The Evolution of Blended and Competency-Based Schooling: What Lies Beyond the Horizon?

The Evolution of Blended &
Competency-Based Schooling
What Lies Beyond the Horizon?
Tim Hudson, PhD
Vice President of Learning
DreamBox Learning
@DocHudsonMath

Poll: What is your biggest challenge with
blended schooling?
- Personalizing learning for every student
- Measuring impact
- Fidelity of implementations
- Getting educators comfortable with blended learning
- Accessing and using actionable data

Poll: What is your level of interest in digital
curriculum?
- Just looking at new technologies
- Researching possible software solutions for my school
- Interested in grants and funding options for my school
- Interested in pricing
- Interested in viewing a demo

studio3architecture.wordpress.com

Today’s Goals
Explore our hidden
assumptions and imagine
the full implications of
blended learning that
ensure high achievement
and enjoyment for all
students.
Surface and reflect upon our
own mental models of
education, schooling, and
learning that inform how we
design classrooms,
schools, and use
educational technology.

“Next Generation” Education?
“…one would think that by 2025, age-graded
schools and the familiar teaching and learning that
occurs today in K-12 and universities would have
exited the rear door. Not so. Blended instruction,
personalized learning, and flipped classrooms
will reinforce the age-graded school, the 19th
century organizational innovation that is rock-solid
in 2015. That is what I predict for 2025.”
Larry Cuban, 12/2015
Stanford University Professor Emeritus of Education
From “Predictions, Dumb and Otherwise, about Technology in Schools in 2025”
www.larrycuban.wordpress.com

What is Blended
Schooling?
What is
Competency-Based
Schooling?

Personalized
Schooling
Personalized
Learning
Industrial
Schooling
Industrial
Learning
Personalized
(Relational)
Impersona
l (Industrial)
Learning
Pedagogy with
Students
Schooling
Structures
from
Adults

School Policies &
Structures are Designed
for Students as Unique
Individuals.
Strategic & Varied
Schedule, Location,
Path, Pace
Empowering Learning
Experiences, Critical
Thinking, Creativity,
Exploration.
Students “Think & Do”
using Their Own
Intuitive Ideas
School Policies &
for Efficiency, Economy
& Scale.
Fixed Schedule,
Location, Path, Pace
Age-Based Pacing
Calendars
Traditional Lesson
Paradigm of Mass
Instruction
Teach, Practice, Test
Students “Sit & Get” the
Teacher’s Ideas
Personalized
(Relational)
Impersona
l (Industrial)
Learning
Pedagogy with
Students
Schooling
Structures
from
Adults

Planning Backwards
School
Curriculum
© 1998, 2005© 2007

Plan Curriculum Backwards
1. Identify desired
results (for units and
lessons)
2. Determine
acceptable evidence
3. Plan learning
experiences and
instruction
Understanding by Design, Wiggins & McTighe, ©2005

Schooling by Design, ©2007, Wiggins & McTighe, p. 6
Where are decisions about
Blended Learning or
Competency-Based
Models made?

Age-Grading
Seat-Time
Schedules
Credits
Mission should drive
scheduling. Structures
should not drive
Mission.

Plan Schooling Backwards
• “Not schooling by habit or
impulse.”
• “Without a commitment to
mission, we don’t really
have a school; we just
have a home for freelance
tutors of subjects.”
p. 11, 25, Wiggins & McTighe, © 2007

Mission or Habit?
“Our mission is to ensure success
for all our students. We will do
whatever it takes to ensure their
success –
provided we don’t have to change
the schedule, modify any of our
existing practices, or adopt any
new practices.”
Revisiting Professional Learning Communities at Work, ©2008, DuFour, DuFour, Eaker, pp. 114-115

School Policies &
for Students as Unique
Individuals.
Strategic & Varied
Schedule, Location,
Path, Pace
Empowering Learning
Experiences, Critical
Thinking, Creativity,
Exploration.
Students “Think & Do”
using Their Own
Intuitive Ideas
School Policies &
for Efficiency, Economy
& Scale.
Fixed Schedule,
Location, Path, Pace
Age-Based Pacing
Calendars
Traditional Lesson
Paradigm of Mass
Instruction
Teach, Practice, Test
Students “Sit & Get” the
Teacher’s Ideas
Personalized
(Relational)
Impersona
l (Industrial)
Learning
Pedagogy with
Students
Schooling
Structures
from
Adults
Blende
d
Blende
d
Is there
an app
for this?
Is there
an app
for this?
Is there
an app
for this?
Is there
an app
for this?

