Plan Your Learning With The LEGO® Education Competency-Based Framework

Plan Your Learning with
the LEGO Education

®
Competency-Based
Framework
LEGO, the LEGO logo, the Minifigure and the SPIKE logo are trademarks and/or copyrights of the LEGO Group. ©2021 The LEGO Group. All rights reserved. 20210628V1.
Facilitating Student
Communication
Facilitating
Facilitating
Creative
Collaboration and
and Critical
Teamwork
Thinking
Facilitating Facilitating
Project-Based 21st Science
Learning Century Skills Learning
Facilitating Facilitating
Learning Pedagogy STEAM Engineering
through Play Concepts Design
Learning
Using Classroom Facilitating

Formative
Assessment
Management Computer
Science
Learning
Managing Managing
Small Groups Hands-On
Managing Learning
Lessons
and Materials
Use this document to:
1. Learn about the high-leverage teaching 2. Find and understand the learning courses 3. Plan your learning journey and track your
competencies LEGO® Education believes that are currently available to support you progress.
will best support STEAM learning outcomes in developing these competencies.
for students using our solutions.
Use the steps below to navigate and use this document
Explore all the competencies. Plan your journey. • Courses may appear in multiple product
classrooms for the pertinent grade-
Use the complete list of competencies to Use the checklist of available courses to plan band. However, your completion in any
get oriented. and track your learning journey. classroom will show the first time you
6. Familiarize yourself with the course types complete a course.
4. Familiarize yourself with the structure of the • Example: Learning Burst Implementing
offered.
framework. Productive Hands-On Learning appears
• Learning Bursts cover 1 competency
• 3 grade bands in both the LEGO® Education SPIKE™
• Learning Quests cover 4 related
• 4 main competency categories Essential Classroom and the BricQ
competencies
• 12 competency sub-categories Motion Essential Classroom, because
• Facilitated Courses are only available
• 48 individual competency statements, it is useful to primary school teachers
in some locations or districts. Ask your
allocated in related groups of 4 using either Essential product. You may
administrator.*
complete it in either classroom and
5. Study the competencies by reading them. needn’t do so twice.
7. Understand the relationship of
• In your preferred grade band.
competencies to products.
• Across the grade-bands to understand 8. Find courses to take and track your
• Each course features a particular LEGO
how they progress. Competency personal progress.
Education product in the classroom
statements progress, even when • Choose your grade band: Primary or
video. However, the competency training
the language is the same across the Secondary.
is applicable to any hands-on learning
progression. At each grade band, • Scan the courses offered for that grade
product for the stated grade band.
courses contain specific instruction that band.
• Example: Learning Burst Listening and
applies the competency appropriately • Circle the courses you’d like to take.
Questioning Skills features secondary
for students’ age and cognitive
development.
school students and teachers using ✔
• Use the column to check them off as
LEGO® Education SPIKE™ Prime, but its you finish.
instruction applies to teachers with • The Professional Development Platform
other LEGO Education secondary will track your completion too.
products or even without any LEGO
Education secondary product.
* Facilitated courses feature a full-day of virtual or in-person instruction. They cover two competency sub-categories from the framework, e.g. Facilitating Project-Based Learning plus
Managing Lessons and Materials.
COMPETENCIES
Statements
Category
Category
Primary (Grades 1–5) Secondary (Grades 6–8)

Early Learning LEGO Education LEGO Education LEGO Education LEGO® Education
Sub-
® ® ®
SPIKE™ Essential BricQ Motion Essential SPIKE™ Prime BricQ Motion Prime
Can identify key characteristics and benefits of Can identify key characteristics and benefits of Can identify key characteristics and benefits of
Facilitating Collaboration
collaboration and teamwork collaboration and teamwork collaboration and teamwork

