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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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Trends about Teaching and Learning in 2014

Trends about Teaching and Learning in 2014 | Personalize Learning (#plearnchat) | Scoop.it
Kathleen McClaskey's insight:

Personalized Learning Newsletter for May is out and filled with great articles and stories. You see, 2014 is the year of Personalized Learning. The buzz is out. Teacher and learner roles are changing. There are more stories in the news about learners taking responsibility for their learning. There are more examples of teachers creating learning environments that encourage creativity and collaboration. We wrote the 10 Trends of Personalized Learning several months ago and realized we needed to share it with our followers.

 

Take a few minutes and sign up to receive our newsletter.

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Diego L. Zawadzky Z.'s curator insight, May 29, 1:58 PM

Many things to learn in this new era!

Leah Irving's curator insight, June 2, 2:37 AM
Trends in personalised learning.
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Making Sense of Learning

Making Sense of Learning | Personalize Learning (#plearnchat) | Scoop.it
Chris Watkins, a reader at The Institute of Education in London wrote "Learning: a sense-makers guide" that provides four teaching practices that help learners make sense of their learning.
Kathleen McClaskey's insight:

Learning can make sense and is similar to how we make sense of other things. We do it gradually through experiences and building knowledge as we go. Talking, thinking, and reflecting about learning are the key factors to understanding. In the sense-makers guide,  Watkins writes that there are four teaching practices that can help learners make sense of their learning:

 

> Notice learning

> Have conversations about learning

> Reflect on your learning

> Make learning an object of learning.

 

See more at: http://www.personalizelearning.com/2014/04/making-sense-of-learning.html#sthash.jbiaHG5A.dpuf

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5 ways to make your classroom more student-centered

5 ways to make your classroom more student-centered | Personalize Learning (#plearnchat) | Scoop.it
Kathleen McClaskey's insight:

Justin shares 5 ways to create learner-centered classrooms. What a great way to start the new year by putting the learner at the center!

 

1. A student-centered classroom allows students to be an integral part of the assessment development process.

 

2. A student-centered classroom focuses on finding solutions to real-world problems.

 

3. A student-centered classroom is not about what the teacher is doing or what the teacher has done; it's about what the students are doing and what the students can do in the future.

 

4. A student-centered classroom embraces the notion that there are multiple ways to accomplish an individual task.

 

5. A student-centered classroom firmly believes that there is a partnership and a strong level of trust between educators and students.

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Phillip Heath's curator insight, January 19, 4:08 PM

Relationships will always be the heart of education

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Learner Voice = Authenticity in Learning

Learner Voice = Authenticity in Learning | Personalize Learning (#plearnchat) | Scoop.it
Why does learner voice matter? Giving voice encourages learners to participate in their own learning and give them authenticity in learning.
Kathleen McClaskey's insight:

Learner voice gives learners a chance to share their opinions about something they believe in. There are so many aspects of "school" and "learning" where learners have not been given the opportunity to be active participants. Giving them voice encourages them to participate in their own learning. Some learners, especially those that are concerned about extrinsic factors like grades, may not feel comfortable expressing their own opinions. Because of this concern, teachers have devised multiple ways to give learners their voice anonymously in surveys, group interviews, and in class discussions. Now it is time to look at learner voice and why it matters for all learners.

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Responsibility vs Accountability

Responsibility vs Accountability | Personalize Learning (#plearnchat) | Scoop.it
If learners take responsibility for their learning, they will be more motivated to learn. If teachers are accountable for their learning, then there is no reason to be motivated other than for a grade.
Kathleen McClaskey's insight:

Responsibility means a moral obligation and something taken upon one's self.

Accountability is more of a social contract or social obligation. Accountability can be measurable. If teachers are accountable for their learners' learning, then why would learners feel responsible for their own learning?


When learners feel a sense of ownership, they want to engage in academic tasks and persist in learning. If teachers and learners are learners first, then responsibility comes with being a learner. Learners of all ages become responsible for their learning when they own and drive their learning.

So what is it? Teachers and learners need to be accountable for their own learning by taking responsibility for their learning. What do you see as the difference between accountability and responsibility?

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Connie Wise's curator insight, July 30, 2013 5:07 PM

My goal is always to encourage students to take ownership of their learning.  What you learn is yours-- it can't be taken away!

