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Mass Customized Learning and School Counselors

Mass Customized Learning and School Counselors. November 2 , 2013 Lake Area Technical Institute.

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Mass Customized Learning and School Counselors

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  1. Mass Customized Learning and School Counselors November 2, 2013 Lake AreaTechnical Institute

  2. An enlarged understanding of the concept of Mass Customized Learning.An increased awareness of how intrinsic motivation is critical in the development of self-directed learners. An exchange of perspectives about how Mass Customized Learning will impact the roles and responsibilities of school counselors.

  3. As school counselors, what are three main things you do on a regular basis?

  4. The capacity to routinely customize products and services to meet the specific needs and/or desires of individuals without adding significantly to the cost of the product or service. Mass Customization

  5. INDUSTRIAL AGE SCHOOLS INFORMATION AGE SCHOOLS Anyone can learn Anything from Anywhere at Anytime in Anyway from World Wide Experts Specific Students can learn Specific Subjects in Specific Classrooms on a Specific Schedule in a Specific Way from a Specific Teacher

  6. Weight Bearing Walls (WBWs) Grade Levels Courses/Curriculum Class Periods/Bell Schedule Students Assigned to Classrooms Textbooks Paper and Pencil Orientation ABC Grading System/Student Evaluation Report Cards/Informing Parents Learning Happens in Schools/Use of Space Nine Month School Year/Agrarian Calendar

  7. Pattern of Disruptive Innovations . . . Adapted from Is K-12 Blended Learning Disruptive? by Christensen, Horn, and Staker (2013)

  8. An Example of the Pattern Disruption: Hydraulics Technology Non-consumers: Small, Independent Subcontractors Consumers:Big Construction Firms

  9. Pattern of Disruptive Innovations . . . SoWhat?

  10. The Inevitable Pathway of Education

  11. Mass Customized Learning • A learner-centered perspective. • (readiness level, learning style, and personal interests) • Technology integration to serve the needs of learners and educators. • Replacement, or at a minimum, significantly altered structures of Industrial Age schools.

  12. Where We’ve Been • 2011-2012 • Inevitable(Schwan & McGarvey) book study completed by all staff and school board • Strategic Planning nights w staff, students, board, and community • TIE office In-Service w/all staff • TIE board presentation • TIE joint work w/West Central administrators • 2012-2013 • Visit Gray-New Gloucester School District in Gray, Maine to observe their system • More consensus building through strategic planning events • Financing in summer 2013 to change MS and HS math. HS math will now be Math I, Math II, Math III, Tech Math, and College Prep Math

  13. Where We’re Going • 2013-2014 • Implementation of new 7-12 Mathematics model • All staff will begin work on Learning Targets and Progressions. • Development of “Empower” web portal and work with Lindsay Unified on ELA standards (Pending) • All staff book study of The One World Schoolhouse (Kahn) • Funding for all elementary, 5th, and 9th grade teachers to work on curriculum during the summer of 2014

  14. Where We’re Going • 2014-2015 • Training and implementation of “Empower” web portal (Pending) • K-4 transitions to all multi-age, blended classrooms • Customized learning implementation in 5th grade (Math and ELA only) • Customized learning implementation in 9th grade (Math and ELA only)

  15. Empower

  16. Empower

  17. Empower

  18. Mass Customized Learning • A learner-centered perspective. • (readiness level, learning style, and personal interests) • Technology integration to serve the needs of learners and educators. • Replacement, or at a minimum, significantly altered structures of Industrial Age schools.

  19. Questions about Mass Customized Learning?Examples that you know of or have heard about?

  20. Blended Learning Blended learning is any time a student learns at least in part at a supervised brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace.

  21. TimePlacePathPace

  22. Blended Learning for Alliance School TransformationBLAST

  23. School of One learns about the specific academic needs of every student and then accesses a large bank of carefully reviewed educational resources, using sophisticated technology to find the best matches among students, teachers, and resources.School of One’s learning algorithm helps to ensure each student is learning in his or her educational “sweet spot.” As it collects data, it learns more about the students and becomes more effective at predicting the playlist that will be most effective for each.

  24. New Classrooms

  25. What kinds of “blended learning” are occurring in your schools?

  26. The Inevitable Pathway of Education Information Age Schools Industrial Age Schools “Messy Schools”

  27. An Example of a Hybrid

  28. HybridCharacteristics . . . Adapted from Is K-12 Blended Learning Disruptive? by Christensen, Horn, and Staker (2013)

  29. An Example of a Hybrid . . .

  30. A Hybrid Example . . . Adapted from Is K-12 Blended Learning Disruptive? by Christensen, Horn, and Staker (2013)

  31. Is the Prius more of a sustaining innovation or more of a disruptive innovation?

  32. An Example of a Hybrid . . .

  33. A Hybrid in Education . . .

  34. Is a modern textbook more of a sustaining innovation or more of a disruptive innovation?

  35. BeingStrategic and Honest about Interventions . . .

  36. As you think about interventions/innovations in your school, would you judge those efforts as more “sustaining” or more “disruptive?” Why?

  37. Fieldbook Pages 6-7 . . . • Leadership • Teaching and Learning • Human Resources • Technology Resources

  38. www.tie.net

  39. “Learner-Centered”engaging and empowering learnersby understanding and supporting intrinsic motivation“Learner Motivation: Do We Really Get It?” by Bea McGarvey; page 93

  40. Should we be telling kids they’re smart?(or talented?)

  41. (Activity #1 on page 94) • Individual reflection: Thinking about yourself, not learners or school, but YOU: What are the conditions that need to exist for YOU to be highly motivated? (Not just to get the lawn mowed, but to be in the zone of motivation—you forget the time, or skip a meal because you are so engaged in what you are doing.)

  42. 2. In small groups, share your list of conditions. As your tablemates are sharing, note when they share a condition that you agree with and add it to your list. And, note those that would not make your list.3. Large group discussion, generalizing from the lists, and making connections to the research.

  43. Mindsetby Carol S. Dweck

  44. Read page 42 and first half of page 43 of Dweck’s article titled The Secret to Raising Smart Kids.Reflection Questions:Where and how have you experienced the concept of fixed and growth mind-set in your interactions with students and colleagues? How would you characterize your own mind-set?

  45. Dweck in a “nutshell”

  46. Read “A for Effort” in the box on top of page 44 of Dweck’s article titled The Secret to Raising Smart Kids.Reflection Question:How does the concept of mindset affirm and/or shift your thinking about praise for learners?

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