Manchester Administrator Retreat Bena Kallick and Allison Zmuda Manchester Administrator Retreat

Manchester Administrator Retreat Goals Connect and communicate district mission, vision, core values, goals and improvement plans Identify characteristics of welcoming schools Clarify the importance of habits and dispositions in the ongoing work Develop MPS vision for personalized learning PK-12/AE

Ways of Making our Thinking Visible learningpersonalized Ways of Making our Thinking Visible learningpersonalized.com/manchester Todays Meet Use of protocols and routines Regular reflections Collective actions

Essential Questions How do we create “space” for every learner to think deeply? What can we do as leaders to grow a culture of trust and innovation in our schools?

Making the case for personalized learning

Problem: We are training our students as if we live in a predictable world. Training them to focus on getting the right answer Training them one discipline at a time Training them to function only as individuals Training them to see knowledge as static Training them to see school as a hurdle

Learning in a Contemporary World Making sense of humanity and human nature Growing intolerance for boredom Messy problems Struggling on what matters Dizzying amount of information

Providing the Learning They Need by Focusing on… the complexity of a problem the interdisciplinary nature grounded in authentic tasks how to think and work interdependently

Reality in Many Schools What we hope for our students often does not line up with the daily work we assign them.

Today’s Meet https://todaysmeet.com/manchester HOPE: What are your aspirations for your students? REALITY: What are the daily priorities with students? What do you spend most of your time on?

Definition of Personalized Learning Personalized learning is a progressively student –driven model where students deeply engage in meaningful, authentic, and rigorous challenges to demonstrate desired outcomes. — Zmuda, Curtis and Ullman (2015)

The Pedagogical Structure for Personalizing Learning

Design Elements of Personalized Learning TASK: What is the challenge?

Design Elements of Personalized Learning Audience: How does audience shape creation and communication?

Design Elements of Personalized Learning Feedback: How does feedback promote growth?

Design Elements of Personalized Learning Evaluation: How is performance evaluated on a given task using criteria?

Design Elements of Personalized Learning Process: Who controls the sequence, pace, and content of learning?

Design Elements of Personalized Learning Environment: Where does the learning take place?

Design Elements of Personalized Learning Demonstration of Learning: How do we show cumulative evidence of learning across time?

Sharing Examples of Personalized Learning Briefly describe one program, practice, or idea Share how it connects to the element(s) of personalized learning Task, Audience, Feedback, Evaluation, Process, Environment, Demonstration of Learning

Explicit Thinking Behaviors for Personalized Learning

Definition of Habits of Mind Characteristics of what intelligent people do when they are confronted with problems, the resolutions to which are not immediately apparent. — Costa and Kallick (2008)

Making space in our curriculum, instruction and assessment to value thinking dispositions

16 Habits of Mind Persisting Managing impulsivity Listening with understanding and empathy Thinking flexibly Thinking about thinking Striving for accuracy Questioning and posing problems Applying past knowledge to new situations Finding humor Thinking and communicating with clarity and precision Gathering data through all senses Creating, imagining, innovating Responding with wonderment and awe Taking responsible risks Thinking interdependently Remaining open to continuous learning

Habits of Mind Discussion READ AND DEFINE IT IN YOUR OWN WORDS GIVE EXAMPLES: WHAT DO YOU HEAR PEOPLE SAYING OR SEE THEM DOING AS THEY USE THE HABIT OF MIND? DESCRIBE SITUATIONS WHEN IT IS IMPORTANT TO USE THE HABIT OF MIND POSE QUESTIONS INTENDED TO ELICIT THE HABIT OF MIND IN OTHERS 11

Designing Illustrations of the Habit TITLE CREATE A SIMILE: “…. (name the habit of mind) IS LIKE A…..…. BECAUSE…….” CREATE A LOGO OR SYMBOL FOR THE HABIT OF MIND COMPOSE A BRIEF STATEMENT OR SLOGAN THAT SUMMARIZES THE HABIT OF MIND 11

In Light of What the District Values

Why Habits of Mind Make Personalized Learning Possible Create a community of innovation and trust Honor the messiness of the work Grow self-directed learners who are more willing to pursue ideas, grow from feedback, and contribute to communities

