I found myself thinking about the idea of personalized learning, a popular buzz phrase in education these days. South Carolina is making a big push statewide on the idea of personalized learning, something I enjoy reading about. What is personalized learning? I think I could write a whole series on this idea but for today I will stick to a simpler break down. The four pillars of personalized learning: learner profiles, personalized learning paths, student ownership and flexible learning environments.
- Learner Profiles
- We need to understand who they are, what their ability levels are, what motivates them and what their goals are in order to truly support their individualized success
- Personal Learning Paths
- We must hold all students to high expectations which are clearly communicated to them and their families.
- Those expectations are based on their individual learner profiles (learning progress, motivations, goals, strengths, and needs)-they are custom fit, not cookie cutter.
- This means students are regularly and continually assessed to determine competency level. Once competency is demonstrated they advance/earn credit/move onward/etc.
- Student Ownership
- Students have a voice in their own education, they are empowered but also held accountable.
- They know what they are doing and why every step of the way.
- Flexible Learning Environments
- Different students learn and grow in different ways, Adaptive
- Student’s needs are the deciding factor, they are given the time, space, materials and support to succeed.
- Time and Support allocations include direct instruction and teacher time activities: 1-1 student consultations, small group instruction, whole class mini-lessons-how much time, how long and how frequent
- Space: How can we maximize the space that we have for the maximum function for the students?
- Group & Collaboration: How should students be grouped? This could encompass bridging grade levels for diverse collaborative experiences. As we prepare students for the “real-world” having them work with a variety of team-mates prepares them to face real-world diversity in skill and communication levels present in adult society.
I find personalized learning to be an exciting prospect, especially when combined with technology. Researching the idea of adaptive personalized blended learning programs is one of the things driving my summer to do list (that, learning to code and submitting my TPAs).
This is the seventh in a series of posts (1: Choices, 2: Parent Communication, 3: Research, 4: Thinking, 5: Planning, 6: Peer and self-evaluations) about supporting successful product assignments at the end of a unit of study. Now let’s talk about audience. If you followed my advice, students have already had a small audience of their peers reviewing them during the process and fresh small set of peers evaluating them during the finished product. Consider using gallery walks and inviting other students and parents to view. Or find a place you can display the products on campus with greater foot traffic. If students know that their product will be viewed not just by you and their classmates they are more likely to push themselves to create a quality product.
This is the sixth in a series of posts (1: Choices, 2: Parent Communication, 3: Research, 4: Thinking, 5: Planning)about supporting successful product assignments at the end of a unit of study. Now let’s talk about peer and self-evaluations. During every formal check-in, I believe in incorporating formative peer and self-evaluation. Put students into groups of up to four products to critique each other. The same students will peer review each other during the project at every check-in and ask students to self-evaluate their progress. During the final presentations, regroup the students for summative peer evaluations, that way students are asked to evaluate only the finished project without knowledge of the whole process. Students will be asked to self-evaluate again at the end of the project. All peer and self-evaluations need to be based on the established content and production criteria. I suggest you provide a rubric for the students to use.
This is the fifth in a series of posts (1: Choices, 2: Parent Communication, 3: Research, 4: Thinking)about supporting successful product assignments at the end of a unit of study. Now let’s talk about planning and follow through. School is a time for students to build lifelong work habits and one very important habit they are working on is time management. Hand out a project planner sheet. Have the students create a plan that lists all the steps of a project. This may be a guided process or not, depending on your grade level and their experience.
For example, locate sources, research, rough draft of the text, edit text for spelling, make visuals (images found, hand drawn, colored, etc.) and construct the final product. Once students have finished creating a plan. Hand out a calendar with the final product due date and any check-in dates. Check-in dates should be matched to the level of student independence and ability, more frequent for younger or less responsible students. The goal is to make sure that students are using all the time for a project instead of rushing at the end. Kick the procrastination habit now! Have students create figure out when each step of their plan will be completed, write those dates on the plan sheet and turn it in. Review the plans, if needed meet to discuss realistic goals with students and modify to create a timeline that is functional. Hold them to the timelines, make keeping on track part of the grade earned at every formal check in.
This is the fourth in a series of posts (1: Choices, 2: Parent Communication, 3: Research) about supporting successful product assignments at the end of a unit of study. Now let’s talk about thinking. Successful products need students to use their problem-solving skills but they also need to use their creative side. Critical and creative thinking go hand in hand for product assignments. Talk to your students about using both thinking styles for their product. Use products as a way to connect what they are learning in the classroom to life outside the classroom. Are they doing a slideshow? Talk about how business people use slideshows to make a presentation at work. Connect the projects to real-world issues, maybe do animal research reports on endangered animals to raise awareness. Maybe ask the library or other commonly visited location if you can display them for a week to allow the whole school a chance to see the projects, raising awareness of the whole school.
This is the third in a series of posts (1: Choices, 2: Parent Communication) about supporting successful product assignments at the end of a unit of study. Now let’s talk research. Teach students to use more than one source to get their information. I like to teach students to use different kinds of sources at least one in print and one online. If you do not have a book in your class library or available from the school library for checkout to the classroom you could provide a printed article or reading out for students to use. My suggested goal is one source per grade level after Kindergarten.
For example, in first grade, students may use a printed fact sheet, digital source or a book (using different sources throughout the year for exposure). In second grade, I would introduce the requirement of multiple types of sources one digital and one print. In third grade, I would require 3 sources at least one of each type. In fourth grade, I would require 4 sources two of each type. In fifth grade, I would require 5 sources at least two of each type.
This is the second in a series of posts about supporting students through the process of creating successful products. In part 1 I discussed choices for products. Now we are going to cover a bit about school to home communication.
It is important to keep in touch with parents regularly. If you are doing a project during class time only then this step could be skipped. However, if the students will be taking any part of the project (even just research) home then it is important you communicate with parents important information. So what is the important information you need to communicate? Timelines for the project including progress check-in dates and final turn in dates are a must, let the parents know right from the start whenever there is a formal check-in. Be sure to explain the requirements for the project, a great way to do this is share the grading rubric(s) with them. Include how they can help support their student and what they should NOT do during the product creation, remember help is appreciated but this does need to be the student’s work. Level of parental aid may be something that you differentiate based on student ability and need.
You may decide to explain the rationale for the product. This is a great way to share the purpose with parents who do not have the training to infer it themselves. A word of caution that I got from a veteran teacher who did share the purpose of product lessons. If you offer this kind of transparency in a lesson the parents will expect it for all project products for the rest of the year. Taking away transparency after having offered it can result in negative attitudes from parents. So make a choice and stick with it if you can. As a different option, you could write the purpose of product assignments into your back to school letters giving transparency without having to do it for every assignment.