Only by shifting away from a one-size-fits-all approach to teaching and learning can every student achieve true success in the classroom. In this resource, authors Eric Twadell, Mark Onuscheck, Anthony R. Reibel, and Troy Gobble provide educators with a comprehensive strategy implementation process for proficiency-based instruction. Readers will gain a clear five-step process for seamlessly transitioning to a new, improved model of instruction in which individual student self-efficacy and growth come first.
Transition to a proficiency-based instruction model for student success:
- Learn the benefits of switching from traditional instruction to proficiency-based instruction (also known as evidence-based grading).
- Explore the process, concepts, and supporting pedagogy of proficiency-based instruction and curriculum planning.
- Acquire a five-step implementation strategy: (1) preparation, (2) incubation, (3) insight, (4) evaluation, and (5) elaboration.
- Gain change-management tools for carrying out each of the five steps as a collaborative team and onboarding all stakeholders in curriculum implementation.
- Discover how one collaborative team successfully worked together to implement proficiency-based instruction.
- Access free online reproducibles that will support your shift to proficiency-based instruction and lesson planning.
About the Authors
Chapter 1: The Foundation of Proficiency-Based Instruction: Five Stages of the Creative Process
Chapter 2: Preparation
Chapter 3: Incubation
Chapter 4: Insight
Chapter 5: Evaluation
Chapter 6: Elaboration
Chapter 7: Examples of the Proficiency-Based Instructional Diamond
Chapter 8: Tools for Proficiency-Based Instruction
|Publisher:||Solution Tree Press|
|Sold by:||Barnes & Noble|
|File size:||2 MB|
Table of Contents
About the Authors ix
Examining the Hunter Lesson-Planning Model 4
Reinventing the Lesson Plan and Instructional Delivery 7
In This Book 8
Chapter 1 Implementing Proficiency-Based Instruction: Five Stages of the Creative Process 11
Key Takeaways From Chapter 1 17
Stop, Think, Reflect 18
Chapter 2 Preparation 19
Our Team's Story 21
Two Commitments of Proficiency-Based Instruction 26
Key Takeaways From Chapter 2 31
Stop, Think, Reflect 31
Chapter 3 Incubation 33
Our Team's Story 35
Four Common Questions About Proficiency-Based Instruction 39
Key Takeaways From Chapter 3 46
Stop, Think, Reflect 47
Chapter 4 Insight 49
Our Team's Story 50
Two Insights of Proficiency-Based Instruction 56
Key Takeaways From Chapter 4 76
Stop, Think, Reflect 76
Chapter 5 Evaluation 77
Our Team's Story 79
Four Competency Activities of Proficiency-Based Instruction 83
Key Takeaways From Chapter 5 96
Stop, Think, Reflect 97
Chapter 6 Elaboration 99
Our Team's Story 101
Seven Elaborative Practices of Proficiency-Based Instruction 106
Key Takeaways From Chapter 6 114
Stop, Think, Reflect 115
Chapter 7 Proficiency-Based Lessons in the Classroom 117
The Story of Ms. Ortiz's Class 117
Proficiency-Based Lesson-Planning Templates 119
Key Takeaways From Chapter 7 123
Stop, Think, Reflect 124
Instructional Diamond Lesson-Planning Template 125
Chapter 8 Discipline-Specific Examples of Proficiency-Based Instruction 127
A Mathematics Story of Proficiency-Based Instruction 128
A Social Studies Story of Proficiency-Based Instruction 131
Key Takeaways From Chapter 8 134
Stop, Think, Reflect 134
Proficiency-Based instruction Planning Tool 135
References and Resources 137
What People are Saying About This
"Proficiency-Based Instruction proposes a new and exciting perspective on instructional planning and design that helps teachers focus on developing student proficiency to create confident and competent learners. The crown jewel of the model, the instructional diamond, provides students with opportunities to collaborate and reflect as they develop knowledge and skills through proficiency experiences."
Brady Reinke, principal, Ronald Reagan Elementary School, Wisconsin
"In Proficiency-Based Instruction, the authors reinvent conversations about lesson design. They take the long-endorsed linear lesson plan (I do, we do, you do) and flip it, allowing students to engage with learning from the beginning, not waiting for gradual release. This book places student learning at the center of lesson design, allowing student proficiency to drive instruction and learning to flourish."
Matt Lersch, academy principal of science and technology, South Mountain High School, Arizona