Personalize Learning (#plearnchat)
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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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Personalized Learning Initiative in Wisconsin | Barbara Bray

Personalized Learning Initiative in Wisconsin | Barbara Bray | Personalize Learning (#plearnchat) | Scoop.it
The Institute @ CESA #1 was established to transform public education in Southeastern Wisconsin into a system that is student-centered and personalized for each learner.

 

Jim Rickabaugh, Director of the Institute @ CESA #1 shares his insights on the process and strategy they have taken to transform public education.  Here is a brief excerpt on their change strategy.

 

Stakeholders involved in personalized learning clamor for the flexibility necessary to truly transform public education into a student-centered environment.

 

Conversations about changing existing structures then begin to take place.These conversations may be difficult because changes to the status quo can be uncomfortable for those involved. However, because the models of innovation were fully explored and tested in the first two phases of change, a solid foundation has been laid. Those involved understand that structural changes are necessary in order to make the vision of getting learning right for all students a reality.

 

Generally it is after structural issues have been addressed that policies are changed, since the strength and purpose of policy is to stabilize a system and practices. In this last phase we will see an innovative system, fully transformed. To help frame the work, the Institute has developed a change strategy to guide our districts as they participate in the Personalized Learning Initiative, based on our honeycomb model. This strategy is based on change in three areas: learning and teaching, relationships and roles; and structures and policies, to be addressed in three subsequent phases.

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Defining Personalization in Education - Learning with no Boundaries

Defining Personalization in Education - Learning with no Boundaries | Personalize Learning (#plearnchat) | Scoop.it

A BC principal shares what personalized learning actually means for students.  He reflects on this graphic:  "I can see how a more personalized system that aims to meet the needs of individual learners may come into conflict with current systems aimed at presenting a predictable, standardized education system that is more representative of a “one-size-fits-all” program."

 

He concludes his post:

 

"To me, a more personalized learning environment will be one that:
> is focused on the student;

> is richly designed around critical thinking;

> incorporates creativity and innovation both in its own design, but also in the design of learning outcomes;

> is flexible enough for students at any age to move at their own pace and to explore topics that might not be formally a part of our curriculum;

> offers students choices in how and when they learn;

> creates and encourages collaborative learning teams."

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Personalised Learning: BCASCD roundtable

Personalised Learning:  BCASCD roundtable | Personalize Learning (#plearnchat) | Scoop.it

Last November, the members of the Metro Vancouver education community met to address the questions around Personalized Learning.  This blog offers a synopsis of the questions and ideas around this important topic.

 

"Four areas around Personalised Learning were discussed, with the intent of creating a working document demonstrating what Personalised Learning may look like at a class, school, district and provincial level. These areas were: stakeholders, structures, general competencies, skills and knowledge, and assessment and reporting. From these discussions, the following ideas emerged."

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Personal Journey to Personalize Learning in Kindergarten | Barbara Bray

Personal Journey to Personalize Learning in Kindergarten | Barbara Bray | Personalize Learning (#plearnchat) | Scoop.it

Lisa Welch and Wanda Richardson are Kindergarten Teachers in Wisconsin who are personalizing learning for their students. They share their story in how they they needed to rethink personalize learning for their students.  Here are they questions they reflected on as they created new learning paths for their students.

 

> "How can you personalize learning for students who are not yet able to read?

> How can you help student’s become independent learners at this young age?

> How can the 4 c’s of 21st Century Learning make their way into everything we do?

> How can we impart that core knowledge that is vital at this age?

 

We don’t have all the answers by any means, but we are certainly finding that we are on an exciting path at this time! Currently, every child in our classroom has a PERSONALIZED Learning Plan. These plans are created according to the child’s interests in learning styles as well as in subject areas. For example, one child is studying the subway and is interested in creating on the computer, math and music/dancing."

 

Thank you Lisa and Wanda for sharing this story!

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Students at the Center - Why Student-Centered Learning?

Students at the Center - Why Student-Centered Learning? | Personalize Learning (#plearnchat) | Scoop.it

Students at the Center is creating a knowledge base on student-centered learning through a set of papers developed by researchers in their specific field of learning.  Here is an excerpt from "Why Student-Centered Learning?"  

