[vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overflow=”visible” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none”][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” column_position=”default” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” animation_type=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text]This excerpt is from the final post in a series on CBL written by Sandra Moumoutjis, Building 21’s Executive Director of the Learning Innovation Network, for The Aurora Institute.[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” bg_color=”#f2f2f2″ scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overflow=”visible” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none” shape_type=””][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” column_position=”default” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” animation_type=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text css=”.vc_custom_1652721837220{padding-top: 25px !important;padding-right: 25px !important;padding-bottom: 5px !important;padding-left: 25px !important;}”]
While attending a recent education conference focused on innovation, I could not help but notice a pattern across many presentations and discussions. Panelists and attendees were talking about different experiences students were having outside of the school day—in after-school programs, work and internship experiences, community service, place-based learning—and how they wished there was a way for students to receive “credit” for these experiences. Sentences that started with, “If only there was a way…” or, “No one has come up with a way yet…”
Well, I hope that my recent series of blog posts demonstrates clearly that THERE IS A WAY. Across eight blog posts, I have outlined the necessary shifts that I believe need to occur in mindsets, teaching and learning, structures, and systems in order to successfully transition to a more personalized and competency-based model. And yet, sitting in the audience at this conference, I could not help but wonder…how do we better communicate the power and the possibilities that competency-based education (CBE) holds for unbundling learning from the traditional structures of school and allowing all learning experiences both in and out of school to “count” for students?
[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overflow=”visible” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none”][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” column_position=”default” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” animation_type=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text]Keep reading here on Aurora’s website to learn more about our approach to scheduling.[/vc_column_text][/vc_column][/vc_row]
[vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overflow=”visible” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none”][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” column_position=”default” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” animation_type=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text]This excerpt is from the eighth post in a series on CBL written by Sandra Moumoutjis, Building 21’s Executive Director of the Learning Innovation Network, for The Aurora Institute.[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” bg_color=”#f2f2f2″ scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overflow=”visible” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none” shape_type=””][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” column_position=”default” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” animation_type=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text css=”.vc_custom_1650323022564{padding-top: 25px !important;padding-right: 25px !important;padding-bottom: 5px !important;padding-left: 25px !important;}”]
Many of the schools we work with initially come to us looking for help in tracking and communicating how students are performing in their competency-based models. The ability to track, monitor, and communicate student progress and growth transparently in a competency-based model remains one of the biggest challenges when transitioning to CBE. It is essential to the success of CBE to find the right systems and tools to support this new grammar of schooling. Many systems that schools use for tracking and reporting are designed and built for the traditional time-based, grade-based, course-based structures.
[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overflow=”visible” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none”][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” column_position=”default” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” animation_type=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text]Keep reading here on Aurora’s website to learn more about our approach to scheduling.[/vc_column_text][/vc_column][/vc_row]
Franklin County Public Schools is located in Rocky Mount, Virgina. It serves 6,320 students in 15 schools throughout the school district. FCPS has a mission to create, promote, and support a lifelong learning culture whereby students become self-reliant, productive citizens who can successfully compete in the global community. This spotlight focuses on the personalized competency-based learning model (PCBE), developed through an Innovation Grant from the Virginia Department of Education, at Ferrum Elementary School.
One of the most exciting parts of working with competency-based learning models is watching young people put their learning into action and impact their world. The 5th graders at Ferrum Elementary School did just this — they used their new learning about earth structures, weathering, and erosion to help their school maintenance team combat the effects of erosion around their school building.
Fifth grade teacher, Jennifer Saleeba, collaborated with school district leadership and instructional technologists to design an inquiry-based, personalized unit on earth structures.
Taking inspiration from Building 21’s studio model and resources on climate change, Ms. Saleeba built a playlist that challenged her students to make meaning out of their new earth science content; investigate how this new information tells them more about their community; and create a plan to help address a challenge related to what they learned. This way of learning allowed the students to make connections to a real-world problem in their community. Through the investigation of earth science content and community context, the students were able to apply their learning to their world to solve a problem.
From the beginning, the students knew their end goal — to take what they learned and develop a plan to reduce weathering or erosion at home in Franklin County.
Working through a blended learning model, students engaged in the self-paced Earth Structures Playlist, small group work, individual conferences or the “Saleeba Station”, and full class discussions. The unit opened with a brainstorm of questions that the students were naturally curious about that they would revisit and add to throughout their investigation. From there, students worked through the three modules of the playlist. They explored earth structures and plate tectonics; types of rocks and the rock cycle; and finally weathering and erosion.
During each module, the students revisited the driving and impact questions for the unit. And the activities embedded in the playlist challenged the students to make meaning, investigate, and create at each step, building upon their learning as they progressed through the modules. When the students completed work, they also completed a self-reflection on a student friendly proficiency scale, which mirrors the competencies that will be used to assess their final work.
