Posts tagged ‘personalized learning’

Gauge Yourself: On The Path to Personalizing Instruction

“Love the process and you’ll love what the process produces.” Jon Gordon

Personalized Learning (PL) is a great philosophy to reach the diverse range of learners in educators classrooms. I often get asked, “Am I doing PL right?” when I visit classrooms and other districts. There is no right way to “do” PL if you are focusing on the students taking more ownership in the classroom. There is also no right tool or program to make this happen. PL comes down to what the teacher does in the classroom; here are three ways to gauge yourself to see if you are on the path to personalizing instruction for your students:

  1.  Your students understand WHY they are learning. It is important for students to understand that learning is a process. Students need to have time to be able to set learning goals and reflect on these goals. Having student data trackers allows them to see their growth overtime no matter where they start on the learning continuum for that objective to help guide their learning goals.
  2. Your students are learning in DIFFERENT ways: No one person learns content in the same way and a “one size fits all” approach has been proven not to work. Learning is ‘messy’ and not linear. We learn from failures just as much (if not more) as we do from successes. Allowing students to have choice and learn in different ways helps personalize it based on each students needs.
  3. Your students are connecting to their interests and/or passions: Learning is always more fun when we are learning about things we are interested in or passionate about. Understanding what your students are interested in and/or passionate about can help you connect learning outcomes for your students based on their interests/passions.

In my previous blog posts on PL, I offer lots of suggestion about how to make these changes in your classroom that you might find helpful. Creating a PL environment does not happen overnight! You should make small changes in your practice to make a big impact over time.

Personalized Learning from A- Z

Getting Started with Personalized Learning

Personalized Learning Barriers and How to Overcome Them

If you would like to see more PL posts click here to see all that I have written.

Process

Reframing a Paradigm for Professional Learning: Part 2

“Action is the foundational key to all success.” By Anthony Robbins

Last week I talked about why we need to Reframe a Paradigm for Professional Learning. This week I share with you some ideas of how to do this in your schools/districts. We should be modeling what you want to see changed in the classroom. Here are three ways to model.

Face to Face (F2F): Traditionally in a F2F professional development it is a sit and get and the instructor teachers to the average. In a F2F professional learning educators should take a pre-assessment and the instructor should use that data to drive the instruction and next steps. Just because it is F2F doesn’t mean it should be one and done; this is a misconception. F2F should meet throughout the year, just like a classroom, but they should not sit through lessons/skills they already know.

Virtual:  Virtual allows for anytime, self paced choice for educators to choose what they want to learn based on their needs. 

Micro-Credentials: Micro-credentials allows educators to receive ‘badges’ signifying mastery of  a specific skill. This is a ‘newer’ concept in education. Learn more about Micro-credential from these school districts that are using it: Charlotte-Mecklenburg’s Personalized Learning Department, Kettle Moraine School District and Surry County

Six ways to offer professional learning that are not sit-and-get with resources to learn more on how to implement.

Here are three other ideas:

  • Teacher and/or Student Showcase: Have educators and/or students ‘share’ and ‘showcase’ something that is working well in the classroom. I have seen this done many different ways such as through old schools science fair style or through Ted Talk style approaches.
  • Innovate Time: This is time you allow teachers to research something they are interested in implementing in the classroom. The Principal or another administrator teaches the class so the teacher ‘gains’ time to do this research.
  • Project Based Learning (PBL): Educators can do action research to help improve their classroom instruction.

Do you have other ways that you, your school or district are doing professional development differently? I would love to hear about it in the comments.

Reframing a Paradigm for Professional Learning: Part 1

“Without continual growth and progress, such words as improvement, achievement, and success have no meaning. ” By Benjamin Franklin

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The research on professional development shows that the older “drive‐by” workshop model does not work. We also know that no two people learn the same way;  yet many of us do not change the way we provide instruction for students nor professional development for teachers. 

Just as we personalize education for students, we must also personalizing professional learning for adults. Notice I said professional learning, this is because I want to make a clear distinction between professional development and professional learning because to me, PD is a one and done verse professional learning improves educators professional knowledge, competence, skill and effectiveness. 

