{"id":6760,"date":"2016-01-26T00:00:00","date_gmt":"2016-01-26T05:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/the-7cs-to-college-and-career-competency\/"},"modified":"2020-02-27T14:45:43","modified_gmt":"2020-02-27T19:45:43","slug":"the-7cs-to-college-and-career-competency","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/the-7cs-to-college-and-career-competency\/","title":{"rendered":"The 7Cs to College and Career Competency"},"content":{"rendered":"

This post originally appeared at Getting Smart<\/a> on December 16, 2015.\u00a0<\/em><\/p>\n

Marion<\/a> is small urban center in Northwest Ohio with a history of manufacturing. When Gary Barber took over as superintendent three years ago, the district launched a series of community conversations that led to aggressive reforms seeking improved academic performance and workforce preparation.<\/p>\n

In addition to laying the groundwork for career pathways, Director of College and Career Success Stephen Fujii hired\u00a0META Solutions<\/a> consultant Lori Vandeborne (a former Marion administrator) as an instructional coach.<\/p>\n

The superintendent outlines next steps in personalized and blended learning:<\/p>\n

Faced with low achievement in Mathematics, Marion City Schools stepped up to the challenge to transform student engagement with more personalized instruction by providing immediate feedback. This feedback loop empowers students within the Next Generation Learning Environments to own their learning. Teachers integrate technology as a tool to promote individualized experiences scaffolded to match the learning pace and path for students.<\/em><\/p>\n

Our conversations with teachers about their next-gen vision led to the development of 7C\u2019s to College and Career Competency, a foundational model that can be used from the classroom to district level for organization of instruction to authenticate and personalize learning. They are outlined below with a case study that illustrates their application.<\/p>\n

\"Leveraging
\n<\/p>\n

Concert Learning<\/b><\/h2>\n

Concert Learning is a traditional, direct instruction model. The teacher has the knowledge and delivers content to a large group of students. The students are receivers of the knowledge. This is a passive form of content delivery. The teacher performs and the students listen.<\/p>\n

Summary: <\/b>Teacher action is high, student action is low<\/p>\n

Strengths\/Opportunities:<\/b><\/p>\n

    \n
  • Provides a consistent message.<\/li>\n
  • Ensures minimum content is covered.<\/li>\n
  • Example- Traditional classrooms where knowledge is required.<\/li>\n<\/ul>\n

    Collaborative Learning<\/b><\/h2>\n

    Collaborative learning occurs when the content is still controlled by the teacher, they control the content delivery. However they become more of a facilitator to small group discussions. The students begin to find their voice in the learning process while the teacher continues to control the content delivery. This can be whole group, small group, or team based.<\/p>\n

    Summary: <\/b>Teacher action is high, student action is rising<\/p>\n

    Strengths and Opportunities:<\/b><\/p>\n

      \n
    • Teacher is able to begin to release student action<\/li>\n
    • Students engage with learning in safe, constructive environment<\/li>\n
    • Example- Socratic Seminars<\/li>\n<\/ul>\n

      Conferencing Learning<\/b><\/h2>\n

      Conferencing Learning occurs when students further develop their voice as well as begin to apply knowledge. The teacher ensures application is correct and formatively checks for understanding during conferencing periods. This is done in a small group or one-on-one, grouping students by need, topic, or interest.<\/p>\n

      Summary:<\/b> Teacher action is reduced, student action is rising<\/p>\n

      Strengths\/Opportunities:<\/b><\/p>\n

        \n
      • This builds teacher and student relationships<\/li>\n
      • Provides a window into student interests within projects<\/li>\n
      • Example-Small group reciprocal instructional discussions<\/li>\n<\/ul>\n

        Coaching Learning<\/b><\/h2>\n

        Coaching Learning occurs when the teacher provides construct and guidance however the student is the one who is driving the direction and the path that their learning proceeds. The student begins to comprehend by interacting and making meaning with knowledge and grappling with the questions that develop. The student is showing their learning and the teacher is coaching to improvement.<\/p>\n

        Summary: <\/b>Teacher and student action are balanced<\/p>\n

        Strengths and Opportunities:<\/b><\/p>\n

          \n
        • Is the strongest way to enhance teacher and student relationships.<\/li>\n
        • Little structure as student begin to apply knowledge with teacher input<\/li>\n
        • Example- The Guide on the Side<\/li>\n
        • Science Experiments where teachers work students through Scientific Method<\/li>\n<\/ul>\n

          Connective Learning<\/b><\/h2>\n

          Connective Learning occurs when the teacher has now released the majority of the learning so that student can begin to analyze the knowledge. The students are now developing connections between learning and relevant world of employment and the components needed for functionality as an adult.<\/p>\n

          Summary: <\/b>Student action is rising, teacher action is reduced and community engagement is introduced and facilitated by the teacher.<\/p>\n

          Strengths\/Opportunities:<\/b><\/p>\n

            \n
          • Students engage in online instruction that is either of an adaptive nature or supplemental to the content that is being delivered in class such as Moresteam or ALEKs specifically to Marion City Schools.<\/li>\n
          • The student must develop an intrinsic motivation and self monitoring to independently proceed with the learning process as well as problem solve through situations when the teacher is not present.<\/li>\n
          • The teacher supports and monitors student progression and utilizes the data that is retrieved to modify instructional strategies and content that is delivered.<\/li>\n<\/ul>\n

            Community-Based Learning<\/b><\/h2>\n

            Community-Based Learning occurs when the teacher allows or models synthesis of learning with partner organizations. The students not only see connection and are allowed to create their meaning to the work they interact and experience this within a limited scale of action.<\/p>\n

            Summary: <\/b>Student action is rising, teacher action is reduced and community engagement is introduced and facilitated by the teacher.<\/p>\n

            Strengths and Opportunities:<\/b><\/p>\n

              \n
            • This connection requires knowledge of teacher to school-based or outside opportunities for rigorous\/relevant connections to authentic work like learning opportunities within the school or community.<\/li>\n
            • Allows the teacher to model a group or class project with the knowledge learned. This also allows another adult (likely under teacher supervision) from the community to interact and engage with students.<\/li>\n
            • Example- The Let\u2019s Read 20 project embedded in the Global Logistics learning experience as highlighted in the narrative below. META Partner providing human resources through based support for the Lean Six Sigma certification process for our students.<\/li>\n<\/ul>\n

              Contributive Learning<\/b><\/h2>\n

              Contributive Learning occurs when the teacher has released the curriculum and facilitates learning by encouraging students is to relate the learning to his\/her educational needs as well as the students passions or pursuits.<\/p>\n

              Summary: <\/b>Student action is high, teacher action is low<\/p>\n

              Strengths\/Opportunities:<\/b><\/p>\n

                \n
              • The student and partner organizations gain improvement through mutually beneficial relationships. Partner organizations provides students opportunity to evaluate their learning.<\/li>\n
              • Example- When the Global Logistics Instructor and his group run Marion Intermodal Inc. or some other entity through a LEAN process to improve.<\/li>\n<\/ul>\n