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Kathleen McClaskey
onto Personalize Learning (#plearnchat) October 28, 2015 11:21 AM
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This is Part 4 in the 6-part Collaborative Blog Series on Learner Agency with the Institute for Personalized Learning.
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Kathleen McClaskey's insight:
Join us on September 21, 2016 in the 5 W’s of Personalized Learning eCourse where you will learn the What, Who, Wow, Where, and Why to Personalize Learning. This eCourse includes what is and what is not personalized learning, how learners learn best using the Personal Learner Profile, the process using the new Version 4 of the Three Stages of Personalized Learning Environments (PLE), how teacher and learner roles will change, and why you need a common language and rationale for personalized learning when transforming teaching and learning. Collaborate with other educators in a Community of Practice.
This course can be take for 2 Graduate Credits or 30 hours of PD. The course webinars take place on Wednesdays 9/21, 10/5, 10/19, 11/2, and 11/16 [5pm ET, 4pm CT, 3pm MT, 2pm PT], next day for most of our international participants. - See more and register at: http://www.personalizelearning.com/p/5-ws.html
Javier Marrero Acosta's curator insight,
August 6, 2015 4:53 AM
Join us on June 23rd in the all NEW 5 W’s of Personalized Learning eCourse where you will learn the What, Who, Wow, Where, and Why to Personalize Learning. This eCourse includes what is and what is not personalized learning, how learners learn best using the Personal Learner Profile, the process using the new Version 3 of the Three Stages of Personalized Learning Environments (PLE), how teacher and learner roles will change, and why you need a common language and rationale for personalized learning when transforming teaching and learning. Collaborate with other educators in a Community of Practice.
This course can be take for 2 Graduate Credits or 30 hours of PD. The course webinars take place on Tuesdays: 6/23, 7/7, 7/21, 8/4, 8/18 [11am PDT, 12pm MDT, 1pm CDT, 2pm EDT], next day for most of our international participants. - See more and register at: http://www.personalizelearning.com/p/5-ws.html 
ManufacturingStories's curator insight,
August 9, 2015 3:42 PM
The 5 W's of Personalized Learning eCourse is a 10 week online course with 5 webinars with activities and resources in a community of practice.
Danette Carroll, 8th grade Language Arts teacher, Luella Middle School, Henry County Schools, GA shared: ""I liked seeing your faces, posting and reading replies, online sessions, and watching the videos. I have no suggestions as this is the best online class experience I have had to date. The other day I was in my principal's office and we were talking about how to get teachers to make "The Shift"- I told him that everyone should have the opportunity to take this class! "
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Check out the book trailer for How to Personalize Learning: A Practical Guide for Getting Started and Going Deeper by Barbara Bray and Kathleen McClaskey
Kathleen McClaskey's insight:
How to Personalize Learning: A Practical Guide for Getting Started and Going Deeper launches today! Included are tools and templates for the many activities to get started and go deeper. A Companion Website has also been created so that you can access the electronic versions of the templates. Enjoy!
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Create a Learner Profile using the UDL lens.
Kathleen McClaskey's insight:
Discover the learner in every child this year by using the UDL lens of Access, Engage and Express. This is Part One of a 3-part series on how to develop learner agency with every child.
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The whole sense of purpose is bigger than self. When you have a purpose, it has a broader reach, is self-fulfilling, and gives you a meaningful and purposeful life.
Kathleen McClaskey's insight:
The purpose of learning is about learners being prepared for their future and reaching their fullest potential as lifelong learners. This means that they have a voice with the confidence to express their ideas and opinions so they are heard and taken into account in any situation.
K.I.R.M. God is Business " From Day One"'s curator insight,
January 24, 2017 10:18 AM
Great education format / tools for learning success for all including the learner.
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Kathleen McClaskey's insight:
So glad to share my story and where my passion comes from to work each day so we can create personalized learning environments where every child can own their learning.
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Guest post from Lillian Pace of KnowledgeWorks shared recommendations for advancing Personalized Learning under ESSA.
Kathleen McClaskey's insight:
Lillian Pace shares what ESSA means for schools across our country and includes a Sample State Vision for Personalized Learning under ESSA.
