Plan for Implementing Personalized Learning Template

Competency-Based Learning

Shannon Stanley

1. Your Classroom

I taught 10th grade biology and 12th grade human anatomy in a resource setting this past school year. This upcoming year I will be
teaching general education kindergarten. Because I’m new to kindergarten and don’t know enough about it to complete this
assignment, I will be using my 12th grade human anatomy class. My human anatomy class consists of seven students at varying
levels of cognitive functioning. My students have disabilities including OHI, MID, ADHD, Autism, EBD, and SLD. Each student has his
own chromebook which is expected to be used daily to help with any deficiencies he has as each of my students need extra support
in all content areas. My students also require extra breaks which are built into their IEPS and each student has different
accommodations that must be followed. Our district is expected to utilize the workshop model to deliver instruction including direct
instruction, working together, independent work, and then review.

2. Strategies

What is CBL?

Traditional learning uses direct instruction, formative and summative assessments, and all students are expected to learn at the
same pace. Students are given the same amount of time as their peers to learn and show mastery of content. Summative
assessments are given at the same time and in the same way. Competency-based learning (CBL) is different from traditional learning
because it is student centered education. CBL incorporates learning targets for each student and once a student shows mastery, the
student moves on without having to wait on his or her peers. Because CBL is student centered, students know exactly where they
stand and where they need to be. They also know what to work on and how to get to where they need to be to move on to the next
learning target. CBL also uses personalized learning which incorporates each student’s interests and academic level as well as
choosing how to show mastery for each learning target. According to the Competency Education and Personalized Learning video,
each student “understands why they’re learning each concept and how to use it to solve problems, think critically, and work with
others in real-world situations” (KnowledgeWorks, 2018, 5:08 section).

The essential features of CBL consist of “personalized learning plan, project or problem-based learning, competency-based student
progress, criterion-referenced assessment for ensuring student learning, and multi-year mentoring of students by a teacher” (Lee,
2014, p. 12). The new definition for competency-based learning, according to Eliot Levine and Susan Park, encompass the following
elements: empowering students to make important decisions about their learning, meaningful assessment that provides real time
feedback, support for each learner based on individual needs, students’ progress after showing mastery for a learning target,
students learn at their own pace and in their own way (their own pathway), strategies are implemented to ensure equity for all
students, and expectations for students are “explicit, transparent, measurable, and transferable” (Levine & Patrick, 2019, p. 3).

Competencies & Standards to Focus on

Georgia Human Anatomy Standards (Georgia Department of Education, 2019)

CBL Strategies

Components Your Strategies Rationale

Strengths & Weaknesses

Multimodal ➢ Visual: Slides presentation, videos with Rationale:

Content Delivery closed captioning, graphic organizers, etc.
➢ Auditory: Direct instruction will be
provided as students fill in guided notes
as well as videos related to concepts
being taught and class discussion.
➢ Reading/Writing: Guided notes during
direct instruction with empty blanks
matching underlined words on slides
➢ Kinesthetic: Project-based learning in the
form of creating posters or models of the
concept being taught.
➢ My students have different disabilities and
learn in various ways. By providing slides,
videos, and graphic organizers, my students
are able to complete the guided notes and
have a better understanding of the material.
Strengths:
➢ Students are able to learn in a way that best
fits their needs.
Weaknesses:
➢ Trying to find videos on their academic level
can be challenging and time consuming as
some videos talk very quickly and my students
 will not be able to grasp the concept. Guided
notes can also be a challenge as some of my
students may have difficulty transferring what
they see on the slides to their guided notes.

Learning ➢ Google Classroom Rationale:

Activities ➢ Google Slides ➢ My students have a difficult time with basic
➢ Ck-12 concepts so introducing different formats to
➢ Content Videos learning increases their ability to retain the
➢ Graphic Organizers information.
➢ Project-based learning (posters, models, Strengths:
etc.) ➢ Students are able to choose the best way to
➢ Stations learn the concepts being taught and ample
➢ Hands-on experience (taking blood opportunity to show what they’ve learned using
pressure, etc.) different methods.
➢ Music Weaknesses:
➢ My students don’t always respond well to
choices so providing too many can become
overwhelming.

