Train the Trainers III March 27-28, 2017

1. Train the Trainers IIIMarch 27-28, 2017 Center on Innovations in Learning Florida & Islands Comprehensive Center Virgin Islands Department of Education 2017

2. Quick Review of Personalized Learning

3. Your daily work Personalized learning, the Personal Competency Framework, and the Lesson Design Studio all provide structure to approach and put into practice personalized learning. What opportunities and structures do you have to interact with classroom teachers?

4. As you teach it to others… …what are you learning about personalized learning?

5. How does personalized learning fit with your own philosophy of teaching and 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 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.

6. Remember Jeffrey? Who is your Jeffrey? In your “mind’s eye”…who sits in the empty chair?

7. 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

8. 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

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

10. 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

11. 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.

12. 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.

13. 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.

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

15. 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.

16. Personalization Personalization ensues from the relationships among teachers and learners and the teacher’s orchestration of multiple means for enhancing every aspect of each student’s learning and development.

17. Why Personalized Learning? 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, and ultimately confirms mastery. Center on Innovations in Learning

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

19. 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

20. Review of Personal Competencies One Big Bucket in Personalized Learning

21. Other Things “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.” Personal Competencies are those “other” things that help students succeed. • Source: Turnround for Children: http://www.turnaroundusa.org/what-we-do/tools/

22. The “Other Things” are malleable An expanded role for education includes intentional enhancement of Personal Competencies as well as mastery of the curriculum and specific knowledge and skills.

23. 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)

24. 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)

25. Personal Competencies in a Nutshell

26. How Do They Interact? The Four Personal Competencies interact. They affect each other.

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

28. 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

29. Where Student’s PCs Grow

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

31. How we help students develop personal competencies Model competencies Explicitly teach the competencies Build relationships with students and families

32. 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)

33. Basic Components of Cognitive Competency in School Learning

34. 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.

35. 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.

36. 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.

37. Basic Components of Metacognitive Competency in School Learning

38. Saundra Yancy McGuire

39. Saundra Yancy McGuire

40. Saundra Yancy McGuire

41. Saundra Yancy McGuire

42. 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 Why I Learn (Motivational)

43. 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.

44. Basic Components of Motivational Competency in School Learning

45. Definition: Sense of self-worth, regard for others, emotional understanding and management, and ability to set positive goals and make responsible decisions. 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. How I Relate (Social/Emotional)

46. How I Relate (Social/Emotional) In Other Words: Learning, especially school learning, is both a personal and social activity. As with other competencies, Social/Emotional Competency is malleable, subject to enhancement through instruction as well as through the example set by teachers and peers and through the school’s and classroom’s norms for relationships among teachers and students.