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Rethinking Learning as Experiential and Learner-Focused

Rethinking Learning as Experiential and Learner-Focused | Personalize Learning (#plearnchat) | Scoop.it
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.

 

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Vicki Butler's comment, May 1, 2013 12:03 PM
These competencies remind me of Gardner's 5 Minds for the Future.
Vicki Butler's curator insight, May 1, 2013 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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Learners Assessing their Own Work

Learners Assessing their Own Work | Personalize Learning (#plearnchat) | Scoop.it
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.
9.  Never assume the abilities/flexibility of students.
8.  Share struggles, successes, questions with colleagues and students.
7.  Don’t scrap the old stuff; as long as it meets a target, it is worthy.
6.  Communicate with parents and students a lot, you can not communicate too much.
5.  Find ways to create a bridge between the old system and the new system.
4.  Stay organized.
3.  Work with your team of teachers to create interdisciplinary units.
2.  Nothing works as a canned program, modify as needed.
1.  Have fun!"

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What does Learning Look Like?

What does Learning Look Like? | Personalize Learning (#plearnchat) | Scoop.it

"A while ago, I created this poster A Tale of Two Classrooms.  It wasn't meant as a statement of Classroom B is best.  It wasn't even meant as a statement of Classroom A is awful.  It was meant as a representation of Classroom A and B."

Kathleen McClaskey's insight:

Krissy Venosdale revised her Classroom A and Classroom B poster recently to represent "What does Learning Look Like". Some of these Classroom B descriptors indicate a learner-centered environment. What are some other descriptions that you would include?

 

Here are some of Krissy's thoughts behind Learning:

 

"Learning is a journey.  Our kids change. The world changes.  We change as teachers.  This morning, I made a revised version of Classroom A versus Classroom B.  As someone pointed out, it’s not a black and white issue. There is so much grey and so much individual choice.  I’m not saying A or B is better for everyone. I’m saying you’ve gotta think and really understand what you want learning to look like in your classroom."

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Stephen Gwilliam's curator insight, January 8, 2013 4:15 PM

Krissy Venosdale revised her Classroom A and Classroom B poster recently to represent "What does Learning Look Like". Some of these Classroom B descriptors indicate a learner-centered environment. What are some other descriptions that you would include?

 

Here are some of Krissy's thoughts behind Learning:

 

"Learning is a journey.  Our kids change. The world changes.  We change as teachers.  This morning, I made a revised version of Classroom A versus Classroom B.  As someone pointed out, it’s not a black and white issue. There is so much grey and so much individual choice.  I’m not saying A or B is better for everyone. I’m saying you’ve gotta think and really understand what you want learning to look like in your classroom."

Shirley Pepper's curator insight, April 23, 2013 5:21 PM

A clear visual

Pilar Castro's curator insight, May 21, 2013 11:48 AM

Es fundamental movernos de un enfoque centrado en la enseñanaza a un enfoque centrado en el aprendizaje.

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The End Goal in the Learning Continuum: Independence

The End Goal in the Learning Continuum: Independence | Personalize Learning (#plearnchat) | Scoop.it

The Institute @ CESA #1 presents the fifth element in the Learning Independence Continum.  Independent learning is the promise we make to learners and one that we should keep.

 

"The last element, indeed, the ultimate goal is to create independent learners. Independent learners take responsibility for their motivation and growth, and are led by curiosity and the drive to build their knowledge and skills. Independent learners treat their learning as a prized possession that they must take care of, maintain, and cultivate. Independent learners understand when they need to learn more and are able to seek out the best methods and resources to accomplish this goal.

 

It makes sense that the end goal for education is a person who is proactive and able to anticipate their learning needs to understand a challenge or complete a task. As a nation and society, we need citizens and workers who are able to problem-solve, take initiative, be flexible and continue to learn. As long as learners are dependent on others to tell them when, what, and how to learn, they will never completely take charge of their learning fate and future. Unfortunately, our current education system places a heavy emphasis on dependence and compliance that too often works against the development of learning independence."

 

Thank you to The Institute @ CESA #1 for helping educators understand the process in the Learning Independence Continuum!

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Learning Independence Continuum: Efficacy

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

The Insititute @ CESA #1 introduced the Learning Independence Continuum a couple of weeks ago. Efficacy is the third element in the continuum and in this blog they focus on importance of efficacy to help learners realize that they own their learning.

