As I read through our two articles and listened to the video, I was thinking about how I could apply Personalized Learning and Competency-Based Learning into my curriculum-based lessons. Then it dawned on me that I already do an abbreviated form of it.
I have used Benchmark Advance to formally assess my students and gather information on their individual needs. Once I have my data, I group kids into small groups. All students are assigned an independent reading book. They are to read the book on their own for the first read. Then, they partner with another student to read it a second time. For their last read, they are to read it together in their small group. Once they have read the story 3 times, they have text-dependent questions to answer. I usually have them answer the questions on their own in their writing journal but occasionally, I allow them choice to work with a partner. While some groups are doing their independent work, I pull students individually and/or in their small groups to listen to them read, go over any questions or concerns they may have with their text-dependent questions, and or move them along to a new story. Eventually, we have another assessment, and the mapping starts all over. Another way, I practice PL or CBL, is through a program called Dreambox. Dreambox is an online, interactive math program. It is individualized and tailored to the students' needs. It allows the student to go at their own pace for learning. I am able to check their data and see how efficiently and effectively they are working. Currently, due to online learning, I am using this program in their asynchronous time. Lastly, I have started a new program this year with online learning, called "Quill". Quill is an independent, online program that assesses each student with their grammar. First they take a starter diagnostic test to see where they will begin on their "map" . Next, I assign lessons to support their individual needs. Currently, this assignment is also given during their asynchronous time. However, if we were in the classroom, it would during our "centers" time. As I was reading and listening to our assignments this week, PL and CBL reminded me a lot of what we call centers. During a "typical" year, I would have centers for students to own their learning. Agency, ownership, choice, voice and inquiry are all important learning components. The more "buy in" and the better connection you have with your students, the greater the outcome at the end of the year.
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December 2020
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