The Every Student Succeeds Act (ESSA) is just over four months old, and it’s already dominating national, state, and local conversations about education reform. There is certainly a lot to get excited about in the new federal education law, including a long list of opportunities to make personalized learning a reality for every student in the country.
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Motivation affects how we learn. The Continuum of Motivation walks you up the mountain from Instrumental to Self-Actualization where learners are intrinsically motivated to learn.
Kathleen McClaskey's insight:
Discover how learners move from instrumental to self-actualization and from extrinsic to intrinsic as they grow and change across the continuum of motivation.
Extrinsic motivation occurs when we are motivated to perform a behavior or engage in an activity to earn a reward or avoid punishment. Intrinsic motivation involves engaging in behavior because it is personally rewarding; essentially, performing an activity for its own sake rather than the desire for some external reward.
Pascal Baquet's curator insight,
April 6, 2016 9:13 AM
Belle représentation du continuum de la motivation, et pas seulement pour les paysages de montagne! Il reste néanmoins à trouver les pratiques et petits trucs pour faire passer d'une motivation extrinsèque à une motivation intrinsèque. 
Steve Whitmore's curator insight,
May 16, 2016 8:38 AM
I wonder how this would be helpful in working with SEL issues in individual students. This particular article doesn't address how to move a person from one mindset to another.
Dr. Helen Teague's curator insight,
May 16, 2016 10:04 AM
I like the inclusion of the "Learner-Driven" designation!
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Guest post by Liberty Elementary Personalized Learning Team how they build relationships with learners based on Riverside USD's 5 elements of Personalized Learning.
Kathleen McClaskey's insight:
Discover how LIberty Elementary School in Riverside, CA is helping every learner tell their story and how they learn best.
michel verstrepen's curator insight,
March 10, 2016 4:08 PM
Discover how LIberty Elementary School in Riverside, CA is helping every learner tell their story and how they learn best. 
Jenifer Elizabeth Roberts's curator insight,
April 2, 2016 11:07 PM
Discover how LIberty Elementary School in Riverside, CA is helping every learner tell their story and how they learn best.
K.I.R.M. God is Business " From Day One"'s curator insight,
January 24, 2017 10:28 AM
Being validated in the are of education motivates and encourages the learner to want to learn even the more. Just think in reverse how much not being validated decreases the learners interest in learning. How many chdren/ students are counted as those just In class getting a free pass whether they are taught, learn or not? How can we tell which children are in just such a category of students/ children.
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Paula Ford, Kindergarten teacher in California shares how her little ones could drive the learning around a project they helped design.
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Announcing version 4 of our new and updated Stages of Personalized Learning Environments with practical and clear elements for each stage.
Kathleen McClaskey's insight:
We are pleased to announce our new and updated Stages of Personalized Learning Environments (PLE) version 4. You are probably wondering why we updated it again. While writing our next book, How to Personalize Learning to be published Fall 2016, we realized that we had to make changes to the Stages of PLE. It's been two years to the day since we created version 3 and so much has happened since the last version. - See more at: http://www.personalizelearning.com/2016/02/new-version-stages-of-personalized.html#sthash.7ZijOBPJ.dpuf
Antonia Rudenstine's curator insight,
February 16, 2016 3:26 PM
Antonia Rudenstine's insight: Love this Framework from Personalized Learning. Such a helpful way to think about the activities of students and teachers look like in Teacher-Centered, Learner-Centered, and Learner-Driven learning environments.
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Pernille Ripp, 7th grade teacher in WI, shares her transformation and pathways to personalized learning environments and passionate learners.
Kathleen McClaskey's insight:
Pernille offers insight on why she embraces personalized learning after 6 years. She points out that the journey she has taken to transform herself is really about the learners that she teaches. Here is an excerpt that says it all. "Six years ago, I set out on a journey that would challenge my belief that education was an institution that could not be changed, but instead had to be blindly followed no matter the collateral damage in its wake. I now know that the day I started asking my learners what changes they needed to become more engaged learners, was the day that I made a difference in the way education can be used. Yet this change is fundamentally not about me. It is about the learners I teach and it is for them that we must embrace a more meaningful way of educating. Call it personalizing learning or some other title, but in the end, we must make the very education that we are stewards of become about the kids that we teach again."
