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The Five Tenets of Personalized Learning. Cross-posted from the Corwin Connect Blog. I did not know what I was doing when I decided to change the way I taught. I did not know that somewhere out in the education world there was already a term floating around for some of the ideas I had for change, a term that would capture so many of my ideas in one. It was not until a few years of blogging about the changes I had made that someone left a comment on my blog suggesting I learn more about personalizing learning because it seemed like that is what I was talking about. That day, as I googled the term I realized that in my endeavor to create passionate classroom, I had indeed been personalizing learning for all of my students. I was seeing them all as individuals and trying to cater our multi-faceted classroom to fit all of their needs; personalization at its core.

Yet, now when I see all of the discussion of personalized learning, I do not really recognize the term anymore. The five tenets of personalized learning: Student Voice. How Meditation Can Help Students Master Life. Some of the most successful people in the world meditate, including Josh Waitzkin, the only person to have won a championship in every category of chess. In addition, he is a black belt in Brazilian Jiu-Jitsu and a national champion in Tai Chi. He attributes much of his success to the focus gained from the practice of meditation through various forms of meditation. Meditation is a practice that has a long history dating back to Hindu traditions of Ancient India.

There was always something a bit mystical or mysterious about meditation, but as science has shown in recent years, it is not as “out there” as many think. This article goes into the benefits of meditation and the different methods of meditation that students can use in order to excel in school, perform at a high level in sports and extracurricular activities, and have more emotional control over oneself. Image is courtesy of Flickr Creative Commons by Alec Couros Five Benefits of Meditation 1. 2. 3. 4. 5. Conclusion. Guided Reflection: How Can We Use Metaphor to Reflect on Learning in a Meaningful Way?

Learning is a process with two key phases: action and reflection. We have an experience, we reflect on the experience, we expand our understanding by making new connections, and then we act, trying something new with the learning. Teachers describe this as instruction and assessment. Instruction is the action, the doing, the experience. Assessment is reflecting on the impact of the learning on the self or the student. The current model for learning design in Ontario schools is to begin a new lesson with a Minds On task, something to trigger prior knowledge or spark curiosity. We can all engage in action and reflection whether we are learning formally through a course or teaching ourselves how to bake. Self: When I am learning something new, how do I build reflection into the process?

Learning feels like a rollercoaster. When we learn our energy is affected. I always know I’m learning when I get angry. Learning looks like a carnival. Self: What motivates me to learn something new? Why I struggle with learning objectives and success criteria. A strenuous soul hates cheap success.Ralph Waldo Emerson Broadly, I’m in favour of sharing with students the intention behind what they are being asked to do. Anything that adds clarity to the murky business of learning is probably a good thing. However, an intention (or outcome, objective or whatever you want to call it) along the lines of To be able to [inset skill to be acquired or practised] or, To understand [whatever the hell the teacher wants her students to learn] is unlikely to be of much help. All too often our learning intentions are lesson menus; here is what you should know, or be able to do by the end of today’s lesson.

Students are unlikely to do more than merely mimic the understanding or expertise we want them to master. If instead we were to share our intention for students to struggle with threshold concepts, then we could tell them that it might take them weeks to wrap their heads around such troublesome knowledge. Success criteria: I can: In summary: Like this: Carolyn Perlini sur Twitter : "Delivering effective feedback to students:... Ben White sur Twitter : "Differentiate Success Criteria, Not Learning Intentions #TSNet #ACTLearn #aussieED #REELRPS... Inspiring Progress Toward Learning Goals | Edutopia. Editor's note: This post is co-authored by Marcus Conyers who, with Donna Wilson, is co-developer of the M.S. and Ed.S. Brain-Based Teaching degree programs at Nova Southeastern University. The topic of metacognition can seem quite abstract -- a complex concept for students to embrace.

But it is worth the effort to develop a metacognitive mindset in setting goals for learning and in monitoring progress toward achieving those goals. For teachers empowering students to think about their thinking with the aim of improving learning, it can be truly inspiring when they see the resulting changes in students' motivation, resilience, and learning gains. A 2014 study by Veenman and colleagues suggests that metacognition, or "cognition about cognition," may account for some 40 percent of the variation in learning achievement across a range of outcomes. Let's consider a common scenario. Learning With -- and Without -- Metacognition Goal Setting and the Brain Notes Veenman, M. How (and Why) I Stopped Saying, “I like the way you…” View Original Photo For a long time, when I wanted to give students positive feedback about their work or behavior, I began with some version of, “I like the way you…” “Jeremy, I like the way you’re working so hard on that math challenge!”

