❓Learning & Review Center Tenet H

Kaneland PL Points Articulates what learners will learn, how deep or broad the learning will be, and how learning will be demonstrated and measured. Learner progress toward the standards is based on growing proficiency, not seat time.

 

Proficiency-Based Progress

What is Proficiency-Based Progress?

This progress essentially involves teaching standards, which are based on mastery, not necessarily seat time.  Standards articulate what learners should know and at what kind of level (think about the levels of a proficiency table).  Ideally this kind of learning student involves choice in regards to methods and resources to employ, or in documenting and/or assessing their learning.  Put more simply, what matters most is the progress toward showing mastery of a standard and not the form it takes or the time it took to get there.

What is the purpose of Proficiency-Based Progress?

This aspect of teaching shows a responsiveness to the learning progression when students reach proficiency at various points in time.  Thinking about the nature of formative assessment, proficiency-based progress can be seen as teacher responsiveness to formative assessment data during a given learning cycle and the act of adjusting instruction or plans to help students reach deeper levels of proficiency.

Keep in mind the visual below.  The learning process can be very complex, but using proficiency-based progress just means you are leading with standards, using proficiency tables and exemplars so students understand what they are trying to master, and you are using the formative assessment process to adjust the learning cycle accordingly.

 

 

 

What could this look like in the classroom?

1. Consider the tenets of Feedback cycles and PBP tables.  To communicate progress, you need to have a plan for integration of PBP tables in your classes and have students interacting with them.

2. Show them stuff.  Show them some form of the visual above and how the learning cycle works.  Explain the reason you are giving them a table and how they should interact with it.  

3. Schedule time.  Think about several moments in a given unit when student can work independently or in small groups and you can do conferencing.  This will give you room to start communicating progress with students in between the beginning and the end of a unit of instruction.