Tapping the Power of PERSONALIZED LEARNING - ASCD · r tapping the power of personalized learning 8ibu zpv ibwf kvtu fyqfsjfodfe nbz gffm mjlf gjdujpo cvu ju t opu uibolt up uif xpsl

Tapping the Power of

PERSONALIZEDLEARN ING

A Roadmap for School Leaders

RICKABAUGHJ A M E S

Executive Director; Publisher; Director,

Content Acquisitions; Director, Book Editing & Production;

Editor; Senior Graphic Designer; Manager, Production Services;

Senior Production Design Specialist; Typesetter

Library of Congress Cataloging-in-Publication Data

__________________________________________________________________________________

Tapping the Power of

PERSONALIZEDLEARN ING

A Roadmap for School Leaders

....................................................................................................

.......................................... 1

Chapter 1: ...........................................................

Chapter 2: ....................................................

Chapter 3: ........................................................................

Chapter 4: .................................................

Chapter 5: .......................

Chapter 6: .....

Appendix A: ..........................

Appendix B: ...........................................

Appendix C: .......

........................................................................................

....................................................................................................

................................................................................

1

Introduction: Imagine Schools Where . . .

Tapping the Power of Personalized Learning

3


.

A Definition of Personalized Learning

The philosophical shift that occurs when personalized learning

transforms practices in a building affects everyone, including me as

a school leader. Our roles become less focused on reactive ways to

address concerns, whether academic or social-emotional. Instead,

our efforts become more global and systemic—we are able to

proactively support all students as they grow by investing our time

and energies into systems that ensure they have the mindsets and

behaviors to be successful in their current and future endeavors.

—Randy Daul, principal, Asa Clark Middle School, Pewaukee, Wisconsin

to

with


It shifts the roles of learners and educators.

7

It ensures purposeful learning.

It supports individual learning goals and action plans. Per

It varies the pace of learning while remaining focused

on established standards.

It focuses on broader concepts and deeper learning.

It develops collaboration skills and strategies.

It uses technology as a support.

It affords learners greater ownership of and influence over

learning.


It supports a variety of learning approaches.

It builds learners’ skills and capacity with the support of

important content.

It fosters learning independence.

Technology and Personalized Learning

10 Tapping the Power of Personalized Learning

11

ACTIVITY

The Readiness for Change Rubric

Time:

Type:

Who:

Difficulty:

This gets you:

Keep in mind:

Rating system values:

1 3

1 3

1 3

1 3

1 3

1 3

1 3

1 3

1 3

1 3

1 3

1 3


Reflection Questions

1.

3.

Actions You Can Take

1.

3.

1Assumptions, Logic, and Levers:

Changing Practices

As we continued to push new models, it was clear that everybody

had an assumption about school: teachers, parents, principals, and

students. These assumptions were so powerful that any changes

were always met with a need for assurance that things would be

“better.” This was the very moment that became the tipping point.

I asked just one question: “Can you tell me about a time where you

were part of an effective learning experience?” First of all, everyone

had a story, but even more importantly, everybody could articulate

a powerful personalized learning experience.

—Ryan Krohn, assistant superintendent for curriculum and instruction/education accountability, School District of Waukesha, Wisconsin

It’s funny how change can sneak up on you in unexpected ways.

Our partnership with the Institute for Personalized Learning opened

a door that allowed us to dream big—to rethink education as we

had experienced it up to this point. We could overhaul our teaching

strategies and the environment in which we support students. We

were able to take the ceiling off of our teaching and reach our stu-

dents in ways we never had before.

17

With administrative support to try new things, we have been able

to take risks with our instruction and with our students. We are now

free to “fail forward.” The power has now shifted from us being the

sole deliverers of instruction, to our students giving voice to what

that instruction will look like. They are now copilots in our learning

journey. The results have been more than we could have expected:

Our students are engaged, we are engaged, and the things that our

students know and do truly show that they are on the road to being

strong 21st century learners.

Now that year 2 of our personalized learning journey is coming to

a close, we cannot imagine teaching any other way. We are invig-

orated. We are passionate. We are continually looking for ways to

improve—not for us, but for the greater good of our students.

—Kate Sommerville & Angela Patterson, 5th grade teachers, Swanson Elementary School, Elmbrook School District, Wisconsin


The Power of Assumptions

Practice:

Assumption:

Fact:

What if . . .

Practice:

Assumption:

Fact:


What if . . .

Practice:

Assumption:

Fact:

What if . . .

Practice:

Assumption:

Fact:

What if . . .

Practice:

Assumption:

Fact:

What if . . .

Practice:

Assumption:

Fact:

What if . . .

