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Click on GCS PACE INSTITUTES(Feb. 17, 2014 Institute)

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GCS PACE InstituteSyncing up with the kid

Today’s Agenda9:00 A.M. - 12:00 P.M.Engaged Learning: Students without Borders “Unleashing Student Passion and Potential”Aligning research to GCS VisionPersonalized LearningDifferentiated InstructionProblem-based LearningRigor, Relevance and Relationships 12:00 P.M. - 1:00 P.M. LUNCH ON YOUR OWN  1:00 P.M. - 4:00 P.M. Roadmap for PrincipalsThe PACE School-Based Team – Ownership and LeadershipHomework DiscussionReadinessMaster Planning

4:00 P.M. Adjourn - Complete Participant Survey

https://www.epiced.org

Engaged Learning: Students without Borders “Unleashing Student Passion and Potential”

Visioning – Looking into the future…

A Day Made of Glass 2: Unpacked

Today’s Back Channelhttp://todaysmeet.com/PACE2A

Visioning – Looking into the future…ACTIVITY IREVIEW:

GCS Strategic Plan – AREA 1: Personalized Learning“The Best Way to Predict the Future is to Invent it.”

GCS Personalized Learning VisionEvery child is an individual. Every child has different needs. A flexible learning environment can reach them all. GCS teachers PERSONALIZE learning.

LOOK FOR: • Engaged Learning: Students without Borders

“Unleashing Student Passion and Potential”• Look for words that need to be defined in your mind…• How does this compare to “A Day Made of Glass?”

Visioning – Looking into the future…

What words need to be defined in your mind…

http://m.socrative.com/student/#joinRoom

Our Room Number is 584241

PERSONALIZED LEARNING

Personalized Learning is the "umbrella" or the big picture of transforming teaching and learning. Schools and districts are confused about all the initiatives and how they fit with personalizing learning. Many of the initiatives and programs that are implemented in a school or district can contribute to personalized learning.

ENGAGED LEARNING – ALL ABOUT THE STUDENTS

PERSONALIZED LEARNINGThe term "Personalized Learning" is confusing. Personalized learning is all about the learner and starts with the learner.

It is about the learner self-directing and driving their own learning.

A teacher can flip the classroom, provide 1:1 mobile devices for each learner and this can still not be characterized as personalizing learning.

PERSONALIZED LEARNINGIf the class is still teacher-centered and learners have no voice and choice how they learn, it is not personalizing learning.

If learners are using mobile devices with adaptive curriculum, the technology is personalizing learning for the learner.

There is no stake in learning for the learner.

Adaptive curriculum can support a personalized learning path, but it is not personalizing learning for the learner.

PERSONALIZED LEARNING & EQUITY

Personalization provides the opportunity to dramatically redefine the very concept of equity: from one that goes beyond providing all students with the same educational inputs and opportunities to one in which all students have access to a unique learning experience (and resources) based upon their individual needs.

(Comer, Gardner, and Tomlinson, 2010)

PERSONALIZED LEARNING & EQUITY

For America's students, equality does not necessarily equal equity. The intent is to meet each child where he is and help him meet his potential through a wide range of instructional resources, content, strategies, and schedules appropriate for his learning style, abilities, and interests, as well as social, emotional, and physical factors. Equity must also go beyond the classroom to educate the "whole child," recognizing that each child deserves to be "healthy, safe, engaged, supported, and challenged" (ASCD, 2010) and to incorporate informal and community learning opportunities.

PERSONALIZED LEARNING & EQUITY

Personalization has and can take place without technology, but not at scale. Technology dramatically increases a teacher's ability to identify and manage the needs of many students, and for students to access a large variety of interventions, content, resources, and learning opportunities everywhere at anytime.

PERSONALIZED LEARNING MEANS LEARNERS…• know how they learn best.• self-direct and self-regulate their learning.• design their own learning path.• have a voice in and choice about their

learning.• are co-designers of the curriculum and the

learning environment.• have flexible learning anytime and

anywhere.• have quality teachers who guide their

learning.• use a competency-based model to

demonstrate mastery.• are motivated and engaged in the learning

process.

PERSONALIZED LEARNING COMPARISON…

Speak Up 2012 National Research Project

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Activity II – EXPLORING PERSONALIZED LEARNING On Wiki click on section – Excellent Videos In Exploration Groups…• View Videos (Divide and conquer) {8 Total}

• Personalized Learning – Go Animate• A Visit to a Differentiated Classroom• The Flipped Class Solve Differentiation Problem• An Introduction to Project-Based Learning• Australia’s Campfire, Cave & Watering Hole• Learning on Purpose: Good School into Great

School• Changing Educational Paradigms• How does Equity Affect Education?

