1. A deeper dive into personalized learning
Clarifying Vision

2. Design challenges Develop a visual metaphor
Create illustrative examples
Article questions and draft responses for FAQ document

3. Capturing your thinking
TodaysMeet:
Text:
Face-to-face: mutterings, small groups, design challenges

4. TODAYS MEET WARM UP
What are 1-2 “tweetable moments” that resonated with you?
What are 1-2 burning questions that you need answered in order to move forward?
What ideas were you/are you inspired by?

5. My responsibilities
Explain key principles around personalized learning
Work shoulder to shoulder to articulate broader aims of schooling
Encourage next level of work through vision and action

6. ESSENTIAL QUESTION
How do we design “space” in our classrooms, our schools, and our homes to help all children develop and achieve their dreams?

7. 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)

8. KEY DIFFERENCES INDIVIDUALIZATION DIFFERENTATION
Student controls the pace of the topic as well as when to demonstrate mastery.
Teacher drives instruction through teacher-created tasks and related lesson plans.
Student selects from a range of content, process, and/or product options to meet the requirements.
Teacher tailors instruction based on individual student need and preference.
Individualization: Teacher develops playlists.
Teacher assigns or student independently uses a digital tool to focus on fluency (e.g., Khan Academy).
Teacher/ adaptive computer program assigns problems based on student data online independent study or intervention program (e.g., Dreambox or Compass Learning).
Differentiation: Teacher creates literature circles around different texts but same theme.
Student develops a learning contract with the teacher.
Teacher develops choice board or menu to provide student choice.

9. Learning in a Contemporary World
Capacity to think and work interdependently
Focus on complexity of a problem
Grounded in authentic tasks
Interdisciplinary in nature

10. “We have to stop thinking of an education as something that is delivered to us and instead see it as something we create for ourselves.”
— Stephen Downes

11. Personalized learning
Students are no longer bystanders in their own education
Teachers are no longer doing the heavy lifting
Assignments are no longer bureaucratic exercises

12. PERSONALIZED LEARNING FILTERS

13. GOAL CLARITY Why is personalized learning a better way of doing school?

14. Keeping end in mind
“The goal of schooling is not to get good at school. The goal of school is to get good at the demands of life.” — Grant Wiggins

15. Content is a tool...

16. TOWARD WHAT END?

17. VISION OF THE GRADUATE Advocate for ideas, causes, and actions
Generate innovative, creative ideas and products
Collaborate with others to produce a unified work and/or a heightened understanding
Contribute to community through dialogue, service and/or leadership
Pursue their unique interests, passions and curiosities
Respond to failures and successes with reflection and resilience
Pose and pursue substantive questions
Critically interpret, evaluate and synthesize information
Explore, define, and solve complex problems
Communicate effectively for a given purpose
Conduct themselves in an ethical and responsible manner
Recognize and respect other cultural contexts and points of view
Be responsible for their own mental and physical health

18. IN ALIGNMENT WITH STANDARDS
CT Core E/LA and Mathematics
Next Generation Science Standards
Revised History/Social Studies Standards using C3

19. POWER OF AUTHENTICITY Authentic problems, challenges, issues, ideas
Authentic forms for performance
Authentic audiences for presentation and refinement

21. From Douglas County
Capstone project requires students to “be the change” by designing a solution to a problem.
Become experts in a topic of their choice and identify issues related to that topic (empathy).
Look for greater understanding of issue by examining it from different perspectives and through the lens of a variety of disciplines (definition / integrated thinking).
Brainstorm ideas for solutions and evaluate each of the solutions for reasonableness and potential of success (ideation).
Select a solution to try and create a model (prototype).
Put idea / prototype out to others (colleagues, experts, stakeholders, etc.) for feedback (testing).
Using feedback, prototype and implementation plans are revised and then implemented.

22. It’s personal
You are deeply worried about _________ because the disease or condition runs in your family and is affecting a loved one. How do you get good information about:
seriousness of the disease or condition
preventive measures
healthy ways of coping
providing support to loved ones

23. Value added
Collaborate to develop and execute an idea that will contribute to the aesthetic beauty and health of a place or community. This development process includes:
survey of the area/neighborhood to determine current condition
interview people who use the space to find out their concerns and ideas
propose and get approval for the project
develop a plan of action and complete the task
Some examples are: cleaning up a common space, creating a community garden, providing trustworthy health information in connection to a community concern.