 

"Efficacy is the belief that one is capable of producing a result, meeting a challenge or accomplishing a task. For students, efficacy or self-efficacy is the belief that they can succeed and learn. Too often our students already come to us thinking “I’m not good at math” or “I can’t do this.” Our challenge it is to engage students in ways that help them to examine and change their thinking and build the confidence and strategies necessary to change their perspective and their approach.

 

Helping learners to see that effort, persistence, strategy, and good use of resources can increase their learning in ways that they control can make a key difference in the level of effort learners will give. This approach can also build learner willingness to persist and identify and try alternative approaches.

 

Learners with strong self-efficacy understand the connection between their efforts and actions and the learning results they experience. This understanding can build ownership for learning – they are more likely to understand that the success they achieve is theirs (ownership). Efficacy is a precursor and naturally builds into learners’ realization that they own their learning."

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Video: Stephen Heppell - Child Led Learning

"We need to trust our children to be good learners, we need to trust ourselves to be professionals, and we need to trust our systems to get out of the way."

 

Drawing upon real world examples and programmes Stephen Heppell (heppell.net) discusses the impact of exponential technological change on learning calling for a greater involvement and participation in the design of learning and learning environments by the learners themselves.

 

"We are not going to build better learning for our children; we are going to build it with our children"

 

Presented at the Learning Without Frontiers Conference, London, January 26th, 2012.

 

http://www.learningwithoutfrontiers.com

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Breaking Down Our Change Strategy - Personalized Learning Initiative

Breaking Down Our Change Strategy - Personalized Learning Initiative | Personalize Learning (#plearnchat) | Scoop.it

The Institute @CESA #1 (Wisconsin) has developed a change strategy to guide their districts as they particpate in the Personalized Learning Initiative based on their "honeycomb model" that includes: learning and teaching; relationships and roles; and structures and policies.

 

In their first phase, teaching and learning is the focus.  Here are some key comments from this blog on personalizing learning:

 

"By personalizing the learning for each student, we create a circumstance where we can take advantage of individual learner strengths and address student needs as they occur rather than having to remediate later. Also, when we have a deep understanding of each learner, we can determine the correct blend of learning modalities and strategies to ensure success for each student."

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Personalization vs Differentiation vs Individualization

Personalization vs Differentiation vs Individualization | Personalize Learning (#plearnchat) | Scoop.it

Here's a chart that explains the differences between personalization, differentiation, and individualization. After some research on these terms, Barbara Bray and I were able to determine the differences between these terms in relationship to teaching and learning.


Via Barbara Bray
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Barbara Bray's comment, January 23, 2012 2:00 PM
Thank you for your comment. Kathleen and I are looking for feedback on how educators are using this chart.
rwteam's comment, January 23, 2012 2:07 PM
I am in Wisconsin and we are part of CESA 1 NxGL. I team teach with 42 kindergarten kids and we are using personalized learning. We are working through the tangles of being able to personalize with kids who are just learning to read, write and compute. It has always been a struggle to be able to differentiate the difference between true personalized learning vs. differentiation and individualization. You have done a beautiful job of creating a chart that makes this clearer for all stakeholders. This chart will be useful for helping colleagues, administration and parents see the true definition of personalized learning and the potential that it holds.
Kathleen McClaskey's comment, January 23, 2012 4:18 PM
Hello rwteam in WI,

Thank you for your comments on this chart that Barbara and I created. We would be glad to have you share this with your colleagues in WI and elsewhere. We commend you and your teams in CESA 1 NxGL on the hard work that you are doing to make personalized learning a realty for your students.
Kathleen
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It's About the Kids - Our Journey to Personalizing Learning

Culture Unit
Kathleen McClaskey's insight:

Don't miss this incredible journey that a group of 3rd graders from the Oregon School District took to personalize their learning in a cultural unit.  This is a WOW!

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What Motivates Learners to Want to Learn?

What Motivates Learners to Want to Learn? | Personalize Learning (#plearnchat) | Scoop.it
Hear four kids talk about motivation and Kathleen Cushman's information about the conditions for motivation in the webinar and chat.
Kathleen McClaskey's insight:

Have you ever wondered about motivation and what motivates us to learn? Kathleen Cushman presented in our Personalize Learning Webinar Series on Tues. January 21st by explaining that you start by drawing a straight line between... 


