Transcription complète de Competency-Based Learning & Human-Centered Design: A Future-Ready Shift | Camp

manage that and invite those conversations and also, you know, have really good interactions with students where we have to push back or coach them on wait, that maybe that wasn't the best way to give feedback or those types of things. 00:05:53.379 --> 00:05:59.540 But overall, it's really just having a lot of voices be involved in the process for how you develop things. 00:05:59.540 --> 00:06:04.259 Almost on a daily basis, we're asking questions about what should we do here. 00:06:04.259 --> 00:06:11.939 Or one of our main concepts is no matter what is working, every year we will evaluate that and be like, should does that need to iterate? 00:06:11.939 --> 00:06:13.139 Do we need that to change? 00:06:13.139 --> 00:06:20.579 Because if we're the school the world needs next, we have to be attentive to being relevant and future focused all the time in our decision-making processes. 00:06:20.579 --> 00:06:27.300 So that's just really important to us for how we engage with our clientele, which again is students, it's families, and it's with our staff. 00:06:27.699 --> 00:06:30.180 Now you have a competency-based model as well. 00:06:30.180 --> 00:06:30.980 How does that work? 00:06:31.220 --> 00:06:31.379 Yeah. 00:06:31.379 --> 00:06:38.019 So we have a competency-based model that I call a mashup of many competency-based systems. 00:06:38.019 --> 00:06:45.939 It has mastery elements, it has competency-based elements, it has standard elements, as traditional grading elements, and it has no grade elements. 00:06:45.939 --> 00:06:51.860 So there are really five different systems that we integrate into what we call our competency-based systems. 00:06:51.860 --> 00:06:56.579 So somebody might look at our system and be like, oh, that's more standards-based, or like, oh, that's more mastery-based. 00:06:56.579 --> 00:07:08.660 And I sort of like, yeah, what we were able to do as a, particularly as a startup school, is examine assessment overall and pull from what we think are the best processes for assessment and build it into our program. 00:07:08.660 --> 00:07:10.180 Does that mean we have it figured out? 00:07:10.180 --> 00:07:10.819 Absolutely not. 00:07:10.819 --> 00:07:18.660 We iterate our competencies every year, but it's the way to think about not falling into the inertia of uh traditional grading. 00:07:18.660 --> 00:07:24.819 So the way our competency system works is we have a bank of competencies that go across the whole school. 00:07:24.819 --> 00:07:29.540 So I might be using a competency in humanities class, I teach humanities. 00:07:29.540 --> 00:07:36.180 I might be using that a competency in humanities class that a science teacher is also using, that a visual arts is teacher is also using. 00:07:36.180 --> 00:07:42.819 Because we believe that our competencies are not just skills that you should be able to apply in school, you should be able to apply them in life. 00:07:42.819 --> 00:07:47.780 And so we're we're really thinking beyond just somebody doing school well. 00:07:47.780 --> 00:07:57.540 So after that, those bank of competencies go across the school, each subject area or department also has two to three competencies that are salient to just that subject area. 00:07:57.540 --> 00:08:00.579 So, for example, in science, science has three competencies. 00:08:00.579 --> 00:08:11.939 So if somebody came to me and said, Oh, I really want to know how this student is doing in science, we can show them their grade because we do, our system does compute the letter grades, and we'll talk about that soon in terms of transcript. 00:08:11.939 --> 00:08:25.139 But because that that grade is tapped into many of the different competencies, we can also then go to their specific science competencies to be like, oh, you can see right here how they're doing in the science specifically the skills that matter in that subject. 00:08:25.540 --> 00:08:30.019 So, like what competency skills would be in science, for instance, then that would be different. 00:08:30.339 --> 00:08:30.819 Here's one. 00:08:30.819 --> 00:08:36.419 I model systems to develop scientific explanations and show the interactions among the important parts. 00:08:36.419 --> 00:08:36.740 Okay. 00:08:36.740 --> 00:08:40.819 So that very specific to science, and a science teacher can use that. 00:08:40.819 --> 00:08:48.259 We teach integrated science through from sixth through tenth grade, which means we swirl bio, chem, and physics. 