^{This blog as well as the other installments in this series were written by Karen Nickel.}

Proficiency-Based Learning Part 1.4: Proficiency-Based Learning as a Framework

A framework for learning provides structure to set goals, guide curriculum and develop assessments. A framework outlines a direction, but allows multiple pathways. Educators, learners and program directors are all supported by the shared, overarching organization of a framework.

According to CARLA, "Proficiency-based instruction is a general framework for organizing instruction, curriculum, and assessment rather than a method or a theory." This framework offers flexibility, allowing educators to utilize a variety of instructional approaches to meet the diverse needs of learners and capitalize on the expertise of various educators. 

A framework allows for multiple effective practices

Within the context of proficiency-based learning, educators can use direct instruction, role-play, and other methods to teach their target language. Differentiated instruction and scaffolding help learners build the skills that most need to improve. And on the other side, learners are able to access, process and show learning in multiple ways. 

Tomlinson and Moon explain how an educator can differentiate content, process, product and more, to meet the needs of a diverse group of learners (read more about differentiation in blog series #3, Part 2).

Within the framework of proficiency-based learning educators can present content in multiple ways giving learners multiple access points. With differentiation, such as working in flexible groupings, learners can have the benefit of various ways to process learning. And with choices about how to show learning, learners can best demonstrate what they have learned. 

A proficiency-based learning framework supports all though teaming

Teams of educators working in a proficiency-based learning environment can support each other by having shared learner goals. These shared proficiency goals help everyone involved (learners, parents, administrators) understand the desired language learning outcomes. Educators can also help their teams by sharing their own instructional skills based on their own individual experiences and expertise. For example, if an educator has a learning strategy that works well for a class, they can share that strategy with their team so that it reaches all learners.

Within the framework of proficiency-based learning, learners benefit from the expertise of all educators and have a clear understanding of expectations. Different teaching methods might be employed for different learners, allowing them to learn and give evidence of their learning in a variety of ways, but all learners are able to demonstrate their current learning through communication in the target language in a proficiency-based learning environment.

Part 1 Recap

In this blog series we looked at proficiency-based learning through the lens of language learning. Our goal is for learners to interpret and convey their intended message in the target language. We call that communication. Communication can be described with the help of ACTFL resources; specifically the ACTFL World-Readiness Standards for Language Learning, the three modes of communication and language functions. 

In the Proficiency-Based Learning Blog Series 2 we’ll look at how to work backwards and develop a proficiency-based curriculum. In the Proficiency-Based Learning Blog Series 3 we’ll take a closer look at why Proficiency-based learning is effective and in Blog Series 4 we’ll show how to honor learning by continuing the proficiency-based learning model through to reporting learners’ progress.

Subscribe to the blog

Return to the series overview page here.