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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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Personalizing Learning across a District

Personalizing Learning across a District | Personalize Learning (#plearnchat) | Scoop.it
Verona Area Schools is on a journey to personalize learning across the district.
Kathleen McClaskey's insight:

Discover how Verona Area School District has begun the journey to create a personalized learning system across the school district. They have a belief system and have described how they will know how every learner is successful. Here they are:

 

> Every learner in VASD has a personalized learning plan that provides a path to discovery and achievement and that plan is reviewed and changed at least annually based on the learner’s needs.

 > Every learner’s parent, guardian or advocate participates directly in the design, implementation, and outcomes of that learner’s personalized learning plans.

 > Every learner meets or exceeds the goals of his or her personalized learning plan every school year.            
> Every VAHS learner graduates. Every VAHS graduate achieves their choice of college and career path, as detailed in their personalized learning plan.

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Culture Shift: When the Learner Owns the Learning

Culture Shift: When the Learner Owns the Learning | Personalize Learning (#plearnchat) | Scoop.it
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."

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Audrey's comment, January 23, 2013 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, 2013 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."

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Learning Continuum: Motivation

Learning Continuum:  Motivation | Personalize Learning (#plearnchat) | Scoop.it

The Insititute @ CESA #1 introduced the Learning Independence Continuum a couple of weeks ago.  Motivation is the first element in the continuum and in this blog they focus on intrinsic motivation.

 

"The best way to stimulate intrinsic motivation is to design learning activities that are interesting, valuable and purposeful to students.

 

How do you do that?

 

First, you must know your learner. A learner profile may help develop this understanding. Tapping intrinsic motivating factors requires insight from the perspective of the learner.

 

Providing feedback on short-term goals and providing autonomy and learner choice are also strategies that have been shown to be successful in motivating students intrinsically.

 

Our next post will show how intrinsically motivated students will move along the continuum and become engaged students once they put that motivation into action."

 

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Personalizing Education in a Standards-Based System | The Thinking Stick

Personalizing Education in a Standards-Based System | The Thinking Stick | Personalize Learning (#plearnchat) | Scoop.it

Jeff Utecht provides food for thought on personalizing education and what it means for the learner.  

 

"Does it really matter that every child learns the same thing or at the same time? Or is it more important that they just become a learner? Learning how to learn, unlearn, and relearn and having the skills and the passion to make it happen.

 

What if it was just a school's mission and vision, or in my school's case, our Definition of Learning that drove learning in our schools. What if at the end of every year kids had to show this:

 

We value meaningful learning where students construct enduring understanding by developing and applying knowledge, skills, and attitudes.

 

Increased understanding is evidenced by students who:

> Explain its relevance
> Describe how it connects to or conflicts with prior learning
> Communicate it effectively to others
> Generalize and apply it effectively to new situations
> Reflect critically on their own and other's learning
> Ask questions to extend learning
> Create meaningful solutions

 

Do we care what class it happens in? Do we really care about the content? Or can we stand in awe of the great work our kids can produce when we make it personal and allow their passion to show through."

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Why Content Matters: Defining Personalization | Barbara Bray - Rethinking Learning

Why Content Matters: Defining Personalization | Barbara Bray - Rethinking Learning | Personalize Learning (#plearnchat) | Scoop.it

"Some companies are using the term "personalized learning" when actually they are designing courses or platforms where the teacher can control who accesses particular content or quizzes based on their answers. To me that's customized and still teacher-directed. There is a difference between personalization and differentiation. One is learner-centered; the other is teacher-centered.


Teachers are confused about the term "personalized learning" because they only know how to teach they way they were taught. So when I come in and talk about student-centered learning and starting with the learner, it just doesn't happen right away. There are teachers that are posting lessons using the term "personalized learning" but have all control. I say "maybe this is the first step" to moving to student-centered learning, but it is not there yet."

 

As a curator on personalized learning, there are numerous definitions being thrown around and I want to note from my research on the subject of personalized learning that it is about the individual learner.  There is no shortcuts in understanding each learner.  Let's stop and take the time to know the learner from the perspective of their strengths, weaknesses, aptitudes and aspirations. It is paramount that the learner understand how he or she learns and then develop the skills to self-direct their learning.

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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.
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Shifting Roles Enable Student-centered Learning | JFF Blog

Shifting Roles Enable Student-centered Learning | JFF Blog | Personalize Learning (#plearnchat) | Scoop.it

In this blog, Clare Bertrand reflects on the "Powering Up Success" event on EdWeek in early October. 

 

"I loved this discussion–it is a great example of how technology integration can put the student in control of his or her own learning and also enable teachers to learn from their students. Technology helps to facilitate the notion that everyone in the classroom (whether that classroom is virtual or physical) is a learner.

 

Personalized learning, or student-centered learning, supports this notion of flexible roles for both teachers and students in the classroom. Barbara Cervone and Kathleen Cushman highlight how student-centered teachers see themselves as continual learners in their paper: Teachers at Work: Six Exemplars of Everyday Practice. They also stress the importance of a culture that employs common planning time and classroom observation as tools for innovation. Using these structures consistently and in a supportive manner (i.e., non-evaluative) are key to helping teachers reflect and respond to their students' needs and shape their own continual learning agenda. Students also thrive when given leadership roles, are reminded that they bring knowledge and expertise into the classroom, and have the time to partake in self-guided knowledge discovery in any learning environment."

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The Missing Piece: The Learner - Moving to a Learner-Centered Environment

The Missing Piece: The Learner - Moving to a Learner-Centered Environment | Personalize Learning (#plearnchat) | Scoop.it

Over the last decade conversations have been about analyzing the data to improve test scores.  The time has come to change the conversation to "The Learner" who has been the missing piece.  Once we understand the learner and how they learn, then transformation of our educational systems can begin.

 

The learner needs to be part of the daily conversations from now on:  no longer The Missing Piece.

 

Questions to consider when moving to a learner-centered environment:

 

> Who are the learners today?
> How do learners learn best?
> How do we meet the needs of the diverse learners in the classroom?
> What is the new role of the teacher?
> How is the role of the learner changing?
> Why is there a culture shift with these new roles?
> How can teachers and learners be partners in lesson design?
> How will teachers prepare to be the guide and partner in learning?
> How will learners express their understanding of what they know?
> What learning environment will be created for these learners?

 
Share your ideas in the comments section of this page.

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Charles Sampson's comment, July 17, 2012 9:00 AM
Thank you Kathleen
Aysin Alp's curator insight, January 11, 3:27 AM

The Learner Moving to a learner-centered environment

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Personalised learning the new way forward for Australian students

Personalised learning the new way forward for Australian students | Personalize Learning (#plearnchat) | Scoop.it

Australian school children can be at the leading edge of learning if schools embrace new technologies to offer a more individual education experience, new research reveals.

 

The author of the report, Personalised Learning, by Ms. Susi Steigler-Peters of Telstra Enterprise and Government concludes that after some 30 in-depth interviews with senior administrators, that “Students are looking for a robust learning ecosystem that is ‘learner centric’, taking into account the needs, interests, and learning style of the student and leveraging technology in a meaningful and engaging way.”

 

“While there were wide-ranging views and opinions offered on the future of education, a common thread running through our interviews was a universal “call for change”. As often repeated, the industrial age model of education has outlived its purpose. For those who must now complete in a new global knowledge economy, the current educational model is not meeting the needs of today’s students. The question is in what ways do we change this century-old model? Our respondents were clear. It starts with the learner and their changing expectations.”

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