Personalized Learning Academy Training for Trainers II

1. Personalized Learning AcademyTraining for Trainers II Center on Innovations in Learning Florida & Islands Comprehensive Center Virgin Islands Department of Education 2017

2. Where We Are Headed… Review of Personalized Learning Review of Personal Competencies Big Three Instructional Strategies Review of Lesson Design and Lesson Design Studio

3. 1 Review of Personalized Learning What Is It?

4. We have all been there… You have had a student who you want desperately to reach, but nothing you do seems to be working. This student might be: Struggling academically and not making progress, Displaying negative behaviors that do not seem reflective of their true personality or that seem to be a cry for help or attention, Likely advanced or gifted but not be demonstrating that in his/her schoolwork,Reserved, quiet, and unresponsive to attention from you, or More than one of the above. This is a very frustrating experience for a teacher! This child could be one of your favorites, or he or she could be one that tests your patience the most. Either way, you want to do more

5. Think about that student now…

6. Influencing Jeffrey

7. Jeffrey’s Story What did Ms. Johnson see? What teacher “instinct” was activated? What did she do to develop him as a learner?

8. Think of the teacher… Who personalized learning for you?

9. What is personalized learning? “Personalization refers to a teacher’s relationships with students and their families and the use of multiple instructional modes to scaffold each student’s learning and enhance the student’s personal competencies [cognitive, metacognitive, motivational, social/emotional]. Personalized learning varies the time, place, and pace of learning for each student, enlists the student in the creation of learning pathways, and utilizes technology to manage and document the learning process and access rich sources of information.” Twyman & Redding, 2015

10. What makes this definition unique? “…breaks from the traditional image of school learning- that is, a student sitting at a desk listening to a teacher or completing the same assignment as the other students- substituting a view of the teacher, aided by learning management software, pivoting from a succinct, interactive presentation of a new concept to walk among her students, encouraging them as they engage with activities they have helped plan and are preparing to continue on their laptops at home that evening. Varying the mode of instruction and the time, place, and pace of learning for each student, expanding the venue of learning beyond the classroom, and detaching expected outcomes from a rigid timelines are hallmarks of personalized learning.” (Redding, 2015)

11. Different strokes for different folks Adapted Individualized Differentiated Personalized Multi-tiered What’s the difference? Targeted

12. Deconstructing the definition • Learning Technologies (Tools, Systems, Methods) • Targeted Learning • Learning Applications • Personal Competencies (Relationships and Self-Direction) • Relationships (Relational Suasion) • Personal Competencies • Student Engagement • Competency-Based Education (Variety and Flexibility) • Modes of Instruction • Time, Place, and Pace

13. Three BigBuckets Learning Technologies Competency-based Ed. Personal Competencies

14. Learning Technologies • Personalized learning is made practical by technology that: • organizes curricular content • facilitates differentiation • opens vast and diverse avenues of learning • provides ongoing checks of mastery • ultimately confirms mastery

15. Use of Technological Tools • Blended learning and flipped learning • Online learning • Online testing for mastery • MOOCs (massive, open, online courses), and other Internet-enabled methods. • Predictive analytics are applied to continuously adjust learning tasks to demonstrated mastery, build in review spirals, and ensure each student’s sufficient background of skill and knowledge before moving forward.

16. CBE in Personalized Learning The essential components of a competency-based approach to personalized learning are (a) an identified cluster of related capabilities (the competencies); (b) variation in the time, place, and pace of learning; and (c) criteria, including demonstrated application, to determine and acknowledge mastery.

17. CBE Aspects of Personalized Learning • Flexible credit schemes (a) dual enrollment and early college high schools, (b) credit recovery, and (c) multiple paths to graduation. • Service learning • Internships and job shadowing • Differentiated staffing: taking advantage of teachers’ different skills and interests • Acceleration and enrichment • Recognition of mastery with badges, certificates, and credits • Student learning plans (SLPs) • Study groups and research teams enable students to work together to design projects aimed toward a hypothesis or outcome. The students may be members of a class or the group may be assembled across the miles via the Internet.

18. Personal Competencies—The roots of learning Mastery Knowledge and Skill Personal Competencies Cognitive Metacognitive Motivational Social/Emotional

19. Relational Suasion Relational Suasion - the teacher’s (or other respected adult’s) ability to influence a student’s learning and personal competencies by virtue of their personal knowledge of, and interaction with the student and the student’s family. Redding, S. (2014). Personal competencies in personalized learning. Philadelphia, PA: Temple University, Center on Innovations in Learning.

20. Teachers and Students Matter Personalized learning steps beyond the mechanical individualization of learning by incorporating the teacher’s deep understanding of each student’s interests, aspirations, backgrounds, and behavioral idiosyncrasies. Personalized learning mixes the targeting of learning to the individual student with opportunities to learn with a group, one-to-one, face-to-face, or across the miles.

21. Why Personalized Learning? Student-focused learning is made practical by technology that: organizes curricular content, facilitates differentiation, opens vast and diverse avenues of learning, provides ongoing checks of mastery, and ultimately confirms mastery. Center on Innovations in Learning

22. Why Personalized Learning? Student-focused learning encourages and confirms learning that takes place anytime, anywhere, and is thus a companion to competency based education. Center on Innovations in Learning

23. Why Personalized Learning? Personalized learning steps beyond the mechanical individualization of learning by incorporating the teacher’s deep understanding of each student’s: interests, aspirations, background, and behavioral idiosyncrasies. Center on Innovations in Learning

24. 2 Personal Competencies One Big Bucket in Personalized Learning

25. The Something Other Our mission is for all children to become self-directed learners, avid readers, and responsible citizens, respecting themselves and those around them.

