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Personalized Learning for All Ages

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Aaryn Faust

on 19 April 2016

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Transcript of Personalized Learning for All Ages

Why Personalize?
Personalized learning is the result of the work
of "Distinguished" educators within the Danielson Model:

Setting Instructional Outcomes
Distinguished
: "Outcomes are differentiated to encourage individual students to take educational risks."

Designing Student Assessments
Distinguished
: "Students are actively involved in collecting information from formative assessments and provide input."

Using Assessment in Instruction
Distinguished
: "Students monitor their own understanding, either on their own initiative or as a result of tasks set by the teacher."


Isn't this just differentiation?
Our Journey
Differentiation:
Teacher choice / Teacher led lessons
RTI: Intervention and Enrichment blocks
Gradual Release of Responsibility


Individualization:
Student choice / Teacher-led
Blended Classes
Self-Paced
Flipped Learning
Acceleration


Personalization:
Student Led / Student choice
Goal Setting using Tiered Formative Assessments
Project Based Learning Course at the HS
Joined CESA 1 Personalized Learning Institute
Site Visit
District Inservice
Middle School Examples
High School Examples
GOAL!
Personalized Learning for All Ages
Kiel Area School District
Questions?
Differentiation: (GOOD)
Teacher choice/Teacher Led

Instruction tailored to the learning preferences of different learners
Learning goals are the same for all students
Method of approach varies for each student based on what research has shown works best for that student
Individualization: (BETTER)
Student Choice / Teacher Led

Instruction paced for the learning needs of different learners
Students can progress through material at their own pace
Learning goals are the same for all students
Personalization: (BEST)
Student Led / Student Choice

Instruction that is paced to learning needs
Tailored to learning preferences
Tailored to the specific interests of different learners
Learning objectives and content vary
Encompasses differentiation and individualization
The key to personalized learning is making it relevant
Self-Paced
1/2 Way Check in: students who wanted to continue in this format
Quarter 4: 66% / Quarter 1: 63% / Quarter 2: 85%

End of course Check in:
Quarter 4: 73% / Quarter 1: 85% / Quarter 2: 90% wanted to continue in the format!

5th Grade Remarks:
"Traditional is boring"
"I don't have to wait to learn"
"The teacher can help us more in this format"
"I like self paced because it doesn't put as much pressure on you knowing you can work on it anywhere."
"It's more relaxed and less stressful"
"I like self paced because I always work or read ahead. And if you are slower at it you don't have to hurry and just get it done instead of actually understanding the skill."
"I like self-paced then everyone can move at their own speed and also if you want a good grade you have to learn to be responsible to get all the skills done."
Flipped Math
52% would prefer to continue in a flipped format if it was offered

Student comments showed that students recognized their need to work harder or pay more attention, and that they were not as engaged as they knew they should be

Their suggestions:
Create shorter videos so they can process information in little bits
Have a longer class period where they can work with the teacher
Multimedia
Increased Student Engagement
"When learners have a voice in how they learn, and a choice in how they engage with content and express what they know, they are more motivated to want to learn and own their learning."

-Bray and McClaskey
Global Progress

If we don't change, we are

dead because there are more opportunities than ever before for people to learn outside of schools.

- Jon Tanner,
Director of Technology, Oregon School District
District Strategic Plan:

Ensure all students receive a personalized, comprehensive, future-focused education
where students are empowered to become
leaders in their learning.

Contact Information:

Aaryn Faust - K-12 Technology Integration Specialist
afaust@kiel.k12.wi.us

Andria Peterson - K-12 Gifted and Talented Coordinator
apeterson@kiel.k12.wi.us

Shelly Schueller - Kindergarten Teacher
sschueller@kiel.k12.wi.us

Dr. Deb Sixel - K-12 Director of Curriculum and Assessment
dsixel@kiel.k12.wi.us
Educator Effectiveness: Professional Growth
Now:
- Students choose stations
- Students choose who to work with
- Students choose skills/goals to work on
Learning Inventories
Image courtesy of: www.freedigitalphotos.net
Sources

Bailey, Kim, and Chris Jakicic. Common Formative Assessment: A Toolkit for Professional Learning Communities at WorkTM. Bloomington, IN: Solution Tree, 2012. Print.