Best practices for personalized professional learning closely parallels best practices for personalized learning for students. There are three key pieces we should be doing with professional learning opportunities for educators:

  1. Content: We need to relate the content to the classroom/school just like we relate content to real world for students as this is an educators ‘real world’. We also need to provide the learning goal and how it relates to the educator. For example explaining how it connects to their teacher evaluation.
  2.  Data and Feedback: We need to meet educators where they are and we can use data to do that. Having educators take a pre-assessment on the topic of the professional learning will allow the educator to start where they should. Educators should also be able to ‘test out’ of professional learning opportunities if they can show mastery of the skill, competence etc.
  3. Learning Environment: We need to rethink time, duration, and frequency of professional learning. Professional learning should be continuous and ongoing, involving follow‐up and support meeting the teacher where they are in their teaching craft. Educators should have the option/choice of face to face, virtual or blended professional learning opportunities so they can learn in their best environment.

Here is an example of professional learning based on these three key pieces. If you want educators to learn about morning meeting you need to have a goal for the content: Example – I will be able to effectively implement Morning Meeting into my classroom. This correlates to standard II of the North Carolina Evaluation. Then you need to provide the option of allowing educators to show they have mastered this topic. This can be done multiple ways for example they can provide a video of them implementing morning meeting or they can have someone do an observation while they are conducting a morning meeting. For the educators that don’t ‘test out’ we need need to have a pre-assessment to see where educators are in their understanding of morning meeting.  We need to use this data to place educators in the correct professional learning path based on their needs.

Next week I will share some of the other ways we can reframe the paradigm for professional learning!

 

Personalized Learning Barriers and How to Overcome Them

“Most schools have been designed to solve yesterday’s problems, rather than capitalizing on Today’s Opportunities to Effectively confront the issues of tomorrow.” Unknown

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In order to help Personalized Learning (PL) grow in schools and districts we must try to remove the barriers that challenge those we serve. To do this well, it is always great to do a barrier protocol so that we can be pro-active. Many times we get stuck in what we have always done so it is great to ask others. Here is my previous blog post on barrier protocol and below are some PL barriers and how to overcome them: 

  • Funding: Yes, is it nice to have money to help fund PL but you can do it on a very little budget.
    • We should look closely at what we already have in our schools and districts and ask ourselves: How might we change what we have to be more of a student-driven learning environment? For example you can utilize the teacher leaders in your building that are already trying to move to a more PL environment by having them lead PD on how they implemented ____ (fill in blank). For example if a teacher started with changing their learning environment with furniture and students choosing their seating, let them do a PD on how they did it. Utilize the other people in your building such as facilitators by having them coach teachers to change their craft to a more student-driven environment.
    • To often we think we need funding for PL because we have to get devices for the students but we can start small until the funding is there because technology is a tool to help but PL can be done without technology.
    • Look at other funding sources besides the school/district budget such as grants, PTA and/or fundraisers. Have you tried: GetEdFunding, Go Fund Me Education or these grants.
  • It is overwhelming or it won’t work with ____: We need get to the root cause of what is being said is overwhelming or won’t work. For example I often hear time is a reason that it is overwhelming or won’t work. When you start getting to the root cause of time it is usually because individual/teams are not maximize their time. For example, planning is one area many educators do not use their time wisely. Setting an agenda is helpful to stay on task and not end up talking about what you did over the weekend or what you are going to do over the weekend etc. Also dividing and conquering tasks by standards. For example have one teacher come up with three tasks for 6.EE.1 and someone else 6.EE.2  and share resources. Work smarter, not harder! To also make sure it does not get overwhelming, educators should take small action steps to make the changes to a student driven/PL Environment.
  • We don’t have buy-in with teachers: You might never get consensus but you will have momentum. To help educators have buy-in explain the WHY we need PL. The current structure of the school day is obsolete. Created during the Industrial Age, the assembly line system we have in place now has little relevance to what we know kids actually need to thrive. If education leaders refuse to evaluate and stay in touch with students need our institution will fail, just like businesses that don’t keep up with changing customers. 
  • We don’t have buy-in with parents: Explain the why to parents helps too but other ways you can get buy-in with parents is by having them be apart of the process. Another way is by address misconceptions parents might have such as students at the computer all day doing Khan videos. Helping parents understand and letting them seeing how that is not the case can be done by having parent tours of your school building and parent workshops on PL.
  • It is one more thing to do: There are a few ways to address this barrier:
    1. PL should not be an add-on but a replacement. For example: Instead of you leading a student conferring/conference, replace that with letting the student led it.
    2. Start by showing educators what they are doing well in their room that meets the PL philosophy such as if they are already allowing students to goal set or reflect.

