Rethinking Instruction & Assessment in a Proficiency-Based Classroom, Lumbra, Spring 2021
||EDU 5515 C22
|Dates and Times:
||March 8-May 3, 2021. Asynchronous meetings online.
Proficiency-based learning requires learners to be self-directed and self-reflective in their learning. Many teachers are finding that learners do not do this naturally now that there is a proficiency to work toward or a target identified. Rethinking the design of instruction and delivery can frame learning in a way that allows for students to make these necessary shifts. In a proficiency-based classroom, assessment and instruction are closely linked rather than separate events. In this course, participants will analyze their current lesson design and delivery and redesign lessons and units in order to facilitate self-directed, proficiency-based learning experiences in classrooms. Participants will learn strategies for facilitating instruction that personalizes learning, creates more learner agency, increases engagement, and results in more meaningful reflection.
Course Goals & Objectives
- Distinguish between conventional models of instruction and a proficiency-based model
- Use a model of instruction that is designed for developing proficiency
- Distinguish between proficiency-based instruction and traditional instructional designs
- Design lessons and units using a proficiency-based model
- Design learning scales that can be used for by learners
- Design lessons that offer opportunities for reflection
- Design lessons that lead to learners creating evidence of learning
- Develop a method for providing feedback during instruction
- Design assessments that show student thinking
Required texts are not included in the course tuition.
Twadell, E. (2019). Proficiency-based instruction: Rethinking lesson design and delivery. Bloomington, IN: Solution Tree Press.
For additional course information
For additional registration information