Allison Zmuda Presenter Twitter allisonzmuda 1 Problem We are training our students as if we live in a predictable world 2 WE USED TO LIVE IN A WORLD WHERE Efficiency trumps everything Knowledge ID: 628435
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LEARNING PERSONALIZED: THE NEXT CHAPTER OF TEACHING AND LEARNING
Allison Zmuda, PresenterTwitter: @allison_zmuda
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Problem: We are training our students as if we live in a predictable world.
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WE USED TO LIVE IN A WORLD WHERE Efficiency trumps everything
Knowledge is just a collection of facts about the world and procedures for how to solve
problems. The goal of schooling is to get these facts and procedures into the student’s head. Teachers know these facts and procedures and their job is to transmit them to students. Simpler
facts and procedures should be learned first.
The
way to determine the success of schooling is to
test
the students to see how many facts and procedures they have acquired.
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Learning in a Contemporary World
Messy problems
Dizzying amount of information
Growing intolerance for boredom
Struggling on what matters
Making sense of humanity and human nature
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THE Real “HIGH STAKES”JOBS FOR FUTURE REPORT
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The real “high stakes”College and Career Readiness
Conley, D. T.
Redefining College Readiness
. Eugene, OR: Education Policy Improvement Center. Slide8
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The real “high stakes”
what our students want…
We want to do work that makes a difference to me and to my world.We want to learn with the media of our times.We want to do work that is relevant, meaningful and authentic.
We want
to be engaged intellectually.
We want
stronger relationships with our teachers, with each other and with our communities locally, nationally and globally.
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WHY THIS IS IMPORTANT
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PAUSE AND REFLECT
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OBSERVATIONS you see in your students
What
is it about your students that makes you think they need to learn how to think?
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HOW WE WOULD LIKE THEM TO BE
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DEFINITION OF PERSONALIZED LEARNING
“Personalized learning is a progressively student –driven model where students deeply engage in meaningful, authentic, and rigorous challenges to demonstrate desired outcomes.”
— Zmuda, Curtis and Ullman (2015)14Slide15
KEY DIFFERENCES
INDIVIDUALIZATIONStudent controls the pace of the topic as well as when to demonstrate mastery. Teacher drives instruction through teacher-created tasks and related lesson plans.
DIFFERENTATION
Student selects from a range of content, process, and/or product options to meet the
requirements.
Teacher tailors instruction based on individual student need and
preference.
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PAUSE AND REFLECT
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Transition to Personalized Learning
1st Column: Key elements2
nd Column: Impact on role of the teacher and student3rd Column: Habits of Mind developing a gradual release to more self-directed learning
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Three Stages of UNDERSTANDING BY DESIGN
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Stage 1: DESIRED RESULTS
Stage 2:
EVIDENCE
Stage 3: LEARNING PLANSlide19
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GOALS
What are the desired results?
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GOALS
FROM
TOTeacher determines goals
Teacher and
student(s) determine goals
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INQUIRY AND IDEA GENERATION
What sparks your thinking based on the topic? What is worth pursuing?
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INQUIRY AND IDEA GENERATION
FROM
TOTeacher
defines problem, challenge, investigation or idea
Teacher may
define parameters but students have a role in design of problem, challenge, investigation, or idea
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TASK AND AUDIENCE
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TASK AND AUDIENCE
FROM
TOStandardized, teacher-designed, or software-generated task
Challenge where students have some role in shaping the experience
Teacher as sole audience for student work
Authentic audiences beyond the teacher to share/grow information, ideas, and actions
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EVALUATION
How is performance evaluated on a given task using criteria?
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EVALUATION
FROM
TOTeacher as the sole judge of student work
Student-teacher conference to make judgments about the quality of the work using established criteria
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CUMULATIVE DEMONSTRATION OF LEARNING
How do we show evidence of learning across time?
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CUMULATIVE DEMONSTRATION OF LEARNING
FROM
TOA scoring system
based on accumulation of grades
A competency-based system where students select and share artifacts
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INSTRUCTIONAL PLAN
What does designing a learning plan look like?
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INSTRUCTIONAL PLAN
FROM
TOTeacher as sole manager of learning
Students increasingly navigate when, what, and with whom they are learning
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FEEDBACK
How does feedback promote growth?
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FEEDBACK
FROM
TOTeacher as sole provider of feedback to ensure students are on track with larger projects
Diverse sources of feedback and opportunity for action on that feedback
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PERSONALIZED LEARNING FILTERS
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Use the filters to examine a practice
Imagine a practice that you consider to be personalized learning.Use the filters to answer the questions:To what degree do you see the opportunity for student voice?
To what degree do you see the opportunity for co-creation?To what degree do you see the opportunity for social construction?To what degree do you see the opportunity for self-discovery?
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www.menti.com 34 80 36
What are our burning questions
or needs to help move us forward in personalized learning?36Slide37
WANT MORE INFORMATION?
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www.learningpersonalized.com