The Institute @ CESA #1 recently published an update of their Honeycomb Model title "Personalized Learning Elements" along with a matrix which compares legacy and personalized practices for each of the elements.
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What pathways are being designed in today's schools to personalize the learning experience?
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Kathleen McClaskey
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Scooped by Kathleen McClaskey onto Personalize Learning (#plearnchat) |
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The 5 W’s are the What, Who, Where, Why, and Wow to Personalize Learning. Learn what is and what is not personalized learning, learn how learners learn best, walk through the Three Stages of Personalized Learning Environments, understand how teacher and learner roles will change, and how to use assessment AS learning.
Kathleen McClaskey's insight:
The 5 W's of Personalized Learning begins on May 8th and will provide teachers, coaches, and administrators the what, who, where, why, and wow of personalizing learning with the opportunity for participants to learn how they can personalize learning and collaborate in the Community of Practice with teachers from all over the world.
Lisa Treml Welch's comment,
April 16, 7:13 AM
I am taking the course right now and can't tell you how much it has made me think much deeper into my practice and how though I am familiar with and use personalized learning in my room, there is so much more to learn and grow from. This course is well worth the time and provides great collaboration!
Audrey's comment,
April 17, 8:35 PM
I would like to take part in the next course as I need to learn new ways of handling the amount of new research that I have to learn for tutoring, teaching and writing my lesson booklets.
Kathleen McClaskey's comment,
April 17, 8:47 PM
Audrey- We look forward to your participation with teachers from Australia and Spain.
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"We hear often of the "high expectations" schools must have of and for their students, yet we seldom hear of the expectations students have of their schools."
Kathleen McClaskey's insight:
Learners' expectations constitute the new "rules of engagement" in the relationship that young people want with their schools. Consider these expectations and then have an open dialogue on how you can create "learner-centered" environments where these expectations could be realized for the learners in your school. 
Vicki Butler's curator insight,
May 14, 11:58 AM
Just had this discussion with a dear friend in his late 70's. Thanks for posting this! 
Lou Salza's curator insight,
May 15, 11:13 AM
I liked this. It was an opportunity for me to listen to the learner point of view. The 10 expectations are relevant at any level but these are particularly important at the secondary and college level in my view. These expectations also speak to how on line and blended learning environments will or will not connect to learners. well worth 4 minutes!-Lou
Excerpt from the decription on YouTube:" We hear often of the "high expectations" schools must have of and for their students, yet we seldom hear of the expectations students have of their schools. Students' expectations constitute the new "rules of engagement" in the relationship that young people want with their schools." Delete the scoop?
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Dave Truss, Vice Principal and Lead Administrator of the Inquiry Hub in Vancouver, shared how inquiry around topics builds communities of learners.
Kathleen McClaskey's insight:
Don't miss this project that was designed by learners at The Inquiry Hub. The back story is that the learners wrote a grant so they could design and built this community garden. Here are some insights into The Inquiry Hub.
"The structure of the Inquiry Hub is around topics. In the morning, the teachers and learners start off with a topical workshop. Then the learners work on online courses guided by their teachers. In the afternoon they work on their inquiry project individually and/or collaboratively. Dave shared a topic that took a life of its own: The Green Inquiry Project where Shauna, Sophia, and Hanna wrote and received a wildlife grant as part of their environmental sustainability group."
Vicki Butler's curator insight,
May 1, 11:58 AM
This is a a wonderful program: check out Kathleen's notes Don't miss this project that was designed by learners at The Inquiry Hub. The back story is that the learners wrote a grant so they could design and built this community garden. Here are some insights into The Inquiry Hub.
"The structure of the Inquiry Hub is around topics. In the morning, the teachers and learners start off with a topical workshop. Then the learners work on online courses guided by their teachers. In the afternoon they work on their inquiry project individually and/or collaboratively. Dave shared a topic that took a life of its own: The Green Inquiry Project where Shauna, Sophia, and Hanna wrote and received a wildlife grant as part of their environmental sustainability group." 
Carol Koechlin's curator insight,
May 2, 10:03 AM
Great model that could be replicated in the Learning Commons to empower students to own their inquiry. Delete the scoop?
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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.
What are your thoughts about using the term "learner" instead of "student"? 
Monica S Mcfeeters's curator insight,
April 22, 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, 2:53 PM
I like the debate this could start in my classroom! 