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Examples and ideas that illustrate the Continuum of Voice moving to agency through the Stages of Personalized Learning Environments.
Kathleen McClaskey's insight:
Voice gives learners a chance to share their opinions about something they believe in. We adapted the Continuum of Voice chart we used from Students at the Center in our post Learner Voice Demonstrates Commitment to Building Agency. The learning environment changes as you encourage voice and can see learners taking more control of their learning. We call this process the Stages of Personalized Learning Environments (PLE). - See more at: http://www.personalizelearning.com/2016/01/continuum-of-voice-what-it-means-for.html#sthash.kLBn5zQT.dpuf
Michelle Johnson's curator insight,
March 8, 2016 6:25 PM
Voice gives learners a chance to share their opinions about something they believe in. We adapted the Continuum of Voice chart we used from Students at the Center in our post Learner Voice Demonstrates Commitment to Building Agency. The learning environment changes as you encourage voice and can see learners taking more control of their learning. We call this process the Stages of Personalized Learning Environments (PLE). - See more at: http://www.personalizelearning.com/2016/01/continuum-of-voice-what-it-means-for.html#sthash.kLBn5zQT.dpuf
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Top 10 posts of 2015 from Personalize Learning so you can review them quickly and share any with your PLN.
Kathleen McClaskey's insight:
Don't miss these top 10 blog posts from 2015, the year of the learner! Topics that put the learner at the center of education attracted thousands of readers worldwide. Enjoy and share!
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Archived conversations about our book, How to Personalize Learning with amazing educators. We were trending on Twitter and couldn't keep up with all the tweets. That's why we save and archive it for you to check out later.
Kathleen McClaskey's insight:
What incredible conversations in #plearnchat with educators around the world in celebrating the launch of our new book: "How to Personalize Learning: A Practical Guide for Getting Started and Going Deeper".
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The Personal Learning Backpack (PLB) uses the UDL lens to define the tools, resources, strategies, and skills learners will need to support learning.
Kathleen McClaskey's insight:
This is part 2 of a 3 part series on how to use the UDL Lens of Access, Engage and Express to develop agency with each learner. Discover how you can create a PLB with your learners so that they develop the skills to support their own learning.
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Announcing updated version 5 of our Stages of Personalized Learning Environments with practical and clear elements for each stage.
Kathleen McClaskey's insight:
While finishing our next book, How to Personalize Learning to be published Fall 2016, we realized that we had to make even more changes to the Stages of PLE. Download this new version from this site.
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"Remove the veil of disability and you will discover the learner!"
Kathleen McClaskey's insight:
Using the UDL lens to discover the learner can be a great conversation starter between teacher and learner. In this conversation, the student can share their Learner Profile that indicates how they Access, Engage, and Express and includes their strengths, challenges, preferences, and needs.
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The Continuum of Self-Efficacy is about building self-esteem, becoming self-confident and persevering to achieve any goal set.
Kathleen McClaskey's insight:
Self-efficacy holds significant implications both for learners and educators in the journey to nurture high levels of skill and knowledge. The most difficult and challenging learner to teach is the learner who believes he or she cannot succeed.
K.I.R.M. God is Business " From Day One"'s curator insight,
January 24, 2017 6:32 AM
Education have obsticales that are different for each learner but know those obsticales can and will be overcome and made great success per the learners abilities and God provide as there is positive in the darkest learning times. Never give up!
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The Continuum of Ownership demonstrates how learners move from compliance to autonomy as they become responsible and drive their learning.
Kathleen McClaskey's insight:
Introducing the Continuum of Ownership. Discover how learners can move from compliance to autonomy.
Chris Watkins, an independent consultant and leading authority on meta-learning in the UK and former reader at The Institute of Education, London Centre for Leadership in Learning makes these four points of what happens when learners drive the learning. When learners drive their learning,
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Pam Lowe, Personalized Learning Coach, wrote an insightful post about her young niece questioning why can't learning be personalized.
