| Dates/Times: | January 29 - May 13, 2020. In-person sessions at White River Valley Supervisory Union on January 29, March 18, April 15 and May 13 from 4:30-6:30. |
| Instructor: | Gabe Hamilton |
| Credits: | 3 graduate credits |
| Cost: | $375 |
Fully implementing personalized proficiency-based learning, instruction, and assessment takes time. PBL is a major structural shift that, potentially, requires teachers to overhaul aspects of their instruction and assessment practices. This course aims to provide time and support to develop and/or refine assessment as well as work on instructional strategies that respond to the needs of learners.
Audience: Teachers, Coaches, Coordinators, Admin
Course Goals: The underlying purpose of this course is to build teacher capacity to implement personalized proficiency-based learning practices effectively and coherently in their classrooms. This course is taught in a hybrid fashion with online discussions and face-to-face sessions to provide teachers the flexibility to work on their own schedule. The course assignments are structured so that the products created can be directly applied to their own classroom. As much as possible, teachers have the ability to “personalize” the learning experience to meet their own needs.
Course Objectives: (Learning Targets)
Learning Target #1: I can describe and explain the basic philosophy of proficiency-based learning.
Learning Target #2: I can make connections between UDL and PBL and describe how aspects of both can be used to improve daily instruction and curriculum design.
Learning Target #3: I can design lessons that include a focus on personalization and understand how this differs from differentiated instruction.
Learning Target #4: I can pre-plan scaffolding and interventions that anticipate the support I may need to provide for some learners.
Learning Target #5: I can design assessments that cultivate learning through formative and summative purpose.
Learning Target #6: I can devise strategies to interpret and communicate learning/progress in a timely and effective way.
Learning Target #7: I can design assessment cycles that can be personalized and include opportunities for remediation and extension.
Learning Target #8: I can integrate transferable skills into my instruction and assessment in a way that provides opportunities for feedback and growth.
Costs for required readings, if any, are not included in the course cost.
Novak, K. (2016). UDL Now!: A Teacher’s Guide to Applying Universal Design For Learning in
Today’s Classrooms. Wakefield, MA: CAST, Inc.
Erkens, C., Schimmer, T., & Vagle, N. (2017). Essential Assessment: Six Tenets for Bringing
Hope, Efficacy, and Achievement to the Classroom. Bloomington, IN: Solution Tree
Press.
This is a general sequence that will inform discussion prompts and readings, but work completion can be personalized for individual needs & schedules.
|
Dates |
Topic |
Learning Target |
|
Week 1-2 |
Framing a Personalized Proficiency Based Learning System |
LT 1 |
|
Week 3 |
Universal Design for Learning in PBL |
LT 2 |
|
Week 4 |
Student Investment & Engagement: Personalization |
LT 3 |
|
Week 5 |
Scaffolding & Interventions |
LT 4 |
|
Week 6-7 |
Assessment Purpose |
LT 5 |
|
Week 8 |
Communication & Interpretation of Learning |
LT 6 |
|
Week 9 |
Assessment Architecture |
LT 7 |
|
Week 10 |
Remediation & Reassessment |
LT 7 |
|
Week 11 |
Student Role in Assessment |
LT 7 |
|
Week 12 |
Transferable Skills |
LT 8 |
|
Week 13 |
No Readings or Discussion (Collaborative Sharing) |
Portfolios DUE |
Gabe Hamilton
(802) 453-2333 x2016
Bethany Sprague
(802) 468-1325