Rethinking Instruction & Assessment in a Proficiency-Based Classroom, Lumbra, Spring 2023
|EDU 5515 C16
Dates and Times:
March 13-May 8, 2023
|3 Graduate Credits
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
- Use learning scales to drive the learning process.
- 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
- Design learning scales that can be used by students to self-direct their learning process.
Gabrielle Lumbra, M.Ed. Gabrielle is an educational leader focused on innovating systems and structures to meet the needs of today’s learners in preparation for their existence in an unpredictable future. Gabrielle has been a special educator, an innovation coach, and has now taken on the role of principal of the Franklin Northeast Flexible Pathways Academy which aims to implement proficiency-based and personalized learning with a focus on evidence rather than grading systems. In 2015, she received a Rowland fellowship to improve personal learning systems and structures at Enosburg Falls High school. She graduated from the University of California Santa Cruz in 1996 with a degree in sociology, continued on to attain her M.Ed. from Saint Michael’s College in 2002 and in 2012 she received her Certificate of Advanced Graduate Studies in Education from Southern New Hampshire University. She lives in Montgomery with her two rescue dogs. She loves road trips, roller coasters, socializing, cooking and trying new things.
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.
Brookhart, S. M. (2016). How to create and use rubrics for formative assessment and grading. Alexandria, VA: ASCD.
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For additional registration information
Center for Schools Team