As a part of the Innovation Grant to move the school towards a model of personalized competency-based education (PCBE), teachers developed science proficiency scales aligned with the Virginia Science Standards of Learning. Once her students self-reflected using these scales, Ms. Saleeba knew they were ready to share their work, get feedback during “Saleeba Station”, and move on to revise and deepen their understanding.
Structuring learning this way was new for Ms. Saleeba, her 5th graders, and FCPS.
Karen Weaver, Instructional Technologist, reflects that “this approach allows teachers to really focus on how to differentiate learning and meet students where they are. Using blended learning practices such as station rotation and having the playlist and unit plan outline for students at the beginning of the unit frees up the teacher to do small group work, conference with students, and give feedback along the way.”
Brady W, a fifth grader who experienced this type of learning for the first time, remarks that “using the playlist with PCBE has impacted me as a learner because PCBE lets you learn at your own pace and you are able to control your own learning.”
When it came time to make an impact, students answered the following challenge:
As an environmental engineer, you have been asked to help Franklin County develop a plan to lessen weathering and/or erosion throughout the county. Pick a local area that is experiencing high levels of weathering or erosion and study the rocks in this environment to learn more about the natural history. What kinds of rocks did you find? Did you find more of one type than another? What do you think is causing the weathering and/or erosion? Create a model and develop a plan to lessen the amount of weathering or erosion for that particular area.
At the end of the unit, students presented their plans to their classmates and shared solutions with Mrs. Talley, Ferrum’s school principal. At the Principal Talley’s request, the students then met with FCPS’s Maintenance Supervisor to discuss the erosion they found and investigated around their building. The students shed some light on the problem and offered to brainstorm suggestions for improvement with the maintenance team. Going forward, they will be a part of the process to remedy erosion at their school.
When asked about the students’ experience working through the Earth Structures Playlist unit, Ms. Weaver notices that “you can see where the students feel like their learning has an impact and they can see where they’re making an impact on their community and I think that’s been different from a traditional classroom… They’re more aware of where they are in their learning and they also recognize this experience as more personalized.”
Ms. Saleeba reflects: “Using the playlists along with PCBE has transformed my science instruction from a traditional sense in many ways. It has given me greater confidence in truly understanding what my students know, where their misconceptions are, and has afforded me the unique opportunity to truly give each and every student what they need to learn. Prior to utilizing the playlist along with PCBE, my class was quasi-student centered. I still had more than the majority of the control in the learning activities. What I didn’t have was full commitment and engagement from my students because learning wasn’t personalized for them both academically and personally. Now that I have transformed my science instruction, my students are one hundred percent engaged and committed to their learning as well as taking ownership of their learning. They know where they are, where they are going, and what they have to do to get there. They also have complete voice and choice in how they get there. I have the confidence of knowing my students are not only getting what they need, but learning that will last them a lifetime.”
Hearing this story of impact and knowing that the Building 21 studio model can help teachers think differently about learning in their classrooms is exciting.
And, while Ms. Saleeba was an early adopter of PCBE; all teachers at Ferrum Elementary and Henry Elementary in FCPS will plan on using the PCBE model and tools for an upcoming unit. We thank the FCPS team for sharing their story and we look forward to seeing how their instructional design continues to grow and inspire students to impact their community.
[vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overflow=”visible” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none”][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” column_position=”default” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” animation_type=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text]This excerpt is from the seventh post in a series on CBL written by Sandra Moumoutjis, Building 21’s Executive Director of the Learning Innovation Network, for The Aurora Institute.[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” bg_color=”#f2f2f2″ scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overflow=”visible” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none” shape_type=””][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” column_position=”default” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” animation_type=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text css=”.vc_custom_1646842981111{padding-top: 25px !important;padding-right: 25px !important;padding-bottom: 5px !important;padding-left: 25px !important;}”]
Time is one of the most valuable resources in our schools. We often think of time and schedules as fixed, but what happens when we shift our mindsets so that learning becomes the constant and time becomes the variable? Scheduling is an essential tool that, when used effectively, can break down traditional structures and improve learning outcomes for students.
There are many assumptions we make about what can and cannot be done with scheduling, so we need to start by challenging those assumptions. We also need to acknowledge that the current systems being used for scheduling are built to support these traditional structures and might be a barrier, so we need to be open to using additional systems or tools to achieve our desired schedules.
So how do we get started rethinking the master schedule? Of course, let’s start by asking ourselves, “Why?” Why is our daily schedule made up of seven or eight 42-minute periods? Why do we assign our students their courses based on grade levels? Why do we silo content in individual courses or by grade?
