Personalized Learning Getting in the Game Donna Krasovich - - PowerPoint PPT Presentation

Personalized Learning

Getting in the Game

Donna Krasovich

Math/Computer Science Teacher Nathan Hale High School

West Allis, Wisconsin

Questions, Comments, Feedback

 http://padlet.com/krasovichd/WMCpersonali

zation

 Leave a comment with your name, where

you teach and what, if any experience you have with personalization.

 Contact me: krasovichd@wawm.k12.wi.us

T eacher Background

Donna Krasovich

 Retired Computer Programmer Analyst  Certified to teach Secondary Math-2012  West Allis Resident and Tax Payer  T

wo daughters attend West Allis Schools

 T

each Geometry and Computer Science Courses

 West Allis West Milwaukee Alumni

District Background

West Allis West Milwaukee School District

 Growing more diverse each year

• Non-white rose 9% to 40% last 18 years

 Free and Reduced Lunch: 57%  Students with Disabilities: 14.5%  12th largest Wisconsin School District

• Enrollment of 9800 for 2013-14

 2nd year of a district wide one-to-one Ipad

Initiative

School Background

Nathan Hale High School

 1750 Students

• Minority Enrollment: 26%
• Free/Reduced Lunch: 41%
• Students with Disabilities: 10%

 7 Period Conventional Bell Schedule  Algebra-Geometry-Algebra 2-Pre Calc

• Remedial/Intermediate courses
• Intervention Support
• AP Calculus AB and AP Calculus BC

Course Background

Geometry

 T

ext: University of Chicago School Mathematics Project 2nd

 4 Part Lesson Plan Model

• Launch-Explore-Summarize-Assess

 Balanced Instruction

• Whole Group/Small Group/Conferring

 9th/10th/11th with an occasional 12th  Curriculum is Standards Based and in

continuous collaborative development

Understanding Personalization

 What is it?  How does it compare to differentiation?  What resources do I need to implement it?  What resources do I have access to?  How do I implement it?  How do I monitor success for myself and my

students?

 Can this be done inside of a reasonable

work schedule?

Areas of Focus

Areas of Focus

 Rapid Cycle Feedback

• Daily In-class demonstration/practice problems
• Daily Homework Assignments
• Increase quantity, quality and speed of delivery
• Building relationships with students

 Customized Responsive Instruction

• Instantly assign problem sets for homework and

in-class that address needs outside of the chose differentiated assignment

• Academic and psychological needs

Daily Feedback - Before

(Formative-Not Graded)

 Includes student-to-teacher and teacher-

to-student

 Mostly comprised of verbal exchanges

during class

• Answering questions
• Checks for understanding
• Observing student work

 Also Included samples of student work

• Bell Ringers and Exit Tickets

Daily Feedback – Before

(Formative – Graded)

 Daily Practice Assignments  Selected Problems reviewed as a class  Completion reviewed at the beginning of

class, work stamped if sufficient quality/quantity.

 Assignments collected weekly, reviewed

more thoroughly, written feedback provided, graded

Daily Feedback - Problems

 Students would only complete work

when I was in close proximity

 Practice was not being completed outside

• f class

 Students who would get stuck would

• ften stop and wait for direction.

 Paper copies would get lost, or would not

get turned in because they were incomplete.

 Students would not ask for help

Rapid Cycle Feedback –

Daily Formative Assessments (Non-Graded)

ClassKick

Formative Assessment Tool

ClassKick

Formative Assessment Tool

ClassKick

Formative Assessment Tool

ClassKick

Formative Assessment Tool

 Free Ipad App

• Similar to Socrative and other quiz type

assessment tools, but students can write on it to complete math problems

• Learning curve for teacher and students is low
• Teacher view can see all students completing

work in progress

• Teacher can write on all student pages or only
• ne student page
• Students can ask for help in the app
• Students can help each other
• Student work can instantly be projected and

shared

Positive Changes from ClassKick

 Increased student participation with demonstration

practice problems

 More students are willing to have their work

displayed on the projector

 More students are willing to explain their reasoning

to others.

 More students are providing help to each other  Students are getting more feedback from the teacher

and each other

 Teacher can answer questions after the student leaves

the room

 Improvements are always being made  Higher confidence on daily assignments

Minor Issues from ClassKick

 Handwriting Editor is not the best, but is

improving

 Requires WiFi to access completed work  Storage for past assignments is limited  Organization is limited

• Old assignments are stored by last used date
• r alphabetically

Rapid Cycle Feedback –

Daily Formative Assessments (Graded)

Showbie –

Daily Formative Assessments (Graded)

Showbie –

Daily Formative Assessments (Graded)

Showbie –

Daily Formative Assessments (Graded)

Showbie –

Daily Formative Assessments (Graded)

Showbie –

Daily Formative Assessments (Graded)

Showbie –

Daily Formative Assessments (Graded)

Showbie

Formative Assessment and Dynamic Assignment Tool

 Free Ipad App (Subscription with upgrades for a

low fee)

• Assignments are paperless
• PDFs, video links, photos can be uploaded
• Work can be downloaded and printed
• Students can write on assignments digitally
• Students and teachers can leave comments, voice and

text

• Work is always turned in
• Teachers have instant access to work in progress
• Work can be graded inside the app and exported to a

pdf

Positive Changes from Showbie

 Increase in attempted and completed assignments  Students are getting feedback for assignments in

progress

 T

eacher can answer questions after the student leaves the room

 Personalized work can be dynamically assigned  No time used in class to distribute/collect

paperwork

 No lost assignments  Less time to grade and records work  Improvements are always being made

Minor Issues from Showbie

 Handwriting Editor is smooth, but takes

getting used to

 Requires WiFi to access completed work  Free version has limited features and

storage

Other Personalization Efforts

 Students Set Learning Goals

• MAP data, past performance,

etc.

 Standards Based Curriculum

• Ongoing Curriculum

Evaluation and Update

 Balanced Instruction

Next Steps for Personalization

 Participation in WisMaths

Project

• High Cognitive Demand Tasks

 Online Curriculum

• Coordinated effort with District

Curriculum Coordinator

 Proficiency Based Progress

• What does it mean?
• How does it reconcile with spiraling?

T each, Reflect, Learn

“I am still learning.” ~Michelangelo Donna Krasovich Nathan Hale High School West Allis, Wisconsin krasovichd@wawm.k12.wi.uw