00:08:48.259 --> 00:08:56.500 So that particular competency right there, I model systems to develop scientific explanations and interactions that can apply to any one of the main domains. 00:08:56.500 --> 00:08:58.899 And so that's how we think about that as well. 00:08:58.899 --> 00:09:05.459 That the skills that we want students to do relevant to integrated concepts within science, but also elsewhere. 00:09:05.459 --> 00:09:14.019 But the other cool thing about our competencies is I could use, as a humanities teacher, I could use a science competency if I wanted, like if it applied to whatever it was I was doing. 00:09:14.019 --> 00:09:24.019 I very often use visual arts competencies, Innovation Studio is a required course here, those competencies for things I might be doing in a humanities class. 00:09:24.259 --> 00:09:27.699 How would you grade a competency-based skill? 00:09:27.939 --> 00:09:34.099 Yeah, the way our system works is we don't prescribe or prevent any type of assessment type. 00:09:34.099 --> 00:09:44.019 Whatever a teacher for the students, again, students at the center, students, what they need at the time, what type of assessment do you need to have the student show their learning and skills? 00:09:44.019 --> 00:09:51.299 We use a single panel rubric, and so the competency as it's stated is on there, and how that competency should look on that assessment. 00:09:51.299 --> 00:09:53.779 That specific assessment is explained to a student. 00:09:53.779 --> 00:10:00.500 When a

student gets an assessment back, they don't get an 87, they don't get a 93, they don't get an A minus or anything like that. 00:10:00.500 --> 00:10:06.339 They only get the competencies and the measure for each one of those competencies. 00:10:06.339 --> 00:10:17.619 So rather than just looking at a work as a whole and being like, oh, I get a B, instead, they actually see the skills that they worked on on that assessment with targeted feedback and a measure about each one. 00:10:17.619 --> 00:10:21.859 And we just believe that deepens the learning and that accentuates the skills involved. 00:10:21.859 --> 00:10:25.939 And then each one of those competencies does funnel into a course grade. 00:10:25.939 --> 00:10:35.619 So students still at NIA will get a course grade, will have what looks like a traditional transcript with a letter grade, but on any assessment within a class at any time, they are not getting a grade on it. 00:10:35.619 --> 00:10:40.339 And what that's done, I'll be honest, is it's helped de-emphasize grades a little bit, right? 00:10:40.339 --> 00:10:48.019 Like students are still obsessed with grades, but it definitely has de-emphasized that whole aspect, like you get something back and we're like, oh no, I get a C. 00:10:48.019 --> 00:10:50.819 Instead, it's like, oh, I got these different competencies. 00:10:50.819 --> 00:10:54.419 And we use a program called Otis as our grade book. 00:10:54.419 --> 00:10:58.179 And what Otis does is it will tailor to our system. 00:10:58.179 --> 00:11:07.139 And so they take all of our competencies and they take our matrix by how the competencies compute to a grade and everything, and it's all in there. 00:11:07.139 --> 00:11:10.899 And then I could look, I could click on that iModel competency that we talked about. 00:11:10.899 --> 00:11:18.259 Like I could go into Lisa's profile and click on iModel and see a graph of how she's done on that competency throughout the course. 00:11:18.500 --> 00:11:20.339 I'm happy to hear that you're using Otis. 00:11:20.339 --> 00:11:23.139 I did talk to the founder and do an interview with him. 00:11:23.139 --> 00:11:25.939 So he is in the podcast episodes. 00:11:25.939 --> 00:11:26.419 Yes. 00:11:26.419 --> 00:11:28.339 Fantastic concept. 00:11:28.339 --> 00:11:31.539 And I love that he created it while he was teaching. 00:11:31.539 --> 00:11:38.019 So when you talk about the alternative assessments, they're not getting grades, but they're basically seeing if they've reached that competency. 00:11:38.419 --> 00:11:47.939 We originally had our competency system without grades, but obviously grades are essential for many reasons for college process and other things. 00:11:47.939 --> 00:11:52.659 So we were like, okay, keep the integrity of our system, but also convert it into a grade system. 00:11:52.659 --> 00:12:04.500 So we did many, many, many conversations to get the matrix that we wanted that would equate a B at NIA the same as a B at any other school

