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Kathleen McClaskey's insight:
Don't miss this compelling presentation on The Economics of Human Development developed by Gallup. It tells a story we should all hear!
Click through this presentation to see a vision for our education system that will unleash the potential of all learners and provide them with an entirely better career and life trajectory.
This has been a very busy fall with many requests for our process to build sustainable personalized learning environments for the Race to the Top - District proposals. On top of that, we are leading webinars, participating in panels, speaking in keynote addresses, doing workshops, creating eCourses, setting up Communities of Practice (CoP), interviewing thought leaders, and important research on motivation, engagement, and voice. This means we continue to create new resources, refine the process, and personalize our services to meet your needs.
Roles change for teachers and learners when personalizing learning in all three stages. Moving to Stage One where learners have a voice and choice takes time, a shared vision, and a Community of Practice (CoP) supporting each other. This chart above provides how roles change for teachers and learners in Stage One.
The research by Tashalis and Nakkula on Motivation, Engagement, and Student Voice from Students at the Center provides a great rationale for learners who have a voice in how they learn and are more motivated and engaged in the learning process. This is about learners having a stake in their learning. We highly recommend reading this research if you plan to personalize learning for your learners.
Sign-up to receive future newsletters at www.personalizelearning.com (right side bar).
This is the second blog entry on Engagement from the white paper, The Learning Independence Continuum, published recently by the Institute @ CESA #1.
"Engagement is motivation in action.
Engaged learners are curious, committed and learn for a purpose. Learners who are engaged better retain what they learn, exhibit fewer behavior problems, and are more willing to participate in learning activities. There isn’t much need to build the argument for why we should strive to engage learners.
One of the ways to engage learners is to design tasks that are challenging – at the leading edge of the learner’s current ability. Learners who are constantly facing debilitating frustration and failure find it difficult to believe that they are actually able to be successful. Conversely, when learners are able to undertake these challenging tasks and accomplish them (because it is personalized and calibrated to their specific needs and readiness for learning) – they will begin to believe they can succeed with effort, good strategies and the correct resources.
This connection leads them toward the next element in the continuum: self-efficacy."
"What motivates students to engage in learning and achieve academic success? The authors synthesize research on achievement motivation, school engagement, and student voice, concluding that the more educators use student-centered approaches to reinforce student agency, the more motivation and engagement are likely to rise."
The executive summary and report by Eric Toshalis, Ed.D. and Michael J. Nakkula, Ed.D. can be downloaded on this site.
Isn't it time to offer adolescents a pathway to success in school that's proven to inspire and motivate kids to keep on learning? Isn't it time to try more i...
Kathleen McClaskey's insight:
Isn't it time to offer adolescents a pathway to success in school that's proven to inspire and motivate kids to keep on learning? Isn't it time to try more innovative ways to address the challenges of our nation's dropout rate? We can keep kids in school and prepare them for life after graduation by delivering authentic learning experiences that matter to them. The first step is taking down the barriers between school and the outside world. The first step is letting them leave, to learn. www.leavingtolearn.org
Blended learning means offering a combination of face-to-face and online learning opportunities to learners. Blending these learning opportunities can contribute to personalizing learning. However, blended learning is not the only approach that personalizes learning. Personalizing learning starts with the learner. This means that learners have a stake in their learning by taking responsibility for their learning. When they own and drive their learning, they are more motivated to want to learn. In a learning environment that starts with the learner, teacher and learner roles change.
The research at the Students at the Center (studentsatthecenter.org) wrote nine reports on student-centered learning. Eric Toshalls, Ed.D., and Michael Nakkula, Ed.D. in one report, wrote the research on “Learning Theory: Motivation, Engagement and Student Voice” that described:
The Trifecta of Student Centered Learning
Motivation - Without motivation, there is no push to learn
“For students to create a new knowledge, to succeed academically, and to develop into healthy adults, they require each of these experiences.” -Toshalls and Nakkula
Universal Design for Learning (UDL)
The Institute @ CESA #1 is introducing the stages of the Learning Independence Continuum in their blog following the release of the white paper, The Learning Independence Continuum. In their first post they provide an overview with the remaining posts focusing on one of the stages of the continuum.
"In personalized learning environments, learning activities will fall all along this continuum – at times it’s more important for the educator to drive the work, at others, the learner will take the driver’s seat. However, in order for this to happen, all of the characteristics along the continuum should be developed and nurtured in each learner."
The National College for School Leadership outlines the key components to personalised learning along with case studies, practical tools, reflective questions and the results of a national survey in the UK.
"Personalising learning is the process which empowers the learner, with appropriate support and advice, to decide what, where, when and how they learn.
Personalising learning balances the demands of the curriculum (content) with the work of the teacher (delivery) with the engagement of the individual learner. This is achieved by developing the engagement of learners in the management and design of their learning experiences."
The four specific strategies to support this shift are:
> Learning how to learn
> Teaching and learning strategies
> Curriculum choice
> Mentoring and support