1. Manchester Administrator Retreat
Bena Kallick and Allison Zmuda
Manchester Administrator Retreat

2. 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

3. 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

4. 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?

5. Making the case for personalized learning

6. 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

7. 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

8. 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

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

10. 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?

11. 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)

12. The Pedagogical Structure for Personalizing Learning

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

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

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

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

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

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

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

20. 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

21. Explicit Thinking Behaviors for Personalized Learning

22. 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)

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

24. 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

25. 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

26. 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

27. In Light of What the District Values

28. 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

29. 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

30. 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

31. 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

32. 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.

33. Clarifying the why — your turn! Articulate
Go to
Use Padlet in a phrase (or two) describe the WHY

34. Creating and sustaining culture of trust and innovation

35. 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?

36. 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

37. Build Culture of Innovation and Trust

38. 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)

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

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

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45. Listening sequence
Pause
Paraphrase
Probe
Inquire
Clarify

46. 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

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

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

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

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

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

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

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

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