Personalizing 21st Century Education
Stephen Downes,
Half an Hour,
Apr 16, 2016
Notes from:
Personalizing 21st Century Education: A Framework for Student Success Dan Domenech, Morton Sherman, John L. Brown Jossey-Bass, a Wiley Brand. 2016 Personalizing Learning - the vision - reviewing notes at home - in school - no grades - director of learning gives them activities - independent, small groups, one-on-one, larger sessiions - mastery learning; lessons - ongoing evaluation, adaptive learning Driverless cars What is a personalized 21st century education - personalized education plan (developed by teacher) - adaptive learning via assessment - grouping by proficiency, not age - teacher = director of learning - cf Kettering Foundation, Individually Guided Education Ten Building Blocks - creating a vision for personalization - dealing with diversity (SD: vs embracing diversity) - identifying benchmarks and exemplars of schools already personalizing - transforming curriculum and programs of study - personalizing teaching ang learning, focus on needs and strengths - accountability - making assessment meaningful - maximize impact of technology - personalizing leadership and governance - new approaches for decision-making - personalizing health, social and psychological services - cultivating paret, community, institutional partnerships Demographics - minority needs - preparing students for the world of work - is the best education for the high achiever the best education for all? - making multilingualism a resource - low socioeconomic status students - special needs Personalized Curriculum - Discoverty Elementary School in Arlington: - idea of curriculum as an immersive experience - physical plant reflects this - classrooms named for environment - Innovations Early College High School in Salt Lake City - no bells, no schedules - curriculum based on proficiency - curriculum vs standardization - today - curriculum defined as what students should know, based on test-prep - but research speaks against this - five points: - learning is holistic - all authetic learning is experiential (Dewey) - transmission approach inadequate and misinformed (Friere) - learning is brain centered, need to emphasize executive function - creativity and self-expression as a biological necessity - we express our intelligence differently and personally - vision for 21st century curriculum - organic and integrated system, aligned to achieve maximum learning outcomes, not just cognitive, created collaboratively, focused and realistic but ambitious, student-centered Teaching and Learning - PISA, TIMNS - suggest great teaching is mediated by instructor, not presented through lecture - need for instructors to employ research-based principles of learning - case studes - a few top picks: - curriculum compacting - acceleration where possible, coaching where needed - tiered lesson and learning centers - complex instruction - variety of learning structures - learning contracts - orbital studies - student-generated extension projects - independent study options - interest centres and interest groups - reflective journals and think logs (SD: tlogs?) - RAFT assignments - roles, audiences, formats, topics - capstone projects - cooperative learning structures eg. peer teaching Assessment - be clear about what tey are expected to learn and why - create a roadmap or visual organizer - personal goal setting and strategic planning - metacognition Some recommended changes for consideration: - select big-idea and conceptually challenging standards or goals - organize outcomes around concepual bands or themes - outcomes should reflect full range of student development - comprehensive K-12 delineation of what students are expected to learn - staff become true data experts - move beyond traditional data collection - build a data management platform - students take on active and ongoing role in their own data management - personalize data management and assessment - involve all stakeholders Meaningful, authentic and lifelong learning outcomes - work ethic, integrity, teamwork, self-representation, diversity awareness conflict resoltion, creativity - professional knowledge skills - speaking and listening, job acquistion customer service See also: www.wiley.com/go/personalizing21
Personalizing 21st Century Education: A Framework for Student Success Dan Domenech, Morton Sherman, John L. Brown Jossey-Bass, a Wiley Brand. 2016 Personalizing Learning - the vision - reviewing notes at home - in school - no grades - director of learning gives them activities - independent, small groups, one-on-one, larger sessiions - mastery learning; lessons - ongoing evaluation, adaptive learning Driverless cars What is a personalized 21st century education - personalized education plan (developed by teacher) - adaptive learning via assessment - grouping by proficiency, not age - teacher = director of learning - cf Kettering Foundation, Individually Guided Education Ten Building Blocks - creating a vision for personalization - dealing with diversity (SD: vs embracing diversity) - identifying benchmarks and exemplars of schools already personalizing - transforming curriculum and programs of study - personalizing teaching ang learning, focus on needs and strengths - accountability - making assessment meaningful - maximize impact of technology - personalizing leadership and governance - new approaches for decision-making - personalizing health, social and psychological services - cultivating paret, community, institutional partnerships Demographics - minority needs - preparing students for the world of work - is the best education for the high achiever the best education for all? - making multilingualism a resource - low socioeconomic status students - special needs Personalized Curriculum - Discoverty Elementary School in Arlington: - idea of curriculum as an immersive experience - physical plant reflects this - classrooms named for environment - Innovations Early College High School in Salt Lake City - no bells, no schedules - curriculum based on proficiency - curriculum vs standardization - today - curriculum defined as what students should know, based on test-prep - but research speaks against this - five points: - learning is holistic - all authetic learning is experiential (Dewey) - transmission approach inadequate and misinformed (Friere) - learning is brain centered, need to emphasize executive function - creativity and self-expression as a biological necessity - we express our intelligence differently and personally - vision for 21st century curriculum - organic and integrated system, aligned to achieve maximum learning outcomes, not just cognitive, created collaboratively, focused and realistic but ambitious, student-centered Teaching and Learning - PISA, TIMNS - suggest great teaching is mediated by instructor, not presented through lecture - need for instructors to employ research-based principles of learning - case studes - a few top picks: - curriculum compacting - acceleration where possible, coaching where needed - tiered lesson and learning centers - complex instruction - variety of learning structures - learning contracts - orbital studies - student-generated extension projects - independent study options - interest centres and interest groups - reflective journals and think logs (SD: tlogs?) - RAFT assignments - roles, audiences, formats, topics - capstone projects - cooperative learning structures eg. peer teaching Assessment - be clear about what tey are expected to learn and why - create a roadmap or visual organizer - personal goal setting and strategic planning - metacognition Some recommended changes for consideration: - select big-idea and conceptually challenging standards or goals - organize outcomes around concepual bands or themes - outcomes should reflect full range of student development - comprehensive K-12 delineation of what students are expected to learn - staff become true data experts - move beyond traditional data collection - build a data management platform - students take on active and ongoing role in their own data management - personalize data management and assessment - involve all stakeholders Meaningful, authentic and lifelong learning outcomes - work ethic, integrity, teamwork, self-representation, diversity awareness conflict resoltion, creativity - professional knowledge skills - speaking and listening, job acquistion customer service See also: www.wiley.com/go/personalizing21
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