What and who drives the design of your master schedule?
[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overflow=”visible” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none”][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” column_position=”default” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” animation_type=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text]Keep reading here on Aurora’s website to learn more about our approach to scheduling.[/vc_column_text][/vc_column][/vc_row]
[vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none”][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text]This excerpt is from the sixth post in a series on CBL written by Sandra Moumoutjis, Building 21’s Executive Director of the Learning Innovation Network, for The Aurora Institute.[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” bg_color=”#f2f2f2″ scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none” shape_type=””][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text css=”.vc_custom_1645027105659{padding-top: 25px !important;padding-right: 25px !important;padding-bottom: 5px !important;padding-left: 25px !important;}”]
If you have been following my blog series, you probably know that I am going to start by asking one very important question: “Why?” Why are we still bound by outdated age-based, grade-based, time-based, course-based, and content-driven structures created over a century ago in the factory school model design? Why do we insist on failing students? Why is learning bound by time? Why does a student need to take eight different subjects for 45 minutes every day? With all the changes that have occurred in the last one hundred years, why are we unable or unwilling to break free of the constraints of these traditional structures?
The question we must really ask ourselves is, what do we believe the true purpose of school is?
[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none”][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text]Keep reading here on Aurora’s website to learn more about our approach to Leadership Competencies.[/vc_column_text][/vc_column][/vc_row]
[vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overflow=”visible” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none”][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_direction_desktop=”default” column_element_spacing=”default” desktop_text_alignment=”default” tablet_text_alignment=”default” phone_text_alignment=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_backdrop_filter=”none” column_shadow=”none” column_border_radius=”none” column_link_target=”_self” column_position=”default” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” animation_type=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text]This excerpt is from the fifth post in a series on CBL written by Sandra Moumoutjis, Building 21’s Executive Director of the Learning Innovation Network, for The Aurora Institute.[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” bg_color=”#f2f2f2″ scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overflow=”visible” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none” shape_type=””][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_direction_desktop=”default” column_element_spacing=”default” desktop_text_alignment=”default” tablet_text_alignment=”default” phone_text_alignment=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_backdrop_filter=”none” column_shadow=”none” column_border_radius=”none” column_link_target=”_self” column_position=”default” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” animation_type=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text css=”.vc_custom_1645025706139{padding-top: 25px !important;padding-right: 25px !important;padding-bottom: 5px !important;padding-left: 25px !important;}”]
For us, at the heart of these instructional shifts is making learning expectations consistent and transparent for all students across all learning experiences through our Building 21 Competency Framework and making learning more engaging and relevant to students through inquiry-based, project-based, and/or problem-based learning. These instructional shifts are also very much about equity. Oftentimes, we think of project-based or problem-based learning as either a reward for doing well or as a fun break from the normal curriculum. Sometimes we withhold these real-world learning experiences from students because we do not think they are ready and we focus on lower-level skill instruction instead. Especially now, during this pandemic, we are seeing students with more unfinished learning. But instead of engaging them in higher-level thinking and meaningful activities, we are remediating through traditional skill instruction. This approach is only creating a bigger gap in learning, and disproportionately for children of color.
[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overflow=”visible” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none”][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_direction_desktop=”default” column_element_spacing=”default” desktop_text_alignment=”default” tablet_text_alignment=”default” phone_text_alignment=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_backdrop_filter=”none” column_shadow=”none” column_border_radius=”none” column_link_target=”_self” column_position=”default” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” animation_type=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text]Keep reading here on Aurora’s website to learn more about our approach to designing learning experiences for engagement and impact.[/vc_column_text][/vc_column][/vc_row]
[vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none”][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text]This excerpt is from the fourth post in a series on CBL written by Sandra Moumoutjis, Building 21’s Executive Director of the Learning Innovation Network, for The Aurora Institute.[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” bg_color=”#f2f2f2″ scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none” shape_type=””][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text css=”.vc_custom_1643214616453{padding-top: 25px !important;padding-right: 25px !important;padding-bottom: 5px !important;padding-left: 25px !important;}”]
How do we need our leaders to change, and what skills, mindsets, practices, and beliefs do our leaders need to have to support the community in changing outcomes for students?
There are many qualities that all leaders need to be effective. But there are specific qualities that we are looking for in leaders of an innovative change process, in this case, a journey to personalized and competency-based learning. Leading innovation requires passion, commitment, courage, and the ability to inspire others. It also requires leaders to be comfortable with ambiguity and with not having all the answers. Leaders of innovation need to communicate openly and often, collaborate with all stakeholders, listen to feedback, and use data to make informed decisions, course correcting along the way.