Meri Walker's comment,
May 1, 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.
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Personalized learning is not about technology and data; it is about the learner owning their learning and transforming how we teach and learn.
Kathleen McClaskey's insight:
Why is the focus in education becoming all about technology tracking data? Tracking data is being framed around "personalized learning" or "personalized education" as a new educational reform movement. This is not new or revolutionary. Personalized learning is not about customization, adapting curriculum, personalizing education or personalizing instruction. Personalizing learning is not about reform. It is about transforming our current educational system. Delete the scoop?
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"When teacher and learner roles changes, the system is transformed not reformed. Transforming a system that is over 120 years old will take time and careful planning."
Kathleen McClaskey's insight:
Personalize learning is about transforming education not reforming! Discover our tools, report and the journeys in this newsletter that can help frame this discussion. 
Barbara Bray's curator insight,
April 2, 9:35 AM
Read the latest Personalize Learning Newsletter with stories and journeys from educators around the world. Discover new tools, reports, and charts that you can download for free. Delete the scoop?
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8th Grade learners from Mid-Pacific Institute in Honolulu created a music video as part of a global collaborative project.
"Their water song project was a self-directed project based on students’ passions. It was done entirely outside of class time… before school, lunch, after school, weekends and vacations."
Kathleen McClaskey's insight:
The expert learners from Mid-Pacific Institute collaborated on a global water project where they were driven by their passion, goals and dreams. Kai, one of these expert learners expressed it in this way:
"One of the major points about the Water project is that it was completely drawn and lead by our dreams, goals and passions. We, as students and as individuals, created this project and with help of a few truly remarkable, incredible people, we have been given the opportunity to reach our dreams, find our passions and pursue our goals. One thing stands alone everywhere you look. There's the famous, the rich, and the important. It all started with a passion. Everything can be achieved with passion, opportunity and drive. You make your own destiny." Kai Delete the scoop?
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Sarah Downing-Ford is a 7th grade middle school teacher in Maine who shares how her learners unpack standards and assess their own work.
Kathleen McClaskey's insight:
Sarah share the lessons that she has learned in creating a learner-centered environment where her learners assess their own work and the work of their peers. Here is the question we asked and her response of what she called her "Top Ten".
What have you learned and what changes have you made from your initial steps?
"I have learned a lot in the past four years. Here is a top ten of what I have learned: 10. Don’t underestimate the abilities/flexibility of students. Delete the scoop?
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New Revised Version of Personalization vs Differentiation vs Individualization (PDI) Chart (2013)
Kathleen McClaskey's insight:
It has been 14 months since we initially published the PDI Chart that has been downloaded tens of thousands of times around the world. We heard from educators from all corners of the planet including Australia, New Zealand, Brazil, England, France, Ukraine, China, India, Canada and the United States where they shared how they are using this chart. We learned that this chart has been helpful in having educators and parents gain an understanding of these differences. We appreciate the stories and the thoughtful feedback that we received.
Personalized Learning Chart v2 (2013) by Barbara Bray & Kathleen McClaskey is licensed under a CreativeCommonsAttribution-NonCommercial-NoDerivs 3.0 UnportedLicense.
Share this far and wide! 
Katrin Becker's curator insight,
March 6, 10:55 AM
Games are well positioned to supprt the personalization. 
Angela Rupert's curator insight,
March 18, 10:56 AM
Love this chart, I need to print this and stare at it every day when designing blended learning! Thank you for the share!! Delete the scoop?
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Learner-Centered education is happening at Williams Elementary School, Oakland, Maine! "I think the energy and the excitement they have about the choice in their learning is motivational to them. They can see what the standards are, but then they understand that they have an element of choice in how they're going to demonstrate their learning."
Kathleen McClaskey's insight:
Valerie Glueck and Shelley Moody, 4th grade teachers at at Williams Elementary School in Oakland, Maine explain how they unpack the standards with their learners and how learners monitor their own progress. Here is pointed comment that tells a story about how these learners have ownership to their learning: "But it's so neat when after a couple of days of unpacking the learning targets, we say, "Ok, so what are we working on?" And hands go up, "Oh, I know exactly what we're working on. We're adding and subtracting fractions with like demoninators today, Mrs. Glueck." "Yes, that's great. And how are you going to show me that you're proficient"?" and, generally, they can articulate that." Thank you Valerie and Shelley for sharing your learner-centered experiences! Delete the scoop?