Why don’t we see
the term ‘blended’
associated with
other professions?

PURPOSE
• What are restaurants, farms, hospitals, schools,
etc. “in business” to accomplish?
• Regardless of what “school” looks like, what
must be accomplished for all students?

“Contemporary school reform efforts…
typically focus too much on various
means: structures, schedules,
programs, PD, curriculum, and
instructional practices (like cooperative
learning)”
[or blended learning]
[or flipped classrooms]
[or iPads, hardware, etc]
[or “gamification”]
p. 234-235, Wiggins & McTighe, © 2007

“Certainly such reforms serve
as the fuel for the school
improvement engine, but
they must not be mistaken as
the destination…[which is]
improved learning.”
p. 234-235, Wiggins & McTighe, © 2007

Blended Learning
H. Staker, M. Horn, Classifying K-12 Blended Learning, © 2012

Blended Learning
online delivery of
content & instruction
anytime, anywhere
delivery of content &
instruction at school

Time, Place, Path, Pace

Time, Place, Path, Pace
• Path: Learning is no longer restricted to the pedagogy used by
the teacher. Interactive and adaptive software allows students
to learn [in a method that is customized to their needs].
BUT… Learning IS restricted – and limited by – the
pedagogy used by the online teacher, in the online
instruction, or in designs of the learning software.

Which blended schooling model is better?
FLIPPED-CLASSROOM ENRICHED-VIRTUAL
Blending is a means to what ends?
What is happening with the teacher?
What is happening on the computers?

Schedules
Equipment
Facilities
Budgets
Class Size
Planning “Forward”
based on resources?
Or Planning
Backward from
Mission
Adapted from Schooling by Design, G. Wiggins & J. McTighe, ©2007, p. 6

based on Schooling by Design, ©2007, Wiggins & McTighe, p. 6
Blended Learning Models
made?
1. Define Learning
Principles
2. Establish
Curriculum &
Assessment
3. Establish Face-to-
Face and Online
Programs &
Practices to
Enable Blended
Learning
Determine Personnel,
Structures, and
Resources

Competency Education (iNACOL)
• Advance upon demonstrated mastery
• Transferable learning objectives that
empower students
• Positive, meaningful assessment
• Timely, differentiated support
• Application and creation of knowledge,
developing important skills &
dispositions
http://www.competencyworks.org/wp-content/uploads/2015/06/iNCL_CWIssueBrief_Implementing_v5_web.pdf

• Advance upon demonstrated mastery
• Transferable learning objectives that
empower students
• Positive, meaningful assessment
• Timely, differentiated support
• Application and creation of knowledge,
developing important skills &
dispositions
http://www.competencyworks.org/wp-content/uploads/2015/06/iNCL_CWIssueBrief_Implementing_v5_web.pdf
Competency Education (iNACOL)

Plan Curriculum Backwards
1. Identify desired
lessons)
2. Determine
acceptable
evidence
3. Plan learning
experiences and
instruction

Acquire
Knowledge
and Skills
Information
Facts
Procedures
Make
Meaning
Concepts
Ideas
Contexts
Situations
Transfer
Independent
Use
Unfamiliar
Situations
© Authentic Education
Learning Outcomes A-M-T

“You can learn
ANYTHING online.”
usually means
“You can acquire
ANY INFORMATION
online.”

Schooling by Design, ©2007, Wiggins & McTighe, p. 6
Competency-Based
Systems made?
Establish Policies &
Structures for
Progressing Based on
Competency
Decide on Evidence
of Competence

Why “Factory” Model Structures?
“…all the rhetoric around how we will shove off the mantel
of “factory education” for the brand new world of
“personalized learning” misses a point of the utmost
importance:
Factory education was invented as a form of
personalization.”
Mike Caulfield, July 2014
Director of Blended and Networked Learning at Washington State University-Vancouver
“The Original Factory Education Was a Personalized Learning Experiment”
www.hapgood.us

Will County, Illinois One-Room Schoolhouse, http://polarbearstale.blogspot.com/
Math
Packet
1
Math
Packet
2
Math
Packet
4
Math
Packet
7
Math
Packet
3
Math
Packet
8
Math
Packet
2
Math
Packet
3
Math
Packet
3
Varied Pace Alone Doesn’t Result
in Learning & Understanding