because we wanted our transcript to look like every other transcript. 00:12:04.500 --> 00:12:10.259 So a college admissions person wasn't looking at graphs or bubbles and things like that, trying to figure that out. 00:12:10.259 --> 00:12:12.899 We want it to look like other transcripts. 00:12:12.899 --> 00:12:16.659 Because we're a school that does things differently, I call it turning the page. 00:12:16.659 --> 00:12:22.739 We want somebody in a college admissions person to look at a transcript and be like, oh, this looks like every transcript I've ever seen. 00:12:22.739 --> 00:12:30.739 I can see the grades, I can see the courses, and we want them to turn the page and see the cool things a student has done at NIA through their individual pathway and story. 00:12:30.739 --> 00:12:38.419 So if we didn't have grades, like if we if we did things like with different bars and things like that, we might, they might not turn the page. 00:12:38.419 --> 00:12:51.379 And so now we feel very comfortable, like probably the most traditional thing we do is give a course grade and a transcript, but it's very important for our clientele, for the external world, to be able to have a GPA in a transcript, and it works. 00:12:51.379 --> 00:13:01.139 One thing that I do a lot of times with presentations too is I'll show an example of a transcript because, in terms of the courses we offer, like I said, we require Innovation Studio. 00:13:01.139 --> 00:13:04.419 We have two credits of entrepreneurship classes required. 00:13:04.419 --> 00:13:07.939 When a student does an independent study here, we call it a passion dive. 00:13:07.939 --> 00:13:12.819 And it doesn't just say independent study on the transcript, it says passion dive colon. 00:13:12.819 --> 00:13:15.619 And then what the student did, like they name it. 00:13:15.619 --> 00:13:22.819 So it tells the transcript, then is telling more of an individual story for that student in terms of the classes they've taken and those sorts of things. 00:13:22.819 --> 00:13:29.619 So, like we think our transcript looks like a traditional transcript, but also has some cool knee things in there, and it also has grades. 00:13:29.859 --> 00:13:41.219 Can you talk more about the AI innovation of the school and how you're teaching the AI with entrepreneurship skills that does not diminish critical thinking skills? 00:13:41.219 --> 00:13:50.179 So, how are you able to harness those skills in a way that is helping them advance in whether it's entrepreneurship or creative skills? 00:13:50.419 --> 00:13:52.899 So we require a class called Innovation Studio. 00:13:52.899 --> 00:13:55.859 It's mostly a design class, but it's a very making class. 00:13:55.859 --> 00:14:01.779 So there's a furniture design elective, there's an apps for impact elective, there's a games for change elective. 00:14:01.779 --> 00:14:05.219 So you have things like that as part of the Innovation Studio class. 00:14:05.219 --> 00:14:10.419 If you want to be an entrepreneur, you could come to NIA as a high school student and learn how to buy and sell a venture. 00:14:10.419 --> 00:14:17.619 But we also value an entrepreneurial mindset where we teach students those concepts that can be applied in any avenue of life. 00:14:17.619 --> 00:14:22.659 Like I say all the time, like using my entrepreneurial skills every day as the head of teaching and learning at this school. 00:14:22.659 --> 00:14:25.299 But back to AI, which I think is really important. 00:14:25.299 --> 00:14:28.579 Obviously, as a school of innovation, we've leaned into AI. 00:14:28.579 --> 00:14:33.779 We have a director of innovation here who has overseen our A our AI rollout. 00:14:33.779 --> 00:14:38.419 We there are three programs that we give access to, all staff and students are right now. 00:14:38.419 --> 00:14:43.939 There's our Gemini, Notebook LM, and Khan Academy, specifically Con Migo within that. 00:14:43.939 --> 00:14:53.059 So that way we all have a common language, at least about what we're using for AIs, but we also have very intentional AI scales of use. 00:14:53.059 --> 00:15:02.179 So there's four scales of note the human only to AI as a collaborator to AI as a thought partner to full AI use. 00:15:02.179 --> 00:15:08.179 And so on any assignment or assessment, teachers will be saying one of those four scales for whatever it is. 00:15:08.179 --> 00:15:15.219 We want to