> what young people tell us about their learning experiences; 

> your own practice as educators and; 

> compelling scientific research into mind, brain, and education. 

 

Then she shared the eight simple rules of thumb that help us create the conditions for high motivation and high levels of mastery in the your learning environments!  - See more at: http://www.personalizelearning.com/2014/01/what-motivates-learners-to-want-to-learn.html#sthash.yBN3OEq0.dpuf

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Audrey's curator insight, January 28, 5:36 PM

It is important to hear from the learners how they are stimulated to absorb information. The earlier this is encouraged the greater the brain power, audrey@homeschoolsource.co.uk

Ivon Prefontaine's curator insight, January 28, 6:07 PM

John Dewey called what motivates people to learn is "living motivation". We bring our stories and autobiographies to learning every day. We want to add to them in ways that help us construct a future of our choosing that fits within a community. It is about constantly transforming who we are.

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Ramsey Musallam: 3 rules to spark learning

It took a life-threatening condition to jolt chemistry teacher Ramsey Musallam out of ten years of "pseudo-teaching" to understand the true role of the educa...
Kathleen McClaskey's insight:

Be inspired by this Ted Talk by Ramsey who shares the 3 Rules to Spark Learning:

 

1. Curiosity comes first

2. Embrace the mess

3. Practice reflection

 

Sounds like learner--centered to me!l

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Learning IS Personal

Learning IS Personal | Personalize Learning (#plearnchat) | Scoop.it
Learning is personal. Each of us is unique. Because learners are so diverse, learning needs to start with each learner.
Kathleen McClaskey's insight:

 Think about your own experiences when you were young and you felt like you could play and choose how you would learn? Then think about the times when you were told how to play or learn.

 

How did you feel in each of these situations?

 

Each of us has our own experiences growing up, different relationships, and how we learned. Each of us comes from small or large families with different backgrounds, neighborhoods, and friends. Because of these experiences, we are different than others. We are unique. Our learning experiences are personal to us. We are born inquisitive, curious, and creative. The power of us is our diversity. Each of us learns in different ways and may choose a different way to learn.

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Rob Hatfield, M.Ed.'s curator insight, July 31, 2013 9:39 PM

Thank you for sharing. If you follow Howard Garner's multi-intelligence theories, then learning is individual.

Cindy Riley Klages's curator insight, July 31, 2013 9:56 PM

"Learners, not students":  Love it!

Ivon Prefontaine's curator insight, August 3, 2013 11:54 AM

We have known for a long time learning is personal. It should have been important for a long time and not just in 2013.

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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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Grow your own Learning Garden

Grow your own Learning Garden | Personalize Learning (#plearnchat) | Scoop.it

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:

Believe that we can learn ANYTHING
Understand what we really need to know
Discover these things
Share our learning with others so that they can grow through collaboration

 

Learn more about how the learners in "The Garden" are growing, sharing and teaching each other!

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10 Predictions for Personalized Learning for 2013

10 Predictions for Personalized Learning for 2013 | Personalize Learning (#plearnchat) | Scoop.it
Check out what Personalized Learning will be like in 2013.
Kathleen McClaskey's insight:

The main change that will happen in teaching and learning in 2013 will be about empowerment. Teachers and learners will be more empowered to take charge of their learning. We will see this through the evidence they share as they learn.

 

We have 10 predictions for Personalzed Learning for 2013:

1. Connected Learners

2. Mobile Devices

3. Communities of Practice

4. Evidence of Learning

5. Taking Risks

6. Storytelling

7. Learner Voice and Choice

8. Unpacking Standards

9. Transforming Learning Environments

10. Building a Common Language

 

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Serge Renard's curator insight, April 30, 2013 7:18 AM

http://proser.renard.free.fr/

Serge Renard's curator insight, April 30, 2013 7:20 AM

http://proser.renard.free.fr/

Thomas Salmon's curator insight, May 6, 2013 1:34 PM

Interesting, in other ways this could also be seen as framing learning as a constant performance of assessment. Where do you draw the line ?

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Snare Your Students « Competency Works

Snare Your Students « Competency Works | Personalize Learning (#plearnchat) | Scoop.it
Students who are caught up in what they are doing don’t need to be managed, and students who succeed become self-propelling. If you can find a way to make your students' work personal and meaningful.
Kathleen McClaskey's insight:

Barbara Weed shares a cartoon that illustrates how she snares her students.  One in particular says it all: "Let students choose the idea that is closest to their heart."  She goes on to explain the strategies she employed to give students ownership to their learning.