Try to remove barriers and constraints to allow for innovation and change. We need to move beyond compliance and break the silos, be the change you wish to see!

The Importance of our Words as Educators

Today I have for you an amazing guest blogger….the fantastic Danielle Springs, an outstanding educator and a life long learner! 

In this blog post I am going to share with you the importance of the awareness of our words when interacting with our students, and the significance of strong teacher and student relationships.

Let’s start with strong relationships. When I reflect on my years as a student in the public education system, I notice one common trend: my life was positively impacted by the teachers who took the time to build genuine relationships with me and my peers. These teachers were the same ones who used their words in a positive manner and encouraged me and made me want to come to school. Initially, this is the exact reason why I became a teacher; I’m in it for the children. They matter. Their voices matter, their choices matter, and their feelings matter. If you are familiar with Personalized Learning, then you know that my advocacy of strong relationships directly aligns.

As an educator, I make it my priority to intentionally build strong relationships. I am fortunate to teach at a school and in a school district that places relationships and students above all. I make a point to build relationships and not force them.  Eventually,  it  becomes to natural and second nature that I build them without even knowing.  I am going to talk with you today about some of the ways, big and small, that I strengthen the relationships I have with my students.

First and foremost, I stand outside of my classroom door each and every morning greeting my students. You will not find me sitting at my desk preparing for the day ahead or grading papers. I greet each student with a hug, a warm smile, and cheerful “good morning!”. I also take this time to greet their siblings if they are walking past my room to their classes, greet students in other grade levels, and participate in secret handshakes that the student create with and for me. I ask them if they had a good morning preparing for school… and sometimes, the answers surprise me. For example, most of the time, their mornings are routine and the same. Other times, they wake up late, forget to eat breakfast, or feel frazzled, sometimes they are simply “still tired!”. Knowing this is very important to me. I can take it into consideration if I notice any changes in their usual behaviors throughout the day. This is one small step in building relationships that any teacher can easily implement.

When the bell rings every morning at 8:15, we begin our morning meeting. I cannot stress the importance of this opportunity to build your classroom culture, which directly relates to your relationships with students.  I allow students to choose topics that we discuss, share their personal lives, and express their interests or concerns. I encourage collaboration and stake my claim for the importance of taking academic risks. We participate in team building activities and set goals as a class and as individuals.. We do all of this together, and learn how to encourage one another along the way. I encourage you to listen to Podcast number 17 for more information on building classroom culture through morning meetings.

Another simple way to build your relationships is to spend time with your students at recess.  I rotate throughout the week the areas in which I spend my recess time. Not only am I observing and actively watching the students play, I am also a participant. I engage in games of kickball either as a player or the referee, I play four square and make my way around the court from joker to king, I take nature walks to our big Oak Tree, I play gaga ball, and other times I simply walk around and students crowd around me asking me to either talk or play a game. I have students who walk up to me at the beginning of the school day and say “will you please play with me at recess this afternoon??” I see this carry over into the classroom and my bond with each student as an individual grow and strengthen.

Another subtle way to build relationships is to encourage and seek out my students so that their voices are heard. I do not create a pathway without student input. I make it a point to incorporate choices, videos, activities, and assignments that the students ask for. I intentionally place topics on pathways or embed them into my lessons that I know students are interested in and can relate to. I want my students to know our classroom is a community and is truly their room- not mine.  I also stay true to my word. If I tell a student I will have something ready for them tomorrow, then I do it, even if I remember just as a place my head down in bed at night to go to sleep. It is important to not make empty statements, even if they are trivial in our minds. This builds trust and stability.