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"It's HOW the technology is being used, rather than WHAT technology is being used that leads to personalized learning."
Kathleen McClaskey's insight:
I must agree with Maggie on that 1:1 programs can support a personalized learning environment. I would add that in a personalized learning environment, helping learners develop the skills so that they can choose and use the technology for a task is key to help them become self-directed and independent. In an effective 1:1 program, each learner would have their own set of tools and apps to support their learning. 
Diana Petschauer's curator insight,
February 17, 6:50 PM
Maggie and Kathleen express my perspectives as well; phemonal blog and insight! It is difficult for me to assist a school and hear them say they have chosen to only adopt google apps or iPad apps, or have chosen between Apple or Android, or Mac rather than Windows...this stifles learning opportunities in many ways. Just as adults have learning prefernces and technology preferences (for work and personal use), our students can learn to make the same self-assessments about their own learning, and choose technology that works best for them and helps them succeed in school. Delete the scoop?
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Ben Kestner studied flute at the London College of music and in Berlin with Andreas Blau and after spending time playing and teaching he pursued a career in education. He is currently Middle School Principal at St. John's International School in Belgium. He believes that we need to push the reset button when we talk about the future of education and start again.
Kathleen McClaskey's insight:
After listening to this TED Talk from Ben Kestner, it validated the real reasons why we should personalize learning. He boldly states that "technology, school and community need to converge as ONE". He sees that learning needs to be related to the learners world where they can explore it more deeply, take action and make mistakes. I could not agree more. How do we begin to turn education on it's heels and create a culture shift? Chime in after you listen to this TED Talk and look for Personalize Learning's interview with Ben. Delete the scoop?
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Shelley Wright, High School teacher and Consultant in Canada, shares the process on how learners can own their learning.
"As my students worked with me to invent our own version of student-centred learning, we realized that the three questions every student in our classroom had to answer were: What are you going to learn? How are you going to learn it? How are you going to show me your learning? This became our mantra — our framework for learning. This is what it means to give students control over their education.”
Kathleen McClaskey's insight:
Shelley shared with us how she and her students have changed since she changed her teacher role and let go so her students took responsibility for their learning. Giving ownership of learning back to the learner became her focus when creating learner-centered personalized learning environments. Discover how she saw her role changing in this thought provoking blog. 
Angie Tarasoff's curator insight,
January 27, 9:23 PM
What I observed about Wright's process was that she used probe-sense-respond rather than sense-analyze-respond. It seems to me that she recognized that changing to a more student-centred model wasn't a simple or complicated problem that would respond to traditional methods. It's a complex problem where new ways of doing things has to emerge.
Instead, she experimented inentionally, testing to determine what worked, and building from that. A very interesting read. Delete the scoop?
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Response to Intervention (RtI) can target each learner's needs when they need it as they need it.
Kathleen McClaskey's insight:
Instead of waiting until a learner fails, you can target each learner's specific learning needs when they need it as they need it. In fact, in a Personalized Learning Environment, learners own and drive their learning by designing their learning goals with their teacher. The teacher uses interventions based on the learning goals right from the beginning of the learning process. Delete the scoop?
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Personalized learning is becoming more than a "buzz word" -- it is driving conversations. One of our posts, "Learners NOT Students," has taken the conversations where we never thought they would go.
Kathleen McClaskey's insight:
The conversations continue about what is Personalized Learning, transforming learning instead of reforming learning, learners taking ownership of their learning and teachers as partners in learning. We believe our purpose is to share what we learn from you and with you about ideas, resources, research, and from the journeys of educators and learners who are personalizing learning. This newsletter is about the conversations! Delete the scoop?
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ISTE Learning & Leading with Technology (May Issue) features "A Step-by-Step Guide to Personalize Learning".
Kathleen McClaskey's insight:
This Feature Article by Barbara Bray and Kathleen McClaskey provides the background on what is and what is not Personalized Learning, the Stages of Personalized Learning that impacts teacher and learner roles, and the process using the six steps to personalize learning in a Stage One PLE (Personalized Learning Environment). 
Kamakshi Rajagopal's comment,
April 23, 5:08 PM
Hi Kathleen! We are conducting a survey on education-related topics on Scoop.IT at the Open Universiteit in the Netherlands and could really use your help. Would you like to join our experiment? You can sign up here: http://bit.ly/14QR9oa Thanks for your participation!!!
