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Personalized learning plan

Callie Sanders

Essential Conditions

Essential Conditions

there are nine essesntial condition that must be in place in order to successfully implement personalized learning (lokey-vage & stephens, 2018, p.9). These conditions may not be met all at once, and several are beyond the realm of control of the educator. I would like to focus on several that are within my scope of practice.

Executive Function

This term refers to the ability of students to dictate or monitor their own behavior. These skills must be taught to students so that they are able to manage themselves in a personalized learning environment. The teacher can not realistically manage all of the behaviors and successfully implement personalized learning.

Executive Function

strategies

strategies

-Provide Time to Organize - provide time for students to get their materials together once or twice a week.

-Use Checklists - give checklists for task completion and have them set checklist goals

-Keep your classroom organized-an organized classroom promotes organized students and makes materials accessible

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Growth Mindset

Growth Mindset

In a personalized learning environment, there are no failures. Students are on a learning journey where they will experience growth and have the opportunity to revise and focus on personal goals. They must be supported in developing a mindset of growth and progress.

strategies

Strategies

-Change Students' Inner Voice- review options that students can say to themselves to help replace their fixed mindset

-Maintain Success Files- each student has a folder where they add examples of success each day.

-Share Stories of Overcoming Obstacles- share personal examples or examples from others who have overcome obstacles and benefit from practical optimism.

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Learner choice and voice

Personalized learning requires that students not only choose their path to mastery, but express their needs as students. They must express their choice of mastery task and use their voice when co-planning with their teacher and working with peers.

Learner Choice and Voice

strategies

strategies

-Flexible Seating- students have seating options based on necessary assistance, and/or comfort

-Student Choice of Pathway to Mastery-allow students to choose the path that they will take to learn content and demonstrate mastery

-Co-planning Sessions- student and teacher co-planning sessions occur regularly with the student taking the lead and the teacher offering just right support

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Goals

With the help of my planning team, I will implement a personalized learning environment in my classroom by the end of the 2018-2019 school year.

Goals

classroom readiness

My classroom is reasonably ready to transition to personalized learning. We are a 1:1 school, equipped with Chromebooks. This is of great assistance when students are choosing their path toward mastery. I already have several flexible seating options available, and my students work to develop growth mindset as part of our morning meeting.

classroom readiness

barriers

Barriers

-Space and mobility of furniture may be a problem as our classrooms are small

-management of time to hold the many co-planning sessions

-school policy requires certain common assessments

-content is madated by the state standards

-elementary students have limited executive function

-quantity of standards required to be taught inhibits the time spent teaching them, limiting mastery learning

Action Plan

Actionable steps toward a personalized

learning classroom.

Action Plan

I will help students develop

a growth mindset

1

August I will utilize growth mindset activities during morning meeting to establish our mindset from the beginning of the school year. These activities will continue sporadically throughout the year.

September-May: Students will organize and reflect on their own personal success folder. These folder will serve as a celebration of successes

-January-May: I will introduce peer mentors in the classroom. Peer leaders will have the opportunity to coach and support their classmates

I will provide flexible seating.

-August-October: a variety of seating options will be gradually introduced. The guidelines for using each type of seat will be reviewed.

-October to May: students will have a choice of where they sit each week. Students will rotate through different seating options.

-September-May: students will be given a variety of seating options based on their learning needs during given tasks or times of the day. Students will sit in the area that best supports their learning.

2

i will provide more choice for my learners

3

-August-October: Traditional teacher-centered classroom - the teacher teaches and determines student needs for choice and voice

-October-December: Teacher-centered with student choice and voice-the teacher provides more flexibility in task design for students to show mastery

-January-March: Learner-centered with teacher and learner co-designers-the learners are able to co-design the curriculum and learning environment with the teacher

-March-May: Learner-driven with teacher and learners as partners - students have the knowledge and skills to drive their learning based on their teacher, peers, and community

Based on Bray & McCluskey, 2014

i will give students a voice in their learning

-August-September: Community building activities will allow students to feel more comfortable with their teacher and peers. This relationship is important so students are comfortable voicing their learning needs.

-September-February: students co-plan with the teacher to determine next steps in mastery and decide learning pathway

-February-May: students co-plan with peers and share with the teacher their plan for mastery and pathway for learning. Peer feedback will support learning and work in conjuction with teacher feedback.

4

i will support development of executive

function and responsibility

5

-August-October: establish and practice routines and procedures so that all students understand classroom processes

-October-May: gradually release responsibility to students with the use of visuals and checklists. Students will have time each week to review their pace and task progress and to set goals for the upcoming days.

Resources

-Almeida, D., (2017). 4 Tech-free ways to personalize learning in your classroom. Retrieved from https://www.edsurge.com/news/2017-07-13-4-tech-free-ways-to-personalize-learning-in-your-classroom

Bray, B., McCluskey, K. (2014). Building personalized learning environments. Retrieved from http://www.advanc-ed.org/source/building-personalized-learning-environments.

DePasquale, J. (2017). Strategies to build executive functioning skills, part 1. Retrieved from https://www.scholastic.com/teachers/blog-posts/john-depasquale/2017/Strategies-to-Build-Executive-Functioning-Skills-Part-1/

Resources

Dweck, C. (2015). Carol Dweck revisits 'growth mindset.' Retrieved from https://www.edweek.org/ew/articles/2015/09/23/carol-dweck-revisits-the-growth-mindset.html.

Educational Leadership. (2017). Tell me about.../A personalized-learning challenge. Retrieved from http://www.ascd.org/publications/educational_leadership/mar17/vol74/num06/A_Personalized-Learning_Challenge.aspx

Edutopia. (2017). Flexible classrooms: Making space for personalized learning. Retrieved from https://www.youtube.com/watch?v=jQkL5efkViw.

Lokey-Vega, A., Stephens, S. (2018). A vision for personalized learning in Georgia k-12 schools. Retrieved from http://bagwell.kennesaw.edu/files/1115/1552/2018/Personalized_Learning_Vision_for_Georgia.pdf.

Resources Continued

Wilson, D., Conyers, M. (2017). Helping stuggling students build a growth mindset. Retrieved from https://www.edutopia.org/article/helping-struggling-students-build-growth-mindset-donna-wilson-marcus-conyers.

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