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Math instruction meets a personalized approach One school is using a personalized and blended math curriculum to help students meet learning goals MobyMax, a provider of personalized and blended learning curriculum for K-8 students, is helping educators at Georgia’s Screven County Elementary School personalize math instruction to meet the learning needs of every child. Like most educators, fourth-grade math and science teacher Derek von Waldner teaches students who have a wide range of abilities: Some begin school well below grade level, while others are ready for more advanced work. “I use MobyMax for differentiation,” the second-year Screven County teacher said. von Waldner’s students all have Chromebooks for use during class. “I have some students who are way above a fourth grade level, and they’re able to work at their own pace with relevant content while I can go around to the other students and help remediate,” he said. For the lowest students, “it’s pulling them up to grade level,” he said.
Middletown, NY Personalizes Learning To Narrow Achievement Gaps - Lexington Institute Click here to download the full study as PDF. The Enlarged City School District of Middletown, New York is showing the nation how to transform a once-struggling district. Proving that good things come in small packages, this economically challenged district is improving on important metrics — for example, 4-year high school graduation rates have increased from 51 to 80 percent over the past nine years. Now aiming to drive achievement and student engagement even higher, Middletown is implementing personalized learning through a comprehensive, phased approach to blended learning to help students meet the demands of New York’s Common Core standards and aligned assessments. To date in Middletown:
Continuum of Voice: What it Means for the Learner Voice gives learners a chance to share their opinions about something they believe in. We adapted the Continuum of Voice chart we used from research from Toshalis and Nakkula at the Students at the Center in our post Learner Voice Demonstrates Commitment to Building Agency. We added examples that illustrate each level to support implementation using a design by Sylvia Duckworth. Personalize Learning, LLC designed Continuum of Voice adapted from "Motivation, Engagement, & Student Voice" by Toshalis & Nakkula from Students at the Center @StudentcCntrHub - Visual designed by Sylvia Duckworth @sylviaduckworth The learning environment changes as you encourage voice and can see learners taking more control of their learning. This occurs across the Stages of Personalized Learning Environments (PLE) v4. Stage One: Teacher- Centered Environment Stage Two: Learner-Centered Environments Stage Three: Learner-Driven Environments "Young people want to be heard. Toshalis, E. and Nakkula, M."
What Do We Really Mean When We Say ‘Personalized Learning’? The idea of personalized learning is seductive – it implies moving away from the industrialized form of education that pumps out cookie-cutter students with the same knowledge and skills. After decades of this approach, it is clear that all children don’t learn the same way and personalization seems to honor those differences. However, that term has taken on several different meanings. “When you say personalization, what do you mean by that?” Personalization is often used in the ed-tech community to describe a student moving through a prescribed set of activities at his own pace. “That has nothing to do with the person sitting in front of you,” Laufenberg said. Educators at the EduCon conference hosted by Science Leadership Academy eagerly discussed the merits and challenges of personalizing learning. “We often say we want creativity and innovation – personalization – but every mechanism we use to measure it is through control and compliance,” Laufenberg said. Katrina Schwartz
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.
Personalized Learning Isn't About Isolation Published Online: February 23, 2016 Published in Print: February 24, 2016, as Personalization Isn't About Isolation Commentary By Jennifer Carolan Two thousand fifteen was a big year for personalized learning. With all the investment hype and entrepreneurial frenzy, I worry that some might view personalization as yet another silver bullet for education. This image may seem extreme, but we see similar things all around us, like families out to dinner with faces in their phones rather than looking at each other. —iStockphoto Despite claims to the contrary, the shift from one-size-fits-all to a more personalized approach to learning began with teachers, not techies. Soon, differentiation became "a thing" and was further popularized in the 1990s by University of Virginia researcher Carol Ann Tomlinson. "In a world where we expect our Starbucks drinks customized, ... why should our education be any different?" Keeping these goals in mind, I'm as excited as anyone about personalization.
Part 5: 12 Tech Ideas and Tools for Differentiated Learning … Online Discussions Welcome to the fifth post in a series designed to support the use of technology for differentiated learning… in and beyond the PBL classroom. Before reading, please take a moment to subscribe by email or RSS and also give me a follow on Twitter at mjgormans. I promise you will find some great information coming your way in the posts that follow…So sign up now and please pass this on with a retweet. – Mike Gorman ( Booking Info – It is time to think about your school or conference needs. Opportunities For You Vote and possibly win $4000 of technology from CDW – I recently supplied CDW a list of products that I thought would be great for a Podcasting/Webinar Production/Flip Classroom Studio. Part 5: 12 Tech Ideas and Tools for Differentiated Learning … Online Discussions I do really hope you enjoyed the past four posts involving Differentiated Instruction. 12 Tech Ideas and Tools for Differentiated Learning … Online Discussions 1. 2. 3. 4. 5. 6. 7. 8.
Continuum of Engagement: From Compliant to Flow The Continuum of Engagement provides the characteristics of a learner as they move from being passive about learning to being in the flow. How do we know learners are engaged? Step up the ladder to see how a learner moves from compliant to flow so you can picture what it looks and sounds like in a classroom when learners start engaging in the learning process. If you walk in a classroom, you might be able to see and hear engagement or the lack of it. Compliant In a Compliant level, the teacher is probably following the curriculum and doing what they know or learned in their teacher education program. Commit When learners are in the Commit level, you will see learners in pairs, groups, or working individually. Connect When learners are in the Connect level, there is more noise in the classroom. Flow When learners are in the Flow, this is called “messy learning” and may seem chaotic to some people. Deeper into Engagement and Flow... [Source: Adapted from Csikszentmihalyi, M. (1990). Resources