embrace it, but we also want to help students understand the value of the tool and also how to manage the tool. 00:15:15.219 --> 00:15:19.379 And there are going to be times when nope, no AI, and there's going to be times like all AI. 00:15:19.379 --> 00:15:23.859 And either way, it's our job to teach students that, to work with the students on that. 00:15:23.859 --> 00:15:31.699 And this scale system helps us articulate and be upfront and honest with students about what those tools are and then help them utilize them well. 00:15:31.699 --> 00:15:34.259 We actually have a competency based on AI. 00:15:34.259 --> 00:15:41.459 The wording is I leverage AI critically and creatively, using it to support reasoning, experimentation, and originality. 00:15:41.459 --> 00:15:51.459 So that competency then is a skill that we can incorporate into any one of our assessments, and a student can understand, get targeted feedback about how did they use AI? 00:15:51.459 --> 00:15:53.219 We said you could use AI as a collaborator. 00:15:53.219 --> 00:15:54.979 Well, you're going to get feedback on how you did that. 00:15:55.219 --> 00:15:58.899 Yeah, I like that because it's giving them guardrails, a very clear path. 00:15:58.899 --> 00:16:09.939 This is how you use it in this situation, looking at that human-centered design that you have, which is building the soft skills of collaboration, adaptability, communication. 00:16:09.939 --> 00:16:16.739 How are you doing that balance of making sure that you are still intentionally building those skills into the instruction and

assessment? 00:16:16.979 --> 00:16:20.899 Yeah, so we have a competency called I Collaborate. 00:16:20.899 --> 00:16:28.899 So again, like our competency system is sort of built around skills that are useful in school and outside outside of school. 00:16:28.899 --> 00:16:33.059 One of my favorite competencies we have is like connect new ideas to previous learning. 00:16:33.059 --> 00:16:39.139 And so, you know, for example, as a humanities teacher, I might be like, okay, we learned about colonization when we introduced Haiti. 00:16:39.139 --> 00:16:41.619 And now we're going into talking about this. 00:16:41.619 --> 00:16:45.059 Take that previous learning, connect it to this other material. 00:16:45.059 --> 00:16:45.619 Okay. 00:16:45.619 --> 00:16:56.259 And I say, listen, in real life, you need to connect your new ideas to previous learning in a relationship with your family when you're applying to college, when you're going for an interview, all those types of things are really important. 00:16:56.259 --> 00:17:02.179 Those are skills that we're honing in on in school on assessments that then we also believe will translate into life. 00:17:02.500 --> 00:17:10.019 Are you seeing that by having, like you're talking about like the four competencies in AI, is that helping with ethical considerations with uh students? 00:17:10.259 --> 00:17:10.500 Yeah. 00:17:10.500 --> 00:17:14.500 So we obviously need to have a lot of conversations about ethical use of AI. 00:17:14.500 --> 00:17:21.940 Again, those scales help because we embrace AI, like those are the conversations that happen when you're using AI, right? 00:17:21.940 --> 00:17:23.859 About the ethical use and those types of things. 00:17:23.859 --> 00:17:25.700 So yeah, I think it's really important. 00:17:25.700 --> 00:17:33.139 And that that's where I get scared sometimes when people are like totally accept, let AI it anyway, or don't do it at all. 00:17:33.139 --> 00:17:41.940 It's like you need to be having those conversations with students about the ethical use and all the nuances that are in between those two poles, basically. 00:17:42.259 --> 00:17:51.059 The way that you're handling the AI is the same way that you're handling assessment and how you're handling the different sorts of designs of the school. 00:17:51.059 --> 00:17:57.700 How do you support teachers when it comes to embracing new innovation and being able to take risks? 00:17:58.019 --> 00:18:03.940 Yeah, so obviously when we hire, we have questions about flexibility, about empathy. 00:18:03.940 --> 00:18:06.019 Those are like parts of our forgiveness. 00:18:06.019 --> 00:18:14.899 Those are like parts of our literal interview questions for the type of community you want, but we also the type of mindsets you need to be innovative and be able to adapt and be agile. 