Assignment Question
Overview: Design a 2nd grade lesson that is aligned to the competencies and outcomes it addresses. Explain ways the selected pedagogy allows for differentiation and scaffolding to assist students in achieving competency. Explain how competency-based education concepts helped the selection of pedagogical strategies and activities. Develop a formative assessment incorporating CBE that enhances student learning, voice, and pace. Create a rubric that accurately assesses mastery of competencies. Part 1: Analysis Explain the pedagogical strategy you chose and how that pedagogy allows for differentiation and scaffolding to assist students in achieving competency. How will that strategy be implemented upon instruction? How will your instruction shift based on the needs of your students? Explain how the technology will be used and the level (modification or redefinition) of SAMR. How will the technology deepen the students’ learning? Explain how the activities work together and build upon students’ prior knowledge. Discuss how competency-based education concepts helped you select the pedagogy and activities and how the concepts changed your pedagogical strategies. Part 2: Second Grade Lesson Plan List any materials you would need for the lesson. Align the lesson activity accurately to the outcomes and competencies it addresses. Provide an overview of the instruction of the activity. Develop a formative assessment incorporating CBE so that you enhance student learning, voice, and pace. For example, you could provide a menu of options for students such as writing a paper, acting something out, or creating a piece of artwork. Students would be able to show mastery of the competencies through all the options. Include any necessary follow-up activities. Create a rubric that accurately assesses mastery of competencies. Usually numbers should not be included in the body of your rubrics. For example, if the criterion is to find three credible articles, this would often lead to the assessment of work quantity (three articles) and not the assessment of quality (credibility of the articles). Include all handouts you would provide for students. Make sure all of the documents you create for students are student-friendly. Ensure that the documents reflect CBE concepts. Written communication: Written communication is free of errors that detract from the overall message. APA formatting: Resources and citations are formatted according to APA style and formatting. Length: Will vary. Font and font size: Times New Roman, 12 point.
Assignment Answer
In the ever-evolving landscape of education, Competency-Based Education (CBE) has emerged as a transformative approach to teaching and learning. CBE shifts the focus from traditional, time-bound education to a model that emphasizes mastering specific competencies at one’s own pace. This student-centered approach has gained recognition and is being implemented in various educational settings. In this comprehensive lesson plan, we will delve deep into the realm of Competency-Based Education, aiming to design a second-grade lesson that aligns with competencies and outcomes, integrates pedagogical strategies, and incorporates technology while fostering differentiation and scaffolding. Furthermore, we will explore how the principles of CBE influenced the selection of pedagogy and activities, how they impact student learning and engagement, and how a formative assessment can be incorporated to enhance student learning, voice, and pace.
Part 1: Analysis
Competency-Based Education (CBE) focuses on the acquisition of skills and knowledge rather than seat time (Pellegrino, 2018). It centers on the idea that students should progress through their education based on their ability to demonstrate their understanding of specific competencies (Staker, 2015). CBE is not a one-size-fits-all approach; it allows for personalized learning experiences by enabling students to advance at their own pace (Hassel & Hassel, 2017).
The pedagogical strategy chosen for our second-grade lesson is Project-Based Learning (PBL). PBL is an instructional approach that encourages students to learn by actively engaging in real-world and personally meaningful projects. The strength of PBL lies in its ability to foster differentiation and scaffolding, making it an ideal fit for CBE. It allows students to work on projects tailored to their individual needs and learning styles. PBL encourages self-directed learning, critical thinking, and problem-solving skills (Thomas, 2000).
The implementation of PBL in instruction will be flexible. Students will be presented with a range of project options, and they will select projects based on their interests and readiness levels. The teacher will assume the role of a facilitator, providing support and guidance as needed. This approach ensures that each student’s unique requirements are addressed (Barron & Darling-Hammond, 2008).