How we Cause Learning
1. Identify desired
lessons)
2. Determine
acceptable evidence
3. Plan learning
experiences and
instruction

Wiggins on “Mastery”
“…the original sin in
curriculum design: Take
a complex whole, divide
it into small pieces, string
those together in a rigid
sequence of instruction
and testing, and call
completion of this
sequence "mastery."
“How Good is Good Enough?” G. Wiggins, ASCD © 2013

Learning to Drive?
Monday Tuesday Wednesday Thursday
Friday

Skill + Skill + Skill + Skill + Skill + Skill + Skill +
Skill + Skill + Skill + Skill + Skill + Skill + Skill + Skill +
Skill + Skill l
≠Transfer, Mastery &
Understanding

What do you remember
about math from when you
were in middle & high
school?

Experience or Instruction?
From a 5th grade teacher in NY:
“I had a lot of good people teaching me math when I
was a student – earnest and funny and caring. But
the math they taught me wasn’t good math. Every
class was the same for eight years:
‘Get out your homework, go over the
homework, here’s the new set of exercises,
here’s how to do them. Now get started. I’ll
be around.’”
p. 55, Teaching What Matters Most, Strong, Silver, & Perini, ©2001

Instruction, Content Delivery
Whole
Class or
Small
Group
Instruction
Independent
Practice
Whole
Class
Assessment
Use Data
Formatively
to Plan
Use Data
Summatively
(Competence)

Let Me
Show You
How To Do
X
Now You
Go Do
X
Can You
Independently
Do
X?
Maybe You
Need to Be
Shown X
Again
You Know
X
Who is doing the thinking?

School & Home Work
At School:
Explicit
Instruction &
Problem
Solving
At Home:
Practice
Problems
Whole
Class
Assessment
Maybe you
need to be
shown X
again
Use Data
Summatively

Flipped Classroom?
At Home:
Explicit
Instructional
Videos & Online
Practice
At School:
Guided
Practice &
Problem
Solving
Whole
Class
Assessment
Maybe You
Need to
Watch the
Video Again
Use Data
Summatively

Learning Outcomes?
“They were so concerned with making
sure we knew how to do every single
procedure we never learned how to think
mathematically. I did well in math but I
never understood what I was doing. I
remember hundreds of procedures but
not one single mathematical idea.”
p. 55, Teaching What Matters Most, Strong, Silver, & Perini, ©2001

Let Me
Show You
How To Do
X
Now You
Go Do
X
Can You
Independently
Do
X?
Maybe You
Need to Be
Shown X
Again
You Know
X
If it’s believed that learners are
merely passive receivers of
information and procedures,
then what would logically
follow for the design of
schools and lessons and
edtech?

Earth 2199
“I know kung fu.”
The Matrix, 1999, Warner Brothers, Village Roadshow Pictures

Did educators try to simply transmit information
from books to passive students en masse in 2000?
‘At School in the Year 2000’ Image Source via Wikimedia Commons

http://www.sociology.com/2012/11/jobs-and-careers
What’s Different? What’s Similar?

https://medium.com/bright/ipads-teachers-e51896af3930
What’s Different? What’s Similar?

Curse of the Familiar
“If our problems are mere inefficiencies
– if we need students doing
basically exactly what they've been
doing before but faster – then the
gambit of building apps that mirror
typical classroom practices will work
out great.”
Justin Reich on EdWeek
November 20, 2013
http://blogs.edweek.org/edweek/edtechresearcher/2013/11/edtech_start-ups_and_the_curse_of_the_familar.html

Massive Open Online Course (MOOC)
“Each MOOC varies in content,
requirements, prerequisites and length,”
Tarte said. “Some will contain video
lectures, some might have selected
readings, and some courses provide
quizzes periodically so students can test
their understanding of the material.”
High School to Offer College Courses Online
www.emissourian.com, November 27, 2013

Thoughtful vs. Thoughtless Blended Learning
… night school instruction was questionable … I heard over
and over again about students who never watched or read
through any of the instruction material. They simply clicked
through screens until they got to assessments and Googled
to find answers. Even in rooms where teachers did not
allow that practice, instruction from the computer relied on
basic “read this” followed by “now answer these questions”
approach no different than many textbook-style education
methods. Students never had the chance to engage in any
activities, projects, or even class discussions to augment
their learning. It was all basic regurgitation…”
http://prwhite213.wordpress.com/2014/10/08/thoughtless-vs-thoughtful-blended-learning/
-Patrick White

