Cross the country, more school districts are experimenting with learning approaches that enable kids to proceed at their own pace rather than following a tight schedule. This movement, which transcends time and pace, is called competency-based education (CBE) (CBE). Increasingly, institutions are implementing CBE in their respective contexts.
This blog will give a range of CBE definitions and major participants. Any novel, sophisticated, and impactful technique brings a wide range of perspectives to bear. As a result, these findings are communicated with the concept that “learning is constant and time is changeable” in education.
From constructivist educators who favor project-based learning and teacher judgments to those seeking more uniform and scalable techniques, early competency-based education paradigms are various. Aiming to provide a complete introduction to competency-based education and associated principles while balancing authenticity and student agency with uniformity, comparability, and portability.
We feel that continuous development in both directions can satisfy both constructivist and rigor and consistency proponents’ goals.
It’s Time to Define CBE!
It is INACOL, an international non-profit Organization, that has produced the most generally used definition of competency education. Competency Works, an INACOL project focused on K-12 competency education.
The two organizations and 100 leaders in the area established a working definition of competency-based education in 2011 that comprises five components:
Students progress based on mastery. Mastery allows pupils to spend more time on areas that they struggle with. They may even surpass grade level in some topics while needing more time in others. Mastery also allows teachers to aid students where they need it most while still ensuring they learn what they need to go on to the next level.
Competencies equip pupils with explicit, quantifiable learning goals. Students have more influence over their education and can choose how they study and present their information. Teachers and students work together more closely as they focus on what they want pupils to know and be able to do.
Assessment is meaningful and valuable to pupils. Formative assessments are encouraged to assist teachers discover misconceptions and help pupils progress.
Students get timely and personalized support based on their learning needs. Students have flex time during the day to seek extra support and clarify mistakes. When students fail a course, they focus on enhancing individual skills rather than retaking the entire course.
Students learn a wide range of skills and attitudes. This course enables students to think critically and solve problems as well as to communicate effectively, cooperate successfully and be culturally sensitive in ever-changing, diverse workplaces.
More CBE Definitions
INACOL and Competency Works are only two of the many groups contributing to competency-based education. Some describe this notion differently, but all attempt to give students with a flexible learning environment where they can grasp subjects.
Notably, many phrases are used interchangeably with CBE:
- Competency training: Competency Works uses CBE and CE.
- Learning by doing: New England GSSP
- Benjamin Bloom’s mastery-based learning now in NYC
- Achieve-based learning: Lindsay USD, Mesa County District 51
- Leading Companies on CBE
- Listed below are various prominent organization and their definitions of crucial terms:
(GSP) (GSP). GSP is a non-profit Organization that seeks to improve public education for all pupils. A student-centered learning strategy built on strong community links is the purpose of GSP.
In addition to the New England Secondary School Consortium, the Organization also coordinates with the League of Innovative Schools.
GSP defines proficiency-based learning as “systems of instruction, assessment, grading, and academic reporting that are predicated on students demonstrating that they have gained the knowledge and abilities anticipated to learn as they proceed through their education.”
GSP has created eleven principles of proficiency-based learning, many of which correlate with INACOL, Competency Works, and JFF.
Its purpose is to “ensure that all low-income youth and workers have the skills and credentials needed to prosper in our economy.”
A student-centered approach to learning is at the heart of JFF’s competency-based project called Students at the Center. Assoc. VP Rebecca Wolfe spearheads
According to JFF’s report, The Past and the Promise:
Today’s Competency Education Movement, competency education includes three primary characteristics:
A student’s mastery of skills and information defines their next level, course, or grade.
The pace of learning is decided by the learner, not the teacher. “Students receive Customized learning assistance to keep them studying tough topics in a developmentally appropriate and motivating manner.”
Knowledge Works is a nationwide Organization “dedicated to ensuring every learner’s success in school, work, and civic life.”
It is defined as “education that empowers students with specific learning targets that they work toward at their own pace” by Knowledge Works. With proficiency or mastery-based learning, instructors, students, and community members work together to achieve a common goal. In addition to demonstrating how students are engaged, Knowledge Works highlights how educators are empowered and how communities may prosper.