CBL: From Time-Based to Performance-Based

CBL: From Time-Based to Performance-Based is a self-paced course on designing learning experiences that allow each student to move towards mastery at their own pace and path. The shift from “time-based” to “performance-based” fundamentally entails rethinking time so that students can advance based on proficiency of a skill rather than seat time. This course will support you in redesigning elements of your curriculum to make room for reassessment and differentiation. This is the fourth in a series of five self-paced courses about practical and purposeful shifts that educators can make in their classrooms. This course is self-paced and open for one year to participate.

Although this is designed for educators who may be in schools that have already embraced competency-based learning, the courses in this series are designed to be applicable to any CBL-inspired classrooms and curriculum. You do not need to be an educator in a “CBL school” to join these courses.

The shift from “time-based” to “performance-based” fundamentally entails rethinking time so that students can advance based on proficiency of a skill rather than seat time. How might you design opportunities for reassessment and differentiation? How might you create more opportunities for student practice and self-reflection?

In this course, you will:

• Dig into research around designing for equity and its implications for pace, performance, and progress in the classroom.
• Reflect to break down the time it takes to learn something new through an exercise designed to help you empathize with your students.
• Design for reassessment and differentiation.

The purpose of the Competency-Based Learning series is to guide educators in translating the theoretical underpinnings of CBL into sustainable classroom practices. The CBL series offers self-paced courses that are approximately five hour experiences. Each course is open from the first of the month to the end of the month. Participants engage asynchronously on their own timelines.

Regardless of where you teach and the language your school uses for learning goals and grades, a CBL approach offers a mindset and a framework for supporting students in developing skills that transfer across subjects and contexts and that contribute to environments and systems that promote educational equity. You do not need to be an educator in a “CBL school” to join in this series; all five courses are designed to apply to any classroom and curriculum.

Each course is self-paced and includes a downloadable PDF workbook for design and reflection. Participants will leave with practical, tangible work products that can be applied directly to their practice, whether teaching in online, in-person, or in hybrid learning environments this year.

These five courses have relevance as both a series and as individual courses taken on their own. Participants will retain access to all courses to allow for ample time to revisit ideas, resources, and examples.