and Teamwork
Can recognize and address common obstacles to Can recognize and address common obstacles to Can recognize and address common obstacles
social development and productive collaboration productive collaboration to productive collaboration
Can create a classroom community where children Can create a classroom community where students Can create a classroom community where
become helpful resources for each other become helpful resources for each other students become helpful resources for each
other
Can demonstrate effective strategies to support Can demonstrate effective strategies that support Can demonstrate effective strategies that
children in purposeful collaboration students in purposeful collaboration support students in purposeful collaboration
effective communication effective communication effective communication
21st Century Skills
Facilitating Student
Can develop children's active listening and Can develop students' active listening and Can develop students' active listening and
Communication
questioning skills questioning skills questioning skills to build knowledge or

investigation practices
Can guide children in identifying and expressing Can support students in documenting the design Can support students in documenting the design
feelings and emotions process and their learning from it process and their learning from it
Can guide children to observe and describe Can guide students to observe and describe Can guide students to reflect, explain, and
objects and events with appropriate terms objects and events with appropriate terms communicate their ideas with evidence and
data, using domain-specific language
Facilitating Creative and
creative and critical thinking creative and critical thinking creative and critical thinking
Critical Thinking
Can demonstrate strategies that ensure children Can demonstrate strategies that ensure students Can demonstrate strategies that ensure students
generate ideas and think creatively generate ideas and think creatively generate ideas and think creatively
Can encourage children to create stories about Can encourage students to share and reflect on Can guide students in analyzing creative ideas to
what they have built their solutions make them actionable
Can use strategies that develop children's capacity Can use strategies that develop students' capacity Can use strategies that develop students'
to use both creative and critical thinking to solve to use both creative and critical thinking to solve capacity to think divergently and evaluate their
problems problems own ideas
COMPETENCIES
Statements
Category
Category

Sub-
® ® ®
Can identify key characteristics and benefits of Can identify characteristics and benefits of Can identify characteristics and benefits of
science learning scientific investigation scientific investigation
Facilitating Science
Can encourage children to investigate, experiment, Can facilitate students' application of scientific Can facilitate students' application of science
and ask questions principles to investigate and experiment principles to answer questions and problems
Learning
Can guide children in using scientific terms and Can guide students in asking questions to identify, Can guide students in asking questions to
vocabulary to express their understanding clarify, and evaluate data identify, clarify, and evaluate evidence, data, and
arguments
Can guide children to collect and analyze data and Can support students in developing and refining Can guide students in developing a model to
to present and document their findings methods to generate data for testing generate data for iterative testing and make
relevant changes
STEAM Concepts
Facilitating Computer
computational thinking for early learners computer science learning computer science learning
Science Learning
Can guide children in developing basic coding Can support students' creation and modification of Can facilitate students' use of code to create an
concepts to solve a problem code to solve problems interactive device
Can guide children in creating and following Can support students as they decompose Can guide students to decompose a
sequences of step-by-step actions problems into subproblems computational problem into sub tasks
Can guide children in developing the concept of Can support students as they debug to identify and Can support students as they use debugging
cause and effect to solve problems fix problems skills to identify and fix problems
Can identify key characteristics and benefits of the Can identify key characteristics and benefits of the Can identify key characteristics and benefits of
Facilitating Engineering
engineering design process engineering design process the engineering design process
Design Learning
Can support children in defining a simple problem Can support students in defining a problem with Can guide students in defining a problem with
constraints and criteria multiple constraints and criteria
Can guide children in using classroom materials to Can guide students' creation of different ideas for Can facilitate students' creation of multiple ideas
solve problems solving a problem for solving a problem
Can guide children in testing and improving a Can guide students in testing, analyzing, and Can guide students in systematically testing,
solution to a problem refining their solution to a problem analyzing, and revising multiple iterations or
solutions to a design problem
COMPETENCIES
Statements
Category
Category

