Kadenze is proud to offer access to high-quality education to a global community of curious minds. It’s their mission to promote creative thinking and expression across a diverse range of STEAM subjects. Kadenze’s uniquely curated courses empower learners with the art and science of creativity.
Kadenze’s uniquely curated courses empower learners with the art and science of creativity. Expand your sonic palette with contemporary sound design projects through an examination of the history, theories, and techniques of experimental studio practices presented by artist and professor Seth Cluett of Columbia University.
For the skills they still need to master, they work independently on lessons (either reading them in the textbook or watching them on videos) and do practice problems until they feel they’ve got the skill down. This is the true self-paced part: Students decide how many lessons they need.
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In western music, a cadenza is an opportunity for artists to test their skills, their creativity, and their imaginations through improvisation.
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All learners who successfully complete all three courses in the professional development program UNMUTING CREATIVITY ONLINE will receive a Kadenze Academy Certificate of Accomplishment.
This third course of three gives you the skills you need to scaffold creative learning pathways into complete courses. All aspects of course design are covered including delivery modes, assessment and course analytics. You will learn using a range of proven online and video conferencing activities and join a small, self-organising curriculum team with coaching, mentoring and peer critique to produce a course of distinction.
Infuse justifiable and acceptable assessment techniques to assess learning, not only measure it
A learning design framework for skills development, informed critique, interpretation, and creative experimentation
Dr. Monica Shukla-Belmontes, assistant professor of business administration and associate dean of Corporate Pathways and competency-based education at University of Massachusetts Global, notes that self-paced programs can make balancing responsibilities more manageable.
CBE learning models divide degree programs into a number of different competencies that students are expected to master. The beauty of CBE programs is that students have a hand in determining which competencies they want to tackle when, and how quickly they choose to do so. Dr.
The convenience of moving through your degree program at your own pace is hard to ignore. But how does that work when it comes to tuition costs? Most CBE programs use a subscription tuition model. University of Massachusetts Global students pay tuition for every 24 weeks spent in the program.
Self-paced, CBE programs also take prior and current work experiences into account. “When students have prior work experience, they can quickly progress through competencies that they are already knowledgeable about and take more time on the ones that are more difficult for them,” Dr. Moodian says.
Self-paced learning is a privilege reserved only for kids who take it seriously and work hard. If you mess that up, you can lose the privilege, returning to a group that’s working directly with the teacher. “S ometimes they have to come back to the pack,” she explains.
When a student feels he is ready, he takes a mini-assessment for a single learning target, usually made up of just a few questions. If he does well on that small assessment, he can move on to another skill. Once he has mastered all the skills in the chapter, he takes a whole-chapter assessment—this is the same test he was given as the pre-assessment. If he does well on that, he’s ready to progress to the next chapter.
Because students are all working independently, the amount of work produced on any given day can vary. “Some kids may turn in two assessments per class period, depending on how hard they worked. Some kids may turn in one. Some kids, maybe they didn’t get to an assessment that day.”.
With few exceptions, I would bet that most teachers feel they could be doing a better job of differentiating instruction. It’s not that we don’t want to do it—we know our students learn at different rates, that some need more help and others could be moving much more quickly than we let them. The problem for many of us is that we just can’t figure out how to manage it. How do you run a classroom where each student is working on a different thing at a different speed?
At the session, Franklin, KY, middle school math teacher Natalie McCutchen showed us how she has converted her pre-algebra class to a completely self-paced system, where students work on different skills at their own pace, and how she’s gradually introducing self-paced learning in her other math classes as well.