• Discuss, examine and evaluate • Ask – How can I apply this to my school? To my

classrooms? What professional development is needed? Resources? Leadership?

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Activity II – EXPLORING PERSONALIZED LEARNING EXPLORATION TEAMS:

TEAM I Kevin Wheat Brian Bloomquist

Angela Jackson Karen Ellis

TEAM II

Shelia Gorham

Lance Stokes Richard Thomae Sam Misher

TEAM III

Keisha McMillan Rydell Hairston Patrice Brown Anita Stewart

TEAM IV

Trent Vernon Thea McHam

Sharon McCants Shelley Nixon- Greene

TEAM V

Karen Burress Michelle Hayes Karen Williams Naquita Brewington-McCormick

TEAM VI

Denise Richmond

Joseph Caraher Marshall Matson Debbie Mott

PERSONALIZED LEARNING MEANS…The Obama Administration’s Transforming American Education: Learning Powered by Technology calls for "an alternative to the one-size-fits-all model of teaching and learning” (http://www.ed.gov/technology/netp-2010) and notes that “personalization” incorporates, but moves beyond both individualized learning and differentiated instruction: "Personalization refers to instruction that is paced to learning needs [i.e. individualized], tailored to learning preferences [i.e. differentiated], and tailored to the specific interests of different learners. In an environment that is fully personalized, the learning objectives and content as well as the method and pace may all vary." U.S. DEPARTMENT OF EDUCATION, 2010, P. 12

PERSONALIZED LEARNING PROGRAMS

Blended learning means combining face-to-face with online learning opportunities or a hybrid model. This contributes to personalizing learning. Learners can take advantage of multiple opportunities to meet their learning goals by choosing online courses that might not be available on campus.

Competency-based education (CBE) is an initiative that changes assessment strategies so the learner advances by demonstrating mastery instead of relying on time-based systems or grade levels.

RTI (Response to Intervention) is a method of academic intervention to provide early, systematic assistance to children who are having difficulty learning. When you personalize learning using UDL principles, you and the learner are identifying learning difficulties and developing strategies for intervention.

PERSONALIZED LEARNING MEANS LEARNERS…Flipped Classrooms are when the teacher posts the instructional material in the form of videos, text, links, and resources for learners to review outside of the classroom. Providing access to the curriculum for all learners is at the core of personalizing learning.

1:1 means that each learner has some type of device for learning. Just putting a device in a learner's hands doesn't mean they own their learning. However, if a learner knows how they learn best and owns their learning, they need access to the apps and tools that support their learning.

Project-Based Learning (PBL) involves learners in engaging activities. However, in most cases, the teacher is designing the project, the roles, the responsibilities, outcomes, and products. To personalize PBL for all learners, the learners can co-design the project, offer a voice in how it is designed, and choose how they will demonstrate mastery.

Personalized LearningThe focus of personalized learning is not on the technology, but on the learner’s motivation, engagement, and voice….if learners have a voice in how they learn, they will be motivated to engage in the learning process.” (Bray and McClaskey 14).

Learners first assess and learn how they learn. Through this metacognitive process, they discover aptitudes and areas of growth as learners. Then this assessment helps match them with the technological tools they need to learn content the best. “In a PLE [personalized learning environment], each learner has access to a Personal Learning Backpack that includes a device and a set of tools he or she can use to support any task, assignment, or project….Once the learner understands how to choose and use the appropriate tools for any task, independent access and self-direction become the foundation of their PLE.” (Bray and McClaskey 19).

Personalized LearningThe focus of personalized learning is not on the technology, but on the learner’s motivation, engagement, and voice….if learners have a voice in how they learn, they will be motivated to engage in the learning process.” (Bray and McClaskey 14).

Learners first assess and learn how they learn. Through this metacognitive process, they discover aptitudes and areas of growth as learners. Then this assessment helps match them with the technological tools they need to learn content the best. “In a PLE [personalized learning environment], each learner has access to a Personal Learning Backpack that includes a device and a set of tools he or she can use to support any task, assignment, or project….Once the learner understands how to choose and use the appropriate tools for any task, independent access and self-direction become the foundation of their PLE.” (Bray and McClaskey 19).

