified":1619539876,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1690},"headData":{"title":"Distracted? These Four Learning Strategies Can Help - MindShift","description":"Knowing effective learning strategies can help students improve how they study, while also helping teachers better their instruction.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Distracted? These Four Learning Strategies Can Help","datePublished":"2021-04-26T07:22:10.000Z","dateModified":"2021-04-27T16:11:16.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"57734 https://ww2.kqed.org/mindshift/?p=57734","disqusUrl":"https://ww2.kqed.org/mindshift/2021/04/26/distracted-these-four-learning-strategies-can-help/","disqusTitle":"Distracted? These Four Learning Strategies Can Help","path":"/mindshift/57734/distracted-these-four-learning-strategies-can-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">If teaching were like following a recipe, it would be a much easier job. Unlike the reliable and straightforward process of baking a batch of chocolate chip cookies, practices that work in a morning class may not work the same way in the afternoon. Instead, teachers have the extremely complicated task of figuring out how to help students learn in classrooms that are uniquely composed of children with different relationships to learning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It's something that people outside of teaching don't really appreciate,\" said \u003ca href=\"https://www.samford.edu/arts-and-sciences/directory/Chew-Stephen-Linn\">Dr. Stephen Chew\u003c/a> at the 2021 \u003ca href=\"https://www.learningandthebrain.com/\">Learning & the Brain conference\u003c/a>. \"They think teaching is delivering information. It's much more than that. It’s creating an environment in which students can learn.\"\u003c/span>\u003cspan style=\"font-weight: 400\"> As a professor of psychology at Samford University, his research on the cognitive aspects of effective teaching and learning answers the question that many teachers ask: How is it that I’m doing everything right and still coming up against pitfalls and different outcomes?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The challenge of teaching effectively is to understand the universal principles of learning that apply to anyone, but adapting those principles for individual differences so we can teach everyone,” he said. He provides “promising practices” that address the variety of cognitive challenges that teachers juggle when they are navigating the broad aspects of learning in tandem with students' individual needs.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Student Mindset\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">When a student enters the classroom, whether it’s on Zoom or in person, they’re bringing their academic biases with them. And it’s no surprise that negative feelings towards a subject can lead to ineffective mindsets for overcoming learning obstacles.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students say, ‘I just dread this. I had terrible experiences with this. I failed at this before.’ They’ve convinced themselves of their inability in the subject, and they already sort of hate it.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Chew said that learners’ attitudes and beliefs about a particular class are usually because of \u003c/span>\u003cspan style=\"font-weight: 400\">misconceptions they have about learning. One of the most common misunderstandings is the idea that learning happens quickly. Students tend to cram or spend insufficient time with learning material only to be disappointed when they have not fully grasped concepts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, teachers can support students in debunking this misconception. A few days before tests or assessments, Chew recommends saying something like, “If you plan to do well in the exam, you should have done all the reading by today because you learn much more in review than you learn reading it the first time.” For bigger projects or writing assignments, he advises teachers to require students to share updates about their progress five to six days before the due date. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They can see where everyone else is and they can see that other students have already started on it. It really reminds them that this is due and it lets them see what other people are doing.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan class=\"embed-youtube\" style=\"text-align:center; display: block;\">\u003ciframe class=\"youtube-player\" type=\"text/html\" width=\"640\" height=\"360\" src=\"https://www.youtube.com/embed/XOKG2LrnwYo?version=3&rel=1&fs=1&autohide=2&showsearch=0&showinfo=1&iv_load_policy=1&wmode=transparent\" allowfullscreen=\"true\" style=\"border:0;\">\u003c/iframe>\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Metacognition and ineffective learning strategies\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Understandably, students are often drawn to study habits that require minimal effort, like skimming required readings and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/48902/digital-note-taking-strategies-that-deepen-student-thinking\">\u003cspan style=\"font-weight: 400\">writing down lectures word-for-word\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. The key terms highlighted in the margins of required readings and glossary sections promote the idea that learning is the result of quick intakes of information. As a result,\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/46038/the-role-of-metacognition-in-learning-and-achievement\">\u003cspan style=\"font-weight: 400\"> students’ metacognition, or awareness of their own understanding and mastery of the material,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is often a bit off. A sure sign of faulty metacognition is when a student leaves a test feeling confident that they did well only to find out that they actually performed very poorly. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Students don't automatically know how to make use of that feedback ,” Chew explains, urging teachers to “fine tune” students metacognitive awareness by introducing them to self-assessment tools and other effective learning strategies. “There's a big difference between studying for familiarity versus studying for self-assessment where you prove to yourself that you can perform at the level you expected to perform.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Part of the challenge is convincing students that lengthier and more \u003c/span>difficult\u003cspan style=\"font-weight: 400\"> study habits are worth the effort. In some cases, it could mean encouraging students to be more strategic about the study tools available to them. For example, while flashcards are a quick learning technique, they may lead to students memorizing isolated facts instead of recognizing the connections between information. To address this, teachers should urge students to include examples on their flashcards as a more rewarding study practice.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/44726/how-productive-failure-for-students-can-help-lessons-stick\">\u003cspan style=\"font-weight: 400\">Students do have to engage in this difficulty\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. This is the correct kind of difficult effort,” said Chew. “So you have to justify why students are doing these activities. What are they supposed to get out of it? What are they supposed to learn from it? A lot of times we don't do that because it's obvious to us, but it's not obvious to our students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Additionally, effective learning strategies encourage learners to develop a growth\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/47856/four-strategies-that-promote-a-growth-mindset-in-struggling-readers\">\u003cspan style=\"font-weight: 400\"> mindset and believe that they are able to succeed\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. When students believe they can put forth the right amount of effort to cause positive changes in their learning it’s called “academic efficacy.” In order to bolster growth mindset and academic efficacy, students must believe that the work that they are doing has value for them. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Constraints of selective attention\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Multi-tasking is the bane of our existence,” said Chew. “The metaphor typically used for attention is a small spotlight in a room. So it's a very narrow focus.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most people – students included –\u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/50969/a-futuristic-look-at-assessing-learning\">\u003cspan style=\"font-weight: 400\"> think that they can multitask, when they\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are in fact missing a lot of information. Psychology research calls this phenomenon inattentional blindness and it doesn’t bode well for young learners who are convinced they can scroll through their social feeds or send off a quick email while remaining fully engaged in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even when students are able to return their attention to the task at hand, be it studying or working on homework, shifting attention comes with a cost known as attentional blink. In a study where students had to memorize a list of words while sending and receiving texts, findings showed that their\u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/03634523.2015.1038727?journalCode=rced20\">\u003cspan style=\"font-weight: 400\"> learning went down 25 to 30 percent \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">as they attended to these distracting tasks. “Every distraction is five minutes of suboptimal attention,” said Chew. “ And it builds up very quickly with all the distractions that students have – that any of us have – during the course of a day.