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Personalize Learning (#plearnchat)
What pathways are being designed in today's schools to personalize the learning experience?
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Scooped by Kathleen McClaskey
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Learners NOT Students!

Learners NOT Students! | Personalize Learning (#plearnchat) | Scoop.it
The term "student" was defined in the middle ages. It is time to rethink what that implies and redefine the learner.
Kathleen McClaskey's insight:

All of us are learners. Think about it. We were born curious and open to learning or we wouldn't walk or talk. It's just how each of us were made. Learning is part of us. We were not born students-- we were born learners. Our first experiences of learning was through play and discovery.

 

A learner...

>> develops their own learning goals.

>> monitors their progress in meeting their goals.

>> has a purpose or interest to learn something.

>> asks questions.seeks information.

>> finds ways to collaborate with others.

>> wants to know something because they want to know it -- not for a grade.

>> is curious about life and never stops learning.

 

Rethink what the term "student" implies.

All the references to student that we could find represent someone who studies or is being taught as part of an institution.

 

What are your thoughts about using the term "learner" instead of "student"?

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Monica S Mcfeeters's curator insight, April 22, 2013 4:35 PM

This is so very true. People develop a real meaningful reason for learning or the learning will have much less staying power. I love what this article points out. Teacher's function best if they provide guidance for the process and monitor success.

Thomas C. Thompson's curator insight, April 26, 2013 2:53 PM

I like the debate this could start in my classroom!

Meri Walker's comment, May 1, 2013 3:40 PM
It's been so long since I could call anyone a "student" with a straight face. I call people participants and learners... because the "student" label means I'm a "teacher" and I'm not...I'm a learner, too.
Scooped by Kathleen McClaskey
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In Pursuit of Personalized Learning

In Pursuit of Personalized Learning | Personalize Learning (#plearnchat) | Scoop.it

The complex needs of our 21st century learners are driving our education systems to a new focus on personalized learning. Articles, videos and blogs with impressive examples of personalized learning are flooding the media. Many examples involve uses of technology that amaze and motivate us to move forward in that direction, but what can we do in the meantime? Are there basic shifts in focus we can take to move us forward without weeks of PD or specialized training?

 

The four descriptions in this blog help to clarify PL and identify some strategies that foster this preferred way of learning. These strategies are already evident in our classrooms and with more emphasis can be used as a springboard to greater personalized learning opportunities.

 

1. "Teaching students HOW to think instead of WHAT to think"

2. "Opening the door to Choices"

3. "Creating collaborative cultures"

4. "Showcasing the Learning Process"

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Rescooped by Kathleen McClaskey from UDL - Universal Design for Learning
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The Student Voice – "I learn best in class when…”

The Student Voice – "I learn best in class when…” | Personalize Learning (#plearnchat) | Scoop.it

After reading these student responses and reviewing the graph on how students learn best, it became evident the need to apply the principles of UDL in our instruction.  Listen closely and learn!

 

"In our continuing look at what works and doesn't work for students, based on our 7300+ student survey reponses, we consider their answer to the prompt: I learn best in class when...

There are few real surprises in the findings: they learn best when there is hands-on experience, lots of examples, discussion, order, visual aids. But have a look at the patterns. More specifically, as you read these, ask yourself: Which of these form a consistent pattern of common-sense best practice? However: Which of these answers in general conflict with one another? In other words, we have below some important evidence of an easily-overlooked fact: what works for some people does not work for others. So, as professionals we have an obligation to factor that need for varied and differentiated learning into our plans." - Grant Wiggins

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