DEEPER LEARNING COMPETENCIES

COMPETENCY-BASED LEARNING

Students working in waysthat best leverage their individual learning styles

“What did you do? What did you observe? What did you revise as a result? How did you test your revision? What did you learn?”

electronic journals as a way to reflect on their learning and “make their thinking visible.”

Motivation and persistence. Because learning is more relevant and relationship-based, students are motivated to complete tasks and learn

students “own” their learning

Students encouraging and supporting eachother to work through diicult challenges

Students constructivelycritiquing eachother’s work

Assessment feedback focused on what students can do to improve

no single “right answer”?

Are students required to defend and revise their work, creating multiple drafts?

Teachers talking less, students talking more

Are students constantly revising and improving their work? How often? How explicit and central is this expectation?

Are students regularly asked to present, explain, and defend their ideas orally and in writing?

And outside the classroom, meetings with public oicials, nonprofits, and other community members, where students are given a chance to present their findings and recommendations on an issue they’ve researched

Communications skills being explicitly taught

Multimedia portfolios of student work

Listening

review and critique each other’s work.

Public presentations of their work. Students routinely have to describe and defend their thinking with peers, teachers, and the community. Students say that such public presentations reinforce their sense of accountability and make them be more careful with their work.

learning how to conduct their own research, often on the Internet.

more engaging

peer-to-peer conversations about big issues that defy yes/no answers and ask students to think more analytically

embedding communications skills into everything they do in all of their courses: speaking, listening, reading, and writing?

working with members of the community

holding themselves accountable

build relationships through mechanisms

egularly working on teams

constructive feedback

Lots of talking and listening; a constant exchange of ideas

Inter- and intra-personal skills. Character and culture are important values that are emphasized as much as academic subjects

listen well—to be a good “critical friend.”

learn as much from their peers as from their teachers or a textbook

EVIDENCE OF THINKING, NOT JUST GROUP WORK

key skills they then can apply to other situations beyond this specific course or assessment

Teachers stepping into conversations or stopping work from time to time for “teachable moments” to supplement knowledge

reading original sources

providing teachers and students with real-time, actionable feedback.

go beyond basic math and English skills.

six interrelated competencies: mastering rigorous academic content, learning how to think critically and solve problems, working collaboratively, communicating effectively, directing one’s own learning, and developing an academic mindset

mastery of content that engages students in critical thinking, problem-solving, collaboration, and self-directed learnin

xploratory grants for developing new pathways.

Look for existing networks for collaboration that could be adapted to fit the strategy if formal networks are desired.

ANCHOR INSTITUTIONS

OER must have the right metadata

SUPPORTING ROBUST TECHNICAL and INSTITUTIONAL INFRASTRUCTURE

the Foundation will provide enhanced support for grantee collaboration.

the technical basis for OER

robust and flexible infrastructure.

Moreover, ZTC degrees ensure that the benefits of open materials follow students from enrollment to graduation, allowing for a pathway of personalized courses that guide students toward completing their degrees.

Open materials can empower faculty with the aca-demic freedom to tailor their courses to their students’ needs and even engage students in meaningful learning experiences through adaptation and improvement of the open content itself.10

reserve part of its portfolio to con-tinue funding the infrastructure necessary to support the field

Therefore, we refreshed our OER strategy to focus on our goal of using grants to help OER reach mainstream adoption.

high-quality academic materials

and any other tools, materials, or techniques used to support access to knowledge.

and refreshed OER strategy.

The infrastructure

Develop innovative OER models

BCcampus estimates that students have saved nearly $1 million dollars already on textbook costs thanks to open textbooks.

OER - related data need to b e accessible and readable across multiple platforms.

Implementable standards

A services model, which yields revenue by providing professional development and lesson planning services for OER such as Expeditionary Learning

Even New 5 In the 2011 Babson survey, 59% of Chief Academic Officers at the higher ed level said they “agreed” or “strongly agr eed” with the statement that OER “would be much more useful if there was a single clearinghouse.” This pain point was also cited by K - 12 teachers and OER ecosystem participants in the 2012 BCG work. 11 OER: MAINST REAM ADOPTION AND EDUCATIONAL EFFECTIVENESS York City is printing thousands of copies of Expeditionary Learning’s curriculum for use around the district.

Expeditionary Learning

Until a common system is widespread, though, t his dearth of standards makes OER difficult to integrate into the learning management and student data systems used by schools and educators

Many other states only use educational materials when they come bundled with assessment items and pr ofessional development services ,

CK - 12

Utah’s Open High School

gain academic credit

Carnegie Mellon University’s Cognitive Tutor program has helped students complete Open Learning Initiative

OER university 4 is a growing partnership of like - minded institutions

resource challenges faced by public sc hool system s , as well as the appetite and interest in technology - driven solutions, present a unique opportunity

civic participation

“Open” refers to free access in addition to the legal rights to reuse, revi se, remix, and redistribute a resource

equal access to knowledge

standards adoption

, revis

educational lockbox,

international classification standards to the extent possible

revise, remix

EdNovo

pen educational resources ;

civic engagement

effective democratic participation

collaboration

the Common Core standards are strongly aligned with deeper learning—and represent an especially promising leverage point for the Program to help advance its goals . 9

NESCO/COL a nd UNESCO Chairs in OE

equal access

portfolios,

The new Common Core State Standards are an enormous step forward toward the goal of preparing all students for the future: across forty-five states, schools are now required to teach skills like critical thinking and effective communication alongside core academic content.