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students schooling from home or in the classroom, Chew recommends removing distractions and shutting off devices so that students are able to put their full effort behind learning. “I tell students, ‘Don't study with your phone sitting on the desk.’ There's actually \u003c/span>\u003ca href=\"https://www.theatlantic.com/technology/archive/2017/08/a-sitting-phone-gathers-brain-dross/535476/\">\u003cspan style=\"font-weight: 400\">research that shows that hurts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> because you keep on looking longingly at your phone. You keep wondering if it's going to beep. So just put it in a drawer in the next room. Get it out of the way,” he said. Alternatively, students can use methods such as the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/51765/procrastinating-still-how-a-tomato-timer-can-help-you-stop-putting-things-off\">\u003cspan style=\"font-weight: 400\">Pomodoro technique, which relies on timers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to avoid procrastination and incentivize interruption-free studying. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Distractions can happen in a teacher’s digital lessons, too. “So much of teaching is attention management, so try and avoid distracting things like GIFs, memes or clipart in your presentations when students should be concentrating on other things.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">Educators should also consider the role they play in leading learners off track by making sure that they’re not competing with their slide decks for students’ focus. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Mental Efforts and Working Memory \u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers often presume that the more students struggle, the more they learn, but that isn’t always the case. “Learning is effortful, but not all effort leads to learning,” explains Chew. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Concentration and mental capacity are limited and fluctuate throughout the day. Students can pay attention and carry out different learning tasks as long as the cognitive load is not more than their available mental effort. If the cognitive demand is too much, students will be overwhelmed and unable to learn.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Intrinsic, germane and extraneous loads are the “compartments” of students’ attention that form a cognitive load. “We have intrinsic load, which is the mental effort required to understand concepts. And then we have the germane load, which is the mental effort to understand the pedagogy that we're using, “ said Chew. “Then there's extraneous load which refers to anything that happens in the classroom that is not related to learning. So this is the jokes you tell and other distractions in the classroom.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Being mindful of a lesson plan’s cognitive load ensures that students will not only understand academic material, but also schematize, comprehend and integrate it into what they already know. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Keep in mind that students' brains are working when they take notes, too. “Note taking takes a little bit more mental effort than two experts playing a game of chess. So that just shows how easy it is to overload our students and why we have to pay attention to this.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators should ask trusted students about whether the pace of the class is allowing them to learn effectively. Additionally, veteran teachers can ask students who have been through the course for feedback about the difficulty to gauge whether they should adjust the cognitive load.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Teachers have continued to navigate the same cognitive challenges even as the pandemic has abruptly changed students’ learning contexts. “The teacher's job is to create the learning environment – wherever the student is – that will allow the student to learn.” And while educators’ efforts may not result in a yummy batch of fresh baked cookies, helping students cultivate effective strategies in the classroom will ensure that they become better learners overall. \u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57734/distracted-these-four-learning-strategies-can-help","authors":["11721"],"categories":["mindshift_193"],"tags":["mindshift_21428","mindshift_108","mindshift_21207","mindshift_20512","mindshift_20562","mindshift_873","mindshift_20790","mindshift_380","mindshift_20942"],"featImg":"mindshift_57735","label":"mindshift"},"mindshift_41061":{"type":"posts","id":"mindshift_41061","meta":{"index":"posts_1591205157","site":"mindshift","id":"41061","score":null,"sort":[1436454861000]},"guestAuthors":[],"slug":"steps-to-help-schools-transform-to-competency-based-learning","title":"Steps to Help Schools Transform to Competency-Based Learning","publishDate":1436454861,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>It’s no longer a given that if a child spends twelve years in school, he or she will learn enough to succeed in higher education or a career. To address this issue, some educators are taking bold measures to help students. Traditionally, classes move forward, covering the curriculum according to schedule. Students are taught the same materials at the same pace. If a student fails to learn a skill, he or she accepts that result and moves on to the next topic with the rest of the class.\u003c/p>\n\u003cp>Competency-based learning, on the other hand, insists on mastery of subjects and provides students the time to learn; the students are not marched past failure. There are challenges to this \u003ca href=\"http://ww2.kqed.org/mindshift/tag/competency-based-education/\">methodology\u003c/a> as well, but it is slowly gaining acceptance and has been around long enough to develop some best practices. School districts that have seen success with this model carefully laid the groundwork for this fundamental change away from a traditional model of education. They also designed the infrastructure that supports it and learned some big lessons during implementation.\u003c/p>\n\u003cp>Competency-based learning, often called mastery-learning, at its core involves five elements:\u003c/p>\n\u003col>\n\u003cli>Students advance when they master the content and skills, not because they squeaked by with a C or a D grade.\u003c/li>\n\u003cli>Transparency about where students stand empowers them and enables educators to better tailor instruction to their individual needs.\u003c/li>\n\u003cli>Assessment is a continual part of the learning cycle, not a final judgment at a time when a student has no hope of changing the outcome.\u003c/li>\n\u003cli>Educators offer timely support, often daily, on any part of the required material.\u003c/li>\n\u003cli>Students must be able to demonstrate that they can transfer their knowledge to new contexts, applying skills to challenges they’ve never seen before. This often means developing life-long habits of learning.\u003c/li>\n\u003c/ol>\n\u003cp>“It’s not just about pacing,” said Chris Sturgis, author of the report \u003ca href=\"http://www.competencyworks.org/wp-content/uploads/2015/06/iNCL_CWIssueBrief_Implementing_v5_web.pdf\" target=\"_blank\">“Implementing Competency Education in K-12 Systems: Insights from Local Leaders”\u003c/a> by CompetencyWorks. “It’s much more about flexibility of resources, time and effort to make sure students are successful.” Competency education is often conflated with flexible pacing because in both models students in the same classroom are working on different aspects of the curriculum. However, competency education requires a much bigger revisioning of the school system beyond the traditional paradigm.\u003c/p>\n\u003cp>“What we are talking about here is a complete restructure,” said Virgil Hammonds, who just wrapped up a stint as superintendent of RSU2 in Maine and previously led competency efforts in \u003ca href=\"http://www.edweek.org/dd/articles/2012/10/17/01competency.h06.html\" target=\"_blank\">Lindsay, California\u003c/a>. He likened the process to a home-remodel where the whole building is knocked down to its foundation and built anew.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>LAYING THE GROUNDWORK\u003c/strong>\u003c/p>\n\u003cp>To undertake this kind of big project a district needs to take a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/06/beyond-academics-what-a-holistic-approach-to-learning-could-look-like/\" target=\"_blank\">systems approach to teaching and learning\u003c/a>, gathering input from all the stakeholders, listening carefully, incorporating those ideas in real ways into the plan and developing a strong shared vision and district culture.