Districts’ and schools’ organizational structures and long standing policies built around traditional seat-time metrics may be inhibiting their ability to move toward competency-based models. For example, bell schedules, grading policies, academic department structures, fixed sense of course scope and sequence, and familiarity with whole-group instruction may all be exerting the tug of status quo bias. As such, transforming districts and schools to competency-based systems is not a simply policy change: it’s a fundamental reconfiguration of teams and structures inside schools, that allows for students to progress at their own pace and demonstrate mastery in a variety of ways. In New Hampshire’s example, for those schools that have yet to move to fully competency-based systems, getting unstuck from the organizational structures and processes that guide them appears just as potent a barrier to innovation in some schools as the state’s policies are a gateway to innovation.
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in title, tags, annotations or urlSal speaks at TED about mastery-based learning (video) | Khan Academy - 0 views
Barriers to competency-based innovation aren't just coming from above | Christensen Institute - 0 views
When differentiating instruction makes little sense | Clayton Christensen - 0 views
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content-rich guaranteed curriculum that is consistently well delivered and clear lessons that have frequent checks for understanding.
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The best online learning works on a mastery-based system—where students do not advance until they have mastered a concept (as opposed to the current system where everyone moves on no matter if they have mastered the concept) and thus there are frequent check-ins to see how much a student understands and to cycle back into more learning opportunities where appropriate
Flexible Modular Schedule (Flex-Mod) | reDesign - 0 views
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