1. Personalized Learning Academy Training for Trainers II
Center on Innovations in Learning
Florida & Islands Comprehensive Center
Virgin Islands Department of Education
2017

2. Review of Personalized Learning Review of Personal Competencies
Where We Are Headed…
Review of Personalized Learning
Review of Personal Competencies
Big Three Instructional Strategies
Review of Lesson Design and Lesson Design Studio
This is the master agenda for the 3-day training of trainers. A more detailed agenda is in the participant packet.

3. Review of Personalized Learning1
Review of Personalized Learning
What Is It?
Introduction to this session What is Personalized Learning?

4. You have had a student who you want desperately to reach, but nothing you do seems to be working. This student might be:
Struggling academically and not making progress,
Displaying negative behaviors that do not seem reflective of their true personality or that seem to be a cry for help or attention,
Likely advanced or gifted but not be demonstrating that in his/her schoolwork, Reserved, quiet, and unresponsive to attention from you, or
More than one of the above.
This is a very frustrating experience for a teacher! This child could be one of your favorites, or he or she could be one that tests your patience the most. Either way, you want to do more
We have all been there…
You have had a student who you want desperately to reach, but nothing you do seems to be working. This student might have:
Struggling academically and not making progress,
● Displaying negative behaviors that do not seem reflective of their true personality or
that seem to be a cry for help or attention,
● Likely advanced or gifted but not be demonstrating that in his/her schoolwork, ● Reserved, quiet, and unresponsive to attention from you, or ● More than one of the above.
This is a very frustrating experience for a teacher! This child could be one of your favorites, or he or she could be one that tests your patience the most. Either way, you want to do more

5. Think about that student now…
● When did you know the student? (What grade, time of year, etc.)
● What was the nature of your relationship with that student? (Supportive, difficult,
nagging?)
● What behaviors did this student display that frustrated you?
● What behaviors did this student display that gave you hope for his or her growth?
● What was that student going through at the time?
● Describe the strategies or approaches you used to try to build this child as a learner:
How do you know if the strategies you used were successful?
Did you personalized learning for this student?
Talk with a table partner about your student. Any similarities?

6. Influencing Jeffrey

7. What teacher “instinct” was activated?
What did Ms. Johnson see?
What teacher “instinct” was activated?
What did she do to develop him as a learner?
Jeffrey’s Story

8. Who personalized learning for you?
Think of the teacher…
Who personalized learning for you?
What strategies did that teach employ to personalize learning for you?

9. What is personalized learning?
“Personalization refers to a teacher’s relationships with students and their families and the use of multiple instructional modes to scaffold each student’s learning and enhance the student’s personal competencies [cognitive, metacognitive, motivational, social/emotional]. Personalized learning varies the time, place, and pace of learning for each student, enlists the student in the creation of learning pathways, and utilizes technology to manage and document the learning process and access rich sources of information.”
Twyman & Redding, 2015

10. What makes this definition unique?
“…breaks from the traditional image of school learning- that is, a student sitting at a desk listening to a teacher or completing the same assignment as the other students- substituting a view of the teacher, aided by learning management software, pivoting from a succinct, interactive presentation of a new concept to walk among her students, encouraging them as they engage with activities they have helped plan and are preparing to continue on their laptops at home that evening. Varying the mode of instruction and the time, place, and pace of learning for each student, expanding the venue of learning beyond the classroom, and detaching expected outcomes from a rigid timelines are hallmarks of personalized learning.”
(Redding, 2015)

11. Different strokes for different folks
Adapted
Individualized
Differentiated
Personalized
Multi-tiered
What’s the difference?
Targeted

12. Deconstructing the definition
Learning Technologies (Tools, Systems, Methods)
Targeted Learning
Learning Applications
Personal Competencies (Relationships and Self-Direction)
Relationships (Relational Suasion)
Personal Competencies
Student Engagement
Competency-Based Education (Variety and Flexibility)
Modes of Instruction
Time, Place, and Pace

13. Three Big Buckets Learning Technologies Competency-based Ed.
Personal Competencies
There are three big buckets that hold all that Personalized Learning contains. We will touch on each of them briefly now, and then we will go deeper into each of them.