26. Other Things “Currently the U.S. education system draws from a rigorous and well-developed set of academic standards for learning which focus on what children should know and be able to do. However, success in the classroom and beyond relies on much more than mastery of these academic standards. If academic standards are what students need to learn, there are also skills and mindsets that prepare and support how students learn. Successful engagement in the classroom and in life relies on a set of cognitive and social-emotional skills and mindsets, which are not represented in academic standards.” We will focus on those “other” things that help students succeed. • Source: Turnround for Children: http://www.turnaroundusa.org/what-we-do/tools/

27. Engaging a Learning Challenge An expanded role for education includes intentional enhancement of Personal Competencies as well as mastery of the curriculum and specific knowledge and skills. A student is presented a learning challenge, either self screened or assigned, and the student determines to set the challenge as a goal and to persist until the goal is achieved.

28. What the Research Tells Us Most Influential School/Environment Effects and Student Attributes Four of the top 15 are framed as Personal Competencies Most Influential School/Environment Effects and Student Attributes (Wang, Haertel, & Walberg)

29. The Propellants of Learning Personal Competencies Propel Learning What I Know (Cognitive Competency) How I Learn (Metacognitive Competency) Why I Learn (Motivational Competency) How I Relate (Social/Emotional Competency)

30. Personal Competencies in a Nutshell

31. How Do They Interact? The Four Personal Competencies interact. They affect each other. What would be an example?

32. The Learning Habits The intersection of these competencies is where learning habits develop

33. The Learning Habits The interplay of the Personal Competencies takes on a pattern of behavior that the student may employ in pursuing future learning goals

34. Where Student’s PCs Grow

35. The Framework • Redding, S. (2014). The Something Other: Personal competencies for learning and life. Philadelphia, PA: Temple University, Center on Innovations in Learning.

36. Definition: Prior knowledge which facilitates new learning; broad knowledge acquired in any context, accessible in memory to facilitate new learning; sufficient depth of understanding to expedite acquisition of new learning; fed by curiosity and disciplined study Redding, S. (2016). Competencies and personalized learning. In M. Murphy, S. Redding, and J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 3–18). Philadelphia, PA: Temple University, Center on Innovations in Learning. What I Know (Cognitive Competency)

37. Basic Components of Cognitive Competency in School Learning

38. What I Know (Cognitive Competency) In Other Words: Cognitive Competency is the reservoir of prior learning that enables the learner to access webs of association and understanding to efficiently acquire new learning.

39. Cognitive Competency Effective Practice and Indicators in the Classroom Reviewing prior learning and connecting it with newly introduced topics. Expecting that specific knowledge is memorizedand teaching memorization techniques. Including vocabulary development (generalvocabulary and terms specific to the subject) as learningobjectives.

40. Cognitive Competency Effective Practice and Indicators Identifying and teaching common facts, ideas,phrases, and quotations that the student will encounter inreading and discussion. Assigning rich (complex) reading and theapplication of the reading in written work and discussion. Encouraging each student’s curiosity by providingpathways of exploration and discovery. Reinforcing elements of mastered knowledgethrough review, questioning, and inclusion in subsequentassignments.

41. Cognitive Competency Effective Practice and Indicators Using writing assignments to connect newlearning with prior learning and deepen understanding. Encouraging family activities that contribute tostudents’ general knowledge.

42. How I Learn (Metacognitive) Definition: Self-regulation of learning and use of learning strategies; thinking about one’s thinking; tools for problem solving; consists of both self-appraisal (knowing what I know) and self-management Redding, S. (2016). Personal Competency: A framework for building students’ capacity to learn. Philadelphia, PA: Temple University, Center on Innovations in Learning.

43. How I Learn (Metacognitive) In Other Words: Students develop metacognitive competency by understanding that they have control over their learning and responsibility for it and by knowing procedures that lead to mastery, strategies to employ, and methods for testing their own progress.

44. Basic Components of Metacognitive Competency in School Learning

45. Sample Metacognitive Competency Indicators Thinking out loud Pair students as problem solver and active listener Teach active listening, note-taking, strategic reading, organization of content, access to resources, questioning, memorization (mnemonics), outlining, practice, analytical thinking, self-monitoring, and test preparation Use self-checks and peer checks Show how to chart/graph mastery Include documentation of process in assignments Teach procedures of logic, synthesis and evaluation Teach techniques for divergent thinking

46. Definition: Engagement and persistence in pursuit of goals; self-efficacy (belief in ability to complete tasks and achieve goals); willingness to engage in an activity based on value and expectation of success Redding, S. (2014). Personal Competency: A framework for building students’ capacity to learn. Philadelphia, PA: Temple University, Center on Innovations in Learning. Why I Learn (Motivational)

47. Why I Learn (Motivational) In Other Words: Apart from the student’s cognitive and metacognitive competency in grappling with and mastering the task, the student must simply want to engage and persist. Motivation is the wanting to.

48. Basic Components of Motivational Competency in School Learning

49. A Sample of Motivational Competency Indicators • Attributing learning success to effort andself-regulation, reinforcing the idea that both actual abilityand self-efficacy are malleable and grow with practice; insistupon and reward persistence to mastery. • Connecting learning tasks to the student’s personalaspirations. • Differentiating assignments to provide the rightbalance of challenge and attainability for each student. • Helping students “find the fun”[satisfaction] inlearning rather than simply making learning fun.

50. Motivational Competency Indicators • Stretching the student’s interests to find value innew topics (acquired relevance). • Making individual student progress visible with clearindicators. • Includes student choice in assignments or topics. • Provides high levels of student engagement aimed atlearning objectives • Helping parents understand the significance of theirverbal attributions of students’ successes anddisappointments.