Formative ➢ Daily warm up questions Rationale:

Assessment ➢ Class discussion
➢ Projects
➢ Google Slides Drag and Drop, short
answer, and fill in the blank
➢ Small group instruction (when needed)
➢ Prompt feedback as students work
(circulate and check for understanding)
➢ Blooket review games
➢ Paper/Pencil tests
➢ Essays
➢ Google Forms
➢ Ck-12 practice and/or assessment
➢ My students need to have multiple ways to
show mastery so there are many ways to show
mastery of a concept. Some students feel more
comfortable completing online assignments
while others prefer a hands-on method.
Students are always able to reassess using a
different method if needed.
Strengths:
➢ Multiple ways to show mastery of concept
Weaknesses:
➢ More time consuming for teacher to grade
multiple methods of showing mastery. Grading
may be subjective depending on the method.

Alternative ➢ Students choose the assessment method Rationale:

Assessment they feel most comfortable with.
Remedy ➢ Frequent feedback provided as students
Procedures are engaged in learning activity
➢ Online learning platform for further
understanding (CK-12)
➢ Small group or mini lesson as needed
➢ Tutoring before or after school
➢ Extension of due dates (very flexible and
no grade penalties for late work)
➢ Students take responsibility for their learning. If
a student chooses one method and does
poorly, he can reassess using a different
method.
Strengths:
➢ Provides choices for students to show mastery
while making students aware of the
consequences of their choices. Students learn
to choose wisely instead of choosing a method
just because another student does.
Weaknesses:
➢ Some students just pick a method at random
without really thinking it through and not to the
benefit of their strengths.
Rationale:
➢ Ck-12 is software that allows teachers to
assign specific content to students for a
personalized learning experience. Ck-12
provides information through text, videos, and
practice questions. Because of my students’
disabilities, they need extra support in content
classes and providing extra support and
resources helps them retain information. When
they’re struggling with a concept, removing the
due date helps ease their anxiety. Tutoring
before and after school also helps my students
with difficult concepts.
Strengths:
➢ Allows different methods in instruction to help
struggling students as well as additional time.
Weaknesses:
➢ Extends the teachers day when tutoring before
and/or after school. Also, teachers must go in
and manually assign learning targets in Ck-12
which can be time consuming.
Learning ➢ Students are provided an “I can”
Targets statement tied to Georgia standards at the
beginning of each class to know what they
will be working on in the form of a digital
checklist located on Google Classroom.
As students master a standard, they will
check it off to see how much progress
they have made. All standards are located
on the wall of the classroom as well as
individual copies at the front of their
notebooks. They’re also listed in Google
Classroom which is used daily. Teacher
goes over each standard as written and
discusses it at the beginning of each
class. Each standard is broken down in a
way that students understand as well as
the why behind each standard. Teacher
ensures understanding by facilitating class
discussion.
➢ Teacher will keep a data sheet for each
student's learning targets and have
one-on-one conferences to go over
learning targets and goals for showing
mastery.
Student ➢ Quantitative:
Records ○ PowerSchool will be utilized for
standards mastery and formative
grades. Students have access to
PowerSchool for real time up to
date grades.
○ Each grade will be added to
PowerSchool within 48 hours of
completion.
Rationale:
➢ Students have two options for learning targets:
“I can” statements and standards as they are
written by the Georgia Department of
Education. It’s important for students to be able
to understand standards in the way they are
written as well as to have a quick reference
when needed. Teacher will collect data based
on learning targets and be able to track how
each student is progressing.
Strengths:
➢ Students understand what they are learning
and why they need to know a specific learning
target. Introducing students to the more
complicated verbiage of standards better
prepares them for real world scenarios and
teaches them to break down words they don’t
understand into manageable chunks. Students
can see the progress they’re making when
looking at their checklist. Also, providing a
digital checklist will ensure they don’t lose or
misplace it.
Weaknesses:
➢ Georgia Standards of Excellence are
challenging as written especially for students
with disabilities.
Rationale:
➢ Students have direct access to their grades in
PowerSchool as well as assignments in Google
Classroom. Students will have the option to
reassess if they have a failing or missing grade
but ultimately it will be their choice. This
teaches students responsibility and
consequences of actions if they choose not to
complete their assignments.
 ○Comments will be made for failing Strengths:
or missing assignments providing ➢ Students will always be aware of their grades
corrective action. and will know if they need to readdress their
○ Grade deficiency reports will be learning targets to show mastery of a standard.
sent home every 9 weeks. Weaknesses:
➢ Qualitative: ➢ It will be up to the students to make a decision
○ Teacher will provide ongoing about their grades.
mentoring of students.
○ Students will receive updated
personalized learning goals as
needed which will be part of their
student learning profile.

