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Personaliz ing Learning: a verb, not a noun

Personaliz ing Learning: a verb, not a noun. "Did you sleep well?" "No, I made a couple of mistakes." -- Steven Wright. What we’ve learned so far about building a shared and complex vision. Required Actions: Consultation – every way possible, with everyone, more than once

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Personaliz ing Learning: a verb, not a noun

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  1. Personalizing Learning: a verb, not a noun

  2. "Did you sleep well?" "No, I made a couple of mistakes." -- Steven Wright

  3. What we’ve learned so far about building a shared and complex vision...

  4. Required Actions: Consultation – every way possible, with everyone, more than once Transparency - surface biases and aspirations; clarify myths Prepare people - so they can argue with you better Support everything – no matter how small a piece of the pie Check in on initiatives – don’t wait for a report; go see it!

  5. Pitfalls and barriers: • Simplistic interpretations • Inaccurate/wrongly charged messaging • Word hijacking • Fear • “Been there done that” • Cultism and one-track mindedness • Message burnout cycle

  6. Remedies and workaround techniques: • Vary the messenger • Be explicit about developing common • language • Demonstrate • Be specific • Appreciative inquiry approach • Address elements separately sometime and • together other times

  7. The proposals...

  8. PROPOSAL #1: • We shall create a structure at the secondary level that goes far beyond what our existing rotating block structure allows. Students need to be able to meet with teachers in different settings to better match the reasons for which they are meeting. Students need the flexibility to be able to spend differing amounts of time to acquire the appropriate levels of understanding and depth. This cannot be “education by modular package,” but rather a much more organic system that fosters dialogue, planning, invention, reflection, and personalization of outcomes and how outcomes are demonstrated.

  9. PROPOSAL #2: • We shall create a staffing process that allows educational staff to be more flexible in how they work with learners. The “classroom as silo” era must end, replaced by greater levels of true collaboration among teachers, support staff, and between teachers and the community. Teachers need to be able to take on new positions for which descriptions are not yet written (i.e. learning path facilitator, interdisciplinary team leader, assessment team leader) in combination with positions that currently exist.

  10. PROPOSAL #3: • We shall adapt our current behavioural outcome- and subject-based curriculum model into a competency- based model. • The competencies will be: • Critical and creative thinking • Collaboration, teamwork, and • leadership • Global, local, and cross-cultural • understanding • media literacy, communication, and • information management • Life and career planning • Ecological literacy

  11. #3 Cont’d... • These competencies will be underpinned by the foundational skills of reading, writing and oral language, and mathematical literacy. • Each competency will be referenced in a developmentally-appropriate performance standard. Curriculum content will be organized not as lists of outcomes, but as inter-relational webs/maps, providing structure while allowing for maximum flexibility, interdisciplinarity, learner initiation and engagement, and personalization.

  12. PROPOSAL #4: • We shall deploy our teaching force in such a way as to be able to • Optimize learner:teacher ratios, • Create a greater variety of learning • relationships between teachers and • learners, • Support a sliding scale of dependence • versus independence/interdependence as • learners get older, • Retain content specialists while adding • emphasis to learning processes, • Move beyond “classroom” as the unit of • learning

  13. PROPOSAL # 5: • We shall create a system whereby authentic student assessment with portfolio-based exemplars can be referenced, tracked longitudinally, and used to demonstrate depth of learning in competency areas. Such a system needs to allow for learner engagement in the assessment process and must facilitate strong age-to-age transitions.

  14. PROPOSAL #6: • We shall no longer automatically group students by grade, but will consider grouping in a broader developmental level/multi-age band, with the understanding that groupings will be dynamic and • purposive.

  15. PROPOSAL #7: • Each learner shall have a Individualized Learning Plan (ILP) that becomes the official document that guides the learning. Its creation will become more and more learner-initiated as the learner gets older and takes on more responsibility for his/her learning. The ILP will provide structure and a focal point for consultation with teachers and parents. Each ILP will be completely personalized to the needs of the learner for whom it is created.

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