\u003c/p>\n\u003cp>[contextly_sidebar id=\"kYIcae4jvfSl6lM3ugvS6uYWsJyvpurL\"]\u003c/p>\n\u003cp>“I have come to firmly believe that if this part isn’t done well then districts may have difficulty implementing with fidelity since the culture of the traditional system remains intact,” said Robert Crumley, superintendent of \u003ca href=\"http://www.edutopia.org/chugach-school-district-reform\" target=\"_blank\">Chugach School District\u003c/a> in Alaska.\u003c/p>\n\u003cp>It took Chugach almost three years to complete this ramping up phase. Crumley and his staff held dozens of community meetings, inviting parents, students, educators, business leaders and community members to share their input for a new vision of school that put students at the center. The district already had a lot of unflattering data telling them they needed to try something new or else fall behind.\u003c/p>\n\u003cp>After the initial input-gathering period, the superintendent and the school board made a public five-year commitment to making changes based on that input. “That public commitment was instrumental in staff having confidence that we were going to continue with this,” Crumley said. He’s well aware of “initiative fatigue” that many educators feel when new education fads come and go. But the public commitment helped gain their trust, as did the obvious incorporation of their ideas into the new plan.\u003c/p>\n\u003cp>Crumley also took the time to empower the staff in his district, focusing on retention, not finding new teachers that already fit the mold. To do this, Crumley worked on helping his staff have a growth mindset about their efforts and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">empowered them\u003c/a> with three simple motivators:\u003c/p>\n\u003col>\n\u003cli>Engage in complex work with a sense of mastery.\u003c/li>\n\u003cli>Engage with other people.\u003c/li>\n\u003cli>Give them some autonomy over what they do and how and when to do it.\u003c/li>\n\u003c/ol>\n\u003cp>“When you empower people you are actually giving up a little of your power and handing it to someone else,” Crumley said. “That can be a little scary for some people, but it generally garners greater results for the system in the long term.” Crumley even found that some of the loudest voices pushing back against the changes soon became his strongest allies. When they saw that their concerns were listened to and addressed, those vocal opponents who were often charismatic leaders in their school communities, saw their way toward the shared vision.\u003c/p>\n\u003cp>“Often times their concerns were valid concerns that we needed to address and they helped us address them,” Crumley said. If a teacher felt so misaligned with the new system that they didn’t want to work there, the district helped them find work elsewhere.\u003c/p>\n\u003cp>“We need to model the conditions of innovation and problem-solving as principals and district administrators,” Crumley said. That means not letting bureaucracy get in the way of innovation. It means creating the conditions where staff feel they are safe to experiment and tinker with their practice.\u003c/p>\n\u003cp>\u003cstrong>BUILD UP INFRASTRUCTURE\u003c/strong>\u003c/p>\n\u003cp>Many districts trying to implement a competency education don’t spend the necessary time ramping up to this kind of sweeping reform, instead jumping right into designing the infrastructure as though it is a technical problem. But without the buy-in of the community, school board, staff and students, the reform effort is likely to flop. The infrastructure must be built on a strong foundation.\u003c/p>\n\u003caside class=\"pullquote alignright\">“We need to model the conditions of innovation and problem-solving as principals and district administrators.\"\u003c/aside>\n\u003cp>When those shared values are in place it becomes imperative that the competencies students are expected to learn are completely transparent. “We’re no longer the teacher who is holding the secret of how to earn that top-level grade,” Hammonds said. “Instead we say, ‘here are the expectations for rigor and a clear scale for how to achieve it.’”\u003c/p>\n\u003cp>Teachers need to work together to clearly define the scale for how students will achieve mastery and what qualities will be included. While all students are held accountable for the same high expectations and the same competencies, they will each show their mastery in different ways. Teachers have to be ready for that variance, embrace it, and know what they are looking for to maintain rigorous standards.\u003c/p>\n\u003cp>\u003cstrong>TRANSITIONING INTO COMPETENCY EDUCATION\u003c/strong>\u003c/p>\n\u003cp>There’s no “right way” to transition into such a drastically different way of thinking about school because the unique factors of each district and community will play a big role. Asking the community what they want their graduates to look like is a good way to start. Preparing students for what the new system will be like and preparing them to take on more autonomy and agency is also crucial.\u003c/p>\n\u003caside class=\"alignleft long\">\n\u003ch3>Clarifying questions to help define pedagogical approach:\u003c/h3>\n\u003cp>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>What do we know about the different ways to motivate and engage students? \u003c/em>\u003c/li>\n\u003cli>\u003cem>Where does student agency fit in learning?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What role do habits of learning play, and how can they be developed in students?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What does the research tell us about effective instructional practices?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What are the types of assessment, and what role do they play in achievement?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What types of learning experiences are needed to help students reach graduation goals?\u003c/em>\u003c/li>\n\u003cli>\u003cem>Given your current student population, their academic needs, and their life and learning experiences, how might this inform your school design or pedagogical approach?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What challenges and educational needs can online and blended learning help you address?\u003c/em>\u003c/li>\n\u003cli>\u003cem>How do parents and the community at large think about these questions?\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Clearly defining the competences and the indicators is one step. Designing rubrics that clearly link back to those competencies is another equally important step that often gets overlooked. In hindsight, Hammonds wishes his team had spent more time designing the assessment rubrics. “When assessment goes beyond the level of retrieval (the goal of this kind of system), it is extra important to define things like what reflection looks like,” he said.\u003c/p>\n\u003cp>\u003ca href=\"http://pittsfield-nh.com/sau/\" target=\"_blank\">Pittsfield School District\u003c/a> in New Hampshire had a slightly easier journey to competency than Alaska or Maine because the state passed a law requiring high schools to implement competency education by 2008. That law has been ignored or implemented with \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/16/going-all-in-how-to-make-competency-based-learning-work/\" target=\"_blank\">varying degrees of effectiveness\u003c/a> in different parts of the state, but it did help provide some support as schools began to define indicators of competencies.\u003c/p>\n\u003cp>For two years Pittsfield educators did research, visited other schools and began identifying teacher leaders who would pilot ideas in their classrooms. Those teacher-leaders eventually put together “Do’s and Don’ts” for peers based on early experimentation. In the first year, the district devoted a lot of resources to writing the competencies, checking them against a rigor tool the state provided and training teachers, said Derek Hamilton, dean of operations for Pittsfield School District.\u003c/p>\n\u003cp>A panel of excited teachers who deeply understood competency education dug into the district’s current grading practices and policies, revising them to fit the competency model. They wanted to be sure teachers felt they could be consistent from class-to-class and grade-to-grade. Teachers got student feedback on whether the competencies were clear.\u003c/p>\n\u003cp>In the second year, the district presented the competencies they’d developed to the community. While parents had been clear about the general skills and dispositions they wanted students to graduate with, they hadn’t participated in the nitty-gritty competency writing and they needed to be brought up to speed.\u003c/p>\n\u003cp>In the third year, Pittsfield implemented the system throughout their 7-12th grade classes. It was bumpy at first, but Hamilton said when students led conferences with their parents and teachers, it all started to become clear. The parents could see how their child’s work connected to the rubric. This stage helped solidify support.\u003c/p>\n\u003cp>“We understood that in order to make this transformation we needed to find time to do it,” Hamilton said. School starts late once a week so teachers can have professional development time that's crucial to working out the kinks in the new system.