Personalized Learning Plans and Competency-Based Education

2020 ◽  
pp. 28-53
Keyword(s):  
School Personnel ◽  
Personalized Learning ◽  
Background Information ◽  
Competency Based Education ◽  
History Of ◽  
Competency Based ◽  
Postsecondary Plans ◽  
Definition Of ◽  
K 12 ◽  
Learning Plans

This chapter is designed to inform teachers, administrators, and educational policymakers on the background of personalized learning plans (PLPs), the definition of a PLP, components of a PLP, and the research involving the use of PLPs. In recent years, states have spearheaded initiatives involving PLPs, either requiring the use of them through mandates or encouraging school personnel to use some sort of individualized plans for students to connect their K-12 experiences with postsecondary plans. The chapter also addresses competency-based education, which is often implemented in conjunction with personalized learning. The chapter provides an introduction, background information, and a brief history of PLPs and competency-based education. Additional resources are included as well.

Personalized Learning

2020 ◽  
pp. 1-27
Keyword(s):  
Teaching Strategies ◽  
Learning Strategy ◽  
Personalized Learning ◽  
Background Information ◽  
History Of ◽  
Definition Of

This chapter is designed to inform teachers, administrators, policymakers, and researchers on the history of personalized learning (PL), the definition of personalized learning, and how it differentiates from other teaching strategies such as individualized, blended, differentiated, and adaptive. The chapter provides an introduction, background information, a brief history of personalized learning, as well as challenges associated with adopting a personalized learning strategy. Additional resources and readings are included as well.

COMPETENCY-BASED EDUCATION: THEORY AND PRACTICE

2021 ◽  
Author(s):  
Tacettin Açıkgöz ◽  
Mustafa Cem Babadoğan
Keyword(s):  
Mixed Methods Research ◽  
Traditional Education ◽  
Theory And Practice ◽  
Formative Assessments ◽  
Competency Based Education ◽  
Education Theory ◽  
History Of ◽  
Competency Based ◽  
Convergent Design ◽  
Structured Questionnaire

This study aimed to reach a pro on Competency-Based Education (CBE) through the opinions of Educational Sciences experts and to review the literature on CBE. In this study, convergent design, one of the mixed methods research, was used, and a semi-structured questionnaire was used to collect data. The sample was selected through convenience sampling and consisted of 28 participants. In the study, the documents related to National and International Qualifications Frameworks, history of CBE, its comparison with traditional education, its implementation, and the challenges of CBE practices are reviewed. The findings revealed that there is a conceptual consensus among the experts on the concepts of skill and learning outcome, but no agreement on the use of “competence,” “proficiency,” and “qualification.” The study showed that the experts adopt the most up-to-date definitions of CBE, but it is often confused with Proficiency-Based Education. The study revealed that CBE focuses on the demonstration of competence when considering students’ progress and measures it by formative assessments and that, in CBE, students’ learning gaps are eliminated by supporting them at each stage.

Green Schools as Teaching Tools

2015 ◽  
pp. 155-170
Author(s):  
Charles F. Carrick ◽  
Douglas B. Caywood
Keyword(s):  
Background Information ◽  
Discrete Elements ◽  
Green Schools ◽  
Teaching Activities ◽  
Working Definition ◽  
School Programs ◽  
Subject Areas ◽  
Green School ◽  
Definition Of ◽  
K 12

This chapter is meant to serve as both a resource and as an aid for K-12 teachers who are interested in incorporating the philosophy and various aspects of the green school into their day-to-day teaching activities. A working definition of green schools and a summary of their benefits are presented as background information for teachers unfamiliar with the movement. Suggested steps for greening schools and classrooms are provided for those who may be interested in advancing the concept in their particular situations. Throughout the chapter, the school is highlighted as a laboratory for practicing conservation. To that end, discrete elements of green design are presented as suggested subject areas. Successful green school programs are identified as an additional resource. Finally, suggested green activities for the classroom are provided for interested instructors.

scholarly journals A Quantitative Curriculum Mapping of the Faculty of Pharmacy of Yeditepe University, Turkey: A Process to Assess the Consistency of a Curriculum with the Mission and Vision of an Institution and National Requirements

Pharmacy ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. 78
Author(s):  
Filiz Esra Önen Bayram ◽  
Meriç Köksal
Keyword(s):  
Pharmacy Education ◽  
Curriculum Mapping ◽  
National Council ◽  
Competency Based Education ◽  
Quantitative Mapping ◽  
Competency Based ◽  
Definition Of ◽  
Changing Role ◽  
And Training

The changing role of the pharmacist led to some improvements of pharmacy education worldwide these last years. Curricula have evolved and the content-based education has been converted into a competency-based education. The definition of a global practice-based competency framework by the International Pharmaceutical Federation (FIP) and the European Pharmacy Competencies Framework by the European the Quality Assurance in European Pharmacy Education and Training (PHAR-QA) project helps Universities to keep in with these changes. The National Council of Deans of Faculties of Pharmacy in Turkey also defined 169 competencies with their sub-competencies that have to be reached upon the completion of a pharmacy education program, yet it did not indicate how the faculties can measure if their curricula are consistent with these competencies. This study aims to provide a method for a quantitative mapping of a given curriculum in order to analyze if a curriculum fulfills the requirements defined by the National Deans Council. It also helps to easily determine the weaknesses and strengths of a program. Moreover, with this study, the consistency of the content of the courses with the mission and vision defined by an institution can be easily determined. Thus, this study can also be a useful tool for the revision and enhancement of a program according to institutional targets.

