Educator Courses

CBL: From Educator-Designed to Co-Designed

  • Dates

    January 25 - 29, 2021
  • Cost for members

  • Cost for non-members


    About the Course

    One of the goals of competency-based learning is to support student agency: students have voice and choice in what, when, where, and how they learn. Students collaborate with educators to design learning pathways suited to them. In making the shift from educator-designed to co-designed, as a teacher, you are shifting the focus from teaching to learning. Students are afforded the opportunity to advocate for themselves and their learning. When students share in the responsibility of designing their own learning, we create ways in which the curriculum becomes more culturally responsive to the diverse needs of our students.

    Co-designing the curriculum becomes important when students aren’t sharing the same physical space as their teachers. Students can take a stake in their own education by working with teachers to select the learning targets they want to work on, identify the content they want to explore more deeply, or even co-design learning experiences.

    Transitioning from an “educator-designed” to “co-designed” classroom can seem daunting, particularly because there is a level of uncertainty regarding the direction in which a learning experience may go. However, it is relinquishing this sense of control on the part of the teacher that fundamentally affords students the opportunity to exert agency. In turn, this sense of agency can support greater student engagement and improve student learning outcomes. This course aims to support your transition from a classroom leader and content expert to a coach and content facilitator. In doing so, opportunities will emerge for your students to become more purposeful learners.

    In this course, you will:

    • Engage in research on motivation, engagement, and student voice that drives the need to move from educator-designed to co-designed in CBL environments.
    • Interview a student to bring their voice into the conversation of how to rethink your classroom to promote student agency.
    • Use your student interview to redesign a unit or lesson you currently teach to incorporate greater student choice and voice.
    Images of six badges for GOA's competency-based learning series.

    GOA has articulated five shifts for educators who want to adopt competency-based learning. Our Competency-Based Learning Series covers those five essential shifts and offers badges to certify teachers.

    Earn Digital Badges

    Participants will be awarded a digital badge upon the successful completion of this course. The badge is a digital artifact that demonstrates accomplishment and can be shared in many places – across social media, in an email signature, or even on a web-based resume. More details on GOA badges in competency-based learning will be announced during each course. Completion of all five courses in our series makes participants eligible to receive our Competency-Based Learning series badge.

    About the Competency-Based Learning Series

    For nearly a decade, GOA has been developing high-quality, passion-based online courses. In 2016, we adopted competency-based learning (CBL) because we realized that, when taken together, online learning and CBL add up to something even stronger: a vision for learning that ensures students do cognitively complex work that matters to them, wherever and whenever that learning might happen.

    The purpose of the Competency-Based Learning series is to guide educators in translating the theoretical underpinnings of CBL into sustainable classroom practices. Each course will prepare educators for the shifts that occur in competency-based learning classrooms and schools.

    Although this is designed for educators who may be in schools that have already embraced competency-based learning, the courses in this series are designed to be applicable to any CBL-inspired classrooms and curriculum. You do not need to be an educator in a “CBL school” to join these courses.

    Following a discover, explore, and apply framework, each course is one week long and will have participants learning alongside colleagues from other schools. Participants will leave with practical, tangible work products that can be applied directly to their practice, whether teaching in online, in-person, or in hybrid learning environments this year.

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