\u003c/p>\n\u003cp>The first several years gave teachers and administrators a lot to reflect on, and in the fourth year teachers saw the need to better support students moving ahead or behind pace. They also implemented a support block on Wednesdays entirely dedicated to one-on-one support. They recognized that if time were truly flexible for students, then educator resources needed to be available in the summer too. Teachers began holding office hours, for which the district paid them, to support students who were still working on competencies.\u003c/p>\n\u003cp>These early adopters are continuously engaged in a process of reflection and fine-tuning to improve the education they are offering. Just as the competency education model acknowledges that learners are individuals with unique interests and learning needs, so too educators need space to figure out this new style of teaching. While the concept of only moving a student forward when they can clearly demonstrate mastery of content and skills sounds simple, it’s a big departure from the traditional model and requires a period of adjustment in a supportive environment.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Read the full report, \u003ca href=\"http://www.competencyworks.org/wp-content/uploads/2015/06/iNCL_CWIssueBrief_Implementing_v5_web.pdf\" target=\"_blank\">\"Implementing Competency Education in K-12 Systems: Insights from Local Leaders\" \u003c/a>for many more details and examples of how to implement a competency-based approach.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"Some best practices around implementing competency-based learning are beginning to emerge, especially for schools looking to make the leap from traditional structures. ","status":"publish","parent":0,"modified":1436454861,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":34,"wordCount":2056},"headData":{"title":"Steps to Help Schools Transform to Competency-Based Learning | KQED","description":"Some best practices around implementing competency-based learning are beginning to emerge, especially for schools looking to make the leap from traditional structures. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Steps to Help Schools Transform to Competency-Based Learning","datePublished":"2015-07-09T15:14:21.000Z","dateModified":"2015-07-09T15:14:21.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"41061 http://ww2.kqed.org/mindshift/?p=41061","disqusUrl":"https://ww2.kqed.org/mindshift/2015/07/09/steps-to-help-schools-transform-to-competency-based-learning/","disqusTitle":"Steps to Help Schools Transform to Competency-Based Learning","path":"/mindshift/41061/steps-to-help-schools-transform-to-competency-based-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s no longer a given that if a child spends twelve years in school, he or she will learn enough to succeed in higher education or a career. To address this issue, some educators are taking bold measures to help students. Traditionally, classes move forward, covering the curriculum according to schedule. Students are taught the same materials at the same pace. If a student fails to learn a skill, he or she accepts that result and moves on to the next topic with the rest of the class.\u003c/p>\n\u003cp>Competency-based learning, on the other hand, insists on mastery of subjects and provides students the time to learn; the students are not marched past failure. There are challenges to this \u003ca href=\"http://ww2.kqed.org/mindshift/tag/competency-based-education/\">methodology\u003c/a> as well, but it is slowly gaining acceptance and has been around long enough to develop some best practices. School districts that have seen success with this model carefully laid the groundwork for this fundamental change away from a traditional model of education. They also designed the infrastructure that supports it and learned some big lessons during implementation.\u003c/p>\n\u003cp>Competency-based learning, often called mastery-learning, at its core involves five elements:\u003c/p>\n\u003col>\n\u003cli>Students advance when they master the content and skills, not because they squeaked by with a C or a D grade.\u003c/li>\n\u003cli>Transparency about where students stand empowers them and enables educators to better tailor instruction to their individual needs.\u003c/li>\n\u003cli>Assessment is a continual part of the learning cycle, not a final judgment at a time when a student has no hope of changing the outcome.\u003c/li>\n\u003cli>Educators offer timely support, often daily, on any part of the required material.\u003c/li>\n\u003cli>Students must be able to demonstrate that they can transfer their knowledge to new contexts, applying skills to challenges they’ve never seen before. This often means developing life-long habits of learning.\u003c/li>\n\u003c/ol>\n\u003cp>“It’s not just about pacing,” said Chris Sturgis, author of the report \u003ca href=\"http://www.competencyworks.org/wp-content/uploads/2015/06/iNCL_CWIssueBrief_Implementing_v5_web.pdf\" target=\"_blank\">“Implementing Competency Education in K-12 Systems: Insights from Local Leaders”\u003c/a> by CompetencyWorks. “It’s much more about flexibility of resources, time and effort to make sure students are successful.” Competency education is often conflated with flexible pacing because in both models students in the same classroom are working on different aspects of the curriculum. However, competency education requires a much bigger revisioning of the school system beyond the traditional paradigm.\u003c/p>\n\u003cp>“What we are talking about here is a complete restructure,” said Virgil Hammonds, who just wrapped up a stint as superintendent of RSU2 in Maine and previously led competency efforts in \u003ca href=\"http://www.edweek.org/dd/articles/2012/10/17/01competency.h06.html\" target=\"_blank\">Lindsay, California\u003c/a>. He likened the process to a home-remodel where the whole building is knocked down to its foundation and built anew.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>LAYING THE GROUNDWORK\u003c/strong>\u003c/p>\n\u003cp>To undertake this kind of big project a district needs to take a \u003ca href=\"http://ww2.kqed.org/mindshift/2015/07/06/beyond-academics-what-a-holistic-approach-to-learning-could-look-like/\" target=\"_blank\">systems approach to teaching and learning\u003c/a>, gathering input from all the stakeholders, listening carefully, incorporating those ideas in real ways into the plan and developing a strong shared vision and district culture.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“I have come to firmly believe that if this part isn’t done well then districts may have difficulty implementing with fidelity since the culture of the traditional system remains intact,” said Robert Crumley, superintendent of \u003ca href=\"http://www.edutopia.org/chugach-school-district-reform\" target=\"_blank\">Chugach School District\u003c/a> in Alaska.\u003c/p>\n\u003cp>It took Chugach almost three years to complete this ramping up phase. Crumley and his staff held dozens of community meetings, inviting parents, students, educators, business leaders and community members to share their input for a new vision of school that put students at the center. The district already had a lot of unflattering data telling them they needed to try something new or else fall behind.\u003c/p>\n\u003cp>After the initial input-gathering period, the superintendent and the school board made a public five-year commitment to making changes based on that input. “That public commitment was instrumental in staff having confidence that we were going to continue with this,” Crumley said. He’s well aware of “initiative fatigue” that many educators feel when new education fads come and go. But the public commitment helped gain their trust, as did the obvious incorporation of their ideas into the new plan.\u003c/p>\n\u003cp>Crumley also took the time to empower the staff in his district, focusing on retention, not finding new teachers that already fit the mold. To do this, Crumley worked on helping his staff have a growth mindset about their efforts and \u003ca href=\"http://ww2.kqed.org/mindshift/2015/03/03/when-school-leaders-empower-teachers-better-ideas-emerge/\" target=\"_blank\">empowered them\u003c/a> with three simple motivators:\u003c/p>\n\u003col>\n\u003cli>Engage in complex work with a sense of mastery.\u003c/li>\n\u003cli>Engage with other people.\u003c/li>\n\u003cli>Give them some autonomy over what they do and how and when to do it.\u003c/li>\n\u003c/ol>\n\u003cp>“When you empower people you are actually giving up a little of your power and handing it to someone else,” Crumley said. “That can be a little scary for some people, but it generally garners greater results for the system in the long term.” Crumley even found that some of the loudest voices pushing back against the changes soon became his strongest allies. When they saw that their concerns were listened to and addressed, those vocal opponents who were often charismatic leaders in their school communities, saw their way toward the shared vision.\u003c/p>\n\u003cp>“Often times their concerns were valid concerns that we needed to address and they helped us address them,” Crumley said. If a teacher felt so misaligned with the new system that they didn’t want to work there, the district helped them find work elsewhere.