Over-Tested and Under-Prepared: Shifting from One-Size-Fits-All Instruction to Personalized Competency Based Learning

Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
Contents
About the Author
Acknowledgements
Reader\'s Guide
Introduction
1. Someday Soon, a Fable
2. Informed Instruction Leads to Competency, Part One
3. The Curriculum-Driven Model: A Brief History
	A Model Built for the 19th and Early 20th Centuries
	Our Society Has Changed, but not Our Schools
	Consistently Failing to Serve the Needs of Our Society and Students
4. Without Learning Competency There Can Be No Equity
5. Giving Up Unproductive Mental Models
	UMM #1. Academic Rigor is Demonstrated by Covering More Content in Each Grade
	UMM #2. Grading on the Bell Curve
	UMM #3. Creating Winners and Losers
6. Building a New Model
7. Principles of Instruction Leading to Competency
8. Teaching Differently
9. Systems Thinking for Competency Based Learning
	Identify Crucial Learning Outcomes
	Notice that Step One in this PLC Model does not ask what must be Covered. Instead it asks what must be Learned!
	Assess Student Readiness for Learning
	Planning and Delivering Instruction to Meet Students\' Needs
10. Whole Child Competency
11. Creating the Culture of a Learning Organization
	Creating a Learning Culture
	Changing Old Habits
12. Learning for Understanding and Application
	Clear Learning Goals
	Attainable Learning Goals
	Time in the Learning Frustration Zone Pushes Kids into Disengagement. Patterns of Disengagement can Impact Children for the Rest of their Lives.
	Personally Meaningful Goals
13. Masters of the Trade: Game Designers
	Students Advance Upon Mastery, not Age
	Tiered Learning
	Instructional Zone
	Trial and Error
	Explicit Learning Objectives
	Motivation to take on Challenges
	Embedded Assessment
	Identity and Networks of Support
14. What\'s Happening in Competency Based Learning Initiatives
	State Competency Based Learning Initiatives
	Competency Based Learning in Post-secondary Education
	A Rubric for Considering the Quality of Higher Education Competency Based Learning Initiatives
	Competency Based Learning in Secondary Schools
	Competency Based Learning in Elementary and Pre-Schools
15. Teacher Education: Building Pathways to Skills That Matter
16. Distracted By the Debate Over What to Cover
17. Letting Go of Curriculum-Driven Instruction
	Safety
	Mental Models
	Comfortable Routines
	Effort
	Limitations on Personal Responsibility
	One More Thing
	Perceived Status
	Lack of Skills and Training
	Lack of Trust
	Good Excuses for Low Expectations
	We Are Way Too Busy
	The Kids Love Me Just as I Am
	Our School is Doing Fine without CBL
	We Are Already Doing Competency
	Money and Power
18. Transitioning from Curriculum-Driven to Competency Based Learning
19. Informed Instruction Leads to Competency, Part Two
20. Conclusion: The Spirit of Transformation
Appendix 1. Organizational Self-Assessment for Readiness to Implement Competency Based Learning
Appendix 2. Resources for the Further Study of Competency Based Learning
Study Guide
References