Competency Works In the World of Adult Education

1. Competency WorksIn the World of Adult Education Rhode Island Adult Education Conference Providence Career and Technical Academy (PCTA) Providence, RI April 17, 2013 Donna Chambers – donnaedp1@verizon.net Katie Ehresman -kehresman@boston.k12.ma.us

2. AGENDA www.competencyworks.org • What is Competency Education? • Why is Competency Education so well suited for Adult Education? • What is mastery and how does achieving mastery apply to Adult Education? • What tools and techniques are necessary in Competency Education? • How can we use the concepts and ideas of Competency Education with CASAS Competencies or Standards? • Reflection – How can I apply what I just learned about Competency Education to my AE practice?

3. ASSUMPTION 1: “Research shows intelligence and motivation are malleable. Helping students understand that they can acquire new skills and improve existing skills through effort, regardless of past achievement or experiences, increases their motivation to try and to persist in challenging circumstances.” • (Toshalis and Nakkula, 2012; Dweck, 2006, 2007)

4. ASSUMPTION 2:ESL, Adult Basic Education and Adult Secondary Education are similar to a fish ladder

5. ASSUMPTION 3:Learning can be compared to eating an elephant?

6. ASSUMPTION 4:There is a difference between TEACHING AND LEARNING • To understand is to make sense of what one knows, to be able to know why it is so, and to have the ability to use it in various situations and contexts. • Teaching versus Learning. “Learning is understanding .Teaching does not cause learning”. • Achieving mastery (understanding) is the result of the learner successfully making sense of the teaching.

7. Competencies and Standards • Content Standards identify the underlying basic skills associated with Competencies, so the instructor can plan instruction to help students master a specific competency and attain their goals. ~ CASAS

9. Competency-Based Instruction • Competency based instruction measures what participants have learned as opposed to what instructors think they have taught. • Instruction is developed around stated objectives that can be observed or measured. • Learning is measured according to how well the learner performs in relation to competencies. • All learners have the opportunity to succeed. • Learners receive immediate feedback on how much they have learned.

10. What is Competency Education? Competency Education builds upon standards reform, offering a new value proposition for our education system. CE is a reform transformation from time-based system to a learning-based system. CE focuses the attention of teachers, students, and the broader community on students mastering measurable learning topics.

11. Competency Education What does it mean to move from a time-based system to a learning-base system?

12. Why is Competency Education so well suited for Adult Education? (Pretest) • What do we know about adult students (what they know and what they need to know) that makes understanding Competency Education relevant to Adult Education? • As an AE practitioner, why is it good to be aware of Competency Education in meeting the needs of the adult students in your program? • What would it take to transform you practice from a time-base system to a learning base system? • Who should be involved in this process? • What tools will you need to make this change?

13. The Nuts and Bolts of Competency Education • CB Is performance -based process leading to demonstrated mastery of basic and life skills necessary for the individual to function proficiently in society. – US Office of Education • A clear, measurable definition of mastery, along with procedures and tools for tracking that mastery and/or student advancement; • A commitment to flexible uses of time and individualized pacing.

14. What is Mastery?

15. MASTERY • Who Defines Mastery? • What does it look like? • How can mastery be transparent? • How do we know when mastery is achieved? • What does an assessment system look like? • Is a good assessment system about grades?

16. Assessment • Formative Assessment – Information from the assessment is used to adjust instruction during the instructional segment, with the intent of better meeting the needs of the learner being assessed. • What are some examples? • Summative Assessment – Is comprehensive in nature, provides accountability, and measures proficiency, which is done by checking the level of learning relative to the “big ideas” and underlying themes. • What are some examples?

17. FORMATIVE ASSESSMENT(Teacher and Student/Facilitator and Learner) • How can I achieve Mastery? • Where am I going? • How close am I to Mastery? • Where am I now? • What do I need to learn to get to Mastery? • How am I close the gap between the two?

18. The Role of Feedback • What is feedback? • When is feedback given? Who is involved in feedback? What is the purpose of feedback in Competency Education? How do we master the art of feedback?

19. Feedback • Tell what is demonstrated and what is not and why without giving answers. • Advise the candidate to re-read the instructions in each activity. • Use terms such as “demonstrated” or “not demonstrated” rather than “passed” or “failed”. • Remind candidate that the criteria and the program set the standard, not the Assessor.

20. Feedback, Continued • Give feedback without comments such as “that is easy” or “this activity is difficult”. • Encourage the candidate to go back to his/her learning resource to get learning help. • Believe in the ability of the candidate to learn and succeed.

21. What does competency look like for the CASAS Reading Standards? • Pick a benchmark and read across the all levels • Find the level that is best matched to your students. • What activities will lead to mastery? • Think about what competencies you would design as exit criteria.

22. Curriculum and Instruction • What guides the curriculum? • What guides instruction? • Who is involved in the curriculum and instruction? • How can time be used flexibly to achieve Mastery?

23. BLENDED INSTRUCTION Three learning modalities that work together include: • Classroom instruction learning or face-to-face • Distance Learning instruction or learning from the Internet • Independent or cooperative Learning

24. Differentiated Instruction All learners are regularly offered choices and learners are matched with tasks compatible with their individual learner profile.

25. Questions for Consideration in Moving to Competency Education • What tools and techniques are necessary in Competency Education? • What learning support is necessary? • What does staffing look like? • Is re-organization of AE programs necessary and if so what kinds of re-organization?

26. Competency Education – Recap: • Students progress at own pace • Transparent system for tracking and reporting progress • Flexible learner-centric use of time • Explicit methods for providing additional support or opportunities for learning • Graduation upon demonstration of mastery of a comprehensive list of competencies • Teachers/facilitators skilled at facilitating differentiated learning environments

27. Reflection- How can I apply what I just learned about Competency Education to my AE practice?