\u003c/p>\n\u003cp>“We need to model the conditions of innovation and problem-solving as principals and district administrators,” Crumley said. That means not letting bureaucracy get in the way of innovation. It means creating the conditions where staff feel they are safe to experiment and tinker with their practice.\u003c/p>\n\u003cp>\u003cstrong>BUILD UP INFRASTRUCTURE\u003c/strong>\u003c/p>\n\u003cp>Many districts trying to implement a competency education don’t spend the necessary time ramping up to this kind of sweeping reform, instead jumping right into designing the infrastructure as though it is a technical problem. But without the buy-in of the community, school board, staff and students, the reform effort is likely to flop. The infrastructure must be built on a strong foundation.\u003c/p>\n\u003caside class=\"pullquote alignright\">“We need to model the conditions of innovation and problem-solving as principals and district administrators.\"\u003c/aside>\n\u003cp>When those shared values are in place it becomes imperative that the competencies students are expected to learn are completely transparent. “We’re no longer the teacher who is holding the secret of how to earn that top-level grade,” Hammonds said. “Instead we say, ‘here are the expectations for rigor and a clear scale for how to achieve it.’”\u003c/p>\n\u003cp>Teachers need to work together to clearly define the scale for how students will achieve mastery and what qualities will be included. While all students are held accountable for the same high expectations and the same competencies, they will each show their mastery in different ways. Teachers have to be ready for that variance, embrace it, and know what they are looking for to maintain rigorous standards.\u003c/p>\n\u003cp>\u003cstrong>TRANSITIONING INTO COMPETENCY EDUCATION\u003c/strong>\u003c/p>\n\u003cp>There’s no “right way” to transition into such a drastically different way of thinking about school because the unique factors of each district and community will play a big role. Asking the community what they want their graduates to look like is a good way to start. Preparing students for what the new system will be like and preparing them to take on more autonomy and agency is also crucial.\u003c/p>\n\u003caside class=\"alignleft long\">\n\u003ch3>Clarifying questions to help define pedagogical approach:\u003c/h3>\n\u003cp>\u003c/p>\n\u003cul>\n\u003cli>\u003cem>What do we know about the different ways to motivate and engage students? \u003c/em>\u003c/li>\n\u003cli>\u003cem>Where does student agency fit in learning?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What role do habits of learning play, and how can they be developed in students?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What does the research tell us about effective instructional practices?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What are the types of assessment, and what role do they play in achievement?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What types of learning experiences are needed to help students reach graduation goals?\u003c/em>\u003c/li>\n\u003cli>\u003cem>Given your current student population, their academic needs, and their life and learning experiences, how might this inform your school design or pedagogical approach?\u003c/em>\u003c/li>\n\u003cli>\u003cem>What challenges and educational needs can online and blended learning help you address?\u003c/em>\u003c/li>\n\u003cli>\u003cem>How do parents and the community at large think about these questions?\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Clearly defining the competences and the indicators is one step. Designing rubrics that clearly link back to those competencies is another equally important step that often gets overlooked. In hindsight, Hammonds wishes his team had spent more time designing the assessment rubrics. “When assessment goes beyond the level of retrieval (the goal of this kind of system), it is extra important to define things like what reflection looks like,” he said.\u003c/p>\n\u003cp>\u003ca href=\"http://pittsfield-nh.com/sau/\" target=\"_blank\">Pittsfield School District\u003c/a> in New Hampshire had a slightly easier journey to competency than Alaska or Maine because the state passed a law requiring high schools to implement competency education by 2008. That law has been ignored or implemented with \u003ca href=\"http://ww2.kqed.org/mindshift/2014/06/16/going-all-in-how-to-make-competency-based-learning-work/\" target=\"_blank\">varying degrees of effectiveness\u003c/a> in different parts of the state, but it did help provide some support as schools began to define indicators of competencies.\u003c/p>\n\u003cp>For two years Pittsfield educators did research, visited other schools and began identifying teacher leaders who would pilot ideas in their classrooms. Those teacher-leaders eventually put together “Do’s and Don’ts” for peers based on early experimentation. In the first year, the district devoted a lot of resources to writing the competencies, checking them against a rigor tool the state provided and training teachers, said Derek Hamilton, dean of operations for Pittsfield School District.\u003c/p>\n\u003cp>A panel of excited teachers who deeply understood competency education dug into the district’s current grading practices and policies, revising them to fit the competency model. They wanted to be sure teachers felt they could be consistent from class-to-class and grade-to-grade. Teachers got student feedback on whether the competencies were clear.\u003c/p>\n\u003cp>In the second year, the district presented the competencies they’d developed to the community. While parents had been clear about the general skills and dispositions they wanted students to graduate with, they hadn’t participated in the nitty-gritty competency writing and they needed to be brought up to speed.\u003c/p>\n\u003cp>In the third year, Pittsfield implemented the system throughout their 7-12th grade classes. It was bumpy at first, but Hamilton said when students led conferences with their parents and teachers, it all started to become clear. The parents could see how their child’s work connected to the rubric. This stage helped solidify support.\u003c/p>\n\u003cp>“We understood that in order to make this transformation we needed to find time to do it,” Hamilton said. School starts late once a week so teachers can have professional development time that's crucial to working out the kinks in the new system.\u003c/p>\n\u003cp>The first several years gave teachers and administrators a lot to reflect on, and in the fourth year teachers saw the need to better support students moving ahead or behind pace. They also implemented a support block on Wednesdays entirely dedicated to one-on-one support. They recognized that if time were truly flexible for students, then educator resources needed to be available in the summer too. Teachers began holding office hours, for which the district paid them, to support students who were still working on competencies.\u003c/p>\n\u003cp>These early adopters are continuously engaged in a process of reflection and fine-tuning to improve the education they are offering. Just as the competency education model acknowledges that learners are individuals with unique interests and learning needs, so too educators need space to figure out this new style of teaching. While the concept of only moving a student forward when they can clearly demonstrate mastery of content and skills sounds simple, it’s a big departure from the traditional model and requires a period of adjustment in a supportive environment.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Read the full report, \u003ca href=\"http://www.competencyworks.org/wp-content/uploads/2015/06/iNCL_CWIssueBrief_Implementing_v5_web.pdf\" target=\"_blank\">\"Implementing Competency Education in K-12 Systems: Insights from Local Leaders\" \u003c/a>for many more details and examples of how to implement a competency-based approach.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/41061/steps-to-help-schools-transform-to-competency-based-learning","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_1021","mindshift_20876","mindshift_20784","mindshift_1040","mindshift_873"],"featImg":"mindshift_41097","label":"mindshift"},"mindshift_28696":{"type":"posts","id":"mindshift_28696","meta":{"index":"posts_1591205157","site":"mindshift","id":"28696","score":null,"sort":[1369153682000]},"guestAuthors":[],"slug":"flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos","title":"Flipped Classroom 2.0: Competency Learning With Videos","publishDate":1369153682,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/photos/jeremywilburn/5229735592/sizes/z/in/photostream/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/teacher-students.jpg\" alt=\"teacher-students\" width=\"640\" height=\"360\" class=\"size-full wp-image-28950\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">The flipped classroom model generated \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-flip-why-i-love-it-how-i-use-it/\">a lot of excitement \u003c/a>initially, but more recently some educators -- even those who were initial advocates -- have \u003ca href=\"http://plpnetwork.com/2012/10/08/flip-love-affair/\">expressed disillusionment\u003c/a> with the idea of assigning students to watch instructional videos at home and work on problem solving and practice in class. Biggest criticisms: watching videos of lectures wasn't all that revolutionary, that it perpetuated bad teaching and raised questions about equal access to digital technology.