14. Learning Technologies
Personalized learning is made practical by technology that:
organizes curricular content
facilitates differentiation
opens vast and diverse avenues of learning
provides ongoing checks of mastery
ultimately confirms mastery

15. Use of Technological Tools
Predictive analytics are applied to continuously adjust learning tasks to demonstrated mastery, build in review spirals, and ensure each student’s sufficient background of skill and knowledge before moving forward.
Online testing for mastery
MOOCs (massive, open, online courses), and other Internet-enabled methods.
Blended learning and flipped learning
Online learning

16. CBE in Personalized Learning
The essential components of a competency-based approach to personalized learning are (a) an identified cluster of related capabilities (the competencies); (b) variation in the time, place, and pace of learning; and (c) criteria, including demonstrated application, to determine and acknowledge mastery.

17. CBE Aspects of Personalized Learning
Flexible credit schemes
(a) dual enrollment and early college high schools, (b) credit recovery, and (c) multiple paths to graduation.
Service learning
Internships and job shadowing
Differentiated staffing: taking advantage of teachers’ different skills and interests
Acceleration and enrichment
Recognition of mastery with badges, certificates, and credits
Student learning plans (SLPs)
Study groups and research teams enable students to work together to design projects aimed toward a hypothesis or outcome. The students may be members of a class or the group may be assembled across the miles via the Internet.
CBE Aspects of Personalized Learning

18. Personal Competencies—The roots of learning
Mastery
Knowledge and Skill
Personal Competencies
Cognitive
Metacognitive
Motivational
Social/Emotional
In small groups, create a graphic that you think would best convey the meaning of Personalized Learning. Share out and explain.

19. Relational Suasion
Relational Suasion - the teacher’s (or other respected adult’s) ability to influence a student’s learning and personal competencies by virtue of their personal knowledge of, and interaction with the student and the student’s family.
Redding, S. (2014). Personal competencies in personalized learning. Philadelphia, PA: Temple University, Center on Innovations in Learning.

20. Teachers and Students Matter
Personalized learning steps beyond the mechanical individualization of learning by incorporating the teacher’s deep understanding of each student’s interests, aspirations, backgrounds, and behavioral idiosyncrasies. Personalized learning mixes the targeting of learning to the individual student with opportunities to learn with a group, one-to-one, face-to-face, or across the miles.
Now we have looked at Personalized Learning from 30,000 feet. The big picture. Next we will zoom in on each of the buckets within it. We will look closer and in more detail.

21. Why Personalized Learning?
Student-focused learning is made practical by technology that:
organizes
curricular content,
facilitates differentiation,
opens vast and diverse avenues of learning,
provides ongoing checks of mastery,
and ultimately confirms mastery.
Center on Innovations in Learning
Personalized learning is made practical by technology that organizes curricular content, facilitates
differentiation, opens vast and diverse avenues of learning, provides ongoing checks of
mastery, and ultimately confirms mastery.
Personalized learning encourages and confirms learning that takes place anytime, anywhere, and is thus a companion to competency based education.
Personalized learning steps beyond the mechanical individualization of learning by
incorporating the teacher’s deep understanding of each student’s interests, aspirations,
backgrounds, and behavioral idiosyncrasies.
Personalized learning mixes the targeting of learning to the individual student with opportunities to learn with a group, one-to-one,face-to-face, or across the miles.
Personalized learning is simply what is best for kids. Learning experiences are authentic and meaningful. They want to see the purpose and connect education to real life.
Personalized learning builds a culture of trust between the students and adults. It becomes okay to try, fail, and learn from that failure.
Personalized learning builds a stronger staff culture of transparency, collaboration, and alignment.
Personalized learning allows the teachers to be the experts. Teachers are empowered and provided with trust, time, and support.
Personalized learning elevates the profession of teaching. Teachers are able to step up as leaders in their classrooms, schools and districts. In many cases, teachers are even able to build substantial networks with teacher across the state and country pursuing similar work.
Personalized learning can provide an opportunity for grassroots spread. Teachers can lead by demonstrating passion, and other teachers see that passion and are able to be the agents of change in their own classroom at a pace at which they are comfortable.
Personalized learning is the best way to maximize all of the technology resources that many teachers have available to them. With one-to-one initiatives and large achievement gaps, personalized learning just makes sense.
Personalized learning restored many teachers’ faith in education and enthusiasm about their work. Many teachers felt unfulfilled in a traditional environment, feeling that they weren’t meeting their students’ needs and that there were constantly roadblocks in their way. (KnowledgeWorks)

