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PERSONALIZED LEARNINGThe journey of capitalizing on student efficacy to better ensure college and career readiness for all students
“We care about our kids and we care about the skills they need to know to be successful in this global economy. We know that each child has a different set of strengths and skills and they learn differently. Therefore, our goal is to personalize and tailor the learning to the child and use a variety of tools, including advanced technology, to make this happen in and outside the classroom.”
Dr. Jeff HawkinsExecutive Director
Kentucky Valley Educational Cooperative
GETTING COMFORTABLE WITH THE UNCOMFORTABLE
Click icon to add picture
“All learning begins
when our comfortabl
e ideas turn out to
be inadequate
.”John Dewey (1859-1952
DESIGN THINKING
Human-Centered
Collaborative
Optimistic
Experimental
Mindset
Design thinking is about believing we can make a difference, and having an intentional process in order to get to new, relevant solutions that create positive impact.
©2012 IDEO LLC. All rights reserved http://designthinkingforeducators.lcom/
Rocket science is tough, and rockets have a way of failing. Sally Ride
CONTENTSTANDARDS
LEARNING STYLES
INSTRUCTIONAL STRATEGIES
New ways of thinking means seeing things differently. Seeing things differently requires a 360° view to open new perspectives and alter
peoples thinking.
WHAT’S MY THINKING RIGHT NOW?
WHAT DO PERSONALIZED CLASSROOMS HAVE IN COMMON?
Instruction is more individualized by adjusting the pace of the instruction.
Instruction is differentiated through using a variety of learning approaches.
Learning is more personalized when teachers leverage student interests and experiences.
PERSONALIZED LEARNING
Inquiry-Based
Learning
Project-Based
Learning
MasteryLearnin
g
Competency-Based Learning
PERSONALIZED LEARNING
BLENDED SYSTEM
COMPETENCY BASED
DEMONSTRATE MASTERY
HAVING A COMMON UNDERSTANDING
1. Inquiry-based
2. Mastery
3. Competency-based
4. Project-based
a model, in which a unit of material is taught, and students' understanding is evaluated before they are able to move on to the next unit.
systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating that they have learned the knowledge and skills they are expected to learn as they progress through their education.
a learning process through questions generated from the interests, curiosities, and perspectives/experiences of the learner. When investigations grow from our own questions, curiosities, and experiences, learning is an organic and motivating process that is intrinsically enjoyable.
a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge.
Instructional / Learning Model
Key Components
HAVING A COMMON UNDERSTANDING
1. Inquiry-based
2. Project-based
3. Competency-based
4. Mastery
a model, in which a unit of material is taught, and students' understanding is evaluated before they are able to move on to the next unit.
systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating that they have learned the knowledge and skills they are expected to learn as they progress through their education.
a learning process through questions generated from the interests, curiosities, and perspectives/experiences of the learner. When investigations grow from our own questions, curiosities, and experiences, learning is an organic and motivating process that is intrinsically enjoyable.
a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge.
Instructional / Learning Model
Key Components
Instructional Models are
PERSONALIZE
D whe
n students are:
ENABLED
ENGAGED
EMPOWERED
Students know how they learn.
Students are co-learners and co-designers
Students own and drive their learning.
Instruction paced to the learning needs of different learners.
Learning goals are same for all students.
Students can progress at different speeds.
INDIVIDUALIZATION
Instruction tailored to learning preferences of students
Learning goals are same for all students
Instructional approach varies based on what research says works best for students like “them”.
DIFFERENTIATION
Instruction paced to learning needs, tailored to learning preferences, and tailored to specific individual learner interests.
Objectives and content as well as method and pace may all vary.
Encompasses differentiation and individualization!
PERSONALIZATION
Personalization v Differentiation v Individualization report v2 (2013) by Bray, B & McClaskey, K .