Kathleen McClaskey's insight:
Pam Lowe shares her story about her 4 year-old niece and her insight into personalized learning: "Basically at the wise old age of four, the question my niece was asking me that currently many educators and schools are struggling to comprehend was,
“Why can’t learning be personalized?” When a child can recognize the need for personalized learning, why can’t our education system? My niece is not viewing personalized learning as a buzzword or a fad. She is viewing personalized learning as a right that is due her as a learner." - See more at: http://www.personalizelearning.com/#sthash.yHJTVyEu.dpuf
michel verstrepen's curator insight,
March 15, 2016 3:20 AM
Pam Lowe shares her story about her 4 year-old niece and her insight into personalized learning: "Basically at the wise old age of four, the question my niece was asking me that currently many educators and schools are struggling to comprehend was,
“Why can’t learning be personalized?” When a child can recognize the need for personalized learning, why can’t our education system? My niece is not viewing personalized learning as a buzzword or a fad. She is viewing personalized learning as a right that is due her as a learner." - See more at: http://www.personalizelearning.com/#sthash.yHJTVyEu.dpuf
K.I.R.M. God is Business " From Day One"'s curator insight,
January 24, 2017 7:39 AM
Are there any ways that a personized education can assist children with disabilities denied years of education by their local public schools agencies choice but the personalized education provided at the public schools exspence and the choice of their parent as not only no education but a safe educational environment per the public schools own actions and motives as they reference the students/ children is in question but they need an education? As they a special needs individuals. All responses are appreciated.
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The Continuum of Engagement is the next in the series of the learner moving to Agency: moving from compliant to flow created by Barbara Bray and Kathleen McClaskey. Graphic designed by Sylvia Duckworth
K.I.R.M. God is Business " From Day One"'s curator insight,
January 24, 2017 8:37 AM
It requires communications to and from the complainant and those the complaint is about and/or alleged against. Which is exactly why Dorothy Cook of her own attempts could not resolve the allegations of Wilson County Schools Board 2/18/2013 dated letter Re: Contact with School System Employees and Presence on School Property' as per said letter not only Dorothy Cook but all Wilson County Schools employees communications to each other is restricted which also meant Wilson County Schools Board Members who are Wilson County Schools Employees , who sent Dorothy Cook at that time Prose Rep/parent for her daughter Megan Cook for and during NC OAH Office of Administrative Hearings SEC Special Education Contested Court Case the 2/18/13 dated letter prohibited Dorothy Cook from communicating with them directly which if said communications were not prohibited Dorothy Cook could have brought the allegations an entire content of said letter to and or directly before the Wilson County Schools Board Members during their school board meeting with documented as recorded communications of Dorothy Cook statements to WCS Board Members and the Wilson County Schools Board Members responses as the school board meetings are media recorded. Yes , Dorothy Cook ,Megan Cook and ALL the Wilson County Schools employees that was or maybe still employed by WCS from ,2/18/13 until 10/2016 ,JUSTICE was silenced! but as of October, ,2016 said letter was rescinded in its entirety by Wilson County Schools Board therefore it's JUSTICE time no more sense. Help us get our voice out! We need your voices to unite with ours share our storyand post our goal is to stop this from happening ever again.
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Brian Anton, high school social studies teacher, shares how he had to change so his learners could drive their learning.
Kathleen McClaskey's insight:
Brian shares how he transformed his classroom to a learner-centered environment and what happened in the process with his learners. Here is a glimpse of his journey: "As teachers, it is difficult to let go of control and to let our learners find the best ways for them to achieve content and curriculum goals. To be clear, our role in the classroom needs to change, and I think the trend in education is moving the correct direction--achieving and creating a learner-driven, personalized atmosphere is the key. Providing learners with the tools to succeed should be the goal, and we should focus on allowing them to use those tools in the way that works best individually. Instead of providing the blueprint for learners to achieve a goal, educators should be allowing and guiding them in designing, developing, and implementing their plan for accomplishing it. When this happens, drastic changes take place regarding engagement in our classrooms and ownership of learning appears, leading to a higher level of achievement."