 

"I decided to see if I could get my students more engaged by letting them make all of the decisions about their projects. I still identified the concept that they needed to demonstrate, but I let the students design the work that they wanted to do in order to show that they understood the skills and concepts.

 

I try to provide multiple reflective opportunities to make sure that students are really invested in their choice. When my students care about their work, I can focus my attention on what they’re learning. The actual work, being on-task, and concerns about quality become non-issues. Their desire to engage makes learning seamless."

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Learning Independence Continuum: Ownership

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

This is the fourth in a five part series on the Learning Independence Continuum produced by the Institute @ CESA #1.

 

"Ownership implies that learners have a sense of control over their learning and often leads them to view learning as something that cannot be taken from them. Ownership of learning transfers responsibility for success from educators and other adults to the learner. As a result, learners tend to place greater value on and take greater pride in their learning.

 

A growing sense of ownership often leads learners to shift from a compliance orientation to commitment. The question in their minds moves from “How much must I do?” to “What do I need to do in order to learn this content?” While the traditional model of schooling depends heavily on compliance, unleashing a sense of ownership for learning can dramatically improve learner performance, even within the legacy education system.

 

Unsurprisingly, one of the key methods to building ownership for learning is a strategy also employed to build motivation, engagement, and efficacy. This approach offers learners choice and control related to their learning in areas valued by the learner."

 

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Transform Learning by Making Learning Personal - Learning 2.0, Aug 21 @ 3 PM ET

Transform Learning by Making Learning Personal - Learning 2.0, Aug 21 @ 3 PM ET | Personalize Learning (#plearnchat) | Scoop.it

Join us at the Learning 2.0 Conference on Tuesday at 3PM ET and discover the steps to transform your learning environment to make it personal for you and your learners.

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Speak Up Blog » Mapping a Personalized Learning Journey – K-12 Students and Parents Connect the Dots with Digital Learning

Speak Up Blog » Mapping a Personalized Learning Journey – K-12 Students and Parents Connect the Dots with Digital Learning | Personalize Learning (#plearnchat) | Scoop.it

Mapping a Personalized Learning Journey – K-12 Students and Parents Connects the Dots with Digital Learning is the first in a two part series to document the key national findings from Speak Up 2011.

 

This report focuses on how today’s students are personalizing their own learning, and how their parents are supporting this effort. The ways that students are personalizing their learning centers around three student desires including how students seek out resources that are digitally-rich, untethered and socially-based. The key questions being addressed in this report include:

> How are students personalizing their learning?

> How are parents helping students to personalize their learning journey?

> What are the digitally-rich, untethered and socially based learning strategies that facilitate this process?

> How can education stakeholders support students as they seek to personalize their learning?

> What are the gaps between administrators’ views of personalized learning compared to parents’ and students’ views?"

 

As we move to personalizing learning, consider creating a conversation around these questions.

 

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One week with personalised learning - A Teacher's Reflection

One week with personalised learning - A Teacher's Reflection | Personalize Learning (#plearnchat) | Scoop.it

Kevin McLaughlin decided a few weeks ago that he would personalize the learning for each student in his class.  He makes a special note that "Personalizing the curriculum requires a knowledge of every learner in your class".   After one week, he offers a thoughtful reflection and shares his observations.

 

"One week has passed with my class using Personal Journey’s, each one containing their very own personalised curriculum for the week ahead. Has the week been successful? Has learning improved? Well, one week is far too short to give detailed answers but I can say that personalising the curriculum for every child in my class has been an inspiring journey for me. I have watched in awe at children working their way through their learning, solving problems in pairs, discussing and thinking, coming up with solutions, offering suggestions and advice to their peers. It has confirmed my belief that if we give learners opportunities to follow a personalised approach they will fly."

 

"Observations after week 1

> Every child preferred this approach to their learning

> Every child was on task every day without having to be told

> Every learner made progress in Numeracy and achieved two targets that I had set them

> Every learner achieved at least 1 of their own targets

> Every learner told me they are looking forward to the next week of learning in their Personalised Journey"

 

Thank you Kevin for sharing your journey!

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