Exploring K-12 Competency-Based Education Implementation in the Northeast States

2019 ◽  
Vol 103 (4) ◽  
pp. 300-329 ◽  
Author(s):  
Carla M. Evans ◽  
Suzanne E. Graham ◽  
Melissa L. Lefebvre
Keyword(s):  
Exploratory Study ◽  
Secondary Principals ◽  
Education Policies ◽  
Competency Based Education ◽  
Policy Context ◽  
Competency Based ◽  
Key Features ◽  
Barriers And Challenges ◽  
K 12 ◽  
Current Practices

This exploratory study uses data from 413 principals to examine whether and how competency-based education has been implemented in the Northeast states and the extent to which there is variation in implementation between states with different policies. Results suggest that competency-based practices that are most similar to current practices are reported more and practices that diverge from current practices are reported less. There were statistically significant differences between states with “advanced” and nonexistent competency-based education policies on three measures. Secondary principals could use this study to understand key features of the reform and the likely barriers and challenges to implementation regardless of their state policy context.

Establishing a Student-Centered Environment to Support All Learners

2017 ◽  
pp. 155-182 ◽  
Author(s):  
James D. Basham ◽  
Skip Stahl ◽  
Tracey Hall ◽  
Richard Allen Carter Jr.
Keyword(s):  
Personalized Learning ◽  
Traditional Education ◽  
Student Centered ◽  
Student Centered Learning ◽  
Education Practice ◽  
Self Regulated Learning ◽  
Competency Based Education ◽  
Competency Based ◽  
Turnaround Process ◽  
The Impact

Within this chapter, technology-enhanced personalized learning is highlighted as a model for supporting all students in an inclusionary setting. Content of the chapter is focused on the birth, development, growth, and the eventual demise of a student-centered-model in one turn-around school district. The chapter focuses on the interplay of teacher methods and expectations; the impact of real-time progress data by students and teachers, and the points of contact where innovation collided with the expectations of traditional education practice. The authors also discuss various political elements that emerged as a result of the turnaround process. Finally, elements of the roles of teachers, technology, data, self-regulated learning, and competency-based education are discussed relative to establishing a student-centered learning environment.

scholarly journals Competency-Based Education: Examining Educators’ Experiences

2021 ◽  
Author(s):  
Andrea Bingham ◽  
Matthew Adams ◽  
Randall Lee Stewart
Keyword(s):  
Qualitative Case Study ◽  
Instructional Model ◽  
Competency Based Education ◽  
Competency Based ◽  
K 12

Competency-based education (CBE) is an increasingly popular instructional model in K-12 schools. In this qualitative case study, we examine how teachers make sense of CBE, and what challenges they in implementing a CBE model. We find that CBE teachers’ teaching identities had to undergo a shift to truly engage in CBE. Rather than acting as conveyors and assessors of knowledge, teachers had to construct their classrooms in a way that engaged and supported students in owning their own learning. We also found that educators face challenges around time, communication, and alignment.

scholarly journals EL DESARROLLO DE LAS COMPETENCIAS PROFESIONALES EN LA EDUCACIÓN UNIVERSITARIA.

2013 ◽  
Vol 1 (3) ◽  
Author(s):  
Alida Nersa Paneque Ginarte.
Keyword(s):  
University Education ◽  
Professional Competencies ◽  
Evaluation Standards ◽  
Competency Based Education ◽  
Palabras Clave ◽  
Competency Based ◽  
Education Model ◽  
Development Of Competencies ◽  
Competencias Profesionales ◽  
Definition Of

El artículo aborda la evolución que ha tenido la categoría competencia, desde lo laboral hasta llegar a lo educativo. En particular se ofrece la contextualización de la definición de competencias profesionales para la formación universitaria. Se analizan las tendencias en el desarrollo de competencias y su relación con los estándares para su valoración en el Modelo de formación por competencias. Palabras clave: competencias y formación por competencias   ABSTRACT   The article discusses the evolution of competencies, from the workplace to the educational area.   Particularly, it offers a contextualization of the definition of professional competencies for university education.  It analyzes trends in the development of competencies, as well as their relationship with evaluation standards within the competency-based education Model.   Keywords:  competencies – competency-based education Recibido: Agosto 2013Aprobado: Septiembre 2013

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