Denise Lombardo's curator insight,
April 29, 11:55 PM
Great article - makes clear the difference between differentiation, individualisation and personalisation - and also clearly lays out some ways to gradually lead your students - and your teaching - towards more personalised approaches for your students. Great framework for those keen on potential of PBL/Design Thinking but wanting to know how to get from where they are now to where they want their class/students to be. Delete the scoop?
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Ben Kestner, Middle School Principal at St. John's International School in Belgium, shares how to personalize learning.
Kathleen McClaskey's insight:
Ben shared the curriculum that is experiential, learner-focused and based on these 7 MS competencies:
>> Self-Assessor: in health, mind, spirituality and organization >> Contributor: through empathy and understanding; making a difference to the surrounding world >> Creator: being an innovator, designer and maker of new things >> Communicator: with compassion through oral, written, visual, musical, non-verbal and dance. >> Collaborator: team member, leading and negotiating, sharing >> Explorer: showing curiosity, taking risks and experimenting >> Thinker: creative, critical, analytical, broad minded
They came up with the 3 Big Ideas last year. For one week three times during the year, there are themes where learners self-direct their learning.
Vicki Butler's comment,
May 1, 12:03 PM
These competencies remind me of Gardner's 5 Minds for the Future.
Vicki Butler's curator insight,
May 1, 12:04 PM
These competencies are reflective of Gardner's 5 Minds for the Future and borrowing from Kathleen McClaskey's insights: Kathleen McClaskey's insight:Ben shared the curriculum that is experiential, learner-focused and based on these 7 MS competencies:
>> Self-Assessor: in health, mind, spirituality and organization >> Contributor: through empathy and understanding; making a difference to the surrounding world >> Creator: being an innovator, designer and maker of new things >> Communicator: with compassion through oral, written, visual, musical, non-verbal and dance. >> Collaborator: team member, leading and negotiating, sharing >> Explorer: showing curiosity, taking risks and experimenting >> Thinker: creative, critical, analytical, broad minded
They came up with the 3 Big Ideas last year. For one week three times during the year, there are themes where learners self-direct their learning.
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Read about the K-2 multi-age co-teaching team from Wisconsin and how they personalize learning so learners grow their learning in "The Garden".
Kathleen McClaskey's insight:
We met Lisa and Wanda last year as co-teachers but this year they have added Susie to their K-2 co-teaching team in a personalized learning environment. They call their classroom "The Garden".
Their philosophy is that just like flowers, we all grow differently, in different situations and at different times. And, just like flowers, we bloom! Their B.U.D.S. acronym helps us to remember this:
Learn more about how the learners in "The Garden" are growing, sharing and teaching each other! Delete the scoop?
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Kathleen McClaskey's insight:
This infographic looks closely at the brain and it illustrates just how unique each learner's brain is as it is "shaped by continuous interaction of genetics and experience". They point out the importance of instructional strategies that meet the needs and interests of individual learners and that each learner needs to follow their own learning path to develop mastery. Understanding the neuroscience behind learning is critical if we want to develop effective student-centered learning environments where all learner's can achieve and succeed. 
Tom Perran's curator insight,
March 30, 3:45 PM
This infographic provides the rationale for creating instructional activities centered on the needs of the learner. 
Antonia Rudenstine's curator insight,
April 3, 8:09 AM
This infographic goes along with a paper on the mind and learning...it's a great visual summary. The paper is linked at the bottom of the graphic. Delete the scoop?
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"With the new version of the Personalization vs. Differentiation vs. Individualization Chart published this month, the report has been revised to reflect the changes."
Kathleen McClaskey's insight:
Download the newly revised PDI report and chart from this site. Discover the differences between these three terms and learn what personalization is as it relates to the "learner". Delete the scoop?
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"The Six Steps to Personalize Learning is a hybrid workshop that is on-site and online to help teachers move to a Stage One Personalized Learning Environment."
Kathleen McClaskey's insight:
The Six Steps to Personalize Learning workshop can be personalized for your school, district, or region. We come to you to guide the process. Several of the ideas and strategies in the steps include:
>> Universal Design for Learning >> Class Learning Snapshot >> Personal Learner Profile >> Class Learning Toolkit >> Redesigned learning environments >> A repository of transformed lessons and projects aligned to CCSS >> Inquiry-based strategies >> Skills to choose the appropriate resources and tools to support teaching and learning.