 

"Students at the Center explores the role that student-centered approaches can play to deepen learning and prepare young people to meet the demands and engage the opportunities of the 21st century. The papers that launch this project renew attention to the importance of engaging each student in acquiring the skills, knowledge, and expertise needed for success in college and a career. Student-centered approaches to learning, while recognizing that learning is a social activity, pay particular attention to the importance of customizing education to respond to each student’s needs and interests, making use of new tools for doing so."

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It's not personal. It's business. | Barbara Bray - Rethinking Learning

It's not personal. It's business. | Barbara Bray - Rethinking Learning | Personalize Learning (#plearnchat) | Scoop.it
It is not about Personalizing Learning if you adapt curriculum or differentiate instruction. It is how you frame the phrase Personalized Learning that confuses educators.

 

"Personalized learning is all about the learner, how they learn best, taking what they know and using their talents to guide them along their learning path. Adaptive instruction is about using data and designing lessons that ultimately increase student achievement and test scores. Personalized learning is about learners setting their own goals to direct their learning.

 

Adaptive, individualized, and differentiated instruction is teacher-directed instruction. I am not saying that we don’t need the teacher or direct instruction. Teachers need to understand the learners so they develop effective instruction for all learners. Personalized learning means that learners understand how they learn best. It also means that teachers use whatever means and data they can to understand how each of their learners learn best. Then they can develop better instruction for each and every learner in their class.

 

Kathleen McClaskey has shared with me how Universal Design of Learning (UDL) based on neuroscience can be used to design lessons that are intentional and informed to reach the maximum amount of learners in the classroom. Teachers who use UDL understand how they can engage students and provide access to the content in addition to understanding how students can express what they know. This becomes personal from the learners’ perspective. With this type of understanding of each student in the class, a teacher then can be an advisor, guide, and co-learner to help the learner guide their learning path."

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Wrapping Personalized Learning | Barbara Bray

Wrapping Personalized Learning | Barbara Bray | Personalize Learning (#plearnchat) | Scoop.it

Barbara shares her thoughts about the confusion around adaptive courseware being personallized learning.  Let's get personalized learning right this time and not revert back to the adaptive courseware of the past that placed students in front of computers for hours on end to help them fill in the gaps.  Refer to the chart on this page that makes the distinction between personalization, differentiation and individualization.

 

Here are some of Barbara's thoughts on Personalized Learning:

 

"Personalized Learning is about the learner — starts with the learner. It empowers the learner by giving them ownership to their learning. It is not about using tools for the wrong reasons — to increase test scores."

 

Personalized Learning is not direct instruction or using adaptive courseware. Students can do anything and learn anything if you give them the opportunities and challenge them."

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Transformation & Technology - BC Tech Plan: Personalized Learning Tools

Transformation & Technology - BC Tech Plan:  Personalized Learning Tools | Personalize Learning (#plearnchat) | Scoop.it

British Columbia Ministry of Education just released their Transformation and Technology Plan in both an interactive guide and PDF.  Included in this plan is the development of a personalized learning tool support system.

 

Here is the introduction to the plan:  "The transformation of B.C.’s education system has one main goal: improving student success. All our plans, from the BC's Education Plan to this Transformation and Technology Plan, align with that goal and together focus on making sure that we have what we need for the future, as learners, educators and supporters of B.C.’s education system. This Transformation and Technology Plan aligns with the BC Education Plan to support all five pillars of education transformation while focusing on the last pillar: Learning empowered by technology."

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William Brookes School - Personalising Education using Hargreaves' 9 Gateways

William Brookes School - Personalising Education using Hargreaves' 9 Gateways | Personalize Learning (#plearnchat) | Scoop.it

Williams Brookes School has adopted David Hargreaves' nine gateways to personalised learning and have described in detail what those gateways mean in relationship to teaching and learning. 