Mel A Az's curator insight,
March 8, 2016 11:46 PM
Brian shares how he transformed his classroom to a learner-centered environment and what happened in the process with his learners. Here is a glimpse of his journey: "As teachers, it is difficult to let go of control and to let our learners find the best ways for them to achieve content and curriculum goals. To be clear, our role in the classroom needs to change, and I think the trend in education is moving the correct direction--achieving and creating a learner-driven, personalized atmosphere is the key. Providing learners with the tools to succeed should be the goal, and we should focus on allowing them to use those tools in the way that works best individually. Instead of providing the blueprint for learners to achieve a goal, educators should be allowing and guiding them in designing, developing, and implementing their plan for accomplishing it. When this happens, drastic changes take place regarding engagement in our classrooms and ownership of learning appears, leading to a higher level of achievement." 
Gust MEES's curator insight,
May 14, 2016 9:16 PM
One of the most difficult parts of our jobs as educators is to create a learning environment where our learners are engaged and meet content and curriculum goals. From my experience, the single most important challenge that needs to be addressed to earn engagement in our classrooms is to develop a culture of learner autonomy--allowing and encouraging learners to take control of their own learning. There are many barriers that we, as educators, must work to clear in order to create a strong culture that allows our learners to feel comfortable with working toward a common goal in the way that works best for them.
Learn more / En savoir plus / Mehr erfahren:
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Patrick Riley, Cognitive Coach for kid-FRIENDLY grant in Kentucky, uses the metaphor of planting seeds and growing a culture of learning.
Kathleen McClaskey's insight:
Patrick tells his story as a cognitive coach in Kentucky where he has planted seeds of personalized learning and has grown a safety net for his Teacher Leaders for them to thrive and grow in a personalized learning environment. Here is one story that he shares about a special 7th grade teacher, her learners and how the PL seed has grown: "For Ms. Morris and her learners, the learning taking place in this seventh grade classroom was an amalgamation of learner-centered, curiosity-provoking activities, galvanized in the fires of learner passions, that transcended even the most stubborn traces of teenage apathy. In essence, this Learner-Centered Environment was the maturation, the development of one tiny seed planted in the fall of 2014. The seed of personalized learning… " - See more at: http://www.personalizelearning.com/2016/01/growing-personalized-culture-of-learning.html#sthash.CTJGCRlD.dpuf
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This is a cross-post and adapted version of Dr. Jackie Gerstein's post that provides strategies so we can really understand and see the uniqueness in every learner.
Kathleen McClaskey's insight:
Jackie shares her post and describes 9 different strategies that teachers can use to see each learner and their qualities that make them special. She begins with "LIsten more than talk" and ends with "Overtly show learners you care". Thank you, Jackie for always inspiring us to be better educators!
Sharon Berman's curator insight,
January 19, 2016 5:10 PM
What great ideas, Dr Gerstein reminds us of. Always having the learner at the centre of our thought processes when designing and developing lessons, means a much more engaging process for all involved.
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Starr Sackstein, @MsSackstein, shares a few strategies on developing self-directed learners using questions from her book, Power of Questioning.
Kathleen McClaskey's insight:
Starr Sackstein, author of an upcoming book, "The Power of Questioning" shares her insights in empowering the learner to be the questioner. "Empowering learners with the control of the questions, puts them in the driver’s seat of their journey and progress. They follow their interests and we trust them to develop more questions as they go, unraveling the possibilities in their learning. This is a great chance for learners and teachers to learn together rather than just in a one sided manner with the teacher in control of everything." - See more at: http://www.personalizelearning.com/2016/01/putting-power-of-questions-in-learners.html#sthash.Oj6ARYee.dpuf
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Check out the 10 Trends in 2016 about UDL, Personal Learner Profiles, Agency, Competency-based Education, Kids Hacking School, Blended Learning, Citizenship, and more...
Kathleen McClaskey's insight:
We know the main focus of personalized learning is our kids. So we are focusing on three main concepts for these trends we see for 2016 starting with learners, the teachers, and pulling together everything with culture and community that encompass the 10 Trends. - See more at: http://www.personalizelearning.com/2015/12/10-trends-to-personalized-learning-in.html#sthash.tdHLFD5d.dpuf
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Giving learners voice encourages them to participate in and eventually to own and drive their learning. This means a complete shift from the traditional approach of teaching compliance that develops a “learned helplessness” to encouraging voice where there is authenticity in the learning.