22. Why Personalized Learning?
Student-focused learning encourages and confirms learning that takes place anytime, anywhere, and is thus a companion to competency based education.
Center on Innovations in Learning
Personalized learning steps beyond the mechanical individualization of learning by
incorporating the teacher’s deep understanding of each student’s interests, aspirations,
backgrounds, and behavioral idiosyncrasies.
Personalized learning mixes the targeting of learning to the individual student with opportunities to learn with a group, one-to-one,face-to-face, or across the miles.
Personalized learning is simply what is best for kids. Learning experiences are authentic and meaningful. They want to see the purpose and connect education to real life.
Personalized learning builds a culture of trust between the students and adults. It becomes okay to try, fail, and learn from that failure.
Personalized learning builds a stronger staff culture of transparency, collaboration, and alignment.
Personalized learning allows the teachers to be the experts. Teachers are empowered and provided with trust, time, and support.
Personalized learning elevates the profession of teaching. Teachers are able to step up as leaders in their classrooms, schools and districts. In many cases, teachers are even able to build substantial networks with teacher across the state and country pursuing similar work.
Personalized learning can provide an opportunity for grassroots spread. Teachers can lead by demonstrating passion, and other teachers see that passion and are able to be the agents of change in their own classroom at a pace at which they are comfortable.
Personalized learning is the best way to maximize all of the technology resources that many teachers have available to them. With one-to-one initiatives and large achievement gaps, personalized learning just makes sense.
Personalized learning restored many teachers’ faith in education and enthusiasm about their work. Many teachers felt unfulfilled in a traditional environment, feeling that they weren’t meeting their students’ needs and that there were constantly roadblocks in their way. (KnowledgeWorks)

23. Why Personalized Learning?
Personalized learning steps beyond the mechanical individualization of learning by incorporating the teacher’s deep understanding of each student’s:
interests,
aspirations,
background, and
behavioral idiosyncrasies.
Center on Innovations in Learning
Personalized learning is simply what is best for kids. Learning experiences are authentic and meaningful. They want to see the purpose and connect education to real life.
Personalized learning builds a culture of trust between the students and adults. It becomes okay to try, fail, and learn from that failure.
Personalized learning builds a stronger staff culture of transparency, collaboration, and alignment.
Personalized learning allows the teachers to be the experts. Teachers are empowered and provided with trust, time, and support.
Personalized learning elevates the profession of teaching. Teachers are able to step up as leaders in their classrooms, schools and districts. In many cases, teachers are even able to build substantial networks with teacher across the state and country pursuing similar work.
Personalized learning can provide an opportunity for grassroots spread. Teachers can lead by demonstrating passion, and other teachers see that passion and are able to be the agents of change in their own classroom at a pace at which they are comfortable.
Personalized learning is the best way to maximize all of the technology resources that many teachers have available to them. With one-to-one initiatives and large achievement gaps, personalized learning just makes sense.
Personalized learning restored many teachers’ faith in education and enthusiasm about their work. Many teachers felt unfulfilled in a traditional environment, feeling that they weren’t meeting their students’ needs and that there were constantly roadblocks in their way. (KnowledgeWorks)

24. Personal Competencies2
Personal Competencies
One Big Bucket in Personalized Learning
New session now. Intro is over. We will now go deeper into Personal Competencies. Then we will do the same in Competency-Based Education and Learning Technologies.

25. The Something Other
Our mission is for all children to become self-directed learners, avid readers, and responsible citizens, respecting themselves and those around them.

