Now that we have thought about “pace” differently in a learner-centered proficiency based system, we can start to talk about the rest of the iceberg: engagement.
If a student is not engaged, and therefore running into the “problem of being behind pace,” there are really only two possible explanations for why
Pace, as it is commonly understood and applied in education, is at its root a concept that is in conflict with learner-centered proficiency based education. Educators think about pace as the the rate at which the curriculum scope and sequence moves. One big problem with pace is that it is usually set by someone other than the one doing the learning. Another big problem is that teachers, schools, and districts use pace as a subjective measure of performance. In both of these cases, the learner is not at the center of the learning and the industrial model of education is perpetuated.
Who decides pace? Who should decide pace? Do we even need to have a pace? If we do, how do we decide what the pace should be? How do we know if it is too fast, or too slow?
Courtney is the Instructional Coach for KIDS RSU #2 in Maine. She also hosts a podcast about personalized learning, and is available for independent consulting work.
Have An Idea For A Post Topic?
All Assessment Charts Classroom Culture Classroom Tools Coach Common Assessment Discussion Engagement Expectations Feedback Homework Independence Language Parents Planning Professional Learning Progression Routines Student Pace Students Targets Taxonomy ZPD