00:18:14.899 --> 00:18:23.139 But what's super interesting about being at a school like this is the box, like I always say it that the traditional box is very strong, like safe. 00:18:23.139 --> 00:18:24.819 And most people are inside the box. 00:18:24.819 --> 00:18:29.460 So, you know, with families and students, et cetera, like they might think they want something innovative, right? 00:18:29.460 --> 00:18:32.339 And then they get there, be like, well, where's this, that, or the other thing? 00:18:32.339 --> 00:18:36.980 So my biggest thing is always don't think about what you're missing, think about what you're getting. 00:18:36.980 --> 00:18:43.379 But but back to that concept of teachers, you can tell fairly early on in an interview if somebody does want that. 00:18:43.379 --> 00:18:50.419 I'll I'll tell a quick story that I was interviewing a math teacher once, and I was like, okay, say I came into your class two o'clock in the afternoon, what would I see? 00:18:50.419 --> 00:18:53.379 And he said, Well, I'd be up at the whiteboard teaching math. 00:18:53.379 --> 00:18:57.619 I was like, okay, but like, you know, say I stayed for like 10, 15 minutes, what would I see? 00:18:57.619 --> 00:18:58.579 What else would I see? 00:18:58.579 --> 00:19:00.579 He said I'd be at the whiteboard teaching math. 00:19:00.579 --> 00:19:02.819 Like, okay, that person's not coming to Nia, right? 00:19:02.819 --> 00:19:07.460 Like that that type of instruction will work for some people in some places, but not here. 00:19:07.460 --> 00:19:08.500 That's not how we do things. 00:19:08.500 --> 00:19:12.419 We want to be innovative in in how we teach as well as how we operate. 00:19:12.419 --> 00:19:14.259 Does that mean we don't have direct instructions? 00:19:14.259 --> 00:19:14.980 Of course not. 00:19:14.980 --> 00:19:18.740 We do, but it wouldn't be for 40 minutes or 50 minutes or anything like that. 00:19:18.740 --> 00:19:22.579 So we believe in UDL, Universal Design for Learning. 00:19:22.579 --> 00:19:24.500 We have a director of curriculum. 00:19:24.500 --> 00:19:26.980 So we we have our department chairs that help. 00:19:26.980 --> 00:19:30.339 So it's having as many conversations about teaching as possible. 00:19:30.339 --> 00:19:38.980 Because sometimes, even when a teacher comes and they want to do part of this, it's like the slide back in traditional ways is is powerful. 00:19:38.980 --> 00:19:43.539 So we have to like support them and help them be like, well, how do we can't how do we think about this differently? 00:19:43.539 --> 00:19:54.819 And sort of the assessment system is one of those things that it takes a little while to get used to assessing that way because you you might be used to, you know, this is going to be out of 10 points or this is going to be out of 100 points. 00:19:54.819 --> 00:19:56.019 And that's just not how it works. 00:19:56.019 --> 00:19:58.819 So we have to do a lot of coaching to help that along. 00:19:59.059 --> 00:20:10.179 What would you suggest for educators who want to start that innovation to start to infuse the creative energy that you're talking about, going a little

bit outside that box into their own classrooms? 00:20:10.179 --> 00:20:19.299 What's a change that they can make, whether it's a mindset, a structure, maybe a classroom practice that can maybe open the door to more future-ready learning? 00:20:19.539 --> 00:20:28.419 Yeah, the one way I think about that is for any teacher or leader to look at like, okay, what is a problem that you want to improve? 00:20:28.419 --> 00:20:32.579 Like I always think of the Neil Postman question, what is the problem for which this is the solution? 00:20:32.579 --> 00:20:34.419 So, like, think about the problem. 00:20:34.419 --> 00:20:39.379 And then in a lot of times you'll have barriers to solving that problem. 00:20:39.379 --> 00:20:43.700 And my biggest advice is to have courage to make a change of some sort. 00:20:43.700 --> 00:20:50.419 So, for example, like one thing we we will do to help teachers is we'll be like, bring an assessment to a meeting. 00:20:50.419 --> 00:20:50.899 All right. 00:20:50.899 --> 00:20:55.220 And now we want you to create three different ways you could do that assessment, that type of thing. 00:20:55.220 --> 00:20:57.299 So, like, okay, you have this assessment that works. 00:20:57.299 --> 00:20:57.779 That's great. 00:20:57.779 --> 00:20:59.619 But what are some other ways you can do it? 00:20:59.619 --> 00:21:05.539 Because then that can be translated into I'm gonna run this session on Hamlet today, I'm gonna do it this way. 00:21:05.539 --> 00:21:09.779 I'm gonna think about doing it differently than I've done it before in a way that connects with students. 