26. We will focus on those “other” things that help students succeed.
“Currently the U.S. education system draws from a rigorous and well-developed set of academic standards for learning which focus on what children should know and be able to do. However, success in the classroom and beyond relies on much more than mastery of these academic standards. If academic standards are what students need to learn, there are also skills and mindsets that prepare and support how students learn. Successful engagement in the classroom and in life relies on a set of cognitive and social-emotional skills and mindsets, which are not represented in academic standards.”
We will focus on those “other” things that help students succeed.
Sample Script: “This is a quote that provides a basis or rationale for some of the things we will talk about today.  It is from Turnaround for Children, an organization working to provide tools to schools to help their students develop the skills and mindsets they need to be successful learners.”  
Slide Text: “Currently the U.S. education system draws from a rigorous and well-developed set of academic standards for learning which focus on what children should know and be able to do.  However, success in the classroom and beyond relies on much more than mastery of these academic standards.  If academic standards are what students need to learn, there are also skills and mindsets that prepare and support how students learn.  Successful engagement in the classroom and in life relies on a set of cognitive and social-emotional skills and mindsets, which are not represented in academic standards.”
[Click on second slide.]
Sample Script: “This quote sums up why the personal competencies are relevant and critical to student learning and academic success.  
This session will focus on those “other” things that help students succeed.
The next slide has 8 clicks. After first click, ask participants: “What single factor do you think has the greatest effect on student learning?”
Allow time to discuss. Then go to second click. Take each click one at a time to make your points.
Source: Turnround for Children:

27. Engaging a Learning Challenge
An expanded role for education includes intentional enhancement of Personal Competencies as well as mastery of the curriculum and specific knowledge and skills.
A student is presented a learning challenge, either self screened or assigned, and the student determines to set the challenge as a goal and to persist until the goal is achieved.
Sample Script: “This is a quote that provides a basis or rationale for some of the things we will talk about today.  It is from Turnaround for Children, an organization working to provide tools to schools to help their students develop the skills and mindsets they need to be successful learners.”  
Slide Text: “Currently the U.S. education system draws from a rigorous and well-developed set of academic standards for learning which focus on what children should know and be able to do.  However, success in the classroom and beyond relies on much more than mastery of these academic standards.  If academic standards are what students need to learn, there are also skills and mindsets that prepare and support how students learn.  Successful engagement in the classroom and in life relies on a set of cognitive and social-emotional skills and mindsets, which are not represented in academic standards.”
[Click on second slide.]
Sample Script: “This quote sums up why the personal competencies are relevant and critical to student learning and academic success.  
This session will focus on those “other” things that help students succeed.
The next slide has 8 clicks. After first click, ask participants: “What single factor do you think has the greatest effect on student learning?”
Allow time to discuss. Then go to second click. Take each click one at a time to make your points.

28. What the Research Tells Us
Most Influential School/Environment Effects and Student Attributes
1. Classroom Management
2. Metacognitive Processes
3. Cognitive Processes
4. Home Environment/Support
5. Student-Teacher Social Interactions
6. Social/Behavioral Attributes
7. Motivational-Affective Attributes
8. Peer Group
9. Quality of Instruction—student engagement
10. School Culture
11. Classroom Climate
12. Classroom Instruction—clear and organized
13. Curriculum Design
14. Academic Interactions
15. Classroom Assessment
Four of the top 15 are framed as Personal Competencies
Most Influential School/Environment Effects and Student Attributes
(Wang, Haertel, & Walberg)
[You will click this slide several times. First click to show title. Then click to show list of 15 factors. Stop and discuss. Then click until 4 stars appear by the personal competencies.
We have some exciting research to share with you!!
These 15 items are from a meta-analysis of what affects student learning, in rank order by their effect size.
Does anything jump out at you?
Brief discussion with your neighbor. Then share out some observations about the list.
Classroom management: includes teachers lesson planning, preparation to orchestrate the classroom, withitness, focus
Now click to show 4 personal competencies.
Notice that four of the factors called personal competencies. Why? How do they differ from the other factors?
Note: Classroom management and home environment are both environmental; the personal competencies are what the student possesses.
Brief discussion.
Personal Competencies are not “fixed”; they grow with nurturing from parents, teachers, and others. And with effort from the students themselves.