 

"Nine gateways were identified by David Hargreaves and others working to improve learning in schools over time:
1. incorporating student voice
2. embedding assessment for learning
3. developing learning to learn strategies
4. fully utilising new technologies
5. offering a good choice of curriculum pathways
6. routinely advising and guiding students through effective support structures
7. workforce development
8. mentoring and coaching
9. the organisation and design of the school."

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An Update from Kevin McLaughlin's PL Class - Measurable Improvements

An Update from Kevin McLaughlin's PL Class - Measurable Improvements | Personalize Learning (#plearnchat) | Scoop.it

In January, Kevin was featured in this Scoop.it where he decided to personalize the learning for each student in his class by having them use a Personal Journey (PJ).  He also redesigned his classroom configuration to support this change.  Here are his comments after three weeks in implementing PJ's in his class.

 

"I use a weekly plan which is made up of Literacy and Numeracy targets specifically chosen by me so that the child can work towards these during the week. Every child is given the opportunity to add further targets which they feel will make a difference to their learning. These targets are taken from the Year 4 EoY targets for both Literacy and Numeracy. Children also have the opportunity to create their own ‘Most Important’ target for that week and a Personal Journey (PJ) which is Project Based Learning.

 

I have noted distinct and measurable improvements in every child’s learning since their introduction 3 weeks ago, for example, this week every child in my class has met or surpassed their numeracy targets. Each child is now responsible for their learning and the PJ inspires them to focus on the learning that will move them forward. This personalisation allows me more time to focus on teaching specific skills to many more children than I would otherwise have taught using a centre stage approach where I would stand at the front introducing and explaining for 10-15 minutes to the whole group before allowing them to show their understanding."

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"Let's Talk About Learning" » Student Voices on Personalized Learning

"Let's Talk About Learning" » Student Voices on Personalized Learning | Personalize Learning (#plearnchat) | Scoop.it

Vancouver students are giving their voice to personalized learning and share how they learn best!

 

"On January 31st, over 230 secondary students from across the entire Vancouver School District will come together at the Roundhouse House Community to discuss how they learn best and what current learning opportunities are available in the Vancouver school system. In addition, students will be discussing what opportunities need to be created to expand on the current personalized learning opportunities in Vancouver. This student forum will be facilitated by a team of over 40 students and will feature the use of iPad, I touch, and twitter technology.

 

Our Vision:

Student forums in the Vancouver School District create opportunities for authentic student voice on personalized learning. We invite all students to be a part of the collect voice of students either as a participant or facilitator both at the school and/or district level to facilitate achieving our goals."

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Changing the Whole System to Personalize Learning

Changing the Whole System to Personalize Learning | Personalize Learning (#plearnchat) | Scoop.it

As schools and countries are moving forward to personalize learning, here is a graphic to help frame what it may take to change the whole system.  (This graphic was  included in the "Changing Systems to Personalize Learning Introduction to the Personalization Workshops" publication authored by John Clarke in 2003.)

 

From the work of Brown University's research team, "The Changing Systems to Personalize Learning" workshops were designed to help school change teams understand the following strategies for personalization at each level of the system, and to plan an approach to change that will engage people at each level. Each workshop corresponded to one of the six levels of organization portrayed as an onion in Figure 4, derived in part from “Circles of Support” (Newmann & Wehlage, 1995; Sizer, 1996, p. 170; Clarke et al., 2000).

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Please analyze the graphic to see what it may mean to change the whole system to personalize learning.

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Science Fairs are UDL, Personalized Learning

Science Fairs are UDL, Personalized Learning | Personalize Learning (#plearnchat) | Scoop.it

From Stephen Petrucci's blog, Leadership i Public Education, a connection is made between UDL and Personalized Learning. Here are some of the connections he has made:

 

"As we continue to search for ways to frame personalized learning in British Columbia, we can point to some practices that have been around for a long time - notably the Science Fair. Rather than pitting the philosophies of revolution vs evolution in our education system, I believe it is crucial to recognize what currently exists as excellent practice in personalized learning. This approach is very much in line with the appreciative inquiry model which encourages a focus on what is going well."

 

"The Science Fair project is an excellent example of "independent study" - a term we use in describing a personalized learning framework."