“The person DOING the work is the person doing the LEARNING.“
Personalization vs. Differentiation vs. Individualization
Guiding Question PERSONALIZATION / DIFFERENTIATION / INDIVIDUALIZATION PERSONALIZATION / DIFFERENTIATION / INDIVIDUALIZATION PERSONALIZATION / DIFFERENTIATION / INDIVIDUALIZATION
SOMEONE SOMEONE SOMEONE What does teaching and learning look like as it relates to these terms?
provides instruction to an individual learner. drives their learning. provides instruction to groups of learners.
How do we determine the learners’ needs?
adjusts learning needs for groups of learners. connects learning with interests, talents, passions, and aspirations.
accommodates learning needs for the individual learner.
How does the learner participate in their learning?
designs instruction based on the learning needs of different groups of learners. is responsible for a variety of instruction for different groups of learners.
customizes instruction based on the learning needs of the individual learner. is responsible for modifying instruction based on the needs of the individual learner.
actively participates in the design of their learning. owns and is responsible for their learning that includes their voice and choice on how and what they learn.
How are the goals and objectives determined for the learner?
identifies goals for their learning plan and benchmarks as they progress along their learning path with guidance from the teacher.
identifies the same objectives for all learners with specific objectives for individuals who receive one-on-one support.
identifies the same objectives for different groups of learners.
How do learners support their learning and each other?
selects technology and resources to support the learning needs of the individual learner. understands the individual learner is dependent on them to support their learning.
selects technology and resources to support the learning needs of different groups of learners. supports groups of learners who are reliant on them to support their learning.
develops the skills to select and use the appropriate technology and resources to support their learning. builds a network of peers, experts, and teachers to guide and support their learning.
How do you know if learning is meaningful?
monitors learning based on Carnegie unit (seat time) and grade level.
monitors learning based on Carnegie unit (seat time) and grade level.
demonstrates mastery of content in a competency-based system.
How do you assess learning?
uses data and assessments to report the progress of what the individual learner learned to decide next steps in their learning.
becomes a self-directed, expert learner who monitors progress and reflects on learning based on mastery of content and skills.
uses data and assessments to modify teaching and provides feedback for groups and individual learners to advance learning.
Personalization vs. Differentiation vs. Individualization report (v2) by Barbara Bray and Kathleen McClaskey: Co-Founders of Personalize Learning, LLC www.personalizelearning.com
PI D
Personalization vs. Differentiation vs. Individualization
Guiding Question PERSONALIZATION DIFFERENTIATION INDIVIDUALIZATION The Learner… The Teacher… The Teacher… What does teaching and learning look like as it relates to these terms?
drives their learning. provides instruction to groups of learners. provides instruction to an individual learner.
How do we determine the learners’ needs?
connects learning with interests, talents, passions, and aspirations.
adjusts learning needs for groups of learners. accommodates learning needs for the individual learner.
How does the learner participate in their learning?
actively participates in the design of their learning. owns and is responsible for their learning that includes their voice and choice on how and what they learn.
designs instruction based on the learning needs of different groups of learners. is responsible for a variety of instruction for different groups of learners.
customizes instruction based on the learning needs of the individual learner. is responsible for modifying instruction based on the needs of the individual learner.
How are the goals and objectives determined for the learner?
identifies goals for their learning plan and benchmarks as they progress along their learning path with guidance from the teacher.
identifies the same objectives for different groups of learners.
identifies the same objectives for all learners with specific objectives for individuals who receive one-on-one support.
How do learners support their learning and each other?
develops the skills to select and use the appropriate technology and resources to support their learning. builds a network of peers, experts, and teachers to guide and support their learning.
selects technology and resources to support the learning needs of different groups of learners. supports groups of learners who are reliant on them to support their learning.
selects technology and resources to support the learning needs of the individual learner. understands the individual learner is dependent on them to support their learning.
How do you know if learning is meaningful?
demonstrates mastery of content in a competency-based system.
monitors learning based on Carnegie unit (seat time) and grade level.
monitors learning based on Carnegie unit (seat time) and grade level.
How do you assess learning?
becomes a self-directed, expert learner who monitors progress and reflects on learning based on mastery of content and skills.
uses data and assessments to modify teaching and provides feedback for groups and individual learners to advance learning.
uses data and assessments to report the progress of what the individual learner learned to decide next steps in their learning.