Georgia PSC Standards of Personalized Learning

GPSPL Standards

Standards: How the standard is addressed:

Prioritized Executive Function ➢ Students will be prepared to take responsibility for their
learning.
➢ The curriculum will be designed to support all learners
and considers cognitive development through multiple
means of instruction/assessments.
➢ Measure and report growth to the students to create
learner independence.

Learner Agency ➢ Students will advocate for their learning choices.

➢ Students will have flexibility in their learning
environment.
➢ Students will have learning experiences that reflect their
interests.
Asset-Based Dispositions
Growth and Mastery Mindset
Authentic and Adaptive Assessment
Flexible Educational Resources
Individualized Path
Dynamic Communication
➢ Students are encouraged to value their own
individualities and the diversity of their peers.
➢ Curriculum will be designed to support diverse learner
characteristics by utilizing multiple instruction and
assessment methods.
➢ Despite disabilities, students will know that they can
master any learning target using specific resources and
being provided extra time.
➢ Students are encouraged to monitor their own pace and
progress to obtain mastery.
➢ Student’s' struggles will be identified and the teacher will
plan solutions and co-plan with learners who are
struggling.
➢ Adaptive tools, strategies, and learning experiences will
be used to support progress towards mastery.
➢ Students will have multiple means of demonstrating
competencies.
➢ Formative and summative assessments are used.
➢ Students will have access and be able to select multiple
means of educational resources.
➢ Students will be provided frequent feedback as they
work and will be provided alternative resources if
needed.
➢ Students will co-plan their learning pathway towards
mastery and choose their method of demonstrating
knowledge.
➢ Teacher will utilize collected data to coach and co-plan
learning paths.
➢ Teacher will coach students on how to be independent
as they are learning content mastery.
➢ Communication is encouraged through Remind, email,
 Google Classroom, in person, phone, etc.

Expanded Collaboration ➢ Students are coached on how to collaborate with

teachers and peers as they work in groups or with other
peers.
➢ Relationships are built between the students, teachers,
and parents/guardians.

Life-Long Professional Learning ➢ Professional learning and professional learning

communities are used by the teacher.
➢ Teacher attends monthly professional development
meetings

3. Technology Tools of Your Choice

After reviewing our Technologies Collection or other resources and evaluating the strengths and weaknesses of each tool, 1) select
what tool(s) you will use for the following functions and 2) describe its strengths and weaknesses and how you would use each tool
given your unique teaching situation. You do NOT have to use high-tech technology for all functions. Low-tech like paper and pencil
or classroom posters sometimes work better than digital tools.

Functions Name & URL Strengths & Weaknesses Your Plan

Multimodal ➢ Ck-12 Strengths: Students will be able to use CK-12

Content Delivery ➢ Google Suites ➢ Contains personalized learning for
each student and delivers content in
text, video, and practice
questions/assessments.
➢ Students have access to every
for multimodal content delivery.
Google Classroom will be used
every day to upload all content
being taught as well as a list of
videos and resources. Google
 assignment and resource used in Suites will be available for
the class in one place. project-based learning and provides
Weaknesses: productivity tools.
➢ Students will need to utilize a web
reader for CK-12 if the text is too
difficult to read. Read&Write is
installed on every chromebook but it
may take time for students to learn
how to use it.

➢ Ck-12 Strengths: At the beginning of each block,

Performing ➢ Google ➢ All content will be on Google students will be provided guided
Activities/Projects Classroom Classroom so even if they miss notes during direct instruction and
➢ Google Suites school, they will always have watch content related videos to
➢ Blooket access to assignments and content. extend the lesson through a
➢ CK-12 will be utilized for different format. Students will have
personalized learning activities. multiple platforms to choose from
➢ Blooket will be used for review at for classroom assignments.
the end of class as an exit ticket.
Blooket also collects data that will
be used to build individual learning
pathways for students.
Weaknesses:
➢ Internet issues and difficulty of
CK-12 to navigate. Blooket is timed.