Dimich Vagle, Nicole. Design in 5: Essential Phases to Create Engaging Assessment Practice. Bloomington, IN: Solution Tree, 2015. Print.

Eggbrecht, Rochelle, and Andrew Mulloy. "Packing a Punch: Designing Formative Assessments That Increase Student Learning in Our Assessment Practices." WASCD Highlighter Fall (2014): n. pag. Print.

"Personalized Learning - CESA 1." Personalized Learning - CESA 1. N.p., n.d. Web. 25 Sept. 2014.

"U.S. Department of Education." U.S. Department of Education. N.p., n.d. Web. 23 Sept. 2014.
In the past:
- Teacher rotated groups through stations
- Teacher grouped students
- Teacher assigned skills to work on
Changing Station Time
in Kindergarten
What does this look like?
Goal Setting
Student Assessment:
Proficiency based, performance tasks
Student Communication
Tools
Flipped Math
What does this look like?
Project Based Learning
Was it worth it?
YES!
PL in Writing Workshop
What do math stations look like now?
Plans for the Future
Getting Started
Reflect on current practices and what wasn't working for students
Inspiration - SLATE conference
Determine Power Standards and sub-skills
Reflect on student's current abilities and knowledge
Technology
Time management
Organization
Leap of Faith
Put the plan into action: Be prepared to be flexible and revise on the spot
Adjust as necessary:
goal setting-added later
paper communication trail - student not ready for all digital
video scaffolding - needed to be taught explicitly how to watch to learn
pacing guide - needed more support to plan their time

Aaryn Faust - K-12 Technology Integration Specialist
Andria Peterson - K-12 Gifted and Talented Coordinator
Shelly Schueller - Kindergarten Teacher
Becky Born- Kindergarten Teacher
Sandra Weber- Kindergarten Teacher
Kate Thibeault- High School Social Studies Teacher
Michele Otte- High School Social Studies Teacher

"Mrs. Schueller, when can I write my words for you so I can meet my goal?!"

"Brady, you just wrote your goal yesterday, so we will probably write your words again in a couple of weeks so you can practice."

"But, I know my words
already!"

"Ok, let's do it today."
Tiered Formative
Assessments
Rochelle Eggbrecht and Andrew Malloy
Hortonville Area School District
Resources for Creating Tiered Formative Assessments
Common Formative Assessment: A Toolkit for Professional Learning Communities at Work
Kim Bailey & Chris Jakicic
Design in 5: Essential Phases to Create Engaging Assessment Practice
Nicole Dimich Vagle
Design a business logo and website design for a business
Psychology experiment on students and reading
Sociology anthropology study on divorce across cultures
Video Game Design--single platform and beyond
Restore a Jeep engine
Design a go cart
Train for a triathlon
Developed a home automation and programmed a remote through cell phone
Cheese making
Floral shop creation and design
Creation and publishing of a novella
Design a business
Landscaping
Bait and Gun
Coffee shop
Teacher development
Design a community garden
Design, composition, and performance of an original piece
Performance of different 5 genres of music including German and Italian opera
Project Based Learning
Past Project Examples
Changes Based on Learning Preferences
Students choose goals to work on and
how
to work on them based on learning preferences:
Writing
Computers
iPads

Games
Projects
Movement
How does the process work?
1. Students are assessed on math and literacy grade level standards using formative assessments and common assessments.