The Logic of Personalized Learning


all

all learning is personal are rather

should be.

individual

Building shared knowledge of the learner (educator/learner), codesigning learning paths and mutually developing

learning goals focused on clear, challenging, and compelling learning proficiences

Learners who are more engaged, committed, focused, independent, and prepared for college, career, and life

Learning is a personal, autonomous process

Increase learning rate, depth, and skills through more frequent, more intense, more consistent connections

Learning efficacy, ownership, and capacity for learning will grow

Fundamental Understanding

We Can:

As a Result:

By:

By Leading to:

Personalized Learning Logic Model


learning

starts with the learner,

Employing the Right Levers

1. Structures:

Samples:

3. Standards:

Strategies:

Self:

S

Lever 1: Structures.

Lever 2: Samples.


Level 3: Standards.

Lever 4: Strategies.

Lever 5: Self.

What We Have Known for a Long Time

About Personalized Learning

all

works

if, but of how.


ACTIVITY

Most Powerful Learning Experience

Time:

Type:

Who:

Difficulty:

This gets you:

Keep in mind:

Reflection Questions

1.

3.

30 Tapping the Power of Personalized Learning

Actions You Can Take

1.

3.

31

Bibliography

Jour-

nal of Educational Psychology 84

Social foundations of thought and action: A social cognitive

theory

American Psychologist 46

Assessment

in Education: Principles, Policy and Practice, 5

Educational

Researcher, 13

Educational Leadership, 50

Off the clock: Moving education from time to

competency.

Increasing student engagement and

motivation: From time-on-task to homework.

Harvard Education Letter.

Multiple choice: Charter

school performance in 16 states.

Transforming public education: A regional call to action.

Educational Researcher, 24

Professional learning in the learning profession: A status report

on teacher development in the United States and abroad.

Journal of Personality and Social

Psychology, 92

Self-theories: Their role in motivation, personality, and

development

Mindset: The new psychology of success

Educational

Leadership, 66

Five levers to improve learning: How to

prioritize for powerful results in your schools.

Choosing the wrong drivers for whole school reform

Fourth annual Gallup student poll.

Journal of Urban Econom-

ics, 67

British

Columbia Medical Journal, 52

Universal design for learning in the

classroom: Practical applications. Program evaluation—personalized learning—next

generation learning.

Visible learning: A synthesis of over 800 meta-analyses relating

to achievement.

Visible learning for teachers: Maximizing impact on learning.

Three dimensions of learning: Contemporary learning theory

in the tension field between the cognitive, the emotional and the social.

Deeper learning: 7 powerful strategies for

in-depth and longer-lasting learning.

The leader’s guide to 21st century education.

How to integrate learner motivation planning into

lesson planning: The ARCS model approach.


Phi Delta Kappan.

English Journal 100

Harvard Business Review.

How well are American students learning?

Student motivation to learn.


The art and science of teaching: A comprehensive frame-

work for effective instruction.


Independent learning in your classroom.

A nation at risk: The

imperative for educational reform.

Critical issue: Working

toward student self-direction and personal efficacy as educational goals.

Using MAP data to support a per-

sonalized learning model.

Growing success: Assessment, evaluation

and reporting in Ontario schools

Constructivism in practice: The case for meaning-making

in the virtual world.

Psychological Bulletin: American Psychological

Association, 140

So much reform, so little change: The persistence of failure

in urban schools.

Teaching today: A practical guide

Pewaukee School District data report.

Drive: The surprising truth about what motivates us.

Next Generation Learning Spaces,

Create success: Unlocking the potential of urban students.

The death and life of the great American school system: How

testing and choice are undermining education

Engaging students: The next level of working on the work.


Educational Psychol-

ogist 26

From passive to active to intentional: Changing con-

ceptions of the learner.

Educational Leadership, 49,

Final report: experimental evidence

from the project on incentives in teaching (POINT)

Making the

most of flexible learning spaces.

Educational Psychologist 39

Review of Educational Research 81

National education technology plan.

Cultivating communities of

practice: A guide to managing knowledge.

District conditions for scale: A prac-

tical guide to scaling personalized learning.


Theories of learning and teaching:

What do they mean for educators?

MPCP

longitudinal educational growth study: Fourth-year report

Innovate to educate: System redesign for personalized learn-

ing.

Urban Review, 42

Review of Educational Research, 76

American Educational Research Journal 29

About the Author

James Rickabaugh

Documents

Tapping the Power of PERSONALIZED LEARNING - ASCD · r tapping the power of personalized learning 8ibu zpv ibwf kvtu fyqfsjfodfe nbz gffm mjlf gjdujpo cvu ju t opu uibolt up uif xpsl