 

"Finally, it is clear to see how well a science fair project fits in the Universal Design for Learning framework through Multiple means of Representation, Multiple means of Action and Expression and Multiple means of Engagement."

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“So this is the dance!” Four Steps to Personalization | Gino Bondi

“So this is the dance!” Four Steps to Personalization | Gino Bondi | Personalize Learning (#plearnchat) | Scoop.it

"In his recent post, Driving Innovation in K-12, Chris Kennedy raises what for me is the starting point for all of the changes within the BC Education Plan: "Teachers need to know where to begin – “personalization” and “digital literacy” are broad and ambiguous terms, so we need to narrow the framework."

 

"Value of the teacher; impact of the classroom experience; personalizing all of this for the student: where do we start?

 

"Personalizing education? It’s a four step dance set to a culture of learning beat and anyone can groove to it if they are willing to learn it now."

 

> Step One:  What s a "Need to Know" - Determine what the primary learning outcomes will be.

>  Step Two:  Assessment - Consider "Strinberg's new construct in "The Rainbow Project":  creativity and expression through narrative.

> Step Three:  "Personal" Talk - "Instead of creating adult initiated curriculum to match a specific assessment, we now engage in one to ones (virtual and face to face) with students to determine what “passion” they wish to pursue in their “inquiry” to demonstrate mastery."

> Step Four:  The Teachers of Tomorrow are in Our Classroom Today - Bringing together the expertise who are passionate about inviting others on a path of inquiry-based learning.

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Gooru - Free Online Tool to Support Personalized Learning Pathways

Gooru - Free Online Tool to Support Personalized Learning Pathways | Personalize Learning (#plearnchat) | Scoop.it

Gooru is a new online tool to what they describe will "personalize your study".  It is currently in the "alpha" version and is available at no costs to schools. 

 

"Gooru makes it easy for students and teachers to find the best online educational resources. Using machine learning and human judgment, Gooru curates, auto-tags and contextualizes collections of web resources to accommodate personalized learning pathways. Multimedia resources available on Gooru dramatically increase student engagement and motivation to learn by connecting topics with 21st century resources and real life applications.

 

Gooru also offers adaptive assessments that allow students to test their knowledge on topics with formative quizzes. Students can interact with peers and teachers on Gooru by posting questions, studying with groups and collaborating in real-time. This peer-to-peer model, supported by the best learning resources on the web, has the potential to provide a high-quality education experience to every student in the world."

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Personalized Learning and Rock Band? - Steve Rauh - Principal

Personalized Learning and Rock Band? - Steve Rauh - Principal | Personalize Learning (#plearnchat) | Scoop.it

Steve Rauh reflects on  his school's Rock Band at West Vancouver Secondary School and wonders if what he was observing was the results of personalizing learning.  He created this list of instructional practices associated with personalized learning and compared them to the Rock Band.  Here is what he discovered!

 

Steve also shares his thoughts as he watched the student performances:

 

"At the performance, I watched student after student perform at levels and with passion that can only be achieved with a strong measure of personal engagement and commitment. I watched one particular student seamlessly move between the guitar, bass guitar, and keyboards all within the same set. Each student proudly showed us their best piece of work or examplar."

 

Thanks Steve for sharing this story!

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Digital Differentiation ~ Flexible Learning Paths

Digital Differentiation ~ Flexible Learning Paths | Personalize Learning (#plearnchat) | Scoop.it

"Technology is a tool that can be used to help teachers facilitate learning experiences that address the diverse learning needs of all students and help them develop 21st Century Skills. At it's most basic level, digital tools can be used to help students find, understand and use information. When combined with student-driven learning experiences fueled by Essential Questions offering flexible learning paths, it can be the ticket to success. Here is a closer look at three components of effectively using technology as a tool for digital differentiation."

 

> Essential Questions

> Flexible Learning Paths

> Teacher Facilitated Learning Experiences

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Personalising learning - Moving Every Learner Forward using a "Personal Journey"

Personalising learning - Moving Every Learner Forward using a "Personal Journey" | Personalize Learning (#plearnchat) | Scoop.it

Kevin McLaughlin shares how he has transformed his classroom by personalising learning for his students.  Here are some of his thoughts as he transforms his classroom.