29. The Propellants of Learning
Personal Competencies Propel Learning
What I Know (Cognitive Competency)
How I Learn (Metacognitive Competency)
Why I Learn (Motivational Competency)
How I Relate (Social/Emotional Competency)
We say that the Personal Competencies are what “propel” learning. They make it go!
The What, How, Why, and Who help us remember what each of these propellants does.

30. Personal Competencies in a Nutshell
What I Know
How I Learn
Why I Learn
How I relate
Competency
Cognitive
Metacognitive
Motivational
Social/
Emotional
Definition
Prior knowledge that facilitates new learning
Self-regulation of learning and use of learning strategies
Engagement and persistence in pursuit of goals (learning and life)
Self-worth, regard for others, emotional understanding and management; setting goals and making responsible decisions
Discuss: Explain how what I already know affects what I am able to learn.
Click to see How I Learn.
Discuss: What does it mean to self-regulate learning? To use learning strategies?
Click to see Why I learn.
Discuss: Is motivation to learn ever a problem? How?
Click to see Who I am.
Discuss: Does a student’s emotional well-being affect his or her learning in school? What about social skills, getting along with others? How?

31. The Four Personal Competencies interact.
How Do They Interact?
The Four Personal Competencies interact.
They affect each other.
What would be an example?
“This graphic illustrates that the competencies overlap and influence each other.  Take for example a student who develops increased metacognitive competency by developing a new self-regulated learning strategy (e.g., a good note-taking strategy); use of this strategy would presumably lead to deeper comprehension of texts, and therefore increased core knowledge and cognitive competency.  A student who has developed a growth mindset (motivational competency) and believes that working hard can lead to success in the classroom may also develop a strong sense of belonging in the academic community (social/emotional competency).  Other examples?”

32. The Learning Habits
The intersection of these competencies is where learning habits develop
Refer to the four circles and point out when they interact that learning habits develop.

33. The Learning Habits
The interplay of the Personal Competencies takes on a pattern of behavior that the student may employ in pursuing future learning goals
Refer to the four circles and point out when they interact that learning habits develop.

34. Where Student’s PCs Grow
Family and
Community
School
Classroom

35. The Framework
Redding, S. (2014). The Something Other: Personal competencies for learning and life. Philadelphia, PA: Temple University, Center on Innovations in Learning.

36. What I Know (Cognitive Competency)
Definition:
Prior knowledge which facilitates new learning;
broad knowledge acquired in any context, accessible in memory to facilitate new learning;
sufficient depth of understanding to expedite acquisition of new learning; fed by curiosity and disciplined study
Redding, S. (2016). Competencies and personalized learning. In M. Murphy, S. Redding, and J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 3–18). Philadelphia, PA: Temple University, Center on Innovations in Learning.
Materials Needed: None
Instructions for Facilitator: None
Sample Script: “The first competency, Cognitive Competency, represents the prior knowledge that students possess that allows them to engage in new learning (for example, this could be core knowledge such as facts, ideas, etc.). That knowledge has to be accessible and of sufficient depth to enable new learning.
To promote cognitive competency, teachers need to be aware of children’s cognitive development, as well as of course academic standards and curricula to foster mastery of those standards.  What this looks like in practice is teachers providing plenty of opportunities for students to build their knowledge/cognitive competency through activities such as vocabulary-building, helping students connect what they are learning to what they already know, and ample writing/reading opportunities, for example.”
Slide Text:
Definition: Prior knowledge which facilitates new learning; broad knowledge acquired in any context, accessible in memory to facilitate new learning; sufficient depth of understanding to expedite acquisition of new learning
(Redding, S. (2016). Competencies and personalized learning. In M. Murphy, S. Redding, and J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 3–18). Philadelphia, PA: Temple University, Center on Innovations in Learning.)

37. Basic Components of Cognitive Competency in School Learning

38. What I Know (Cognitive Competency)
In Other Words:
Cognitive Competency is the reservoir of prior learning that enables the learner to access webs of association and understanding to efficiently acquire new learning.

39. Cognitive Competency Effective Practice and Indicators in the Classroom
Reviewing prior learning and connecting it with newly introduced topics.
Expecting that specific knowledge is memorized and teaching memorization techniques.
Including vocabulary development (general vocabulary and terms specific to the subject) as learning objectives.