\u003c/p>\n\u003cp>Now flipped classroom may have reached equilibrium, neither loved nor hated, just another potential tool for teachers -- if done well. “You never want to get stuck in a rut and keep doing the same thing over and over,” said \u003ca href=\"http://www.aaronsams.com/about-aaron/\">Aaron Sams\u003c/a>, a former high school chemistry teacher turned consultant who helped pioneer \u003ca href=\"http://flipped-learning.com/\">flipped classroom learning\u003c/a> in an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar. “The flipped classroom is not about the video,” said \u003ca href=\"http://www.ted.com/speakers/jon_bergmann.html\">Jonathan Bergmann\u003c/a>, Sams’ fellow teacher who helped fine tune and improve a flipped classroom strategy. “It’s about the active engaged stuff you can do in your class.”\u003c/p>\n\u003caside class=\"pullquote alignright\">“There is no place for them to hide. They had to converse with me and tell me when they were ready to be assessed on something.”\u003c/aside>\n\u003cp>The two teachers admit when they started flipping their classrooms they put everything into video form. Now, they've taken a step back and realized some things shouldn't be in lecture form, and \u003c!--more-->therefore shouldn't be videos either. Instead, the two teachers have embraced what they call mastery learning, with an emphasis on students taking control of their own learning. Instructional videos are an optional part of a bigger move towards asynchronous learning.\u003c/p>\n\u003cp>“The best use of class time is to meet the individual needs of each learner, not driving the class with predetermined curriculum,” Sams said. So he and Bergmann decided to make watching the video lectures optional. The videos are available, but if students felt they could learn it better in some other way, they're encouraged to do what works best for them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/can-ted-talks-really-work-in-a-classroom/\">Can TED Talks Really Work in the Classroom?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“One of the most important skills that any student can learn is where to go for information and resources,” Sams said. Instead of following a rigid curriculum, the two teachers decided on the key learning objectives of the class -- the things they felt their students really needed to know --and structured the class around those. Then they offered students a menu of resources that included instructional video, some sort of practice and links to the corresponding section of a textbook. The teachers became resources and helped provide benchmarks to keep students on track.\u003c/p>\n\u003cp>The educators say this method is working for them because they've decided to make their classrooms mastery based, whereby \"a student gets to the end of some learning unit and must pass whatever kind of assessment you have before he can move on,” Sams said -- very much like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\">competency-based learning\u003c/a>. “There is no place for them to hide. They had to converse with me and tell me when they were ready to be assessed on something,” Sams said. When he taught in a more traditional way, Sams admitted there were students he hardly knew.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S IT LOOK LIKE?\u003c/strong>\u003c/p>\n\u003cp>Working with a mastery-based model means students are not all learning the same thing at the same time. Bergmann said the first five minutes of class are essential to setting the class into productive motion by quickly assessing where students are and directing them to various stations around the room. ”Your class looks like organized chaos,” Bergmann said. “It’s very powerful.”\u003c/p>\n\u003caside class=\"pullquote alignleft\"> “The flipped classroom is not about the video. It’s about the active engaged stuff you can do in your class.”\u003c/aside>\n\u003cp>Students are scattered around the room learning a topic in their own way and teachers are walking around talking to students, answering questions and checking in on their progress. There’s no assigned homework, unless a student feels he needs to do some extra work to understand a concept. “The kids who are going to get most of my time are the kids who need it,” said Sams. “It’s the kids who are struggling or the kids who need me hovering over their shoulder.”\u003c/p>\n\u003cp>Sams and Bergmann soon realized that effective flipped classrooms didn’t include videos of science demonstrations. That’s the most exciting part of science and kids should get to see it up close. Since students were moving at different paces, Sams and Bergmann had to demonstrate the same thing multiple times. “We did demos for just a handful of students,” said Sams. “It was a far more intimate environment so we could converse with kids about what was going on.”\u003c/p>\n\u003cp>Disciplinary issues also diminished significantly. “When I was the guy up front, all the attention was supposed to be on me and it was really easy for a disruptive kid to pull the attention to himself,” said Sams. With everyone working on their own projects, one kid has much less power to disrupt.\u003c/p>\n\u003cp>\u003cstrong>ASSESSING WITH MASTERY MODEL\u003c/strong>\u003c/p>\n\u003cp>One of the most challenging parts of a messy, asynchronous classroom is that kids aren't all ready to be assessed at the same time, and when they do take a test, they might not pass. Sams’ and Bergmann's chemistry classes have formative assessments, constant checking in and talking about work with students on a daily basis.\u003c/p>\n\u003cp>The two teachers also spent two years building up a store of test questions in \u003ca href=\"https://moodle.org/\">Moodle\u003c/a>, a free learning management system that randomly generates tests. Those who fail the test can take another to prove mastery.\u003c/p>\n\u003cp>It took a lot of work to build up the system that now works smoothly and the process revealed challenges in the mastery model. “One of the dark sides of mastery is the demoralizing effect,” Bergmann said. He had students that he knew understood the material because of his daily work with them, but who couldn’t pass the tests. That’s a frustrating and demotivating experience for a student.\u003c/p>\n\u003cp>Sams and Bergmann turned to the \u003ca href=\"http://www.udlcenter.org/aboutudl\">Universal Design for Learning\u003c/a>, a set of curriculum principles that maintains students need more than one way to learn information and more than one way to demonstrate knowledge. Following the second principle, the two teachers allowed their students to show they understood the material any way they wanted. Sams said he received songs, welding projects and even hand-drawn graphic novels. He admits those didn’t help the students take standardized tests, but they showed chemistry understanding, his main goal.\u003c/p>\n\u003cp>If this all sounds messy, it is. Sams and Bergmann are the first to admit that there are challenges, especially around grading. But, they’ve discovered a way to take flipped learning to another level, offering it as one option in a smorgasbord of instructional materials and letting students have the autonomy to choose what works best for them. Kids got behind, but the teachers checked their progress along the way and structured the course so that the most necessary information was in the first four sections, with nice-to-know material in the fifth section.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We would rather our kids actually know 80 percent of the content, instead of being exposed to 100 percent of the content,” said Bergmann.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1457134472,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1263},"headData":{"title":"Flipped Classroom 2.0: Competency Learning With Videos | KQED","description":"The flipped classroom model generated a lot of excitement initially, but more recently some educators -- even those who were initial advocates -- have expressed disillusionment with the idea of assigning students to watch instructional videos at home and work on problem solving and practice in class. Biggest criticisms: watching videos of lectures wasn't all","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Flipped Classroom 2.0: Competency Learning With Videos","datePublished":"2013-05-21T16:28:02.000Z","dateModified":"2016-03-04T23:34:32.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"28696 http://blogs.kqed.org/mindshift/?p=28696","disqusUrl":"https://ww2.kqed.org/mindshift/2013/05/21/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos/","disqusTitle":"Flipped Classroom 2.0: Competency Learning With Videos","path":"/mindshift/28696/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/jeremywilburn/5229735592/sizes/z/in/photostream/\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/teacher-students.jpg\" alt=\"teacher-students\" width=\"640\" height=\"360\" class=\"size-full wp-image-28950\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/teacher-students-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">The flipped classroom model generated \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/the-flip-why-i-love-it-how-i-use-it/\">a lot of excitement \u003c/a>initially, but more recently some educators -- even those who were initial advocates -- have \u003ca href=\"http://plpnetwork.com/2012/10/08/flip-love-affair/\">expressed disillusionment\u003c/a> with the idea of assigning students to watch instructional videos at home and work on problem solving and practice in class. Biggest criticisms: watching videos of lectures wasn't all that revolutionary, that it perpetuated bad teaching and raised questions about equal access to digital technology.