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Work Team Activity IIITEAM I Sheila Gorham Brian

Bloomquist Angela Jackson Sam Misher

TEAM II

Kevin Wheat Thea McHam Richard Thomae Karen Ellis

TEAM III

Keisha McMillan Lance Stokes Karen Burress Joseph Caraher

TEAM IV

Debbie Mott Rydell Hairston Sharon McCants Naquita Brewington-McCormick

TEAM V

Patrice Brown Michelle Hayes Marshall Matson Shelley Nixon- Greene

TEAM VI

Denise Richmond

Trent Vernon Karen Williams Anita Stewart

Analyze, reflect and assess your school’s current stage of development individually and then collectively as a work team.Brainstorm ways to move from Stage One to Stage Three…What professional development will be needed? Resources? Leadership?

STUDENTS SPEAK OUT…What engages students?

8th graders speak out in study – Top 10

Student Engagement, April 26, 2012

1. Working with their peers"Middle-school students are growing learners who require and want interaction with other people to fully attain their potential.""Teens find it most interesting and exciting when there is a little bit of talking involved. Discussions help clear the tense atmosphere in a classroom and allow students to participate in their own learning."

2. Working with technology"I believe that when students participate in "learning by doing" it helps them focus more. Technology helps them to do that. Students will always be extremely excited when using technology."

"We have entered a digital age of video, Facebook, Twitter, etc., and they [have] become more of a daily thing for teens and students. When we use tech, it engages me more and lets me understand the concept more clearly."

STUDENTS SPEAK OUT…

Student Engagement, April 26, 2012

3. Connecting the real world to the work we do/project-based learning"I believe that it all boils down to relationships. Not relationships from teacher to student or relationships from student to student, but rather relations between the text and the outside world.

"If you relate the topic to the students' lives, then it makes the concept easier to grasp."

"What I think engages a student most is interactions with real-life dilemmas and an opportunity to learn how to solve them."

"I like to explore beyond the range of what normal textbooks allow us to do through hands-on techniques such as project-based learning. Whenever I do a project, I always seem to remember the material better than if I just read the information straight out of a textbook.”

STUDENTS SPEAK OUT…

Student Engagement, April 26, 2012

4. Clearly love what you do“Make sure to give yourself an attitude check. If a teacher acts like this is the last thing they want to be doing, the kids will respond with the same negative energy. If you act like you want to be there, then we will too."

"I also believe that enthusiasm in the classroom really makes a student engaged in classroom discussions. Because even if you have wonderful information, if you don't sound interested, you are not going to get your students' attention. I also believe that excitement and enthusiasm is contagious."

"It isn't necessarily the subject or grades that really engage students but the teacher. When teachers are truly willing to teach students, not only because it is their job, but because they want to educate them, students benefit. It's about passion. That extra effort to show how it will apply to our own future."

STUDENTS SPEAK OUT…

Student Engagement, April 26, 2012

5. Get me out of my seat! "When a student is active they learn in a deeper way than sitting. For example, in my history class, we had a debate on whether SOPA and PIPA were good ideas. My teacher had us stand on either ends of the room to state whether we agree or disagree with the proposition. By doing this, I was able to listen to what all my classmates had to say."

6. Bring in visuals"I like to see pictures because it makes my understanding on a topic clearer. It gives me an image in my head to visualize."

"I am interested when there are lots of visuals to go with the lesson. Power Points are often nice, but they get boring if there are too many bullet points. Pictures, videos and cartoons usually are the best way to get attention."

STUDENTS SPEAK OUT…

Student Engagement, April 26, 2012

7. Student choice"I think having freedom in assignments, project directions, and more choices would engage students...More variety = more space for creativity."

"Giving students choices helps us use our strengths and gives us freedom to make a project the way we want it to. When we do something we like, we're more focused and enjoy school more."

"Another way is to make the curriculum flexible for students who are more/less advanced. There could be a list of project choices and student can pick from that according to their level.”

STUDENTS SPEAK OUT…

Student Engagement, April 26, 2012

8. Understand your clients -- the kids"Encourage students to voice their opinions as you may never know what you can learn from your students."

"If the teacher shows us that they are confident in our abilities and has a welcoming and well-spirited personality towards us, we feel more capable of doing the things we couldn't do...What I'm trying to say is students are more engaged when they feel they are in a "partnership" with their teacher."

"Personally, I think that students don't really like to be treated as 'students.' Teachers can learn from us students. They need to ask for our input on how the students feel about a project, a test, etc. Most importantly, teachers need to ask themselves, "How would I feel if I were this student?" See from our point of view and embrace it.”