Sub-
® ® ®
Can identify characteristics and benefits of Can identify characteristics and benefits of Can identify characteristics and benefits of
managing hands-on learning effectively managing hands-on learning effectively managing hands-on learning effectively
Managing Hands-on
Can frame the learning purpose before beginning a Can frame the learning purpose before beginning a Can frame the learning purpose before
Learning
hands-on lesson hands-on lesson beginning a hands-on lesson
Can implement norms, routines and procedures for Can implement norms, routines, and procedures Can implement norms, routines, and procedures
productive hands-on learning for productive hands-on learning for productive hands-on learning
Can specify and reinforce children's productive Can specify and reinforce productive student Can specify and reinforce productive student
behavior during open-ended learning behavior during open-ended learning behavior during open-ended learning
Classroom Manage-ment
effective lesson and materials management effective lesson and materials management effective lesson and materials management
Managing Lessons and
Can design, adapt, and extend learning Can design, adapt, and extend learning Can design and adapt learning experiences and
experiences and instruction to differentiate for experiences and instruction to differentiate for instruction to differentiate for students' needs
Materials
children's needs students' needs
Can plan required steps, time, and materials, Can plan required steps, time, and materials, Can plan required steps, time, and materials,
addressing any logistical challenges addressing any logistical challenges addressing any logistical challenges
Can troubleshoot problems with hardware and Can troubleshoot problems with hardware and Can troubleshoot problems with hardware and
software that are affecting children's progress software that are affecting student progress software that are affecting student progress
effective small group work effective small group work effective small group work
Managing Small
Can observe, monitor, and provide effective Can observe, monitor, and provide effective Can observe, monitor, and provide effective
Group Work
direction to multiple groups of children direction to multiple student groups direction to multiple student groups.
Can address issues and logistics that interfere with Can address issues and logistics that interfere with Can address issues and logistics that interfere
full and equitable student participation full and equitable student participation with full and equitable student participation
Can efficiently and strategically organize a class Can efficiently and strategically organize a class Can efficiently and strategically organize a class
into pairs or small groups into pairs or small groups into pairs or small groups
COMPETENCIES
Statements
Category
Category

Sub-
® ® ®
learning through play learning through play learning through play
Facilitating Learning
Can create a learning environment that encourages Can create a learning environment that encourages Can create a learning environment
through Play
play and productive experimentation play and productive experimentation that encourages play and productive
experimentation
Can guide children in learning through informed Can enable students' capacity to learn by iterating Can enable students' capacity to learn through
experimentation and modifying their ideas productive iteration and refinement of their
ideas
Can adjust STEAM instruction to incorporate key Can adjust STEAM instruction to incorporate key Can adjust STEAM instruction to incorporate key
aspects of learning through play aspects of learning through play aspects of learning through play
project-based learning project-based learning project-based learning
Facilitating Project-Based
Can guide children in making predictions and Can guide students in developing real-life project Can guide students in developing real-life
Pedagogy
evaluating real-life applications applications that connect to prior learning and project applications that connect to prior
Learning
other curricula. learning and other curricula
Can check for understanding before, during, and at Can check for understanding before, during and at Can check for/build student understanding
the conclusion of lessons the conclusion of lessons before, during, and at the conclusion of lessons
Can chunk and sequence learning into manageable Can chunk and sequence learning into manageable Can chunk and sequence learning into
and cohesive parts that lead to a final project. and cohesive parts that lead to a final project manageable and cohesive parts that lead to a
final project
formative assessment formative assessment formative assessment
Using Formative
Can provide prompt, specific, and constructive Can provide prompt, specific, and constructive Can provide feedback that develops students'
Assessment
feedback feedback metacognitive skills
Can evaluate children's progress and learning Can evaluate students' progress and learning Can facilitate feedback in which students
needs to inform instruction needs to inform instruction interact with peer designs to offer constructive
suggestions and help troubleshoot issues
Can guide children in evaluating their own and Can guide students in self- and peer-assessment Can facilitate self-assessment that develops
each other's work to develop student agency that develops student's confidence student-driven learning and agency
Plan Your Journey
COURSES
Category
Sub-Category Modeled with Modeled with Modeled with Modeled with

LEGO® Education LEGO® Education LEGO® Education LEGO® Education
Learning QUEST Facilitating
Facilitating Collaboration and Teamwork
Collaboration Learning BURST Addressing
21st Century Skills
and Teamwork Common Obstacles to

