Mike was born and raised in Sheboygan, WI. Mike attended UW Madison where he received his degree in Secondary Education in Broadfield Science and Biology with additional certifications in chemistry and physics. He’s been a secondary educator for 16 years, 12 of which have been at Brookfield Central High School in Brookfield, WI. His interests in education focus on putting students at the center of their own learning experience. He lives in Brown Deer, WI with his wife and dog.
More from Mike on his website.
Reprinted with permission from Mo Physics Mo Problems.
Personalizing learning is something I’m very passionate about in my classroom.
As I was driving using the new version of Apple Maps, it led me to some essential questions when framing paths to outcome mastery to give learners more autonomy.
There needs to be different ways to demonstrate the same skills.
If the constraints put on learners isn’t a part of the skills or content being mastered, it doesn’t need to be essential to the process.
Most due dates are created by the teacher.
If mastery is the key, does it matter if it happened on Monday or Tuesday?
There are so many great tools to assist all learners in letting them get to where they are going.
You are one of them.
You need to know where you learners are at before you can determine their first step towards mastery.
Pre Assessment is key.
Rapid cycle feedback from teachers is more powerful than any grade.
Reflection and self-assessment are even better than teacher feedback.
Not every learner needs the same feedback and level of remediation when they stumble.
Some learners may demonstrate mastery on a pre assessment, how can you push them even further?
Related posts:
How to Empower Students in an English Language Arts Classroom
Remote Learning Experiences Map (AKA Be a filter, not a dump truck)
Epiphany Learning Webinar on Personalized Learning
Engaging Inquiry: Bring Students to the Table with Different Types of Questions
Yes but ... how do I balance student interest with Standards?