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<h2 class="hd hd-2 unit-title">Unit 1 Overview</h2>
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<h3 style="background-color: #339966; font-size: 20px; color: #256a97; height: 35px; text-indent: 10px; padding-top: 10px; border-radius: 3px;"><span color="#ffffff" style="color: #ffffff;"><b>Welcome to Unit 1!</b></span></h3>
<p></p>
<p>Here you will "meet" the schools we will feature in the course. You'll hear why Montpelier High School (Montpelier, Vermont, USA), Crosstown High (Memphis, Tennessee, USA), and Noble High School (North Berwick, Maine, USA) decided to pursue competency-based education (CBE) and learn more about their systems. Justin will help us explore research and CBE. You will begin work on your course project: creating an artifact to start or continue a conversation about CBE. </p>
<p><strong>In this unit, you'll find: </strong></p>
<ul>
<li>Introduction to Response Journals and Meet Featured Schools</li>
<li>Activity: Talk to Someone About CBE</li>
<li>Research Around CBE</li>
<li>In Conversation: Ethan Hutt on the Carnegie Unit</li>
<li>Activity: Betsy's First Day of School</li>
<li>CBE in Practice: Montpelier, Crosstown, Noble</li>
<li>Activity: Unit 1 Response Journal Reflection</li>
<li>Readings & More for Unit 1</li>
<li>Completion Checklist for Unit 1</li>
</ul>
<p><span style="color: #ff0000;"><span style="color: #000000;">Want a quick reminder about how we're describing CBE?</span> <a href="/assets/courseware/v1/038abeaea0a5478ebf3ad525d2e2269e/asset-v1:MITx+0.502x+1T2019+type@asset+block/WhatisCBE.pdf" target="_blank">Click here.</a> </span></p>
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<h2 class="hd hd-2 unit-title">Introduction to Response Journals</h2>
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<p>Near the end of each unit, we’ll prompt you to share a short reflection in a discussion forum in response to the videos in the unit. As you are watching the videos throughout the unit, we’ll encourage you to privately jot down notes in a response journal <span style="font-size: 1em;">so you can refer back to them later</span><span style="font-size: 1em;">. </span></p>
<p><strong>What is a response journal?</strong> A response journal is simply a place to <span style="font-size: 1em;">keep your thoughts, questions and reflections together in one place so you can return to them and see what you were thinking. It</span> can be in any format you wish (digital document, pen and paper, voice memos, blog post, etc.), <strong>and you won’t be asked to share it</strong> (although you can if you want to). You also do not need to spend a lot of time on notes, or even make an entry on every video. Instead, just try to keep track of your interests, concerns, queries and inspirations as you move through the course. (You may also want to note the name of the video, or the school associated with each video, to help you keep track of what you saw).</p>
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<h2 class="hd hd-2 unit-title">Why are Schools Excited About CBE?</h2>
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<p>Justin and others featured in this course explain why so many educators are excited about competency-based education. Reasons include equity, mechanisms for supporting struggling students, increased student ownership over learning, and a consistent, shared language around teaching and learning. </p>
<p>As you watch this and the following videos, we encourage you to take notes in your response journal. Here are some potential areas to consider:</p>
<ul>
<li>Equity is an important factor regarding why schools are interested in CBE. Are equitable student outcomes something that's discussed at your school? If so, how is your school approaching them?</li>
<li>Consider whether or not shared language around teaching and learning is a priority for your school or organization. If it is, how does your school or organization foster shared understanding? </li>
</ul>
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<h3 class="hd hd-2">Why are Schools Excited About CBE?</h3>
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<h2 class="hd hd-2 unit-title">Montpelier High School: Why CBE?</h2>
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<p><a href="https://mhs.mrpsvt.org/" target="_blank">Montpelier High School</a> (Montpelier, Vermont, USA) is a public school serving approximately 350 students. They have been doing proficiency-based education for three years now (Montpelier uses the term “proficiency-based” instead of “competency-based”), and they are especially proud of their community-based learning program. In 2014, the state of Vermont required that all students graduate with a proficiency-based diploma, starting with the class of 2020. Beyond state policies, former Principal Mike McRaith says that proficiency-based learning is the right choice for them because it helps them to be “clear and equitable” with their students. </p>
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<h2 class="hd hd-2 unit-title">Crosstown High: Why CBE?</h2>
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<p><a href="https://crosstownhigh.org/" target="_blank">Crosstown High</a> (Memphis, Tennessee, USA) is a public charter school that opened in September 2018, serving 150 ninth graders for its first year. An <a href="https://xqsuperschool.org/" target="_blank">XQ Super School</a>, Crosstown High developed a project-based and competency-based curriculum as the culmination of an ambitious school design process. As former Principal Chandra Sledge Mathias notes, their decision to use project-based and competency-based learning was because they “really wanted to bring that real world connection to the learning.”</p>
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<h2 class="hd hd-2 unit-title">Noble High School: Why CBE?</h2>
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<p><a href="https://www.msad60.org/nhs/" target="_blank">Noble High School</a> (North Berwick, Maine, USA) is a public school serving over 1,000 students that started implementing proficiency-based learning about four years ago (Noble uses the term “proficiency-based” instead of “competency-based”)<span style="font-size: 1em;">. Noble places students into two teams and assigns all students to heterogeneously-grouped classes. In 2012, Maine passed a law requiring that all students graduate with proficiency-based diplomas, though that law has recently been rolled back. Assistant Principal Alison Kearney explains that part of their “internal driving force” towards proficiency-based education was “a commitment to personalize education.” </span></p>
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