ENTRANCE TICKET How do you define personalized learning? - - PowerPoint PPT Presentation

▶
entrance ticket
SMART_READER_LITE
LIVE PREVIEW

ENTRANCE TICKET How do you define personalized learning? - - PowerPoint PPT Presentation

Nov 03, 2022 191 likes •452 views

ENTRANCE TICKET How do you define personalized learning? govote.at 70 50 76 1 DEFINITION OF PERSONALIZED LEARNING Personalized learning is a progressively student driven model where students deeply engage in meaningful, authentic,

slide-1
SLIDE 1

ENTRANCE TICKET

How do you define personalized learning?

govote.at 70 50 76

1

slide-2
SLIDE 2

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

  • utcomes.”

— Zmuda, Curtis and Ullman (2015)

2

slide-3
SLIDE 3

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)

slide-4
SLIDE 4

DISPOSITIONS: 16 HABITS

  • 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

  • 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

slide-5
SLIDE 5

HOW THEY FIT TOGETHER If personalized learning is the

  • rganizational frame and

pedagogical structure for learning, then explicit thinking behaviors are required: Habits

  • f Mind.
slide-6
SLIDE 6

PERSONALIZED LEARNING FILTERS

6

slide-7
SLIDE 7

USE THE FILTERS TO EXAMINE A PRACTICE

  • Imagine a practice that you consider to be

personalized learning.

  • Use the filters to answer the questions:

– To what degree do you see the opportunity for student voice? – To what degree do you see the opportunity for co-creation? – To what degree do you see the opportunity for social construction? – To what degree do you see the opportunity for self-discovery?

7

slide-8
SLIDE 8

DIFFERENTIATION AND INDIVIDUALIZATION

8

slide-9
SLIDE 9

KEY DIFFERENCES

INDIVIDUALIZATION

  • Student controls the

pace of the topic as well as when to demonstrate mastery.

  • Teacher drives

instruction through teacher-created tasks and related lesson plans. DIFFERENTATION

  • Student selects from a

range of content, process, and/or product options to meet the requirements.

  • Teacher tailors

instruction based on individual student need and preference.

9

slide-10
SLIDE 10

POWER OF AUTHENTICITY TO ENGAGE LEARNERS ü Authentic problems, challenges, issues, ideas ü Authentic forms for performance ü Authentic audiences for presentation and refinement

10

slide-11
SLIDE 11

11

slide-12
SLIDE 12

“BE THE CHANGE”

.

  • 1. Become experts in a topic of their choice and identify

issues related to that topic (empathy).

  • 2. Look for greater understanding of issue by examining it

from different perspectives and through the lens of a variety of disciplines (definition / integrated thinking).

  • 3. Brainstorm ideas for solutions and evaluate each of the

solutions for reasonableness and potential of success (ideation).

  • 4. Select a solution to try and create a model (prototype).
  • 5. Put idea / prototype out to others (colleagues, experts,

stakeholders, etc.) for feedback (testing).

  • 6. Using feedback, prototype and implementation plans

are revised and then implemented.

12

slide-13
SLIDE 13

IT’S PERSONAL

You are deeply worried about _________ because the disease or condition runs in your family and is affecting a loved one. How do you get good information about:

  • seriousness of the disease or condition
  • preventive measures
  • healthy ways of coping
  • providing support to loved ones

13

slide-14
SLIDE 14

VALUE ADDED

Collaborate to develop and execute an idea that will contribute to the aesthetic beauty and health of a place or community. This development process includes:

  • survey of the area/neighborhood to

determine current condition

  • interview people who use the space to find
  • ut their concerns and ideas
  • propose and get approval for the project
  • develop a plan of action and complete the

task

14

slide-15
SLIDE 15

TRANSITION TO PERSONALIZED LEARNING

  • 1st Column: Key elements
  • 2nd Column: Impact on role of

the teacher and student

  • 3rd Column: Habits of Mind

developing a gradual release to more self-directed learning

15

slide-16
SLIDE 16

GOALS

What are the desired results?

16

slide-17
SLIDE 17

INQUIRY AND IDEA GENERATION

What sparks your thinking based on the topic? What is worth pursuing?

17

slide-18
SLIDE 18

INSTRUCTIONAL PLAN

What does designing a learning plan look like?

18

slide-19
SLIDE 19

FEEDBACK

How does feedback promote growth?

19

slide-20
SLIDE 20

EVALUATION

How is performance evaluated on a given task using criteria?

20

slide-21
SLIDE 21

CUMULATIVE DEMONSTRATION OF LEARNING

How do we show evidence of learning across time?

21

slide-22
SLIDE 22

PERSONALIZED LEARNING FILTERS

22

slide-23
SLIDE 23

USE THE FILTERS TO EXAMINE A PRACTICE

  • Imagine a practice that you consider to be

personalized learning.

  • Use the filters to answer the questions:

– To what degree do you see the opportunity for student voice? – To what degree do you see the opportunity for co-creation? – To what degree do you see the opportunity for social construction? – To what degree do you see the opportunity for self-discovery?

23

slide-24
SLIDE 24

EXIT TICKET

What are 1-2 burning questions that you need answered to help move PL forward?

24

#csg2016