[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none”][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text]Keep reading here on Aurora’s website to learn more about our approach to Leadership Competencies.[/vc_column_text][/vc_column][/vc_row]
[vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none”][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text]This excerpt is from the third post in a series on CBL written by Sandra Moumoutjis, Building 21’s Executive Director of the Learning Innovation Network, for The Aurora Institute.[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” bg_color=”#f2f2f2″ scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none” shape_type=””][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text css=”.vc_custom_1639078935546{padding-top: 25px !important;padding-right: 25px !important;padding-bottom: 5px !important;padding-left: 25px !important;}”]
When we started our Building 21 Lab Schools in Philadelphia and Allentown, we spent all of our time defining what needed to change for students. We created our Competency Framework and figured out all the ways we wanted to change instruction, scheduling, crediting, grading, etc. We quickly realized that the ways in which we were changing teaching and learning for students required a very different set of skills for our teachers.
In transitioning to personalized and competency-based learning, it is equally important to outline what we want the adults to know and be able to do as it is to define that for our students. We asked ourselves, “What do we need teachers to focus on in their own personal and professional growth and development to support these changes in teaching and learning for our students?”
[vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none”][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text]This excerpt is from the second post in a series on CBL written by Sandra Moumoutjis, Building 21’s Executive Director of the Learning Innovation Network, for The Aurora Institute.[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” bg_color=”#f2f2f2″ scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none” shape_type=””][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text css=”.vc_custom_1639079029191{padding-top: 25px !important;padding-right: 25px !important;padding-bottom: 5px !important;padding-left: 25px !important;}”]
You are probably familiar with the saying, “change is a process not an event”—but for some reason we still think change should be immediate. It is not through one professional development session or one community meeting that lasting change will occur. Change is also uncomfortable for many people, even when they believe things must change. Resistance to change is inevitable and occurs for many reasons. Most often, I find that people resist change because they don’t understand why the change is occurring and they don’t feel part of the process.
For this journey to be successful, you must include your stakeholders in the process, unite your community around an understanding of the “why,” and create a shared vision for how, together, you can redefine the grammar of schooling to meet the needs of all your learners. It is essential to create a way to transparently manage and communicate this change process.
[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none”][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text]Keep reading here on Aurora’s website for an overview of Building 21’s process for getting started with your CBE journey.[/vc_column_text][/vc_column][/vc_row]
[vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none”][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text]This excerpt is from the first post in a series on CBL written by Sandra Moumoutjis, Building 21’s Executive Director of the Learning Innovation Network, for The Aurora Institute.[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” bg_color=”#f2f2f2″ scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none” shape_type=””][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text css=”.vc_custom_1639079091446{padding-top: 25px !important;padding-right: 25px !important;padding-bottom: 5px !important;padding-left: 25px !important;}”]
Transitioning to personalized and competency-based learning is no small decision. It is not just about choosing and implementing a set of competencies. Making this change requires shifts in so many areas—mindset and culture shifts, teaching and instructional shifts, structure and systems shifts. It requires a process to simultaneously support these shifts for both adults and students over a longer period of time. It is not a quick or immediate solution, but it can be a lasting and permanent solution to a problem that has persisted and is only getting worse.
[/vc_column_text][/vc_column][/vc_row][vc_row type=”in_container” full_screen_row_position=”middle” column_margin=”default” column_direction=”default” column_direction_tablet=”default” column_direction_phone=”default” scene_position=”center” text_color=”dark” text_align=”left” row_border_radius=”none” row_border_radius_applies=”bg” overlay_strength=”0.3″ gradient_direction=”left_to_right” shape_divider_position=”bottom” bg_image_animation=”none”][vc_column column_padding=”no-extra-padding” column_padding_tablet=”inherit” column_padding_phone=”inherit” column_padding_position=”all” column_element_spacing=”default” background_color_opacity=”1″ background_hover_color_opacity=”1″ column_shadow=”none” column_border_radius=”none” column_link_target=”_self” gradient_direction=”left_to_right” overlay_strength=”0.3″ width=”1/1″ tablet_width_inherit=”default” tablet_text_alignment=”default” phone_text_alignment=”default” bg_image_animation=”none” border_type=”simple” column_border_width=”none” column_border_style=”solid”][vc_column_text]Keep reading here on Aurora’s website for an overview of Building 21’s process for getting started with your CBE journey.[/vc_column_text][/vc_column][/vc_row]
Working through a blended learning model, students engaged in the self-paced Earth Structures Playlist, small group work, individual conferences or the “Saleeba Station”, and full class discussions. The unit opened with a brainstorm of questions that the students were naturally curious about that they would revisit and add to throughout their investigation. From there, students worked through the three modules of the playlist. They explored earth structures and plate tectonics; types of rocks and the rock cycle; and finally weathering and erosion.