2. Students graph their data.
Personalized Learning
in Reading Workshop
Students set goals to work on based on CC standards.
Students create projects and/or videos to demonstrate understanding of reading standards using books at their reading levels.
PL in Writing Workshop
Personalized Learning
at the Elementary Level
What do literacy stations look like now?
Students graph their progress in writing using a rubric and graph. They work to improve their writing by editing their current piece or working on these areas in the next piece of writing.
Kindergarten Project on Main Idea and Details
2nd Grade
Project on Nonfiction Text Features
Personalized Learning
in Reading Workshop
Students study the same standard or skill. After learning more about it, they are given the chance to develop their own projects to demonstrate their learning using:

Art supplies
Writing supplies
Computer programs:
Kidpix
Kidspiration
iPad Apps
Doodle Buddy
Raz-kids
Video recordings
iMovie
ShowMe
The purpose of this was to try to get students to think about
how
they like to learn. We have noticed students make different choices on different days. They don't always like to learn in the same way from day to day.
Using Nureva Troove Digital Portfolio
Students can:
share projects with teachers, peers, and families
record personal and academic goals
comment on a peer's work and get ideas on how to expand their learning

Teachers can:
link projects to the CC Standards
grade projects using rubrics
provide feedback to students
2nd grade teacher's account:
These are things we are just trying. There are many ways to personalize learning!
We developed goal sheets based on our literacy & math standards. Students graph their growth. They can visualize their progress, and they understand their learning on a deeper level than before.
Students find activities geared toward their goals in
any
bucket, on iPads or on computer Symbaloos. Students provide
feedback
on activities so the teacher can adjust the learning environment to help them meet their goals.
What do these areas look like?
Students can work alongside each other on their goals using the same materials.

If materials are limited, we take turns
(ex: iPads).

When students have reached their goal, they take home a "goal met" card. Their new goal is listed on the back.
We provide this time for students to work toward their literacy and math goals.
iPads:
One student is working on reading CVC words and the other on reading capital letters using iPad apps. To help students be more independent, they use books that show them which apps will help them meet their goals.
Projects
: One student is working on high frequency words and the others are working on consonant blends.
(previously called OpenSchool)
https://troove.nureva.com
These students are choosing their own math stations and skills to work on in the classroom.
This student chose to edit his work so his graph would "go all the way to the top".
Using Nureva Troove Digital Portfolio
CC Standard
Student's project
# of students who submitted their projects
Using Nureva Troove Digital Portfolio
What does this look like?
Students' goals are posted in the classroom. This display changes frequently as students meet their goals. It helps the teacher and students keep track of their goals for each subject.
Students keep track of the goals they have met for the year.
Students' goal met cards are posted in the classroom.
Students post their projects
Peers and the teacher can provide feedback
Used Raz-kids, DoodleBuddy app, & iMovie
Symbaloos are a great tool to organize games to help students practice skills to reach their goal. We created a math and literacy Symabloo that students can also access at home to practice skills.
These students are choosing their own literacy stations and skills to work on in the classroom.
4. Students are reassessed to check their progress!
3. Students look at their graphs and pick a goal to work on for both math and literacy.
Green = proficiency demonstrated, Yellow = work in progress, White = no evidence yet
Students watch video tutorials as homework and
complete the traditional "homework" practice problems in class where the teacher or peers can better assist with questions or provide more immediate feedback
Elmbrook Site Visit: District Google Doc of Notes, Videos and Pictures
https://docs.google.com/a/kiel.k12.wi.us/document/d/1tG7dSBuWDzbxF5DgthowY_Gt3OUyHtRr8xlKck_Wi9w/edit?usp=sharing

Elmbrook Site Visit: elementary Google Doc of Notes, Videos and Pictures
https://docs.google.com/a/kiel.k12.wi.us/document/d/1l_obs_Uah85aas2a1Hr75TzcyC6dxtNPk6emYp5kjOw/edit?usp=sharing
Middle School students tracking their own goals and progress using Learning Maps.
DOK
Google Classroom as a tool for organizing Learning Maps
How do you manage the assessment part?
We graph the students' growth since the previous week and do any 1-on-1 or small group teaching (for students with the same goal) to help students meet their goals.

Students are split up into Days of the Week groups. (They know they will meet with me on their goals on their day of the week during math or literacy station time.)
Some weeks are "testing" weeks where we take a break from meeting on goals and focus on other common assessments or small group teaching.
Link to 2nd grade video:

https://drive.google.com/a/kiel.k12.wi.us/file/d/0B4fopYRYVli0OUFJTmJmc1B2Ymc/view?usp=sharing
Full transcript