I also want to encourage each and every educator who is listening to not be afraid to share with students about your personal life and your feelings. If I forget to do something or make a mistake, I tell them right away. I am open and I am honest. I share stories about my personal life all the time. My students feel as if they know my family on a first name basis, because I make it a point to be an open book.  This trust and vulnerability will allow for a two way street of communication and thus building your relationships.

I mentioned previously that we can build relationships in subtle ways at school, but I also want to mention about one way that I have strengthened my relationships with my students outside of school. I intentionally send out surveys to my parents and students at the beginning and end of each school year. I use surveys provided by the author of one of my favorite books, “Passionate Learners” by Pernille Ripp. I highly recommend every teacher to read it, especially if you are implementing Personalized Learning. The beginning of year school survey is beneficial for many reasons, one which includes the parents and students speaking on behalf of student interests and out of school activities. As a teacher I have attended soccer games, basketball games, baseball games, swim meets, and gymnastics competitions. One of my favorite moments this school year was at a baseball game I attended for one of my boys. He stepped up to bat and on the first pitch, he hit the ball to the fence. This led to a home run! Instead of heading straight to the dugout as he waited for the next batter, he sprinted through the dugout and headed straight for me. He gave me the biggest hug and told me that it meant the world to him that I was at the game and was able to witness this moment. Our relationship has been exceptional ever since. He knows I care about him and love him, and this is so much more impactful than solely focusing on academics.

The last point I want to make is that as educators we need to be intentional of the way in which we speak to our students. In the book, “Choice Words”,  by Peter H. Johnston writes this: “To me, the most humbling parts of observing accomplished teachers is seeing the ways in which they build emotionally and relationally healthy learning communities- intellectual environments that produce not mere technical competence, but caring, secure, actively literate human beings.”

Our words matter. I encourage all educators to pick up a copy of “Choice Words” by Peter H. Johnston. It reminds us that our language affects children’s learning. If a student is struggling with a concept, we need to be careful of the way in which we approach our corrections. If we address the area of their needs in a positive light, there is a greater chance that the student will not be discouraged, thus continuing to build on our relationships and their progress academically. For example, I am thinking of a student I previously taught that was reading several grade levels below proficiency. During a research reading conference, I asked her to read her book out loud for me to hear. She read a sentence and replaced a key word with an incorrect word. When she was finished, she looked up at me. She expressed that it did not sound right, but that she could not figure out what the sentence said. There are several ways that I could have approached this. I could have told her the answer. I could have made her try again. I could have asked her to keep going. But, instead, I asked her this- “Why do you think that the sentence doesn’t make sense?” and “What can you do to help you figure out the meaning of this word?” Once we went through strategies together,  I told her that I was proud of the way SHE figured that out. If you notice- I did not take credit for giving her the answer. I let her work through it, only providing her tools. I celebrated her ability to figure out the unknown word. I celebrated her ability to read. I chose my words wisely and I allowed this teaching moment to build on our relationship while encouraging her to be a reader. Peter H. Johnston writes about a similar scenario that occurred and I encourage you to read “Choice Words” for more.  In reading conferences and in other situations throughout the school day, we find ourselves with opportunities to correct students and choosing our words is vital in all situations.

Let’s think about a time when a student may have become quickly frustrated in the classroom and acted upon his or her frustrations, I might say “What can I do to help?” or “What are your next steps?” rather than immediately correcting the behaviors and actions. This shows that I am going to support him or her in making a decision, rather than being a dictator. It is important for students to know that they are able to have feelings- and this includes frustrated feelings as well. We must celebrate their ability to express their frustrations and help them find solutions and ways to move forward.

The last thing I want to leave you with is this: there will never be a student of mine who goes home at the end of the day without knowing he or she is loved by me. I tell each and every student daily that I love them and care for them- and then I prove my words through my actions. I encourage all educators to do the same. Build your relationships. Love your students endlessly. Watch them grow both emotionally and as a result, academically.

