Competency Based Education

A brief description of competency education and how tech tools can help

Introduction

In looking at the idea behind competency based education (CBE) and comparing it to the traditional style of teaching and learning that encompasses most learning environments today, competency based learning can seem like an unattainable dream world for both teachers and students. As an educator, I would love to be able to tailor student instruction to their individual needs and allow them to have “more control over pacing, learning style and how they express their learning” (SREB, 2018). The idea that through this model, students can dig deep into topics of interest and revisit areas of weaknesses to lay core foundational skills is necessary. Allowing students to progress at their own pace as they work towards competencies that foster critical thinking and problem solving skills in addition to the normal pedagogy is the epicenter of a student-centered learning environment. The question is, if we all know this type of environment supports students and helps them develop these lifelong skills, why are we still teaching in traditional methods?

What is Competency Based Learning?

Put simply, the best way to think about a competency based classroom design is to imagine everything the traditional way of learning is not. “Competency education is student-centric, personalizing student progress so that every child has adequate time and support to reach proficiency every step of the way” (Patrick, 2014). In thinking about competency based learning, it’s important to break away from the traditional ideas that learning is a linear dimension, but rather begin realizing that learning is multidimensional (Patrick, 2014). If environments are going to be deemed student-centered, the means and modes of learning must vary from learner to learner. Within this idea, students are presented with transparent learning targets that clearly communicate what they should be able to know and do by the end of the learning journey. Once the expectations have been made clear, students are then put on their own learning path to progress towards mastery of the competency.

Learning is Multidimensional

The first step in truly understanding CBE is realizing the idea that learning is not always completely linear. Students vary in how they process information across content disciplines, so the pace in which they learn should correlate with those needs (Patrick, 2014). Once we can grasp this idea of a multifaceted learning system, we can begin to address two other barriers preventing CBE from being successfully implemented in many areas. One being that our devotion to our curriculum oftentimes diverts our attention away from the true needs of our students. In today’s classrooms, there is such a pressing need to hit everything within the standards at surface level, that there is rarely time to dig deep. The other barrier working against CBE is that of time. Not just the lack of it, but the fact that most learning environments within school systems are tied to bell schedules and school calendars that define when students learn. This type of restriction strongly prohibits the opportunity to fully create innovative and personal learning experiences for students.

Technology and CBE

Implementing the CBE framework will take extensive reworking of the traditional classroom methods in order to be successful. It is not an easy implementation and will definitely inhibit growing pains along the way. However, understanding the important roles modern technology can play in aiding the implementation of this framework is crucial. By using tools like computer diagnostic assessment and adaptive learning programs, “teachers can foster more individualized approaches to teaching that can result in deeper learning and better student engagement” (SREB, 2018). Not only can modern, classroom technology produce data that helps target student learning needs, but they also can help students to develop and utilize critical thinking and problem solving skills as they are able to express and demonstrate their knowledge in a variety of ways (Briggs, 2015).

The use of technology also helps the teacher move into that facilitator role within a classroom. Because technology can offer wider access to information, it can be used to tailor learning to individual student needs and interests. With guidance from the teacher, students can begin to dive deeper into topics, rather than just scratch the surface and begin creating and producing content that fosters learning, establishes social connectedness, and initiates global awareness (Briggs, 2015).

Conclusion

The logistics of competency based education and what it can provide for students is astounding. However, the leg work to achieve it can seem overwhelming. There is still a lot to be learned about this newer framework and how it can complement the technological rise in education. I am looking forward to watching more schools take on this approach and find ways to properly utilize modern technologies to produce future ready students who are developing skills all through grade school that help them to enter the world as a globally rounded citizen with skills to positively contribute to society.

Additional Resource

https://liftlearning.com/competency-based-education/

References

Briggs, S. (2015, March 1). Where Edtech Can Help: 10 Most Powerful Uses of Technology for Learning. InformEd. https://www.opencolleges.edu.au/informed/features/20-most-powerful-uses-of-technology-for-learning/

Patrick, S. (2014). Getting Ahead: Mature IT for Competency Education. CompetencyWorks.

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SREB. (2018). 10 Issues in Educational Technology (pp. 2–11). Southern Regional Education Board.