24. Element: task Minimal Student Input Some Student Input Student-Driven
Teacher, curriculum, or computer
generated
Teacher guides definition and articulation
of the problem, idea, design, or investigation
Student independently
defines and articulates the
problem, idea, design, or
investigation
Pivotal to student success
How we feel about the work

25. Element: AUDIENCE Minimal Student Input Some Student Input
Student-Driven
Teacher is primary
audience for student
product or performance
Student has input into or
choice in audience
Student engages with
authentic audience to
demonstrate learning and to
add value through
contribution
Pivotal to student success
How we feel about the work

26. HOW THEY WORK TOGETHER
Create a tribute to a personal (or fictional) hero through artwork, poetry, letter, eulogy, or another form of acknowledgement.
Design better furniture that can fit in a predetermined space (e.g. dorm room, classroom, living room).
Investigate conditions in an area devastated by war or a natural disaster to determine effectiveness of relief efforts. Take action to provide assistance either through communication or fundraising.

27. REFLECTION
What attributes or dispositions would students need to be successful on these tasks?
What attributes or dispositions would teachers need to support student work on these tasks?

28. Teacher generates a score and provides explanation of performance
Element: evaluation
Minimal Student Input
Some Student Input
Student-Driven
Teacher generates a score and provides explanation of performance
Student rates performance based on given outcomes to inform teacher evaluation
Student and teacher interpret evidence of achievement in relation to key outcomes and goals
Pivotal to student success
How we feel about the work

29. Grades 4-8 speaking rubric

30. Element: FEEDBACK
Minimal Student Input
Some Student Input
Student-Driven
Teacher provides formal
and informal feedback to help students revise and refine
the task
Teacher and others (e.g., peers, experts in the field) provide feedback to help
students revise and refine
Student seeks and uses feedback from teacher and others to guide performance
Pivotal to student success
How we feel about the work

31. REFLECTION
What attributes or dispositions would students need to be successful on these tasks?
What attributes or dispositions would teachers need to support student work on these tasks?

32. CULTURE THAT SUPPORTS PERSONALIZED LEARNING
Self-Efficacy
Growth Mindset
Relevance
Sense of Belonging

33. Four Academic Mindsets
Relevance: This work has value for me.
Growth mindset: I can succeed at this.
Self-efficacy: My ability and competence grow with my effort.
Sense of belonging: I belong in this academic community.
Relevance – opportunity
Feedback – Growth mindset, self-efficacy
Sense of belonging is part of everything

34. Element: MINDSETS Minimal Student Input Some Student Input
Student-Driven
Teacher creates a classroom culture that uses four mindsets (relevance, growth mindset, self-efficacy, sense of belonging)
Teacher guides students to use four mindsets to strengthen performance and development
Student uses mindsets to work harder, engage in more productive behaviors, and persevere to overcome obstacles to success
Pivotal to student success
How we feel about the work

35. CLASSROOM-LEVEL Tensions
Encourage talented learners and struggling learners in the same classroom
Demanding teacher workload and making time to connect with individual students
Orderly classroom structure and messiness of learning
Step-by-step instructional progression and problems or challenges that can be approached numerous ways
Coverage of material and deep learning

38. SYSTEM-LEVEL Tensions
Your turn…. Draft using the model on the slide before. Balancing act where both are necessary. _________________ AND _______________

39. Telling the story

40. 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

41. Efficiency trumps everything
Knowledge is a collection of facts about the world and procedures for how to solve problems.
The goal of schooling is to get these facts and procedures into the student’s head.
Teachers know these facts and procedures and their job is to transmit them to students.
Simpler facts and procedures should be learned first.
The way to determine the success of schooling is to test the students to see how many facts and procedures they have acquired.
Legacy of Frederick Winslow Taylor

42. “If you do a job where someone tells you exactly what to do, he will find someone cheaper than you to do it. And yet our schools are churning out kids who are stuck looking for jobs where the boss tells them exactly what to do.” — Seth Godin
Ideas for revolution:
Homework during the day, lectures at night
Open book, open note, all the time
Access to any course, anywhere in the world
Precise, focused instruction instead of mass, generalized instruction
The end of multiple-choice exams
Experience instead of test scores as a measure of achievement
The end of compliance as an outcome
Cooperation instead of isolation
Amplification of outlying students, teachers, and ideas
Transformation of the role of the teacher
Lifelong learning, earlier work
Death of the nearly famous college
No, we do not need you to create compliance.
No, we do not need you to cause memorization.
And no, we do not need you to teach students to embrace the status quo.

43. OPENING UP THE FLOODGATES
Your time to play, problem-solve,
and create.
Focus on idea generation (not management)
Focus on what is fascinating for you (not staying seated in those comfy chairs)
Focus on what’s needed to move your school / this system forward (not what’s easy to describe and implement)

44. Design challenges Develop a visual metaphor
Create illustrative examples
Article questions and draft responses for FAQ document

45. May the force be with you

46. TODAYS MEET EXIT TICKET
What are 1-2 “tweetable moments” that resonated with you?
What are 1-2 burning questions that you need answered in order to move forward?
What ideas were you/are you inspired by?

47. Want more information? Website: www.learningpersonalized.com
Twitter handle: allison_zmuda
Most recent books: Learning Personalized (Jossey Bass, 2015); Real Engagement (ASCD, 2015)