As facilitators, we coach you in person and online as you apply the steps in your classroom. After the workshop is over, you can continue ongoing discussions in an online Community of Practice (the Personalize Learning Collaboratory) with other educators from around the world.
Contact Personalize Learning at personalizelearn@gmail.com Delete the scoop?
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A public high school actually allowed some students to design their own semester and run it themselves.
Kathleen McClaskey's insight:
This video gives you an inside look at what happens when you give the learner ownership to their learning. The Independent Project was so successful at Monument Mountain Regional High School, they did it again and has been duplicated in other schools. This is an example of what a Stage Three personalized learning environment is - learner-driven. (http://www.personalizelearning.com/2012/05/stages-of-personalized-learning.html)
A thank you goes out to Principal Marianne Young who agreed to the Independent Project and the learners who demonstrated to the world what a learner-driven environment is and what it can do for the diverse learner in all of us! Delete the scoop?
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CBAM: Stages of Concern about Personalized Learning provides descriptions and strategies to guide change for each stage.
Kathleen McClaskey's insight:
Change is not easy. If you are considering transforming to personalized learning environments, you may have concerns about the changes you have to do to make this work for you and your learners. If you are a coach or professional developer, you are working with teachers guiding them through the changes they need to do to personalize learning. This chart can help you determine what type of strategies to use to guide change about the following seven stages: 
Karin Gitchel's curator insight,
February 26, 11:40 AM
This model provides a great starting point for addressing the concerns of change inside both the education department and elsewhere. Delete the scoop?
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"If you're a teenage speaker brought in to address a crowd of teachers on the subject of how you and your peers learn best . . . what are you going to say? "I — have no clue," Ned Cephalus nervously says from behind the podium. "I'm just a very average teenage brain"—complete with backpack, zits, and a journal he keeps about school. Yet in this funny and fast-paced "NED talk," Ned knocks out eight powerful conditions of learning that can change everything for students."
Kathleen McClaskey's insight:
What better way to discover how learners learn best but to ask a learner. This graphically engaging and funny video where Ned Cephalus shares the eight powerful conditions of learning gives "food for thought" and should get you thinking about why it may be important to understand how learners learn best. 
Adam Atodl's curator insight,
February 6, 6:48 PM
Funny, but insightfu - and I love these drawing animations :-) 
Andrea Ange's comment,
February 8, 8:03 AM
Kathleen thank you so much! People forget that what we do is for our students! :)
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We agree with George Couros and Will Richardson that 2013 will be the "Year of the Learner." We are seeing a big culture shift around the world to personalize learning for all learners. When learners are given a greater voice in how they learn, they are more motivated and engaged in their learning. When learners have choices in how they prefer to access and engage with content, and then express what they know, they take ownership of their learning. We encourage you to take one action this "Year of the Learner" by encouraging learner voice and choice.
Kathleen McClaskey's insight:
The focus in education for 2013 is The Learner! This newsletter includes news you will want to share with colleagues everywhere. Take a look at what is featured in this January issue:
>> 10 Predicitions for Personalized Learning in 2013 >> Let's Remember the Himan Element: The Learner >> Don't Forget The Other Human Element: The TEacher >> Join in the Conversations @ Persoanlized Learning in LinkedIn >> Special Promotional Offer for "The 5 W's of PL" eCourse >> FREE Pre-Assessment Report and Consultation
Sign up for future newsletters at www.personalizelearning.com (right column). Delete the scoop?
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It is not about learner-centered instruction; it is about the learner owning their learning.
Kathleen McClaskey's insight:
"When the learning starts with the learner, the learner takes responsibility for their learning. The report states that the learner owns their learning, but does not provide evidence how this happens. The teacher, data, and technology guides the learning in the model provided in the report -- not the learner."
Audrey's comment,
January 23, 4:52 PM
To own your learning you must have an internal locus of control. This means that you understand how you learn and why you want to learn a topic. You actively seek to master ways to expand your learning.and do not depend on anyone. You have faith in your abilities; you are committed, confident with no belief in fate or luck.
Marcello Stoll's curator insight,
January 28, 5:24 AM
"When the learning starts with the learner, the learner takes responsibility for their learning. The report states that the learner owns their learning, but does not provide evidence how this happens. The teacher, data, and technology guides the learning in the model provided in the report -- not the learner." Delete the scoop?
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