To enhance the chosen pedagogical strategy, technology will be integrated at various levels of the SAMR model. SAMR, which stands for Substitution, Augmentation, Modification, and Redefinition, is a framework that helps educators integrate technology into teaching and learning (Puentedura, 2014). In our lesson, students will use digital tools to research, create, and present their projects. This use of technology goes beyond mere substitution (modification) to redefinition. It transforms the way students learn and collaborate, offering them access to a wealth of information and enabling them to present their findings in innovative ways (Herrington, Reeves, & Oliver, 2010).
The activities in the lesson plan will be carefully designed to build upon students’ prior knowledge. The journey will begin with a brainstorming session in the classroom, where students will identify topics that pique their interest. This initial step aligns with the core competencies and outcomes for second-grade education. Students’ curiosity and intrinsic motivation will serve as the driving force behind their choices.
From there, students will engage in research, using both digital resources and physical books. They will create a visual or written report about their chosen topic. This is where technology integration at the redefinition level occurs. Students will use digital tools not only to compile information but also to create presentations that extend beyond traditional paper-and-pencil assignments (Puentedura, 2014).
The beauty of CBE lies in its flexibility. It allows students to progress at their own pace, mastering competencies as they go. The incorporation of Competency-Based Education concepts in our lesson plan has been a pivotal factor in the development of activities that reflect this flexibility. By allowing students to choose their projects and their pace of learning, we create an environment in which they are more likely to be engaged and motivated, ultimately leading to improved learning outcomes (Hassel & Hassel, 2017).
Moreover, the concepts of CBE have influenced the creation of a flexible learning environment. This environment caters to the individual needs of each student, ensuring that no one is left behind, and each student is challenged according to their abilities (Staker, 2015).
Part 2: Second Grade Lesson Plan
Materials Required:
- Access to a computer lab or individual devices for research.
- Art supplies for creative projects.
- Reference books and other resources.
- Handouts with project guidelines.
Lesson Activity
The lesson activity begins with a class discussion on different topics that interest the students. Each student will choose a topic they want to explore in depth. This choice aligns with the core competencies and outcomes for the grade level (Pellegrino, 2018).
The students will then engage in research, using both digital resources and physical books. They will create a visual or written report about their chosen topic. This is where technology integration at the redefinition level occurs, as students use digital tools to compile information and create presentations (Herrington, Reeves, & Oliver, 2010).
To assess student learning and promote voice and pace, a formative assessment will be implemented. Students will have a menu of options for presenting their findings. They can choose to write a paper, create a visual artwork, or even act out a short play related to their topic. This variety allows for different learning styles and preferences while ensuring competency mastery (Barron & Darling-Hammond, 2008).
For follow-up activities, students will have the opportunity to present their projects to the class. This encourages peer learning and the development of presentation skills. The teacher will provide feedback and guidance, helping students further refine their projects (Thomas, 2000).
Rubric
The rubric for assessing competency mastery will focus on the quality and depth of the project rather than simply counting the number of sources or items produced. It will cover criteria such as research depth, creativity, critical thinking, and presentation skills. The rubric will be designed to reflect the principles of CBE and align with the core competencies and outcomes for second grade (Pellegrino, 2018).
Student-Friendly Documents: All handouts and guidelines provided to students will be clear, concise, and designed with the students’ understanding and engagement in mind. They will reflect the principles of Competency-Based Education, encouraging self-directed learning and choice (Staker, 2015).
This competency-based second-grade lesson plan not only aligns with educational outcomes but also promotes student engagement, self-directed learning, and the use of technology to enhance the learning experience. By allowing students to choose their topics and assessment methods, this lesson plan caters to the diverse needs of today’s learners, ensuring a comprehensive educational experience. In essence, it reflects the principles of Competency-Based Education, which emphasizes mastery over mere completion and individualized learning pathways that adapt to each student’s unique needs (Hassel & Hassel, 2017).
Conclusion
Competency-Based Education, with its emphasis on mastery and individualized learning pathways, is a progressive approach to education. It allows students to progress at their own pace while mastering specific competencies. The integration of this model with pedagogical strategies like Project-Based Learning and technology not only aligns with educational outcomes but also fosters differentiation and scaffolding to cater to diverse learner needs. In the lesson plan outlined here, technology, particularly at the redefinition level, plays a crucial role in transforming the learning experience for second-grade students. Moreover, the formative assessment method encourages students to take ownership of their learning and express their understanding in a variety of ways.