Fullan: Alive in the Swamp
Fullan & Donnelly, Alive in the Swamp: Assessing Digital Innovations in Education, © July 2013, www.nesta.org/uk
“Technology–enabled innovations have a different
problem, mainly pedagogy and outcomes. Many of
the innovations, particularly those that provide online
content and learning materials, use basic pedagogy –
most often in the form of introducing concepts
by video instruction and following up with a series of
progression exercises and tests. Other digital
innovations are simply tools that allow teachers
to do the same age-old practices but in a digital
format.” (p. 25)

Fullan & Donnelly, Alive in the Swamp
Scorecard: Innovation Index

Sample: Assessment Platform

Data inform
the Adaptive
Engine
Common “Adaptive” Design
Explicit
Input, Video
Lecture,
Textbook
Reading,
Dependent
Practice,
“Worksheet”
Problems
Digitized
Quiz/Test
Items
Mistakes on
the Quiz or
Test Items

Wiggins on “Mastery”
“Indeed, many modern
software solutions now exist
to help educators track
endless small objectives,
in the name of "mastery,"
"proficiency," or
"competency." In some
units, students cannot
advance to the next level
until they test out on interim
assessments of such bits
of knowledge.”
“How Good is Good Enough?” G. Wiggins, ASCD © 2013

1989
• “The notion that learning comes about by the
accretion of little bits is outmoded learning
theory.
• “Current models of learning based on cognitive
psychology contend that learners gain
understanding when they construct their own
knowledge and develop their own cognitive
maps of the interconnections among facts and
concepts.” (pp. 5–6)
Shepard, L. A. (1989, April). Why we need better assessments. Educational Leadership, 46(7)
quoted in Schooling by Design, Wiggins & McTighe, © 2007 p. 46

Where do we get this notion?
Why does it persist?

Transmission via Print
“If, by a miracle of mechanical
ingenuity, a book could be so arranged
that only to him who had done what
was directed on page one would page
two become visible, and so on, much
that now requires personal instruction
could be managed by print.”
Edward Thorndike 1912

What’s the alternative?
What other notions are there?

Curse of the Familiar
“If you think that the problems in
classrooms are not just about kids
doing things a little faster, but doing
different things than is current
practice, then you need to build things
that will be unfamiliar.”
Justin Reich on EdWeek
November 20, 2013
http://blogs.edweek.org/edweek/edtechresearcher/2013/11/edtech_start-ups_and_the_curse_of_the_familar.html

Learning Principle
“Understandings cannot
be given; they have to be
engineered so that learners
see for themselves the
power of an idea for
making sense of things.”
p. 113, Schooling by Design, Wiggins & McTighe, ©2007

Don’t Start by Telling
“Providing students with opportunities to
first grapple with specific information
relevant to a topic has been shown to create
a ‘time for telling’ that enables them to
learn much more from an organizing
lecture.”
How People Learn, p. 58

Engineered for Realizations
Engage with
& Make
Sense of a
Situation or
Context
Student’s
Own
Ideas &
Intuition
Specific,
Instant,
Custom
Feedback
Engine
Adapts &
Differentiates
Student
Independently
Transfers
“Offline,” Too

The Quality of Digital
Learning Experiences
is just as important
as the Quality of
Classroom Learning
Experiences

Whitepaper
Best Practices
for Evaluating
Digital
Curricula

Thank you
timh@dreambox.com
www.dreambox.com
@DocHudsonMath

DreamBox Learning® K-8 Math
Available in English & Spanish
Intelligent Adaptive Learning
Engine
• Millions of personalized learning paths
• Tailored to a student’s unique needs
Motivating Learning
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• Student Directed, Empowering
• Leverages Gaming Protocols
Rigorous Mathematics
Curriculum
• Reporting Aligned to CCSS,
Texas TEKS, Virginia SOL,
Indiana IAS, South Carolina,
SCCCR, Canada WNCP, &
Canada Ontario Curriculum
Reports
• Standards for Mathematical
Practice

DreamBox Lessons & Virtual Manipulatives
Intelligently adapt & individualize to:
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www.DreamBox.com/request-a-demo

We value your feedback, compliments,
suggestions, and complaints!
Let us know how we’re doing:
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The Evolution of Blended and Competency-Based Schooling: What Lies Beyond the Horizon?

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