This flowchart shows how the teacher makes groups for two week increments of Workshop, using the formative assessments of the previous two weeks. The groups will come to tutoring or work together in the group model of Workshop.
The Workshop Board is the student-facing display of available stations and work. Depending on how much choice students are given on a specific day, the structure of the Workshop Board changes.
This is a photo of the Marzano practice board I have at the front of my classroom. You can see how there are different assignments for each of the four levels.
This poster helps students accurately assess their level of understanding on Marzano’s scale and determine next steps.
You’re currently blending your curriculum and have seen how personalization helps push student growth, agency, engagement, and much more. Now it’s your turn to start sharing your best practices, becomes a blended leader, and extend your reach.
In this course, participants will:
In a blended/personalized classroom, data can be overwhelming. This course will give you the tools you need to focus your data analysis, so you can provide a more personalized experience for each student.
In this course, participants will:
When rolling out blended/personalized learning in your classroom or school, there are three key pieces: space, routines, and culture. This course will give you concrete strategies to start rolling out these key components and blending your practice today.
This course will teach you about blended and personalized learning as a whole, and show you how to stretch your thinking and try something new. You’ll learn the how and why of “blended” and how blended/personalized learning is changing the face of teaching and learning. You’ll leave this course with four blended “recipes” you can implement in your classroom immediately.
In this course, participants will:
This paper explores K-12 competency-based education policy and practice across six New England states: Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island and Vermont.
This paper explores the core concepts of competency education, detailing the limitations of the traditional system, and how competency education is designed explicitly for equity and student success. Author Chris Sturgis then dives into why and how the New England region embraces competency education. She provides insights into policy strategies being used across states and analyzes the impact of competency education on quality, equity, scaling and sustainability. The Appendix offers a synopsis of each state strategy, complemented by short case studies of a few districts and schools.
Download excerpts of this report:
Download state profile excerpts:
Competency education is expanding across the country as a means to ensure all students are mastering the skills and knowledge to be successful in college, career and civic life. This paper explores the core concepts of competency education, provides insights in policy and practice across five New England states, and analyzes the impact of competency education on quality, equity, scaling and sustainability. This report draws lessons learned and insights from educators and policymakers in New England and is intended for district leadership and policymakers seeking to introduce competency-based education within their states.
This report is intended for district leadership and policymakers seeking to introduce competency-based education within their states.
Under the new federal K-12 education law, the Every Student Succeeds Act (ESSA), states have a historic opportunity to transform K-12 education toward personalized, student-centered learning. This law represents a marked shift in federal control to states, presenting state and local stakeholders with important opportunities and flexibilities to redefine student success and the goals of the United States education system.
This policy report provides recommendations for state policymakers to support local and statewide efforts to transform student learning in K-12 education through personalized, competency-based learning. Taken as a whole, the recommendations present a comprehensive state policy approach to transforming K-12 education. Such an approach will ensure every student can access powerful, personalized learning opportunities in order to develop the knowledge, skills and competencies they will need to be successful.
We encourage state leaders to develop and advance a coordinated set of these recommendations in a way that best meets the needs of students in their state.