40. Cognitive Competency Effective Practice and Indicators
Identifying and teaching common facts, ideas, phrases, and quotations that the student will encounter in reading and discussion.
Assigning rich (complex) reading and the application of the reading in written work and discussion.
Encouraging each student’s curiosity by providing pathways of exploration and discovery.
Reinforcing elements of mastered knowledge through review, questioning, and inclusion in subsequent assignments.

41. Cognitive Competency Effective Practice and Indicators
Using writing assignments to connect new learning with prior learning and deepen understanding.
Encouraging family activities that contribute to students’ general knowledge.

42. How I Learn (Metacognitive)
Definition:
Self-regulation of learning and use of learning strategies; thinking about one’s thinking;
tools for problem solving;
consists of both self-appraisal (knowing what I know) and self-management
Redding, S. (2016). Personal Competency: A framework for building students’ capacity to learn. Philadelphia, PA: Temple University, Center on Innovations in Learning.
Materials Needed: None
Instructions for Facilitator: None
Sample Script: “Metacognitive competency involves the ability to consider one’s thinking, and monitoring/reflecting on learning, the effectiveness of learning strategies used, as well as critical thinking and reasoning.  Students must be explicitly taught to be “metacognitive,” through explicit instruction that includes modeling and plenty of guided practice.”
Slide Text:
Definition: Self-regulation of learning and use of learning strategies; “thinking about one’s thinking”; a tool for problem solving; consists of both self-appraisal (knowing what I know) and self-management
(Redding, S. (2016). Competencies and personalized learning. In M. Murphy, S. Redding, and J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 3–18). Philadelphia, PA: Temple University, Center on Innovations in Learning.)

43. How I Learn (Metacognitive)
In Other Words:
Students develop metacognitive competency by understanding that they have control over their learning and responsibility for it and by knowing procedures that lead to mastery, strategies to employ, and methods for testing their own progress.

44. Basic Components of Metacognitive Competency in School Learning

45. Sample Metacognitive Competency Indicators
Thinking out loud
Pair students as problem solver and active listener
Teach active listening, note-taking, strategic reading, organization of content, access to resources, questioning, memorization (mnemonics), outlining, practice, analytical thinking, self-monitoring, and test preparation
Use self-checks and peer checks
Show how to chart/graph mastery
Include documentation of process in assignments
Teach procedures of logic, synthesis and evaluation
Teach techniques for divergent thinking

46. Why I Learn (Motivational)
Definition:
Engagement and persistence in pursuit of goals;
self-efficacy (belief in ability to complete tasks and achieve goals);
willingness to engage in an activity based on value and expectation of success
Redding, S. (2014). Personal Competency: A framework for building students’ capacity to learn. Philadelphia, PA: Temple University, Center on Innovations in Learning.
4Slide Number: 18
Materials Needed: None
Instructions for Facilitator: None
Sample Script: “Motivational competency involves promoting student engagement and persistence in pursuing their goals for learning.  In order for students to pursue learning goals, teachers need to promote a growth rather than fixed ability mindset, in which they praise effort rather than “talent.” For example, saying “You solved that math problem? You must be really smart in math!” reinforces a fixed mindset and leaves no room for growth. Instead saying “You solved that math problem?  You must have worked really hard and long on it to solve it!” Parents need to be aware of this concept as well, so that they can talk with their child in ways that promote a growth mindset.  We also want to build intrinsic motivation for learning by providing students with opportunities to be autonomous, as well as activities that stimulate interest, value and relatedness.”
Slide Text:
Definition: Engagement and persistence in pursuit of goals
(Redding, S. (2016). Competencies and personalized learning. In M. Murphy, S. Redding, and J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 3–18). Philadelphia, PA: Temple University, Center on Innovations in Learning.)

47. Why I Learn (Motivational)
In Other Words:
Apart from the student’s cognitive and metacognitive competency in grappling with and mastering the task, the student must simply want to engage and persist. Motivation is the wanting to.

