Diese Präsentation wurde erfolgreich gemeldet.
Wir verwenden Ihre LinkedIn Profilangaben und Informationen zu Ihren Aktivitäten, um Anzeigen zu personalisieren und Ihnen relevantere Inhalte anzuzeigen. Sie können Ihre Anzeigeneinstellungen jederzeit ändern.

Teaching and Learning Continuum Moving toward Agency (Bray)

1.084 Aufrufe

Veröffentlicht am

Teachers can use this chart to determine where they are in developing personalized, competency-based classrooms and schools. I adapted this from multiple models to use with schools and districts who want to move to personalized, competency-based systems and to support changing teaching practice. They were looking for an overview of the different criteria on the left. The criteria on the left can change depending on the school or district focus.

Teachers can review the chart and circle or identify the areas met in a favorite lesson or unit on their own or with a coach. I welcome you to download this chart and use it to move to personalized, competency-based so students develop learner agency. If you have questions or would like to adapt or expand on the chart, you can reach me at barbara.bray@gmail.com

Veröffentlicht in: Bildung
  • Als Erste(r) kommentieren

Teaching and Learning Continuum Moving toward Agency (Bray)

  1. 1. Teaching and Learning Continuum Moving toward Personalized, Competency-Based Education and Learner Agency Criteria Traditional Emerging Invested Innovative Build the Foundation Philosophy The kids in my classroom My kids in my classroom All learners in our school All learners as global citiizens Professional Learning Faculty meetings/PD Professional Learning Communities Focus Groups/Job Embedded Personal Professional Learning How Students Learn Compared to average Student variability identified Know how they learn best Self-advocate for learning Learning Environment Desks or tables in rows Individual and group work Flexible Learning spaces Anywhere, anytime, any way Classroom Culture Teacher in control Voice and choice encouraged Trust-based relationships Positive, compassionate culture Design the Teaching Scheduling Assigned to age/grade levels Varied opportunities for learning Flexible scheduling/options Multiple Pathways/Challenges Instructional Design Directed instruction Facilitated learning Co-design learning activities Self-directed learning Goal Setting Goals/objectives described Feedback provided for goals Co-develop/co-monitor goals Set own goals/seeks feedback Technology Used for direct instruction Integrated in lessons or projects Choose appropriate tools for task Responsible global digital citizens Assessment Graded required assessments Adapted assessment strategies Co-design assessment for learning Self--assessment as learning Own the Learning Ownership Rules and compliancy Build relationships and voice Develop skills to want to learn Responsible for learning Focus Content, tests, and grades Access appropriate content Acquire skills and dispositions Develop passions and purpose Mindset Little or no focus on effort Learn mindset strategies Intrinsically motivated Demonstrate self-regulation Collaboration Little or no collaboration Collaboration with other classes Seek out collaborations Connect to authentic learning Efficacy Compliant following instructions Empowered by voice and choice Explore interests and passions Self-directed and independent Teaching and Learning Continuum (2019) ​Rethinking Learning Barbara Bray ​barbara.bray@gmail.com

×