\u003c/p>\n\u003cp>Now flipped classroom may have reached equilibrium, neither loved nor hated, just another potential tool for teachers -- if done well. “You never want to get stuck in a rut and keep doing the same thing over and over,” said \u003ca href=\"http://www.aaronsams.com/about-aaron/\">Aaron Sams\u003c/a>, a former high school chemistry teacher turned consultant who helped pioneer \u003ca href=\"http://flipped-learning.com/\">flipped classroom learning\u003c/a> in an \u003ca href=\"http://home.edweb.net/\">edWeb\u003c/a> webinar. “The flipped classroom is not about the video,” said \u003ca href=\"http://www.ted.com/speakers/jon_bergmann.html\">Jonathan Bergmann\u003c/a>, Sams’ fellow teacher who helped fine tune and improve a flipped classroom strategy. “It’s about the active engaged stuff you can do in your class.”\u003c/p>\n\u003caside class=\"pullquote alignright\">“There is no place for them to hide. They had to converse with me and tell me when they were ready to be assessed on something.”\u003c/aside>\n\u003cp>The two teachers admit when they started flipping their classrooms they put everything into video form. Now, they've taken a step back and realized some things shouldn't be in lecture form, and \u003c!--more-->therefore shouldn't be videos either. Instead, the two teachers have embraced what they call mastery learning, with an emphasis on students taking control of their own learning. Instructional videos are an optional part of a bigger move towards asynchronous learning.\u003c/p>\n\u003cp>“The best use of class time is to meet the individual needs of each learner, not driving the class with predetermined curriculum,” Sams said. So he and Bergmann decided to make watching the video lectures optional. The videos are available, but if students felt they could learn it better in some other way, they're encouraged to do what works best for them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/can-ted-talks-really-work-in-a-classroom/\">Can TED Talks Really Work in the Classroom?\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“One of the most important skills that any student can learn is where to go for information and resources,” Sams said. Instead of following a rigid curriculum, the two teachers decided on the key learning objectives of the class -- the things they felt their students really needed to know --and structured the class around those. Then they offered students a menu of resources that included instructional video, some sort of practice and links to the corresponding section of a textbook. The teachers became resources and helped provide benchmarks to keep students on track.\u003c/p>\n\u003cp>The educators say this method is working for them because they've decided to make their classrooms mastery based, whereby \"a student gets to the end of some learning unit and must pass whatever kind of assessment you have before he can move on,” Sams said -- very much like \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/to-break-the-mold-is-competency-learning-the-key/\">competency-based learning\u003c/a>. “There is no place for them to hide. They had to converse with me and tell me when they were ready to be assessed on something,” Sams said. When he taught in a more traditional way, Sams admitted there were students he hardly knew.\u003c/p>\n\u003cp>\u003cstrong>WHAT'S IT LOOK LIKE?\u003c/strong>\u003c/p>\n\u003cp>Working with a mastery-based model means students are not all learning the same thing at the same time. Bergmann said the first five minutes of class are essential to setting the class into productive motion by quickly assessing where students are and directing them to various stations around the room. ”Your class looks like organized chaos,” Bergmann said. “It’s very powerful.”\u003c/p>\n\u003caside class=\"pullquote alignleft\"> “The flipped classroom is not about the video. It’s about the active engaged stuff you can do in your class.”\u003c/aside>\n\u003cp>Students are scattered around the room learning a topic in their own way and teachers are walking around talking to students, answering questions and checking in on their progress. There’s no assigned homework, unless a student feels he needs to do some extra work to understand a concept. “The kids who are going to get most of my time are the kids who need it,” said Sams. “It’s the kids who are struggling or the kids who need me hovering over their shoulder.”\u003c/p>\n\u003cp>Sams and Bergmann soon realized that effective flipped classrooms didn’t include videos of science demonstrations. That’s the most exciting part of science and kids should get to see it up close. Since students were moving at different paces, Sams and Bergmann had to demonstrate the same thing multiple times. “We did demos for just a handful of students,” said Sams. “It was a far more intimate environment so we could converse with kids about what was going on.”\u003c/p>\n\u003cp>Disciplinary issues also diminished significantly. “When I was the guy up front, all the attention was supposed to be on me and it was really easy for a disruptive kid to pull the attention to himself,” said Sams. With everyone working on their own projects, one kid has much less power to disrupt.\u003c/p>\n\u003cp>\u003cstrong>ASSESSING WITH MASTERY MODEL\u003c/strong>\u003c/p>\n\u003cp>One of the most challenging parts of a messy, asynchronous classroom is that kids aren't all ready to be assessed at the same time, and when they do take a test, they might not pass. Sams’ and Bergmann's chemistry classes have formative assessments, constant checking in and talking about work with students on a daily basis.\u003c/p>\n\u003cp>The two teachers also spent two years building up a store of test questions in \u003ca href=\"https://moodle.org/\">Moodle\u003c/a>, a free learning management system that randomly generates tests. Those who fail the test can take another to prove mastery.\u003c/p>\n\u003cp>It took a lot of work to build up the system that now works smoothly and the process revealed challenges in the mastery model. “One of the dark sides of mastery is the demoralizing effect,” Bergmann said. He had students that he knew understood the material because of his daily work with them, but who couldn’t pass the tests. That’s a frustrating and demotivating experience for a student.\u003c/p>\n\u003cp>Sams and Bergmann turned to the \u003ca href=\"http://www.udlcenter.org/aboutudl\">Universal Design for Learning\u003c/a>, a set of curriculum principles that maintains students need more than one way to learn information and more than one way to demonstrate knowledge. Following the second principle, the two teachers allowed their students to show they understood the material any way they wanted. Sams said he received songs, welding projects and even hand-drawn graphic novels. He admits those didn’t help the students take standardized tests, but they showed chemistry understanding, his main goal.\u003c/p>\n\u003cp>If this all sounds messy, it is. Sams and Bergmann are the first to admit that there are challenges, especially around grading. But, they’ve discovered a way to take flipped learning to another level, offering it as one option in a smorgasbord of instructional materials and letting students have the autonomy to choose what works best for them. Kids got behind, but the teachers checked their progress along the way and structured the course so that the most necessary information was in the first four sections, with nice-to-know material in the fifth section.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We would rather our kids actually know 80 percent of the content, instead of being exposed to 100 percent of the content,” said Bergmann.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28696/flipped-classroom-2-0-mastery-levelcomptenecy-learning-with-videos","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_1021","mindshift_651","mindshift_1040","mindshift_873"],"featImg":"mindshift_28950","label":"mindshift"},"mindshift_21288":{"type":"posts","id":"mindshift_21288","meta":{"index":"posts_1591205157","site":"mindshift","id":"21288","score":null,"sort":[1337362480000]},"guestAuthors":[],"slug":"what-schools-can-learn-from-summer-camps","title":"What Schools Can Learn from Summer Camps","publishDate":1337362480,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/91704845-2.jpg\">\u003cimg class=\" size-large wp-image-21533 alignnone\" title=\"91704845-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/91704845-2-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp>As warm weather approaches and parents sign up their kids for summer enrichment programs, many may wonder how long the effects of these programs last. Do their benefits persist into the school year, or do they disappear come September?