Thought-full Design 1st column: Delineates Personalized Learning elements 2nd column: Articulates the role of students and teachers 3rd column: Identifies related Habits of Mind for students and teachers This page will be online and reproduced in the folder of materials that day

Changing Roles of Students and Teachers Task: What is the challenge? Related Dispositions Student independently defines and articulates the problem, idea, design, or investigation.   Teacher identifies a curriculum task, broader topic, or established inquiry. Design of experiences serve as a catalyst to spark student imagination, curiosity, and deeper learning. Students and teacher(s) demonstrate: Thinking flexibly Questioning and problem posing Creating, imagining and innovating Taking responsible risks Applying past knowledge to new situations Thinking about your thinking

Changing Roles of Students and Teachers Process: Who controls the sequence, pace, and content of learning? Roles Related Dispositions Student and teacher collaborate to create a plan for learning, considering sequence, pace, and content based on student interest and need.   Student and teacher continuously visit the plan and modify/innovate based on assessment of progress. Students and teacher(s) demonstrate: Questioning and problem posing Creating, imagining, and innovating Managing impulsivity Thinking about your thinking Persisting

Why personalized learning and habits of mind? If you have schooling that rewards conformity, avoids risk-taking, and focuses on the right answer, our children will be unprepared for the world unfolding before them.

Clarifying the why — your turn! Articulate Go to http://learningpersonalized.com/manchester Use Padlet in a phrase (or two) describe the WHY

Creating and sustaining culture of trust and innovation

Essential Questions How do we create “space” for every learner to think deeply? What can we do as leaders to grow a culture of trust and innovation in our schools?

Your organization functions and grows through conversations…… The quality of those conversations determines how smart your organization is. David Perkins, King Arthur’s Round Table 2002 N.Y. Wiley

Build Culture of Innovation and Trust

Small Fires Read “What Matters Most for Lifelong Learning” and highlight key ideas (8 min) Gather in groups of 4. Each person shares one of his/her highlighted items but does not comment (No Cross talk) (2 min) Share meanings you are deriving and implications for your work with HOM (10 min)

HOW do we build a culture that embraces innovation & trust? Experience first-hand through: Listening Exercise Consultancy Protocol

Listening with understanding and empathy Devoting mental energies to understanding others’ thoughts and feelings.

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Listening sequence Pause Paraphrase Probe Inquire Clarify

Pause “After having asked a question, the average teacher waits 1 second before either calling on a student, asking another question or answering the question him/herself.” Using wait-time before responding to or asking a question allows time for more complex thinking, enhances dialogue and improves decision making. Rowe, M. B. "Wait Time and Rewards as Instructional Variables: Their Influence on Language, Logic and Fate Control. "Journal of Research, in Science Teaching 11, 2: 81‑84. (Spring 1974). 11

Paraphrase Lets others know that you are listening, that you understand or are trying to understand them and that you care.

Probe Increases the clarity and precision of the group's thinking by refining understandings, terminology and interpretations.

Practice your listening skills Listener: Use the Pause, Paraphrase, Probe sequence Speaker: Finish this sentence. When I think about personalized learning I am considering…

Practice your listening skills Listener: Use the Pause, Paraphrase, Probe sequence Speaker: Finish this sentence. Thinking about personalized learning reminds me of…

WHAT VALUES ARE YOU EXPRESSING WHEN YOU LISTEN TO OTHERS SO INTENTLY?

Building a Culture of Trust https://todaysmeet.com/manchester What are problems of practice that you anticipate as Manchester moves to personalized learning?

Rethinking Current Practice Based your learning from this workshop, what might you: • Stop doing • Continue doing • Start doing 11

Want to stay in touch? BENA KALLICK ALLISON ZMUDA Email: kallick.bena@gmail.com Twitter handle: @habitsofmindedu @habitsofmindint Website: habitsofmindinstitute.org Email: allison@allisonzmuda.com Twitter handle: allison_zmuda Website: allisonzmuda.com Website: learningpersonalized.com