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Keeping You at theCenter
• Goal clarity• Playing and
problem-solving• “Just in time”
teaching• Co-creating and
sharing
Purposeful Interactions
• Websites: www.habitsofmindinstitute.org/humble
• www.Todaysmeet.com/humble
• Resource:
• www.learningpersonalized.com
Disrupting Efficiency Model
“There’s no competitive advantagetoday in knowing more than theperson next to you. The worlddoesn’t care what you know. Whatthe world cares about is what youcan do with what you know.”
— Tony Wagner11
What Learners Don’t Want• We don’t want toremember, recalland regurgitate.
• We don’t want tolearn for the sake oftests.
• We don’t wantlearning made easy; rather, we want it tomean something.
13
Impact of Disengagement• Two out of three respondents (67% in eachyear) are bored at least every day in class inhigh school.
• Approximately half of the students (51% in2007, 50% in 2008) are bored every day.
• Approximately one out of every six students(16% in 2007, 17% in 2008) are bored in everyclass.
• Only 2% in each year report never being bored.
E. Yazzie-Mintz (2009). Engaging the Voices of Students14
Out of the Mouths of Students“The only differencebetween me, the 95% student, and that guysitting in the back ofthe room, is I havelearned how to
remember, recall andregurgitate and he
hasn’t, can’t or won’t.” —Grade 12 student
“Let me tell you whatschool is like for me. Blah blah, blah blah.
Test Friday.” — Grade 12 student
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Real Engagement
When studentschoose to invest(and reinvest) theirattention and effortin the pursuit of alearning goal.
Learning in a ContemporaryWorld
Messy problemsDizzying amountof information
Growingintolerance forreflection
Struggling onwhat matters
Making sense ofhumanity andhuman nature
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What Learners Do Want• We want to do work that makes a difference tous and to our world.
• We want to do work that is relevant, meaningfuland authentic.
• We want to be engaged intellectually.• We want stronger relationships with ourteachers, with each other and with ourcommunities.
• We want feedback in time to help us learn andin time do something about it.
22
Effective Engagement excerpted Infographicfrom ABS, McCrindle (Madden, 2014)
PreviousGenerations GenerationZ/α
Verbal Visual
SitandListen TryandSee
Teacher Facilitator
JobSecurity Flexibility
Commanding Collaborating
Curriculum-Centered Learner-Centered
ClosedBookExams OpenBookWorld
BooksandPaper GlassandDevices
23
KEY DIFFERENCES
INDIVIDUALIZATION• Student controls the pace
of the topic as well aswhen to demonstratemastery.
• Teacher drives instructionthrough teacher-createdtasks and related lessonplans.
DIFFERENTATION• Student selects from a
range of content, process, and/or product options tomeet the requirements.
• Teacher tailors instructionbased on individual studentneed and preference.
24
Our Definition ofPersonalized Learning
“Personalized learning is aprogressively student-driven modelwhere students deeply engage inmeaningful, authentic, and rigorouschallenges to demonstrate desiredoutcomes.”
— Zmuda, Curtis and Ullman (2015)25
How would you like yourstudents and peers to be?www.menti.com 68 16 90
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• What do you see them doing?
• What do you hear them saying?• How are they feeling?
Compare to Habits of Mind• Persisting• Managing impulsivity• Listening with
understanding andempathy
• Thinking flexibly• Thinking about thinking• Striving for accuracy• Questioning and posing
problems• Applying past knowledge
to new situations• Finding humor
• Thinking andcommunicating withclarity and precision
• Gathering data through allsenses
• Creating, imagining, innovating
• Responding withwonderment and awe
• Taking responsible risks• Thinking interdependently• Remaining open to
continuous learning
Definition of Habits of Mind
Characteristics of what intelligentpeople do when they are confrontedwith problems, the resolutions towhich are not immediately apparent.
— Costa and Kallick (2008)
How They Fit Together
If personalized learning is theorganizational frame and
pedagogical structure for learning, then explicit thinking behaviors are
required: Habits of Mind.
Effective Engagement excerpted Infographicfrom ABS, McCrindle (Madden, 2014)
PreviousGenerations GenerationZ/α
Verbal Visual
SitandListen TryandSee
Teacher Facilitator
JobSecurity Flexibility
Commanding Collaborating
Curriculum-Centered Learner-Centered
ClosedBookExams OpenBookWorld
BooksandPaper GlassandDevices
30
• In what ways do you invitestudents to express theirthoughts and opinions?
• In what ways do you create anenvironment of safety forstudents to respectfully disagreewith one another (and you)?
• In what ways do you givestudents the opportunity toadvocate for a position?
• In what ways do you encouragestudents to raise questions thatare skeptical or out of the box?
32
Related Dispositions
• Listening with understandingand empathy
• Questioning and problemposing
• Thinking and communicatingwith clarity and precision
• To what extent do you providechoice for students in WHAT theycan pursue?
• To what extent do you providechoice for students in HOW theycan pursue it?
• To what extent do you providechoice to students for HOW theydemonstrate learning?
• To what extent do you provide theopportunity for students todevelop checkpoints and monitorprogress in relation to their goal?
• To what extent do you createexhibitions for studentperformances or products thatfocus on what they learned —about the topic and aboutthemselves?
33
Related Dispositions
• Creating, imagining, andinnovating
• Thinking flexibly• Persisting
• In what ways do you encouragestudents to seek others to helpgive their work more meaning?
• In what ways do you offeropportunities for students toseek outside of the expertisethat is within the
• classroom?• In what ways to you provide
students with the opportunitiesto test their ideas and seewhether they hold up
• to the scrutiny of other’sperspectives?
34
Related Dispositions
• Taking responsible risks• Gathering data• Thinkinginterdependently
• In what ways do you providestudents with the opportunity toreflect on their learning and how itaffects who they are becoming asa learner?
• In what ways do you provide theopportunity for students to knowmore about the ways that theylearn best?
• In what ways do you provide theopportunity for students to see thegrowth of their work over time?
• To what extent do you createexhibitions for studentperformances or products thatfocus on what they learned —about the topic and aboutthemselves?
35
Related Dispositions
• Applying past knowledge tonew situations
• Thinking about yourthinking
• Responding withwonderment and awe
“The future belongs to a verydifferent kind of person with avery different kind of mind —creators and empathizers, patternrecognizers and meaning makers.”
— Daniel Pink
36
RelevantLearning
Clarity AuthenticityPerceivedCapacitytoSucceed
How To Reimagine Teaching andLearning
37
RelevantLearning
Clarity AuthenticityPerceivedCapacitytoSucceed
How To Reimagine Teaching andLearning
38
Short Term, Long Term Clarity
Quiet questions inthe mind of thestudent:• What are youasking me to do?
• Why are youasking me to doit?
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RelevantLearning
Clarity AuthenticityPerceivedCapacitytoSucceed
How To Reimagine Teaching andLearning
40
Power of Authenticity
üAuthentic problems, challenges, issues, ideas
üAuthentic opportunities to network, monitor progress, determine next steps
üAuthentic forms for performanceüAuthentic audiences for presentationand refinement
41
RelevantLearning
Clarity AuthenticityPerceivedCapacitytoSucceed
How To Reimagine Teaching andLearning
42
Teacher Perception: Honoring Students by Design
• Who is in front ofme?
• What is it that youneed?
• How can we designwork specificallyfor you to help youreach the learninggoal?
44
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