Personalization vs. Differentiation vs. Individualization report (v2) by Barbara Bray and Kathleen McClaskey: Co-Founders of Personalize Learning, LLC www.personalizelearning.com
INSERT VIDEO ONE HERE
OLLIE AND THE TRAIN
MULTIPLE ENTRY POINTS MULTIPLE ROUTES MULTIPLE EXIT
POINTS
Cincinnati, OH Streetcar
Amsterdam Metro Routes
MULTIPLE ENTRY POINTS – MULTIPLE ROUTES
London Metro Routes Paris Metro Routes
MULTIPLE PATHWAYS RUBRIC
1 532 4
Greatschoolspartnership.org Vermont State Department of Education
Cincinnati Amsterdam London Paris
THERE ARE PROBABLY AS MANY WAYS TO "TEACH" AS THERE ARE TO LEARN. PEOPLE DO NOT SEE, HEAR, OR EXPERIENCE THE WORLD IN THE SAME WAY. THEY HAVE VERY DIFFERENT PREFERENCES FOR HOW, WHEN, WHERE AND HOW OFTEN TO LEARN.
THE EDUCATION COALITION SAN CLEMENTE, CA 2000
To be nobody but yourself in a world doing its best to make you everybody else means to fight the hardest battle any human can ever fight and never stop fighting.
- e. e. cummings
We are all born originals - why is it so many of us die copies?
- Edward Young
HOW DO STANDARDS FIT INTO PERSONALIZED LEARNING
STANDARDS ARE THE BUILDING BLOCKS THAT PROVIDE A FRAME OF WHAT A STUDENT NEEDS TOKNOW AND DO TO BE SUCCESSFUL.
ENDURING SKILLS
Extended focus Fundamental to other
disciplines Value beyond one narrow
context Foundational for applying
content Applicable beyond school Can be measured over
time
Creativity and choice is personalized to the students’ interests.
Personalized learning plan outlines how and when students learn and
demonstrate mastery.
Provides flexibility to support ‘anytime, everywhere learning’ with emphasis on
application of knowledge and skills.
STUDENT-CREATED PERSONALIZED LEARNING PLANS
REVISE
IDENTIFICATION OF GOALS
ASSESS
REFLECT
STUDENT
PROFILE
PLAN
DO
education.vermont.gov
STUDENT PROFILE
Answer important questions Who am I? How do I learn? What are my skills and interests? What is my future path?
Activities that help students learn more about how to use their strengths and interests
Build a list of strengths and challenges
IDENTIFICATION OF GOALS
Goals are most helpful when they address issues that are important to the student, specific, and measurable.
What do I want to accomplish? Am I willing and able to work toward this goal? How will I know when it is accomplished? What is my timeframe for accomplishing this
goal?
Best when done with the support of the teacher.
PLAN
What learning expectations are common for every student at my school? Where do I have choice in course selection? How might various activities help me meet both
my goals and common learning expectations at the same time?
How might learning experiences outside of my school help me meet common learning expectations and/or my goals?
How will I know if I have been successful at following my plan?
When will I have the opportunity to adjust my plan if things change?
DO
Review regularly
Utilize human resources identified in the plan.
Keep constant communication with the teacher.
ASSESS
Review progress and provide evidence of accomplishments.
Self-evaluation, discussion with family, school staff and peers.
Which goals have I met? How do I know that I’ve accomplished my goal or am
making progress? Where in my academic plan am I feeling challenged? How do I know that I am challenged? What kinds of information do I need to show that I
have made progress? How will I display or share this information with others?
REFLECT Reflections can come in various forms including journal entries, dialogue, presentations, videos, or any format suitable to the school and staff.
What did I learn from the assessment portion on my plan? What have I learned about myself thus far? What went well? How do I know? What do I wish had gone differently? What did I have control over? What do I better understand about my own learning and
goal setting? Was there any unexpected learning? What was it? How could I use this experience to revise and/or make my
next plan?
