TA2017

Wednesday AM Session: Growing a culture of personalization with your faculty

How do we help teachers navigate the messiness of personalized learning at the classroom level? Through embracing that messiness at the school / partnership of schools level. This session focuses on how to engage with an adaptive change that potentially can unravel habits, structures, practices, and policies.

Click here for slides

Resources

• Response to Annie Marie Paul – Constructive Controversy on Personalized Learning
• Respond to Dan Meyer – Broadening the Dialogue about Personalized Learning
• Collaboration with Dan Ryder: Fable of the Table
• Coaching Faculty Understanding around Personalized Learning: Four Attributes
• Collaboration with Bena Kallick: The Power of a Good Idea
• Collaboration with Hawley Elementary Staff: Schools Shouldn’t Fear Personalized Learning

Wednesday PM Session: Updating Grading and Reporting 

Click here for slides

Many teachers are excited about the idea of personalized learning, but one of the immediate questions is “How do I mark this?” This session shares a predictable accountability mechanism to anchor the unpredictable directions students may take in the design and development of personalized learning tasks.

Resources

Scoring Criteria Design Guide

Global Challenge Rubrics: Example from West Windsor-Plainsboro, NJ

Sample scoring tools:

DBQ Rubric
MATH_RUBRIC_2_5
Avon Writing Rubrics Aligned Grade 7.docx.pdf copy

Reflection after PreCalculus Test

1. What was your approach when taking the test?
   • Did you do it in order?
   • Did you scan for questions that were easy or hard?
   • Did you see any pattern on the test?
2. Look for a pattern in your perception of difficulty on the test with the correctness of your answers.

1. • What, if anything, do you notice about your perception compared to your performance?
   • How did your concern about remaining time factor in your perception of difficulty?
   • How did your concern about remaining time factor in your performance?

3. Now, go searching for similar patterns in your homework.

1. • Were the patterns on the test consistent with your performance in the homework?
   • What do you notice about how you are approaching problems?
   • What behaviors do you use when things seem difficult?
   • What behaviors do you ease up on when things seem easy?

4. Reflect overall on where you are right now as a mathematician, and see if you can uncover how you work right now based on the first unit.

1. • What behaviors/strategies did you uncover that are working for you?
   • What behaviors/strategies did you uncover that are areas of concern
   • What content do you feel that you mastered?
   • What content do you feel that you need more growth in?

5. What is the one single thing you can do next to improve your performance in Unit 2. Be specific (NOT… I should study more…)?

Student 1 - Reflection Form for Precalculus
Student 2 - Reflection Form for Precalculus

Student Self-Assessment

• Learner Self-Monitoring Tool- Formative Assessment-Grade 1
• Learner Self-Monitoring Tool- Sample Info-Writing 
• Learner Self-Monitoring Tool- Sample Algebra 

Digital Portfolios

• Sample from Carlene from First Grade to Senior Year 
• Student Created Portfolio: High School Senior from Lima, Peru

 

Thursday AM Session: Four Attributes to Coach for in Students

A primary aim of schooling is for students to become self-directed learners who know how to manage themselves in a variety of situations. By helping students learn about themselves, we help them build the capacity to make wise decisions and navigate a turbulent and rapidly changing world. This session will explore the four defining attributes of personalized learning, each of which can be used as a filter to examine existing classroom practices or construct new ones.

Resources

Click here for slides.

attribute-printouts-students

Student Blog Post: It’s all about the habits

 

 

Thursday PM Session: Personalizing Learning with Habits of Mind

How do we begin to transform our curriculum, assessment, and instructional practices with students? This afternoon session introduces the metaphor of an audio sounding board to engineer increasing student participation in the design and development of their learning experiences. For each component, the teacher can turn the volume up or down, amplifying or reducing the amount of student agency as the teacher and students begin to feel more comfortable with student self-direction.

Resources

Click here for TodaysMeet transcript.

Click here for slides.

Ed Leadership Article March 2017: OrchestratingtheMove_Kallick&Zmuda

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Click here for Curriculum21 Clearinghouse

What It Looks Like in Practice

Resources:

Website: Reinventing 3rd Grade; Douglas County, Colorado

 

STEM teachers Brian Walach (math) and Dr. Sarah Goldin (science) highlight Greenwich High School’s Innovation Lab, currently wrapping up its inaugural year. The personalized learning program combines classroom lessons with hands-on projects to elevate student learning in English, math, science, and social studies.

Research Writing Example