\u003c/p>\n\u003cp>A \u003ca href=\"http://rd.springer.com/article/10.1007/s11031-012-9293-6\">study led by Stanford University psychologist Paul O’Keefe\u003c/a>, released online this month by the journal \u003cem>Motivation and Emotion\u003c/em>, offers some heartening news: Students’ improvements in attitude and motivation stick around well after summer turns to fall.\u003c/p>\n\u003cp>Over the course of nine months, O’Keefe and his coauthors assessed a group of eighth-, ninth-, and tenth-graders three times: once before the end of the school year, once during their summer enrichment program, and a final time \u003cem>six months\u003c/em> after the end of the program.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Reward intellectual risk-taking, and avoid punishing students for failed experiments.\n\u003c/aside>\n\u003cp>The researchers were looking at the teenagers’ “goal orientations”—were they interested in learning for learning’s sake, or in showing off their smarts? The first type of attitude, called a “mastery orientation,” has been linked to high levels of motivation and engagement, while the second, known as a “performance orientation,” has been tied to greater anxiety and less resilience in the face of failure.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>During the summer enrichment program, the students became more apt to favor a mastery approach, endorsing statements such as “It's important to me that I learn a lot of new concepts in science,” and discounting statements like, \"One of my goals is to show others that I'm good at science,” which indicate a performance orientation.\u003c/p>\n\u003cp>The surprise was that the teenagers’ embrace of mastery remained strong even after they returned to school—which, with its tests and rankings, often places more emphasis on performance than on learning for its own sake.\u003c/p>\n\u003cp>As cheering as this finding may be, it in turn raises another question: How can we carry the mastery orientation cultivated in summer enrichment programs into the rest of the year? For the \u003c!--more-->answer, look more closely at what the program in this study does right. Called the Talent Identification Program, it is held on the campus of Duke University and lasts for three weeks, during which participants attend academically rigorous classes for seven hours on weekdays and three hours on Saturdays. The courses, which include subjects like Aerospace Engineering, Introduction to Medical Science, Marine Biology, and Pharmacology, are deliberately designed to emphasize mastery and de-emphasize performance.\u003c/p>\n\u003cp>Some key characteristics:\u003c/p>\n\u003cul>\n\u003cli>The program promotes collaboration, playing down competition among students and fostering “a collegial attitude towards fellow learners.”\u003c/li>\n\u003cli>Its instructors offer what O’Keefe calls “autonomy support,” encouraging students “to draw their own conclusions and justify them, explore aspects of class subjects that interest them most, and make decisions regarding what they prefer to learn and how they would like to learn those materials.”\u003c/li>\n\u003cli>The program rewards intellectual risk-taking, and avoids punishing students for failed experiments.\u003c/li>\n\u003cli>Feedback given to students recognizes effort and growth and focuses on the learning process, rather than on its outcome.\u003c/li>\n\u003c/ul>\n\u003cp>As O’Keefe’s study demonstrates, summer enrichment programs offer lasting benefits for those lucky enough to participate in them. What would be even better? Every student encouraged to learn for mastery, all school year long.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"When the pressure is off grades and performance, kids focus on learning for the sake of learning, not to show off what they know, writes Annie Murphy Paul in this interesting post about a study examining the lasting effects of summer camp.","status":"publish","parent":0,"modified":1434497062,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":565},"headData":{"title":"What Schools Can Learn from Summer Camps | KQED","description":"When the pressure is off grades and performance, kids focus on learning for the sake of learning, not to show off what they know, writes Annie Murphy Paul in this interesting post about a study examining the lasting effects of summer camp.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Schools Can Learn from Summer Camps","datePublished":"2012-05-18T17:34:40.000Z","dateModified":"2015-06-16T23:24:22.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"21288 http://blogs.kqed.org/mindshift/?p=21288","disqusUrl":"https://ww2.kqed.org/mindshift/2012/05/18/what-schools-can-learn-from-summer-camps/","disqusTitle":"What Schools Can Learn from Summer Camps","path":"/mindshift/21288/what-schools-can-learn-from-summer-camps","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/91704845-2.jpg\">\u003cimg class=\" size-large wp-image-21533 alignnone\" title=\"91704845-2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/91704845-2-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\u003c/p>\n\u003cp>As warm weather approaches and parents sign up their kids for summer enrichment programs, many may wonder how long the effects of these programs last. Do their benefits persist into the school year, or do they disappear come September?\u003c/p>\n\u003cp>A \u003ca href=\"http://rd.springer.com/article/10.1007/s11031-012-9293-6\">study led by Stanford University psychologist Paul O’Keefe\u003c/a>, released online this month by the journal \u003cem>Motivation and Emotion\u003c/em>, offers some heartening news: Students’ improvements in attitude and motivation stick around well after summer turns to fall.\u003c/p>\n\u003cp>Over the course of nine months, O’Keefe and his coauthors assessed a group of eighth-, ninth-, and tenth-graders three times: once before the end of the school year, once during their summer enrichment program, and a final time \u003cem>six months\u003c/em> after the end of the program.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Reward intellectual risk-taking, and avoid punishing students for failed experiments.\n\u003c/aside>\n\u003cp>The researchers were looking at the teenagers’ “goal orientations”—were they interested in learning for learning’s sake, or in showing off their smarts? The first type of attitude, called a “mastery orientation,” has been linked to high levels of motivation and engagement, while the second, known as a “performance orientation,” has been tied to greater anxiety and less resilience in the face of failure.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>During the summer enrichment program, the students became more apt to favor a mastery approach, endorsing statements such as “It's important to me that I learn a lot of new concepts in science,” and discounting statements like, \"One of my goals is to show others that I'm good at science,” which indicate a performance orientation.\u003c/p>\n\u003cp>The surprise was that the teenagers’ embrace of mastery remained strong even after they returned to school—which, with its tests and rankings, often places more emphasis on performance than on learning for its own sake.\u003c/p>\n\u003cp>As cheering as this finding may be, it in turn raises another question: How can we carry the mastery orientation cultivated in summer enrichment programs into the rest of the year? For the \u003c!--more-->answer, look more closely at what the program in this study does right. Called the Talent Identification Program, it is held on the campus of Duke University and lasts for three weeks, during which participants attend academically rigorous classes for seven hours on weekdays and three hours on Saturdays. The courses, which include subjects like Aerospace Engineering, Introduction to Medical Science, Marine Biology, and Pharmacology, are deliberately designed to emphasize mastery and de-emphasize performance.\u003c/p>\n\u003cp>Some key characteristics:\u003c/p>\n\u003cul>\n\u003cli>The program promotes collaboration, playing down competition among students and fostering “a collegial attitude towards fellow learners.”\u003c/li>\n\u003cli>Its instructors offer what O’Keefe calls “autonomy support,” encouraging students “to draw their own conclusions and justify them, explore aspects of class subjects that interest them most, and make decisions regarding what they prefer to learn and how they would like to learn those materials.”\u003c/li>\n\u003cli>The program rewards intellectual risk-taking, and avoids punishing students for failed experiments.\u003c/li>\n\u003cli>Feedback given to students recognizes effort and growth and focuses on the learning process, rather than on its outcome.\u003c/li>\n\u003c/ul>\n\u003cp>As O’Keefe’s study demonstrates, summer enrichment programs offer lasting benefits for those lucky enough to participate in them. What would be even better? Every student encouraged to learn for mastery, all school year long.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21288/what-schools-can-learn-from-summer-camps","authors":["4355"],"categories":["mindshift_194","mindshift_193"],"tags":["mindshift_1040","mindshift_812","mindshift_873"],"featImg":"mindshift_21533","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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