Slides for Vista.pptx
Vista High School Definition of Personalized Learning
Personalized learning increasingly puts students at the center of the design of learning experiences where they leverage growing strengths, interests, passions, and ideas to engage in authentic problems and challenges that are aligned to standards and students’ personal goals.
Habits of Mind
Deeper dive into HOM: 16-habits-of-mind
How They Fit Together
If personalized learning is the organizational frame and pedagogical structure for learning, then explicit thinking behaviors are required, Habits of Mind.
Four Attributes
Coaching the Four Attributes (student version): attribute-printouts
Reimagining Curriculum
Long Term Learning Outcomes
Click here for Google doc to draft
Highlight the effective uses of understanding, knowledge, and skill that we seek in the long run — what we want students to be able to do when they confront new challenges both in and outside of school. You can only be said to have fully understood if you can apply your learning without someone telling you what to do and when to do it. In the real world, no teacher is there to direct and remind you about which lesson to plug in here or there. The students intelligently and effectively
draw from their repertoires, independently, to handle new contexts on their own.
- Long-term in nature
- Emphasize independent application when facing new challenges both in and outside of school
- Establish purpose and relevance for students
- Words that trigger fresh thinking for contemporary learning
- Relevant for students and staff
Sample #1 from Lower Merion, PA (Cross-disciplinary)
Within and beyond the school walls, learners independently seek to:
- Investigate challenging contemporary global and local issues by pursuing questions or lines of thinking.
- Use processes (e.g., design thinking, creative problem solving, and systems thinking) to develop solutions, prototypes, performances, and media.
- Navigate through diverse sources and perspectives to make discerning and thoughtful judgments.
- Craft and enrich communication through the meaningful choice of form, the strategic use of evidence, and command of language.
- Share stories, ideas, and points of view by engaging others to think interdependently and potentially act collectively.
- Advocate for self and others by drawing on compassion and courage to speak up for what’s right, important, fair.
- Make informed decisions that support social, emotional and personal health and well-being.
- Set learning goal(s) that are pursued and evaluated until the goal(s) are realized or new ideas emerge.
- Explore and develop personal interests and passions.
Sample #2 from Multiple Sources (Subject- Specific)
History/Social Science (Avon, CT)
Students will be able to independently use their learning to:
- Access and analyze text for context, reliability, and accuracy to determine relevance
- Create questions or statements that advance research and analysis
- Use textual evidence to form generalizations, make predictions, and/or draw conclusions
- Communicate information and ideas based on purpose, task, and intended audience using appropriate language
- Apply social studies concepts and content to make connections to a given situation, problem, or challenge
Science (District 131; IL)
Students will be able to independently use their learning to:
- Design an investigation based on a problem, question or hypothesis using appropriate scientific tools, resources, and representations
- Collect and/or analyze data in relation to an idea, question, or hypothesis to look for patterns or relationships
- Develop a valid scientific conclusion, assess its validity and limitations in order to suggest future questions or course of action
- Define a problem and develop a solution through creation of a model with regular testing and redesign
- Critically examine text to determine main ideas and conclusions OR assess validity and limitations
- Communicate results through writing, speaking, and illustrations for a target audience using appropriate vocabulary
Career and Technical Education (Prosper ISD, TX)
Students will be able to independently use their learning to:
- Compete in the marketplace through their training, experience, and certification (as appropriate)
- Communicate effectively based on purpose, task, and audience using appropriate vocabulary
- Develop a career pathway by exploring and pursuing viable options based on interests, experience, and aspirations
- Demonstrate professionalism through exhibiting attentiveness, growing from feedback, continuing to make a good impression, and adhering to industry standards
Special Education (Prosper ISD, TX)
Students will be able to independently use their learning to:
- Function in the community while respecting social/cultural norms.
- Advocate for their personal needs – academic, behavioral, emotional, and physical.
- Communicate effectively based on purpose, task, and audience using appropriate
vocabulary. - Explore and pursue viable options based on aspirations, interests, and experience.
Visual and Performing Arts (Prosper, TX)
- Communicate effectively based on purpose, task, and audience using appropriate vocabulary
- Find meaning and interest in varied works and performances of art
- Create a work or performance to evoke mood and emotion through application of technique and methodology
- Evaluate a work or performance to determine its value
- Demonstrate professionalism through exhibiting attentiveness, growing from feedback, continuing to make a good impression, and adhering to industry standards
- Create a portfolio of accomplishments through documenting training and experience to promote themselves as an artist
- (Advanced High School Courses ONLY) Develop a career pathway by exploring and pursuing viable options based on interests, experience, and aspirations
English Language Learners (Newport News, VA)
Student: I can read any text on my own with confidence because I have the necessary strategies.
- Teacher: Comprehend any text by inferring and tracing the main idea, critically appraising use of language and imagery, and making connections (text to text, text to self, text to world)
- Teacher: Analyze an author’s/speaker’s/artist’s theme(s) through examination of figurative language, sentence structure, and tone
- Teacher: Analyze textual evidence to make predictions, draw conclusions, or establish generalizations
Student: I can find information that is trustworthy.
- Teacher: Evaluate claims and analyze motivations to verify the credibility of that point of view
Student: I can see how culture influences the texts I experience.
- Teacher: Develop insight into the nature of language and the concept of culture and realize there are multiple ways of viewing the world
Production of text
Student: I can express information and ideas with confidence.
- Teacher: Communicate effectively based on purpose, task, and audience using appropriate vocabulary and conventions
Student: I can create text that is worth sharing with others
- Teacher: Carefully draft, edit, and polish work to make it publishable