 

"Over this new school term I am using a Personalised Learning approach with my class. Every learner has received a Personal Journey which has been drawn up by both myself and the learner. The PJ lasts for one week but can be carried into another week if required. Learners use the PJ every day from the moment they come into my class.

 

I have never been more excited with learning than I am now, I have never had as much time to focus on teaching as I do now, I have never had as much time to spend with every learner on what they need to move their learning forward as I do now. And this is only day 3. Personalising Learning is nothing new but it is for me. I have started my own Personal Journey and I hope you can join me as I post my findings here and on Twitter."

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rwteam's comment, February 17, 2012 7:11 AM
I have been doing the very same but with my kindergarten students. They have thrived and some are even dabbling in creating their own learning plan since they are realizing that they are empowered to find ways to learn, teach others and do it all while pursuing their personal learning style. It is a dream come true for kids, parents, and myself!
Barbara Bray's comment, February 17, 2012 12:11 PM
rwteam - Kathleen and I are writing a book on personalized learning and looking for stories. Can you email me directly barbara.bray at gmail.com?
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A Teacher's Experience with Personalized Learning

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Introducing the INQUIRY HUB: Student-Driven Inquiry

Introducing the INQUIRY HUB:  Student-Driven Inquiry | Personalize Learning (#plearnchat) | Scoop.it

The Inquiry Hub

Connect - Create – Learn
This is the process behind the Inquiry Hub, a new initiative by Coquitlam Open Learning and School District #43. The COL Inquiry Hub is a full-time grade 8-12 program which brings students together in a technology-facilitated environment and encourages them to explore their own questions from key themes:

* Community and global issues
* Environmental sustainability
* Media Art, design and technology


The Inquiry Hub offers the following benefits for students:

-Instruction which blends classroom and online experiences in a hybrid model
-A student-driven inquiry approach to learning
-Significant reduction of formally structured class time and emphasis on a learning commons where students do daily group project work and individual, computer-based learning
-Class environments which group students around interests and project focus rather than grade levels
-Parents and community as active learning partners
-Extensive use of peer mentorship in cross-grade project work
-Core, inquiry-based program offerings which are extended through the extensive list of COL online courses

 

Q & A - http://www.inquiryhub.org/q-a/ 


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David Truss's comment, February 13, 2012 10:20 AM
We are very excited about this project, thanks to you Kathleen for sharing it!
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Personalizing High School | Alliance For Excellent Education Media

Personalizing High School | Alliance For Excellent Education Media | Personalize Learning (#plearnchat) | Scoop.it

"On November 29, the Alliance held a webinar featuring Yvette Jackson, chief executive officer, National Urban Alliance for Effective Education and author of The Pedagogy of Confidence: Inspiring High Intellectual Performance in Urban Schools; and Julie Evans, chief executive officer, Project Tomorrow, who described how to change the essential learning conditions within high schools and provided pedagogical and technological tools to enable and empower students to achieve high intellectual performance. Alliance Senior Fellow Mariana Haynes moderated the discussion and fielded questions from webinar viewers across the country."

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Personalizing Learning with "Inquiry Hub"

Personalizing Learning with "Inquiry Hub" | Personalize Learning (#plearnchat) | Scoop.it

At Coquitlam Open Learning, students in Grades 8 to 12 signed up for a whole new way of learning at the Inquiry Hub where "students will pursue their own education based on a student-driven inquiry approach."

 

Instead of taking individual core courses, such as English, social studies and math, students will pursue experiences based on their interests in one of the themes that include community and global issues; environmental sustainability; and media arts, design and technology — and they’ll have to demonstrate their learning in each of these areas.

 

Thank you Stephen Whiffin (COL principal) and David Truss (COL vice-principal) with your vision and courage!