00:21:09.779 --> 00:21:12.419 So I really think it's about thinking about the problem. 00:21:12.419 --> 00:21:27.299 And very often that might be like to picture a student in a class that you want to reach or picture something that you feel like needs to be changed, and in the system sort of will wants to fight against that, like having the courage to make a small change if possible. 00:21:27.299 --> 00:21:33.539 I mean, one of the reasons I'm at NIA is at every school I've been at, I've always been, you know, arguably the most progressive teacher. 00:21:33.539 --> 00:21:36.740 This is why the competence system, I embrace it so much. 00:21:36.740 --> 00:21:40.980 Is throughout my career, I've been researching and kind of obsessed with assessments. 00:21:40.980 --> 00:21:47.379 At some of those traditional schools, I've had to take risks and be like, let's do standards based for this unit or this class. 00:21:47.379 --> 00:21:52.579 Or, you know, at my last school, I was like, we're gonna try no grades, we're gonna try this. 00:21:52.579 --> 00:21:53.859 And I was told no. 00:21:53.859 --> 00:22:06.099 And I was like, okay, what are the elements of the no grade format, particularly like targeted feedback, that I can still do within the parameters I was given by the administration to help achieve some of those aims to adjust? 00:22:06.099 --> 00:22:09.700 Like one of my favorite quotes is if you don't like something, change it. 00:22:09.700 --> 00:22:12.099 And if you can't change it, change the way you think about it. 00:22:12.099 --> 00:22:18.500 And sometimes changing the way you think about it is being adaptive to the uh parameters you're given, but still. 00:22:18.500 --> 00:22:20.579 Innovating within those parameters. 00:22:20.899 --> 00:22:27.700 I think that that leads for a lot of creativity when you have to be able to think about I want this, but I have the constraints of this. 00:22:27.700 --> 00:22:29.139 How do I still make it happen? 00:22:29.139 --> 00:22:33.700 And that's where teacher agency on creativity becomes crucial. 00:22:33.940 --> 00:22:34.179 Yes. 00:22:34.179 --> 00:22:36.980 And one thing we say to teachers is try it. 00:22:36.980 --> 00:22:37.940 We'll see how it goes. 00:22:37.940 --> 00:22:39.379 And if it fails, okay, it fails. 00:22:39.379 --> 00:22:48.899 Like as a school that values innovation where failing forward is literally a part of the DNA, we are very open when, like, it didn't work and it's okay, I'm going to move on and I'm going to learn from that. 00:22:49.139 --> 00:22:49.779 That's wonderful. 00:22:49.779 --> 00:22:56.179 Well, Camp, thank you so much for sharing how innovation and humanity can coexist in education. 00:22:56.179 --> 00:23:08.500 Your work shows that when we combine technology, empathy, and mastery-based learning, we prepare our students to not only adapt to change, but also being able to lead it with purpose and integrity. 00:23:08.819 --> 00:23:09.700 Thank you so much, Lisa. 00:23:09.700 --> 00:23:11.139 I really appreciate you having me on. 00:23:11.379 --> 00:23:17.220 This week, consider one skill, academic or human, that you want your students to master more deeply. 00:23:17.220 --> 00:23:24.019 Design one opportunity for them to demonstrate that skill in action, whether through a project, reflection, or peer collaboration. 00:23:24.019 --> 00:23:31.539 Shifting from what did they score to what can they create can transform how learning feels for both students and teachers. 00:23:31.539 --> 00:23:45.059 If you have a story about what's working in your schools that you'd like to share, you can email me at Lisa at drlisaarhassler.com or visit my website at www.drlisaarhassler.com and send me a message. 00:23:45.059 --> 00:23:48.099 If you like this podcast, subscribe and tell a friend. 00:23:48.099 --> 00:23:50.899 The more people that know, the bigger impact it will have. 00:23:50.899 --> 00:23:58.179 And if you find value to the content in this podcast, consider becoming a supporter by clicking on the supporter link in the show notes. 00:23:58.179 --> 00:24:04.740 It is the mission of this podcast to shine light on the good in education so that it spreads, affecting positive change. 00:24:04.740 --> 00:24:09.539 So let's keep working together to find solutions that focus on our children's success.