 

The Four Attributes with Habits of Mind

“We keep moving forward, opening new doors, and doing new things, because we’re curious and curiosity keeps leading us down new paths.” By Walt Disney

I am so excited to have Bena Kallick and Allison Zmuda be guest bloggers this week! I met Allison a few years ago at an ASCD conference and we instantly bounded over trying to figure out what Personalized Learning meant for schools and classrooms, while on the floor waiting for the keynote doors to open! This encounter turned into a partnership and friendship and I am so glad to have met her not only because she is an amazing thought partner but she has introduced me to so many amazing educators including Bena.

Guest Post by Bena Kallick and Allison Zmuda

How can we encourage student reflection and growth in each of the four attributes? We have found that it is helpful to pay attention to key Habits of Mind associated with voice, co-creation, social construction, and self-discovery. If you want to take a look back at each habit, take a look at Bena and Art Costa’s page on Learning Personalized.

This post explores how modeling and growing certain habits in conjunction with the attributes nurtures the learning partnership between teacher and student: one grounded on trust, increased autonomy, shared responsibility, and thoughtful actions.

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Voice

Habits of Mind to Pay Attention To: listening with understanding and empathy; thinking and communicating with clarity and precision, questioning and problem posing.

Typically, students are driven by the school’s curriculum agenda. They become passengers in the journey adults have mapped out. As a result, students have grown accustomed to being told what to do; what to read, what to think, etc.

In personalized learning, every student is seen as a respected and valued participant. Empowerment comes from an environment in which students recognize the power of their own ideas and recognize the shift that can happen by being exposed to others’ ideas.

When developing voice, it is as important to listen to what others have to say as it is to learn how to voice your own thoughts. Often, when we are listening closely to another, we begin to seek greater clarity about what the other is trying to express.

We raise questions that help to clarify our understanding and we pay attention to what the other person is thinking and feeling. At the same time, as we establish our own voice, we try hard to choose words that help express our thoughts with specificity. So, for example, instead of saying “everyone thinks that is the case,” we might say, “when I was at the meeting the other day, I heard at least three people say that this is the case.”

Growing student voice through building the habits that focus on both expressing yourself and thinking clearly about what it is you really are trying to say is an essential key to the sense of empowerment we want all students to experience as they engage with the world.

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Co-Creation

Habits of Mind to Pay Attention To: creating, imagining and innovating; thinking flexibly; persisting.

Students assume a significant design role in the development of the idea, challenge, problem, or inquiry. They are being invited to the design table to co-create a personalized plan using “backward design” principles.

The student works with the teacher to:

  • develop a challenge, problem, or idea
  • clarify what is being measured (learning goals)
  • envision the product or performance (assessment)
  • outline an action plan to be successful on that performance to achieve the desired results (learning actions)

When we invite students to become co-creators of their own learning, we want them to persist as they consider many new and innovative possibilities for learning. We want students to realize that the first idea may not be the best idea.

They need to be willing to let go of ideas that they predict may not work and to come up with another idea that leads them in a new direction. They must open their minds to what others think and say as they shape the actions they might take. They need to learn that creativity is often an interactive process of thinking collaboratively as well as individually.

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Social Construction

Habits of Mind to Pay Attention To: thinking interdependently, taking responsible risks, gathering data.

Students build ideas through relationships with others as they theorize, investigate, and develop in pursuit of a common goal. There is real power in feeling that you are not alone, a sense of camaraderie when you are working to cause a change, create a performance, or build a prototype.

As Riley indicated based on his own observations of many schools:

“The experiences that have most inspired me have shared one singular feature: They have involved rich conversations among a community of scholars. The most compelling classrooms are ones in which learning goals are shared, and knowledge is fostered through social interactions.”

When students are in a conversation with others, they need to be open to the influence of other people’s thinking. They must be able to hear what others are saying and remain open to the continuous refinement of ideas as they deepen their understanding of what is at hand. They might need to reach out to experts in the field they are studying.

Although this is taking a risk, it also often leads to enormous rewards. Students learn which risks are most likely to give them greater clarity in their thinking. Developing the habits for social construction broaden the students’ experiences beyond the walls of the classroom or school.

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Self Discovery

Habits of Mind to Pay Attention To: thinking about your thinking, responding with wonderment and awe, applying past knowledge to new situations.