“Hey, everyone! I loved the way you just walked down the hall so quietly!” “Lisa, I appreciate how much energy you have for this science project!” “Markus, thank you so much for pushing in your chair after lunch!” In addition to using this kind of language to provide positive feedback, I also used it to manipulate other students. While looking at Richard with eyebrows raised and eyes wide, I might compliment Laura, “Laura I love the way you’re sitting still and ready to listen.”

Then, in 1995, I took a summer workshop with Paula Denton (one my most important and influential professional mentors), who later authored The Power of Our Words. A Beliefs and Goals Mismatch Strategies There were three things I did to work at shifting my language. Using feedback to move forward. Giving focused feedback has removed the fear of the unknown for Christine Hills’ students and freed them up to become more confident writers.

The Queensland principal says educators often turn the feedback process into an editing process, assessing every piece of writing on a whole range of factors. ‘A lot of kids, particularly boys, probably are disproportionately assessed on their handwriting and spelling,’ Hills tells Teacher. ‘We've done some work around what we call Focus Correction Areas, so that instead of looking at a range of factors across every piece of writing that is done, we look at short, sharp, one or two criteria, three tops, that we've just finished teaching explicitly.’ The approach, which also teaches students how to assess each other’s work, is from the Harvard-derived Collins Writing Program.

‘Two of the biggest blockers to kids writing are fear of failure and fear of hidden criteria - they're not entirely sure what you're looking for. How to Reflect On Your Teaching Infographic. Teacher Infographics Reflective practice occurs when teachers step back and evaluate the learning environment. The teacher looks at himself or herself. They ask, “How can this be better?” They identify what went right or wrong. It occurs both during the learning events and after. The How to Reflect On Your Teaching Infographic presents easy ways educators can implement reflective practice in order to improve their teaching practices. Via: Embed This Education Infographic on your Site or Blog!

Learning Goals Anchor | Education. Great Teachers Are Great Learners - AITSL. Tips to Engage and Guide Reluctant Students Toward Learning Goals. According to master educator and professional development expert Robyn Jackson, “what we call ‘motivation’ in school is really a decision students make to invest in our classrooms.” In her ASCD book How to Motivate Reluctant Learners, she explains what it takes to engage students who fight or resist engagement and how to guide their early efforts toward motivated behavior. You’ll find her tips for helping students set goals in the following excerpt. Then follow along as she successfully guides a group of students who she considered unmotivated toward a learning goal. You can find this book in paperback and e-book formats in the ASCD Online Store and a collection of free ASCD webinars hosted by Robyn Jackson in our webinar archive. Help Students Set Goals One of the best ways to help students invest successfully is to involve them in setting their own investment-related goals.

Make the goals specific. Show Students How to Invest Successfully I remember learning this lesson for myself. Today's Target: A New Classroom Management Tool For Setting Goals. Let me introduce myself. My name is Tom Heaton, I’m a teacher by trade and a web developer by night! I’m inviting you to take a peak at my new web application that I’ve developed for teachers and students. I’ve been a follower of the startup scene for awhile and worked on numerous web apps before … but I was inspired by the recent education-based app ClassDojo.

While a great tool for behavior management, I needed something more focused on progress than behavior to use with my classes. This is when Today’s Target was born . I’ve developed and designed the web app and companion iOS app over the last 4-5 months and it’s finally reached a point where I’m happy to share it with the world. The aim of Today’s Target is simple: for students to set short-term and measurable targets which can be reviewed by their teacher. Many teachers (especially ICT teachers like myself!) It’s a simple process but very effective. I’d like to invite you to register for a FREE account by clicking here. How to Help Students Set and Reach Their Goals. {*style:<i> “If you don’t know where you are going, you’ll end up someplace else.” Yogi Berra </i>*} Do the students in your class set goals for themselves? Do they achieve these goals? Perhaps, those questions should be rephrased.

Do the students in your class set and goals? It is easy to set an arbitrary goal for some point in the future; however, it is quite different to consciously choose a realistic goal to attain and develop an action plan in order to achieve it. Teaching students how to set goals can be divided into three parts: first, students set realistic goals, then a step-by-step action plan is developed to help them attain their goals, and finally, students then reflect on their progression towards reaching their goals.

As Halloween approaches and candy sales rise, students look forward to... Halloween is a fun and exciting time for both students and teachers. Believe it or not, Halloween is just around the corner. Why is teaching students to set realistic goals so important?