In summary, this lesson plan exemplifies the potential of Competency-Based Education in creating a student-centric, flexible, and engaging learning environment. It reflects the evolving nature of education, where the focus is shifting from time-bound models to outcomes-based, competency-driven education.
In conclusion, this comprehensive lesson plan, rooted in Competency-Based Education, is a testament to the transformative potential of this approach. It’s a model that not only aligns with educational outcomes but also prioritizes student engagement, personalized learning, and the use of technology to enhance the learning experience. As education continues to evolve, Competency-Based Education is poised to play a pivotal role in shaping the future of teaching and learning.
References
Barron, B., & Darling-Hammond, L. (2008). How can we teach for meaningful learning? In L. Darling-Hammond (Ed.), Powerful Learning: What We Know About Teaching for Understanding (pp. 11-29). Jossey-Bass.
Hassel, B. C., & Hassel, E. A. (2017). Customized schools: Competency-based education and special education students. In N. M. Lambert & B. C. Hassel (Eds.), Customized Schools: Competency-Based Education and Special Education Students (pp. 77-93). Harvard Education Press.
Herrington, J., Reeves, T. C., & Oliver, R. (2010). A guide to authentic e-learning. Routledge.
Pellegrino, J. W. (2018). Problems of Knowing and Doing: Competence-Based Approaches in Education. Educational Researcher, 47(7), 427-432.
Puentedura, R. (2014). SAMR and TPCK: Intro to Advanced Practice. In K. J. NMC (Ed.), NMC Summer Conference Proceedings. New Media Consortium.
Staker, H. (2015). How to create higher ed’s competency-based programs of the future. eCampus News.
Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.
Frequently Asked Questions (FAQs)
FAQ 1: What is Competency-Based Education (CBE), and how does it differ from traditional education?
Answer: Competency-Based Education (CBE) is an educational approach that focuses on mastering specific skills or competencies rather than relying on time-bound classroom settings. Unlike traditional education, where students advance based on age or grade, in CBE, students progress as they demonstrate their understanding of specific competencies. It’s a more flexible and personalized approach to learning.
FAQ 2: How does Project-Based Learning (PBL) align with Competency-Based Education (CBE), and how does it foster differentiation and scaffolding?
Answer: Project-Based Learning (PBL) aligns with CBE by providing a student-centered approach that encourages self-directed learning. PBL allows students to choose projects based on their interests and readiness levels, fostering differentiation. The teacher’s role as a facilitator provides scaffolding as needed, ensuring that each student’s unique needs are met.
FAQ 3: What is the SAMR model, and how does it relate to technology integration in the lesson plan?
Answer: The SAMR model, which stands for Substitution, Augmentation, Modification, and Redefinition, is a framework for technology integration in education. In the lesson plan, technology is integrated at the redefinition level, which means it goes beyond mere substitution or augmentation. Technology transforms the way students learn and collaborate, allowing them to access information and present their findings in innovative ways.
FAQ 4: How does the formative assessment in the lesson plan enhance student learning, voice, and pace?
Answer: The formative assessment in the lesson plan offers students a menu of options for presenting their findings. This approach enhances student learning by allowing them to choose assessment methods that suit their preferences and learning styles. It also gives them a voice in how they demonstrate mastery and sets their own pace for learning.
FAQ 5: Can you explain the role of Competency-Based Education (CBE) in creating a flexible learning environment and catering to individual student needs?
Answer: CBE emphasizes mastery over mere completion and allows students to progress at their own pace. In the lesson plan, CBE principles have influenced the creation of a flexible learning environment that adapts to each student’s unique needs. By allowing students to choose their projects and pace of learning, the lesson plan ensures that individual student needs are addressed, promoting engagement and motivation.