48. Basic Components of Motivational Competency in School Learning

49. A Sample of Motivational Competency Indicators
Attributing learning success to effort and self-regulation, reinforcing the idea that both actual ability and self-efficacy are malleable and grow with practice; insist upon and reward persistence to mastery.
Connecting learning tasks to the student’s personal aspirations.
Differentiating assignments to provide the right balance of challenge and attainability for each student.
Helping students “find the fun”[satisfaction] in learning rather than simply making learning fun.

50. Motivational Competency Indicators
Stretching the student’s interests to find value in new topics (acquired relevance).
Making individual student progress visible with clear indicators.
Includes student choice in assignments or topics.
Provides high levels of student engagement aimed at learning objectives
Helping parents understand the significance of their verbal attributions of students’ successes and disappointments.

51. How I Relate (Social/Emotional)
Definition:
Sense of self-worth,
regard for others,
emotional understanding and management, and
ability to set positive goals and make responsible decisions.
Redding, S. (2016). Competencies and personalized learning. In M. Murphy, S. Redding, and J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 3–18). Philadelphia, PA: Temple University, Center on Innovations in Learning.
Materials Needed: None
Instructions for Facilitator: None
Sample Script: “As teachers we also of course need to promote students’ social/emotional competency, which involves their sense of self-efficacy in learning, regard for others, management of emotions, responsible decision-making, and ability to set positive goals.  We also need to be sure to let students know through our words and actions that they BELONG in an academic environment by building opportunities for autonomy within the classroom and showing respect for students’ opinions.
Where appropriate, teachers can explicitly incorporate social-emotional goals into their instructional programs, and provide modeling and student practice.”
Slide Text:
Definition: Sense of self-worth, regard for others, emotional understanding and management, ability to set positive goals and make responsible decisions
(Redding, S. (2016). Competencies and personalized learning. In M. Murphy, S. Redding, and J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 3–18). Philadelphia, PA: Temple University, Center on Innovations in Learning.)

52. How I Relate (Social/Emotional)
In Other Words:
Learning, especially school learning, is both a personal and social activity. As with other competencies, Social/Emotional Competency is malleable, subject to enhancement through instruction as well as through the example set by teachers and peers and through the school’s and classroom’s norms for relationships among teachers and students.

53. Social/Emotional Competency Indicators
Including social/emotional objectives in the lesson plan.
Teaching and reinforcing specific pro-social skills.
Modeling or role playing responsible behavior, caring, optimism, and/or positive verbal interactions.
Establishing and reinforcing classroom norms for personal responsibility,
cooperation, and
concern for others.
Guiding students in managing their behaviors in specific situations to control emotions.

54. Social/Emotional Competency Indicators
Helping students set and pursue constructive goals for personal development and social relationships.
Teaching students to understand the consequences of their decisions and to attribute the consequences to their behavior.
Using cooperative learning techniques in small group work.
Teaching techniques for appropriate questioning to obtain information, seek help from others, and engage others in conversation.

55. Social/Emotional Competency Indicators
Engaging parents to promote social/emotional competency at home.
Arranging support services from psychologists and social workers when students demonstrate need for support.

56. Which Competency is She Enhancing
What are three strategies is this teacher is using with her students?
Do you believe the strategies she uses are effective? Why or why not?
How could this teacher share these strategies with other teachers to help them be more effective in personalizing learning?
Can you share a strategy to enhance motivational competency that you have used?

57. Place your screenshot here
Enhancing Motivational Competency
Think about the strategies you saw and heard this teacher use.
Place your screenshot here
What are three strategies this teacher is using with her students?
Do you believe the strategies she uses are effective? Why or why not?
What do you think preparation for this lesson looked like for this teacher?
____________________________________________________________
How could this teacher share these strategies with other teachers to help them be more effective in personalizing learning?

58. How we help students develop personal competencies
Model competencies
Explicitly teach the competencies
Build relationships with students and families
And build learning habits
That’s how we use relational suasion!

59. Resources for Personalized Learning
Go to
The Center on Innovations in Learning’s website is loaded with resources on Personalized Learning. Let’s look at some. Indicators in Tools. INNOpod. Handbook. Etc. Also Emily is creating a new section for this.