What is Competency-Based Learning?

 On the surface, Competency-Based Learning is... well... complicated. 

Some organizations define Competency-Based Learning as "best measured by students demonstrating mastery of learning, rather than the number of hours spent in a classroom" (Levine et al., 2021)

To further clarify some definitions, a "competency" as "the student’s ability to apply clusters of standards to execute a particular performance task" (Colby, 2018). So, essentially, students are evaluated on their ability to apply a group of standards on a task. The group of standards creates a competency, which is a more global skill than the very clear and explicit standard. 

For example. In ELA, a competency might be "Reading to Comprehend" while some standards might include citing text evidence and making inferences, identifying theme/main idea, using strategies to understand unfamiliar words. 

I was listening to a podcast the other day and it sparked a way to think about CBL. Think about the game of basketball. 

In a standards-driven classroom, students would focus on one aspect of the game at a time. First, you would learn how to dribble, pass, and play a particular position on offense. Then the same for defense. After you have mastered all of those skills to play offense, you would learn how to guard and play different positions on defense -- each one at a time.

In a competency-based classroom, students would learn each aspect of the game at a time. First, you would learn strategies and skills to play offense. Your assessment would most likely be running a play in practice, where you receive feedback, and then be able to perform in a game. Then you would learn defense. Each time, you are picking strategies that apply to your position and your strengths. A player might not need to learn the guard position on offense if they play the post. They would learn and practice and apply what they need to in order to be a better player. 

I love how the Aurora Institute defines characteristics of a competency-based learning environment (2021): 

• Students are empowered daily to make important decisions about their learning experiences, how they will create and apply knowledge, and how they will demonstrate their learning.
• Assessment is a meaningful, positive, and empowering learning experience for students that yields timely, relevant, and actionable evidence.
• Students receive timely, differentiated support based on their individual learning needs.
• Students progress based on evidence of mastery, not seat time.
• Students learn actively using different pathways and varied pacing.
• Strategies to ensure equity for all students are embedded in the culture, structure, and pedagogy of schools and education systems.
• Rigorous, common expectations for learning (knowledge, skills, and dispositions) are explicit, transparent, measurable, and transferable.

As I read through those characteristics of CBL, I think back to my experience playing basketball in several leagues and tournaments. The more I learn about CBL, the more I think there are some lessons we can take from the court and apply to the classroom. 

References:

• Colby, R. L. (2018). Competency-based education: A new architecture for K-12 Schooling. Harvard Education Press. 
• Levine, E., Moumoutjis, S., & Stewart, A. (2021, November 10). Competency-based education. Aurora Institute. Retrieved May 10, 2022, from https://aurora-institute.org/our-work/competencyworks/competency-based-education/#:~:text=Competency%2Dbased%20education%20is%20a%20system%20in%20which%3A&text=Students%20progress%20based%20on%20evidence,of%20schools%20and%20education%20systems.