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David Truss's comment, February 13, 2012 11:06 AM
Thank you so much for sharing and for your kind words. We are very excited about the possibilities and we look forward to getting students into the school in September!
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Learning Without Teachers - Personalized vs. Personal Learning

This blog reflects on the ASCD article "Preparing Students to Learn Without Us" and makes important points about PL and offers an example of a NJ high school where PL is taking place. They also question whether persoanlized learning goes far enough in preparing students for the variety of learning opportunities outside the classroom

 

Here are some quotes and comments about Personalized vs. Personal Learning that provide food for thought.

 

"Many educators cite an important difference between “personalized” learning and “personal” learning—the latter connotes a deeper degree of autonomy for the learner. Some, like Stephen Downes, a senior researcher at the National Research Council of Canada and a longtime education blogger, see that as an important distinction. “Autonomy is what distinguishes between personal learning, which we do for ourselves, and personalized learning, which is done for us,” Downes (2011) tweeted last fall.

 

In other words, the truly personal, self-directed learning that we can now pursue in online networks and communities differs substantially from the “personalized” opportunities that some schools are opening up to students. Although it might be an important first step in putting students on a path to a more self-directed, passionate, relevant learning life, it may not bring about the true transformation that many see as the potential of this moment."

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10 Steps to Encourage Student Voice and Choice | Barbara Bray - Rethinking Learning

10 Steps to Encourage Student Voice and Choice | Barbara Bray - Rethinking Learning | Personalize Learning (#plearnchat) | Scoop.it

To transform a classroom to a personalized learning environment is challenging. First, you need to know what personalized learning means. On February 2nd,  a panel discussion on personalized learning for the Future of Education hosted by Steve Hargadon with Barbara Bray, Kathleen McClaskey, Lisa Nielsen, and Shannon Miller took place. We agreed that it is all about the learner and that student voice and choice is necessary to personalize learning. Personalized learning is all about the learner, starts with the learner, and means the student drives their learning.

 

Barbara clearly outlines the "Ten Steps to Encourage Student Voice and Choice"

 

"Ten steps to motivate your students to want to learn. Encourage students to take responsibility for their learning. Give them voice and choice about what they learn."

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Educational Leadership: Preparing Students to Learn Without Us

Educational Leadership: Preparing Students to Learn Without Us | Personalize Learning (#plearnchat) | Scoop.it

This article provided insights and examples of personalized learning and the need for students to follow their "passion".  Here are a few excerpts from this article that drive the point home on personalized learning, the questions we need to ask, the role of technology and what needs to be done to get there.

 

"In this era of access, personalizing learning means allowing students to choose their own paths through the curriculum. For schools and teachers, it means connecting our expectations to students' passions and interests as learners."

 

"That rethinking revolves around a fundamental question: When we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well? Or, to put it more succinctly, are we preparing students to learn without us? How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn?"

 

"Helping students connect course goals to their own passions is a key ingredient of success. This, too, requires being comfortable with pushing traditional boundaries."

 

"In the white paper The Right to Learn (Anytime Anywhere Learning Foundation, 2011). The authors write, "We need to shift our thinking from a goal that focuses on the delivery of something—a primary education—to a goal that is about empowering our young people to leverage their innate and natural curiosity to learn whatever and whenever they need to. The goal is about eliminating obstacles to the exercise of this right—whether the obstacle is the structure and scheduling of the school day, the narrow divisions of subject, the arbitrary separation of learners by age, or others—rather than supplying or rearranging resources." (p. 6)


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Vancouver students gather to discuss personalized learning | Vancouver Sun

Vancouver students gather to discuss personalized learning | Vancouver Sun | Personalize Learning (#plearnchat) | Scoop.it
Vancouver students will gather Tuesday at the Roundhouse community centre to discuss what they need for optimal learning and how personalized learning could be expanded in their schools.

 

Some 230 students from across the district are expected to attend.

 

“The forum will be facilitated by a team of over 40 students and will feature the use of iPad, iTouch, and twitter technology. A graphic artist will be present at the forum to visually and artistically capture the innovative ideas and themes in a gigantic mural.

 

The mural will serve as a significant component of the vision for student learning and engagement. At the end of day students will present their ideas and themes to VSB Senior Management, Trustees and the Ministry of Education who are all key sponsors of the forum.”

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