Describing a student-centered, proficiency-based learning classroom (4 posts)

  • Profile picture of Jan Goldsberry Jan Goldsberry said 2 years, 1 month ago:

    Many teachers, students, parents, and community members have asked the question, “How is a SCPBL classroom different than a “traditional” classroom?” That question was asked of teachers using SCPBL in Sanford and here’s what they said:

    - Flexible schedules that allow for ELO’s, internships, job shadowing, learning anytime anywhere.
    - Cross discipline learning (ex. students may meet learning targets from different classes with one project).
    - Student ownership that include Personal Learning Plans, students tracking their academic progress, opportunities for student reflection.
    - Voice and Choice where students can request to learn in a way that suits their learning style and with a focus on what interests them and has meaning for them all with respect to the measurement topic that they are working with, within reason (autonomy with boundaries).
    - Students can show mastery in varied ways – customized assessment.
    - Shared rubrics to show that no matter the path or assessment, all students have met proficiency.
    - Students move along on the learning continuum at their own pace (which is teacher pace or faster, otherwise some students wouldn’t push to meet mastery).
    - Curriculum and assessment is transparent for all stakeholders.
    - Students are given multiple opportunities to show mastery.
    - There is a system of formative and summative assessment.
    - There is a focus on revising and remediation.
    - Continuous grouping and regrouping of students who are working on common standards.
    - There is a classroom culture that encourages open communication between the students and teachers. Some examples: (not intended to be strict guidelines) Parking lot, Code of Conduct/Cooperation, Flow Chart of Standard Operating Procedures (made with input from the class), – Class web page using one of the variety of available platforms.
    - Classes that can offer more “outside the wall” activities.
    - Devices that allow for a “flipped classroom” (aka students can take them home and use them for homework purposes).
    - Students learning form community experts both in the classroom and “out” in the community (Extended Learning Opportunities or ELOs).
    - Students showing mastery through authentic assessments and real world problem solving (service learning).
    - Students support each others’ learning – lots of peer to peer tutoring and mentoring.
    - Awareness, articulation and deployment of learning targets with the appropriate rigor of lesson design and assessment.
    - Student awareness of Sanford’s Vision for 2015.
    - Transparency – students know what their learning goals are, how they will be assessed and they can track their progress.
    - Students move through learning continuum as they learn.

    Do you agree? Can you think of other ways to describe a SCPBL classroom? Let’s keep this list growing …

    Jan Goldsberry

  • Profile picture of Gary Chapin Gary Chapin said 2 years ago:

    I would add “no averaging,” to this list. It’s implied in a number of your points but I think it’s important enough to need direct stating … if only because this is the one point to seems to most symbolically signal a shift in paradigm. We don’t average achievement over time. Achievement is not something that is calculated and accumulated, it is described.

  • Profile picture of Mark Kostin Mark Kostin said 2 years ago:

    I’d add – or at least make more explicit – the notion that the proficiencies students need to demonstrate during any of their learning experiences (wherever and whenever these take place) are clearly communicated and understood by students and the adults who will be supporting and assessing their learning. Similarly, the descriptions that characterize the different levels of possible achievement of these stated proficiencies are aligned, clearly communicated, and well-understood.

  • Profile picture of John Armentrout John Armentrout said 1 year, 12 months ago:

    Mark, seems you are referring to the transparency of the curriculum framework, learning goals and taxonomy and how they inter-relate. We’ve (re?)-discovered the importance of taxonomy as a key-stone or the glue that helps all the rest make sense.