Formative ➢ Ck-12 Strengths: Students will receive immediate

Assessment ➢ Blooket ➢ CK-12 allows students to practice feedback or for those choosing
➢ Google Suites what they know and provides Google Suites for a project, within
for immediate feedback. Students must 48 hours. Students will have a rubric
project-based answer 10 questions correctly to for projects and will also be
learning move on to the next level. Blooket provided with choice boards.
allows competition between
students and tracks their data for
further review. Google Suites allows
students the choice to show what
 they know by utilizing different
methods of delivery (Word, Doc,
Forms, Draw, JamBoard, etc.)
Weaknesses:
➢ Blooket is timed and for some
readers can be difficult to keep up.
Also, some students prefer to work
outside of technology choosing
posters or other methods to show
what they’ve learned.

Alternative ➢ Student Choice Strengths: Students make the choice on how to

Assessment ➢ Students choose what way they
want to show mastery.
Weaknesses:
➢ Students may choose an alternative
assessment that doesn’t reflect true
mastery of the content.
show mastery. They will be provided
with choice boards or they may
suggest another way to show
mastery.

Remedy ➢ Google Strengths: Google Classroom contains all

Procedures Classroom ➢ Google Classroom contains all resources utilized in the classroom.
➢ Ck-12 assignments and resources and is Students can also utilize CK-12 for
up to date. remediation of content. CK-12
➢ CK-12 provides multimodal content collects data from students and
delivery and practice questions to shows mastery of content areas.
ensure students are learning before
they can move to the next level.
Teachers can also assign specific
content or design their own for
remediation on concepts.

Learning ➢ Teacher made Strengths: Students will be provided a Google

Targets Google Docs ➢ Google Docs will not be misplaced Doc that lists the standards as “I
with learning or lost and students can track their can '' statements. Students will
targets/checklist progress by checking off content check each box after the learning
 mastery. The Google Doc is also
shared with the teacher so that it
can be viewed and edited when
needed.
Weaknesses:
➢ Students may forget to check off
their progress
Student ➢ PowerSchool Strengths:
Records ➢ Students and parents have access
to grades in real time.
Weaknesses:
➢ Students may not check
PowerSchool and parents may not
know how to access the platform.
target has been mastered. The
teacher will view the checklist as
needed for adjustment for a
student’s individual pathway.
All grades, both formative and
summative, will be entered into
PowerSchool within 48 hours.
Parents are provided directions on
how to access PowerSchool and
provided phone numbers to the
school if they experience any
issues. Comments will be added to
PowerSchool for any failed or
missing assignments detailing the
corrective measures necessary to
update the grade
4. References

Georgia Department of Education. (n.d.). Science - Human Anatomy & Physiology.

https://www.georgiastandards.org/Georgia-Standards/Documents/Science-Human-Anatomy-and-Physiology-Georgia-Standard

s.pdf

KnowledgeWorks. (2018, February 7). Competency Education and Personalized Learning [Video]. YouTube.

https://www.youtube.com/watch?v=JhXy-P1oYME

Lee, D. (2014). How to Personalize Learning in K-12 Schools: Five Essential Design Features. Educational Technology, 54(3), 12–17.

Retrieved May 28, 2021, from http://www.jstor.org/stable/44430266

Levine, E., & Patrick, S. (2019). What is Competency-Based Education? An Updated Definition. Vienna, VA: Aurora Institute.

https://doi.org/What is competency-based education? An updated definition.

Reigeluth, C. M., Karnopp, J. R., Sommer, B., Namba, N., Jaeger, P., & Sherwood, L. (2019). Vision and action: Reinventing schools

through personalized competency-based education (a comprehensive guide for implementing personalized competency-based

education) (1st ed.). Marzano Resources.

Schaef, S. (n.d.). The Key Shifts of Competency-Based Education.

https://www.softchalkcloud.com/lesson/files/uqV6SLM8N7Ur0F/Key%20Shifts%20of%20CBL%20(Schaef,%202015).pdf