STUDENTS SPEAK OUT…

Student Engagement, April 26, 2012

8. Understand your clients -- the kids

"Students are engaged in learning when they are taught by teachers who really connect with their students and make the whole class feel like one big family. Teachers should understand how the mind of a child or teenager works and should be able to connect with their students because everyone should feel comfortable so that they are encouraged to raise their hands to ask questions or ask for help."

"Teachers should know that within every class they teach, the students are all different."

STUDENTS SPEAK OUT…

Student Engagement, April 26, 2012

9. Mix it up!

"I don't like doing only one constant activity...a variety will keep me engaged in the topic. It's not just for work, but also for other things such as food. Eating the same foods constantly makes you not want to eat!” "Fun experiments in science class...acting out little skits in history...if students are going to remember something, they need visuals, some auditory lessons, and some emotions."

"Also, you can't go wrong with some comedy. Everyone loves a laugh...another thing that engages me would be class or group games. In Language Arts I've played a game of "dodge ball. We throw words at each other, one at a time. If they could get the definition, the person who threw the word would be out...Students remember the ones they got wrong, and of course, the ones they already knew."

STUDENTS SPEAK OUT…

Student Engagement, April 26, 2012

10. Be human"Don't forget to have a little fun yourself."

Engaged Learning…Personalized Learning…STUDENTS SPEAK OUT…

"The thing is, every student is engaged differently...but, that is okay. There is always a way to keep a student interested and lively, ready to embark on the journey of education. 'What is that way?' some teachers may ask eagerly. Now, read closely... Are you ready?

That way is to ask them. Ask. Them.

Get their input on how they learn.

It's just as simple as that."

Bulleted Content Page

ROADMAP FOR PRINCIPALSTHE PACE SCHOOL-BASED TEAM – OWNERSHIP AND LEADERSHIPHOMEWORK DISCUSSIONREADINESS & MASTER PLANNING

PRINCIPAL WORK TEAMTEAM I Sheila Gorham Patrice Brown Angela Jackson Joseph Caraher

TEAM II Kevin Wheat Michelle Hayes Richard Thomae Karen Ellis

TEAM III

Rydell Hairston Naquita Brewington-McCormicK

Karen Burress Karen Williams

TEAM IV

Debbie Mott Denise Richmond Sharon McCants Lance Stokes

TEAM V Brian Bloomquist Thea McHam Marshall Matson Shelley Nixon- Greene

TEAM VI

Sam Misher Trent Vernon Keisha McMillan Anita Stewart

ACCESS GOOGLE DOCUMENT

QUESTIONS TO CONSIDER

FOUND ON WIKI

ROADMAP FOR PRINCIPALSACTIVITY IV:

THE PACE School-Based TeamOwnership and Leadership

Who to consider? AP, Media Specialist, PLEF, Teacher Leadership, Grade Level Leaders, etc.What about? Student Leadership, Parent Partners WHY?

ROADMAP FOR PRINCIPALSACTIVITY V: HOMEWORK DISCUSSION

Review and Discuss links under the Homework Discussion Section on the Wiki

How do these documents align with your “Plan of Action” to implement Personalized Learning?

ANY QUESTIONS TO CONSIDER FOR GOOGLE DOCUMENT?

TOPICS TO CONSIDER• Research• Leadership• Communication• Professional

Development• Human Resources• Policies & Procedures• Deployment

ROADMAP FOR PRINCIPALSREADINESS

ROADMAP FOR PRINCIPALSACTIVITY VI: READINESS

Take, review, explore, evaluate & share results and ideas• Stages of Concern

• NCLTI Readiness Assessment• Master Planning Mapping Document

ANY QUESTIONS TO CONSIDER FOR GOOGLE DOCUMENT?

ROADMAP FOR PRINCIPALSACTVITY VII: MASTER PLANNING

Review current draft of P.A.C.E. School Team Action Plan(Add items, delete items, input questions to consider)

Explore, review & share ideas • Implementation Plan

ANY QUESTIONS TO CONSIDER FOR GOOGLE DOCUMENT?

QUESTIONS????

NEXT STEPS….

MARCH 17 – LAUGHLIN PD CENTERFINAL INSTITUTE

HOMEWORK ASSIGNMENTAllison-Napolitano, E. (2013). Flywheel: Transformational Leadership Coaching for Sustainable Change (March 12th discussion)

Your Feedback is Essential….

GSC PACE Survey

REFERENCES:PERSONALIZED LEARNING IN A 1:1

ENVIRONMENTON SYNCING UP WITH THE IKID WIKI