Collaboration
Learning BURST Supporting
Learning BURST Listening and
Students in Documenting their
Facilitating Questioning Skills
Design Process
Student
Communication Learning BURST Guiding Learning BURST Guiding
Students to Observe and Students to Explain and
Describe Communicate
Facilitating
Learning QUEST Facilitating Learning QUEST Facilitating
Creative and
Creative and Critical Thinking Creative and Critical Thinking
Critical Thinking
COURSES
Category

Facilitating Learning QUEST Facilitating Learning QUEST Facilitating
Science Learning Science Learning Science Learning
STEAM Concepts
Learning QUEST Facilitating Learning QUEST Facilitating

Facilitating Computer Science Learning Computer Science Learning
Computer Facilitated Course*
Science Learning Learning BURST Decomposing
Facilitating Computer Science
a Computational Problem
Learning with SPIKE Essential

Facilitating Engineering Design Learning
Engineering
Engineering Design Learning
Design Learning Learning BURST Generating
Multiple Ideas
* Facilitated courses feature a full-day of virtual or in-person instruction. They cover two competency sub-categories from the framework, e.g. Facilitating Project-Based Learning plus Managing Lessons and Materials.
COURSES
Category

Managing Hands- Learning BURST Implementing Learning BURST Framing a
on Learning Productive Hands-On Learning Learning Purpose
Management
Facilitated Course*
Classroom
Facilitating Project-Based
Managing Facilitated Course*
Learning with SPIKE Prime
Lessons and Facilitating Computer Science
Materials Learning with SPIKE Essential Learning BURST Differentiating
Learning Experiences
Managing Small Learning BURST Ensuring Learning QUEST Managing

Group Work Equitable Student Participation Small Group Work
COURSES
Category

Facilitated Course*
Facilitated Course* Facilitating
Facilitating Playful Project-
Playful Project-Based Learning
Facilitating Based Learning with BricQ
with BricQ Motion Prime
Learning through Motion Essential
Play Learning BURST Encouraging Learning BURST Encouraging
Learning BURST Learning
Pedagogy
Play and Productive Play and Productive

through Iteration
Experimentation Experimentation
Facilitating Facilitated Course* Facilitating Facilitated Course* Facilitated Course* Facilitating
Project-Based Playful Project-Based Learning Facilitating Project-Based Playful Project-Based Learning
Learning with BricQ Motion Essential Learning with SPIKE Prime with BricQ Motion Prime
Learning QUEST Using

Formative Assessment
Using Formative Learning BURST Providing
Assessment Effective Feedback
Learning BURST Developing
Students’ Metacognitive Skills
* Facilitated courses feature a full-day of virtual or in-person instruction. They cover two competency sub-categories from the framework, e.g. Facilitating Project-Based Learning plus Managing Lessons and Materials.

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Plan Your Learning with

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Using Classroom Facilitating

Use the steps below to navigate and use this document

Primary (Grades 1–5) Secondary (Grades 6–8)

collaboration and teamwork collaboration and teamwork collaboration and teamwork

questioning skills questioning skills questioning skills to build knowledge or

Primary (Grades 1–5) Secondary (Grades 6–8)

Primary (Grades 1–5) Secondary (Grades 6–8)

hands-on lesson hands-on lesson beginning a hands-on lesson

children's needs students' needs

Primary (Grades 1–5) Secondary (Grades 6–8)

other curricula. learning and other curricula

feedback feedback metacognitive skills

Sub-Category Modeled with Modeled with Modeled with Modeled with

and Teamwork Common Obstacles to

Sub-Category Modeled with Modeled with Modeled with Modeled with

Learning QUEST Facilitating Learning QUEST Facilitating

Learning QUEST Facilitating

Sub-Category Modeled with Modeled with Modeled with Modeled with

Managing Small Learning BURST Ensuring Learning QUEST Managing

Sub-Category Modeled with Modeled with Modeled with Modeled with

Play and Productive Play and Productive

Learning QUEST Using

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