REVISE Revise based on reflective process and changes in goals, interests, and circumstances.
Revision occurs between student and teacher or parent.
Revise at some predetermined regular interval.
What has encouraged me to change my goal? What level of effort did I put into meeting my goals and
actions? Were my goals realistic given my motivation and effort? How are my new goals more in line with my future plans?
The Role of Technology in Personalized Learning
Teachers must still: know and engage their students
plan effective lessons
utilize instructional resources
manage student behavior
monitor learning
modify instruction
WHAT IS YOUR VISION FOR AND REALITY OF TECHNOLOGY IN YOUR
CLASSROOM?
When
Technology
Isn’t the Answer:
A student’s Perspective
1-to-1
BENJAMIN WALDMAN, WEST HARTFORD, CT JUNIOR“This ‘race to adopt’ mentality, whereby more technology at earlier ages and grade levels is viewed as better, ignores the fundamentally different educational objectives for kindergartners vs. older students.” “Kindergarten is a time when children develop personal relationships with teachers and interact socially with other students. A screen doesn’t afford any of these benefits; in fact, it inhibits them.”
“A good score or ‘thumbs-up’ on a screen cannot provide the same level of motivation as a traditional teacher, especially for younger students.”
“The Silicon Valley branch of the Waldorf Schools (an international association of K-12 schools) enforces a complete technological prohibition on students through 7th grade, yet it has attracted the children of technology executives, such as those employed by Google, eBay, and Apple, as pointed out by the New York Times.”
Education Week: October 14, 2014. Technology Is Not the Answer: A Student’s Perspective
for personalized learning using technology.
TEN TIPS FOR PERSONALIZED LEARNING VIA TECHNOLOGY
1. Deliver instruction through multiple forms of media.
2. Gather and use immediate feedback on student’s
understanding.
3. Give students options.
4. Automate basic-skills practice
5. Practice independent work skills
6. Create a weekly “Must Do” and “May Do” list.
7. Pretest students’ knowledge before each unit.
8. Be flexible when plans go awry.
9. Let Students drive.
10.Share the work of creating differentiated lessons
INSERT VIDEO TWO HERE
“A myth is a way of making sense in a senseless world. Myths are narrative patterns that give significance to our existence.”
― Rollo May
WHEN DIRECTED TO BEGIN:
Identify a table facilitator
Distribute myth sheets found in the manila envelopes labeled Myth Busting
Do individual reading of your myth
Do self-reflecting on how the myth relates to your current perception/reality
Have table-talk about each myth and share self-reflections appropriate to individual comfort levels
I have too many students to teach to use personalized learning.
My curriculum is so packed, how do I find the time for personalized learning?
There’s no place to squeeze in personalized learning without it feeling like one more add-on that I simply have no time for!
Personalized learning is incompatible with standardized state testing.
There is no research that supports personalized learning.
INSERT VIDEO THREE HERE
ASSESSMENT IN PERSONALIZED LEARNING
“How can I trust your information when you’re using such outdated technology?”
The Power of Assessment in Motivating Students to Learn and Building Student
Efficacy/Agency
• When they clearly understand the learning goal and know how teachers will evaluate their learning.
Task Clarity
• When they think the learning goals and assessments are meaningful and worth learning.
Relevance
• When they believe they can successfully learn and meet the evaluative expectations.
Potential for
Success
TASK: WHAT INTERESTS YOU?
12 3
The Task
Decide how you and any partners you have wish to approach the article excerpt.
Read as determined in step 1.
Agree on a way to demonstrate your understanding of the article content.
Agree on a process and be
prepared to share your understanding of the article content with the larger group.
WHAT CAN PERSONALIZED LEARNING LOOK LIKE IN
THE CLASSROOM?
Lessons from colleagues and students
You are the key in making the difference for us.
We believe in you!
INSERT VIDEO FOUR HERE
HOW HAS MY THINKING CHANGED?
PLANNING MY NEXT STEPS
Some closing thoughts from
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