Students need to know enough about themselves to be able to make wise decisions as they navigate through the turbulence of a rapidly changing environment. Being educated is more than being knowledgeable about a series of topics and fluent in key skills; it also is having students come to understand themselves as learners and know more about what they want to do both in the world as well as in future learning.

Our ultimate aim is for students to become self-directed learners who know how to manage themselves in a variety of situations.

When students build the habit of reflecting on their learning, they are becoming more self-directed. They are able to consider what they learned from a given study and celebrate their successes as well as paying attention to what did not work. They are able to distinguish what is important so that they can transfer that learning to new situations.

They begin to discover their passions, interests, dreams as they experience the adrenaline that flows from what they have accomplished. They stand back and gaze with wonderment and awe!

Personalized Learning from A- Z

“If it doesn’t challenge you, it won’t change you.” By Tamika L. Sims

One of my goals for 2017 is to help educators see that Personalized Learning (PL) is not “another thing” and not something that is hard to do in your classroom when you start small and are intentional in how you start. Below I offers 26 ways to incorporate the PL philosophy into your classroom practice. I suggest choosing one and start making small changes in your practice. To read how to get started with PL, check out my previous blog post here.

 A. Authentic: Create authentic experiences for your students that align to the real world and are fun.

B. Brain Breaks – Having an Action Based Learning (ABL) classroom that allows brain breaks keeps students engaged through movement.

C. Choice – Allow students to have choice in the classroom from the room design to the tasks they complete.

D. Data Trackers – Having students keep data trackers helps them understand what they are strong in and what they need to work on; allowing them to build a growth mindset about learning.

E. Empower – Empower students to have agency in their learning.

F. Flexible environments –  Let students pick where they sit and offer flexible seating options. It can be as simple as allowing students to stand if they chose or you can re-design your room with different types of seating.

G. Goal setting – Have students set academic goals.

H. Habits – Let go of old habits. As teachers/educators we get stuck in habits because they become comfortable for us and not always what is best for students. Reevaluate your teaching habits and think about why you _____ (fill in the blank with practice.) Ask yourself is it best for students? Why or Why Not?

I. Innovation  – Give students time to be innovative and think outside the box. You can do this through Genius Hour or PBL’s etc.

J. Journey  – Personalized Learning is a journey and always evolving for both you and the students. There is no one right way and you will at times make mistakes.

K. Know  – Take the time to get to know your students including their strengthens and weaknesses, likes and dislikes.

L. Learning outcomes – Allow students to understand what the learning outcome is. Having students understand the outcome helps them focus on what steps they need to meet the outcome.

M. Mastery learning – Allow mastery to be measured in various ways in the classroom, including formal or informal assessments, performance tasks, or verbal responses.

N. Non-cognitive skills – Dispositions or non-cognitive skills are arguably just as important as understanding content or maybe even more important. Instilling skills such as communication, critical thinking and collaboration are important life long learning skills that help students become successful in life.

O. Opportunity – Provide students opportunities that are new or different to them opening up doors to possibilities.

P. Pace – Allow students to work at their own pace/speed.

Q. Quests – Learning quests allow students to research and discover content verse regurgitating.

R. Reflection – Reflecting on your work is one of the most under utilized best practices. Having students reflect on their work, assessment and learning process helps guide them to understand mistakes, ideas and problem solve.

S. Shift – You need to shift the role of the teacher from a lecturer and holder of all knowledge to a coach who guides students based on needs.

T. Technology – Technology is a tool you can utilize to help support instruction and deliver content based on the students needs.

U. Use Data –  Use data to make changes in your instruction, drive your lessons and tasks.

V. Voice – Have students share their voice  and knowledge with others. This can be done through blogging, projects, creating such as iMovie etc.

W. Whole Child – The concept of meeting the Whole Child is more than establishing  relationships with your students but also being aware of  each students health, safety, engagement and support.

X. Xamples – Have students collect eXamples of their work over time to see their growth. (Okay, so I cheated a little bit with this one but X is hard!)

Y. You Matter – Every student needs to hear they matter. Check out these resources from the You Matter Movement.

Z. Zigzag – PL is not going to be perfect all the time. You will have to be able to be zig-zag through what works for you in your classroom.

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