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22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Building Personalized Lesson Plans with Competency-Based Instructional Components

Anushka Paul (RMC Research, USA)
Emily Z. Rukobo (RMC Research, USA)
Session Information
July 9, 2014 - 11:20am
Teaching & Learning Effectiveness
Areas of Special Interest: 
Innovative Blends
Major Emphasis of Presentation: 
Best Practices
Institutional Level: 
Audience Level: 
Session Type: 
Information Session
Governor's Square 14
Session Duration: 
50 Minutes
Information Session 6
Virtual Session

Come experience a free and engaging online course that introduces you to competency-based instructional components in a blended learning model that is scalable and sustainable.

Extended Abstract

Educators the world over are organizing learning around competency-based models of education. While this is a concept that many have thought about exploring, achieving success in this endeavor requires careful planning to ensure that it is sustainable and scalable. This isn't about a new way of teaching, this is about focusing existing efforts to ensure that all students are prepared for this age of global innovation.

The Northeast Comprehensive Center's Regional Innovations in Learning Team is making available a new professional learning course to help districts implement competency-based instructional components in a blended learning model. The course entitled, Building Personalized Lesson Plans with Competency-Based Instructional Components, will be first launched on July 1st, 2014 and then it will start again each month with a new cohort. The course is based on Dr. Sam Redding's work on the standard definition of personalized learning to assert a multidimensional role for the teacher and vivify the place of motivation, metacognition, and social and emotional competency in personalized learning. The Design Framework we are introducing, supports the ideals of online education and is closely aligned to the the Five Pillars of Quality (Lorenzo, 2002) conceptualized by Sloan-C.

Part of making personalized learning a reality is using technology and data systems to deliver material and provide feedback in a blended learning model. The interactive whiteboard is replacing overhead projectors, laptops and tablets are replacing pen and paper, and virtual classrooms are offered alongside physical ones and everything is connected. In a blended-learning model, students are offered several avenues to access information. Standards such as the lecture and textbook are still used but are supplemented by online references, classes, videos and all of the other resources the internet makes available. The boom in free online educational resources makes supplemental material easy to find and cost effective. Additionally, online classroom platforms allow teachers to administer paperless assessments with instant feedback. Teachers can track and monitor the progress of their students in real time and adjust accordingly. To read more about why this is important, please read our blog post at this link: http://goo.gl/lhjwZ9.

Combining computer-based and face to face learning provides opportunities to improve learning (Moore, 2004). No matter where you are in planning or implementing a competency-based model, be sure to explore what this course has to offer to see how our research and practice can help you become more successful.

This four-unit online course includes:

1. Planning for Success: Explore the meaning of personalized learning and competency based education.
Designing Competency-Based Instructional Components: Through the lessons within this unit you will learn about the ‘Comprehensive Model of Personalized Learning' as introduced by Sam Redding, Center on Innovations in Learning.
2. Developing Competency-Based Instructional Components: Through structured activities, using open source resources, we will guide participants as they design component plans within the competency-based Component Framework using the Design Principles of Personalized Learning Rubric.
3. Evaluating Competency-Based Instructional Components: Through the lessons presented in this unit you will learn about mechanisms for collecting data on student learning and experiences through the use of competency based components.

Course Goals

Upon the completion of this four-unit course, which participants will have access to for up to six months, participants will be able to work closely with facilitators and other course participants to help them achieve success in a blended learning model that focuses on faculty and student satisfaction with demonstrated success of personalized learning. Participants will complete lesson plans with competency-based components for one unit of study. They will learn to collect and analyze data while they teach their new courses.

Course Objectives

Participants will be able to:
1. design components that support the four levels of Webb's Depth of Knowledge- recall, skill/concept, strategic thinking, and extended thinking- which support and differentiate instruction.
2. implement components that involve 45 minutes to 2 hours or more of expanded learning time using blended learning during double-periods, study halls, or out of school.
3. evaluate and analyze performance data to provide participants with the right learning opportunities at the right time.

Our Plan for this Presentation

Before, we meet participants in person, we would like to know a little more about each and every person attending our session and so we encourage you to take this short three question survey to help us personalize the session for you. The survey can be accessed here: http://goo.gl/tbwxur.

During the presentation we will bring some sample lesson plans and help you explore how to complete lesson plans with competency-based components. Through an engaging and collaborative activity, participants will walk away with new ideas to implement in their classroom, school or district.

Many of us have attended events and in the moment we find the content to be very useful and relevant. However, after the session when we reflect upon what was presented we either have more questions for the presenter or would like to speak to other colleagues about the topic that was presented. Social media provides us the opportunity to introduce the topic, interact with participants during the session and extend the conversation beyond just the Conference Information Session. We invite all participants to follow us through our social media channels, Twitter (@NECompCenter) and LinkedIn (Northeast Comprehensive Center) and join the conversation in advance, during and after the presentation to ensure that we continue this important conversation as we collaborate to prepare our students for the 21st century.


1. Lorenzo, G. "Five Pillars of Quality Online Education - The Sloan Consortium." 2002.
2. "Through the Student's Eyes - Center on Innovations in Learning." 2013. 18 Oct. 2013
3. Depth of Knowledge. (n.d.). New York City Department of Education. Retrieved October 23, 2013, from http://schools.nyc.gov/Academics/CommonCoreLibrary/ProfessionalLearning/...
4. Moore, J. (2004). ALN principles for blended environments: A collaboration. The Sloan Consortium. Retrieved November 20, 2008.

Lead Presenter

Anushka Paul’s work focuses on the planning, implementation and evaluation of online professional learning communities. She ensures that all clients, community members and subject matter experts receive the best, most effective and efficient customer experience available. A large part of her current work involves facilitating the NYSED Virtual Advanced Placement (AP®) Program and Diagnostic Tool for School and District Effectiveness Professional Learning Communities.

Anushka’s expertise lies in implementation guidance for educational technology programs in developed and rapidly developing economies. Her teaching experience along with a strong exposure to business environments allows her to successfully strategize on ensuring that all projects meet their intended outcomes.

Paul has a Bachelor of Arts degree in Psychology and Sociology, a Master of Arts degree in Sociology with a concentration in Mass Media from Mumbai University, and a Master of Arts degree in Technology, Innovation, and Education from the Harvard Graduate School of Education. She has strong experience in U.S. and international curriculum development, particularly within the public and private K–12 education system, and has worked in developing and testing high-quality technology projects for early childhood settings through her work in India. Her interests include new and emerging educational technologies, educational programs for at-risk youth, and informal learning environments.