Design Thinking and UDL for Makerspaces in STEM and STEAM Classrooms Some makerspaces are set up in separate rooms down the hall, in the library, or in another building. Kids may only be able to use the makerspace once a week or month. Some activities may focus on how to use the resources available and not connect the activities to the curriculum or around a real world problem. This is why we decided to focus on this topic for #plearnchat and created a planning tool for makerspaces in the classroom using the Design Thinking Process and Universal Design for Learning®. The big question: How can a maker and design thinking mindset encourage deeper learning for STEM and STEAM? We used the Q1, A1 format with the following six questions: The questions scaffolded using UDL and Design Thinking to build a maker mindset. Charity Dodd @CharityDodd"UDL provides Ss with supports so that they ask questions, create agency and take ownership of their learning." Kathleen Johnson @mskmjohnson"By giving students freedom to express their own ideas and share with one another.
Personalizing the Learning Experience: New Insights from Future Ready Schools – Medium When done well, personalized learning has the potential to radically transform how we teach and learn and how we create more equitable opportunities for students. In the 2016 National Educational Technology Plan (NETP), our flagship policy document for educational technology, the U.S. Department Education defines personalized learning: Personalized learning refers to instruction in which the pace of learning and the instructional approach are optimized for the needs of each learner. Learning objectives, instructional approaches, and instructional content (and its sequencing) may all vary based on learner needs. In addition, learning activities are made available that are meaningful and relevant to learners, driven by their interests and often self-initiated. On Monday, September 12, we are supporting the White House Next Generation High Schools Summit in bringing together six states and more than 20 school districts to commit to redesigning their high schools.
Toolkit Our Personalize Learning Toolkit includes resources that can help your school or organization personalize learning for all learners. You can use this toolkit to:help you understand the language around personalizing learning.provide background knowledge of the differences of Personalization, Differentiation and Individualization.understand Universal Design for Learning as the foundation to create Personalized Learning Environments.realize that there are three stages of Personalized Learning Environments.design Personal Learner ProfilesTM and Personal Learning BackpacksTM.guide change with the Stages of Concern about Personalized Learning.have the research and resources to support your journey to personalize learning. Personalization vs Differentiation vs Individualization (PDI) Chart (V3) This is version 3 of the PDI chart with revisions and a facelift based on feedback from educators around the world. Go to this page to read more about the new version of the PDI chart... Read more...
Moving Towards Next Gen Learning *Reposted with permission from GettingSmart.com Raise your hand if you have uttered any of the following phrases in the past week: Blended learning Competency-based learning Personalized learning Digital learning Online learning Connected learning Deeper learning Project-based learning Student-centered learning Optimized learning Hybrid learning Next generation learning Now raise your hand if you can define them so that the neighbor you barbecued with last weekend could remember and articulate the distinctions. We are, let’s face it, a Tower of Babel when it comes to defining what we’re all doing here. We can make the accomplishment of positive change a few degrees easier, though, by continuously striving to introduce bits of clarity amidst the messiness. The graphic you see here builds (with Michael Horn’s and Heather Staker’s blessing) on the taxonomy of blended learning developed by the Christensen Institute. Who’s working to design and implement next gen learning?
About UDL A short video by CAST illustrates the three principles of Universal Design for Learning. How US Federal Statute Defines UDL The Higher Education Opportunity Act (HEOA) of 2008, passed with strong bipartisan support, established the statutory definition for universal design for learning. Read the definition UDL Series A free online collection of rich media presentations that help educators to build UDL understanding, implementa-tion skills, and leadership ability. Visit the UDL Series Resource for Parents and Teachers The UDLinks app was developed through a grant from the Maryland Department of Education to help teachers and parents search for online teaching resources aligned with UDL. UDL Now! In UDL Now!
Ten Tips for Engaging the Millennial Learner and Moving an Emergency Medicine Residency Curriculum into the 21st Century Finding my Voice to Become a Learner Again This is my story why I am so passionate about transforming teaching and learning.Barbara Bray, co-founder, Personalize Learning, LLCI was brought up in a house of artists in Maryland. My mother, a fine artist, raised me with the idea that I could draw whatever I wanted and especially to draw my own way including outside the lines. I was raised to be creative, to come up with new ideas and to ask lots of questions. My first day of school was exciting and scary. She had everyone introduce themselves and then had us divide into groups by hair color. I pushed myself to be part of the class. Not one teacher in my K-12 experience ever asked me why I felt the way I did about school or why I was so quiet. I secretly cried about school. "Go with your strengths, find your interests, talents and passions, so you discover your purpose." Barbara Bray 2006 I found out that I can learn what I want to learn and that I have a voice in how I learn. I live in Oakland, California with my husband, Tom.
The Next Generation of (Personalized) Learning We all want our children to receive the best education possible. One of the key questions we’re interested in answering, as a foundation, is “what does high-quality instruction look like in U.S. schools?” And one way we’re looking at answering that question is by looking at the potential of what the foundation calls personalized learning for students. Before we delve into what this looks like for our students, we’ve got to provide some basis for why it’s so critical. Did you know that less than half of the 2012 graduating class that took the ACT college entrance exam scored at the level that predicts earning a “C” or better in math as freshman in college? Sixty years is too long. For more than 150 years, the system has been organized around the idea that students of similar ages should move along together, through the same material, at roughly the same pace. We can all agree that students are individuals with different interests and learning needs.