Manchester Administrator Retreat

1. Manchester Administrator Retreat BenaKallick and Allison Zmuda

2. Manchester Administrator Retreat Goals • Connect and communicate district mission, vision, core values, goals and improvement plans • Identify characteristics of welcoming schools • Clarify the importance of habits and dispositions in the ongoing work • Develop MPS vision for personalized learning PK-12/AE

3. Ways of Making our Thinking Visiblelearningpersonalized.com/manchester • Todays Meet • Use of protocols and routines • Regular reflections • Collective actions

4. Essential Questions • How do we create “space” for every learner to think deeply? • What can we do as leaders to grow a culture of trust and innovation in our schools?

5. Making the case for personalized learning

6. Problem: We are training our students as if we live in a predictable world.

7. Learning in a Contemporary World Making sense of humanity and human nature Growing intolerance for boredom Messy problems Struggling on what matters Dizzying amount of information

8. Providing the Learning They Need by Focusing on… • the complexity of a problem • the interdisciplinary nature grounded in authentic tasks • how to think and work interdependently

9. Reality in Many Schools What we hope for our students often does not line up with the daily work we assign them.

10. Today’s Meethttps://todaysmeet.com/manchester • HOPE: What are your aspirations for your students? • REALITY: What are the daily priorities with students? What do you spend most of your time on?

11. 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)

12. The Pedagogical Structure for Personalizing Learning

13. Design Elements of Personalized LearningTASK: What is the challenge?

14. Design Elements of Personalized LearningAudience: How does audience shape creation and communication?

15. Design Elements of Personalized LearningFeedback: How does feedback promote growth?

16. Design Elements of Personalized LearningEvaluation: How is performance evaluated on a given task using criteria?

17. Design Elements of Personalized LearningProcess: Who controls the sequence, pace, and content of learning?

18. Design Elements of Personalized LearningEnvironment: Where does the learning take place?

19. Design Elements of Personalized LearningDemonstration of Learning: How do we show cumulative evidence of learning across time?

20. Sharing Examples of Personalized Learning • Briefly describe one program, practice, or idea • Share how it connects to the element(s) of personalized learning • Task, Audience, Feedback, Evaluation, Process, Environment, Demonstration of Learning

21. Explicit Thinking Behaviors forPersonalized Learning

22. Definition of Habits of Mind Characteristics of what intelligent people do when they are confronted with problems, the resolutions to which are not immediately apparent. — Costa and Kallick (2008)

23. Making space in our curriculum, instruction and assessment to value thinking dispositions

24. 16 Habits of Mind • Persisting • Managing impulsivity • Listening with understanding and empathy • Thinking flexibly • Thinking about thinking • Striving for accuracy • Questioning and posing problems • Applying past knowledge to new situations • Finding humor • Thinking and communicating with clarity and precision • Gathering data through all senses • Creating, imagining, innovating • Responding with wonderment and awe • Taking responsible risks • Thinking interdependently • Remaining open to continuous learning

25. Habits of Mind Discussion • READ AND DEFINE IT IN YOUR OWN WORDS • GIVE EXAMPLES: WHAT DO YOU HEAR PEOPLE SAYING OR SEE THEM DOING AS THEY USE THE HABIT OF MIND? • DESCRIBE SITUATIONS WHEN IT IS IMPORTANT TO USE THE HABIT OF MIND • POSE QUESTIONS INTENDED TO ELICIT THE HABIT OF MIND IN OTHERS

26. Designing Illustrations of the Habit • TITLE • CREATE A SIMILE: “…. (name the habit of mind) IS LIKE A…..…. BECAUSE…….” • CREATE A LOGO OR SYMBOL FOR THE HABIT OF MIND • COMPOSE A BRIEF STATEMENT OR SLOGAN THAT SUMMARIZES THE HABIT OF MIND

27. In Light of What the District Values

28. Why Habits of Mind Make Personalized Learning Possible • Create a community of innovation and trust • Honor the messiness of the work • Grow self-directed learners who are more willing to pursue ideas, grow from feedback, and contribute to communities

29. Thought-full Design • 1st column: Delineates Personalized Learning elements • 2nd column: Articulates the role of students and teachers • 3rd column: Identifies related Habits of Mind for students and teachers

30. Changing Roles of Students and TeachersTask: What is the challenge?

31. Changing Roles of Students and TeachersProcess: Who controls the sequence, pace, and content of learning?

32. Why personalized learning and habits of mind? If you have schooling that rewards conformity, avoids risk-taking, and focuses on the right answer, our children will be unprepared for the world unfolding before them.

33. Clarifying the why — your turn!Articulate • Go to http://learningpersonalized.com/manchester • Use Padletin a phrase (or two) describe the WHY

34. Creating and sustaining culture of trust and innovation

35. Essential Questions • How do we create “space” for every learner to think deeply? • What can we do as leaders to grow a culture of trust and innovation in our schools?

36. Your organization functions and growsthrough conversations…… The quality of those conversations determines how smart your organization is. David Perkins, King Arthur’s Round Table 2002 N.Y. Wiley

37. Build Culture of Innovation and Trust

38. Small Fires • Read “What Matters Most for Lifelong Learning” and highlight key ideas (8 min) • Gather in groups of 4. Each person shares one of his/her highlighted items but does not comment (No Cross talk) (2 min) • Share meanings you are deriving and implications for your work with HOM (10 min)

39. HOW do we build a culture that embraces innovation & trust? Experience first-hand through: • Listening Exercise • Consultancy Protocol

40. Listening with understanding and empathy Devoting mental energies to understanding others’ thoughts and feelings.

45. Listening sequence • Pause • Paraphrase • Probe • Inquire • Clarify

46. Pause Using wait-time before responding to or asking a question allows time for more complex thinking, enhances dialogue and improves decision making. • “After having asked a question, the average teacher waits 1 second before either calling on a student, asking another question or answering the question him/herself.”

47. Paraphrase Lets others know that you are listening, that you understand or are trying to understand them and that you care.

48. Probe Increases the clarity and precision of the group's thinking by refining understandings, terminology and interpretations.

49. Practice your listening skills • Listener: Use the Pause, Paraphrase, Probe sequence • Speaker: Finish this sentence. When I think about personalized learning I am considering…

50. Practice your listening skills • Listener: Use the Pause, Paraphrase, Probe sequence • Speaker: Finish this sentence. Thinking about personalized learning reminds me of…