Educational Leadership:For Each to Excel:Preparing Students to Learn Without Us - The Diigo Meta page

• 19 Jan 17
  

  Gloria Becker
• 29 Mar 15
  

  Julia Varnedoe

  learning education willrichardson

  • lives in a moment when personalizing the learning experience is not just a possibility—it's almost an expectation.
  • Are we personalizing learning for our students in ways that make school more relevant and inspiring? L
  • personalizing learning means allowing students to choose their own paths through the curriculum. For schools and teachers, it means connecting our expectations to students' passions and interests as learners.
  • slow to discover its potential through the use of the social web, interactive games, and mobile devices.
  • schools see the eruption of technologies and environments that allow for personalized learning as a "disruptive innovation," according to Scott McLeod, associate professor of educational leadership at the University of Kentucky (Richardson, 2009). The ability to learn what we want, when we want, with whomever we want as long as we have access creates a huge push against a system of education steeped in time-and-place learning. Notes McLeod,
  • Between adaptive software that can present and assess mastery of content, video games and simulations that can engage kids on a different level, and mobile technologies and online environments that allow learning to happen on demand, we need to fundamentally rethink what we do in the classroom with kids. (personal communication, October 1, 2011)
  • When we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well? Or, to put it more succinctly, are we preparing students to learn without us?
  • curriculum and pedagogy
  • inquiry-based, personalized approach t
  • Instead of working through a one-size-fits-all curriculum, students are allowed to chart their own course to meeting school and state expectations.
  • letting each student create his or her own learning experience yet still meet the expectations of the class, the school, the state, and now, perhaps, the nation. At Hunterdon Central, that starts with students creating their own personalized learning plans with the help of the teacher.
  • "We have to be comfortable with being uncomfortable, because we don't know the exact direction that a class will go when we walk in.
  • Helping students connect course goals to their own passions is a key ingredient of success. T
  • ifficulty identifying what they love, or at least how what they love might work its way into their personal curriculum. S
  • Using Google Docs, students continually update their progress, and she provides regular feedback. Students also give one another feedback on their plans as they go.
  • ersonalized learning like this requires students to reflect deeply on their effort and assess their work and progress, a fundamental part of developing the skills and dispositions to continue learning after the class ends.
  • Web 2.0 technologies are at the heart of personalization, and not just in the typical Google search sense. By embedding such social web tools as blogs and social bookmarks into the learning culture, both students and teachers can stay organized and focused.
  • tudents choose to study one of 23 world languages offered in Rosetta Stone's online classroom.
  • instructor at the school who may not know the language but who is an expert in facilitating language learning, goal setting, and personalized practice offline.
  • Autonomy is what distinguishes between personal learning, which we do for ourselves, and personalized learning, which is done for us," Downes (2011) tweeted last fall.
  • n other words, the truly personal, self-directed learning that we can now pursue in online networks and communities differs substantially from the "personalized" opportunities that some schools are opening up to students.
  • We need to shift our thinking from a goal that focuses on the delivery of something—a primary education—to a goal that is about empowering our young people to leverage their innate and natural curiosity to learn whatever and whenever they need to.
  • become a passionate, patient, connected learner who is empowered to truly learn whatever and whenever he needs to.

  21 more annotations...

• 26 Mar 15
  

  Katie Cripps

  Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner. Our 175,000 members in 119 countries are professional educators from all levels and subject areas––superintendents, supervisors, principals, teachers, professors of education, and school board members.

  learning education leadership students edchat will_richardson ascd willrichardson

• 10 Nov 14
  

  lashannana

  brilliant approach to curriculum - have students create their own paths through the standards. Be a facilitator

  learning education leadership students brilliant

• 31 Oct 14
  

  wegleykathy

  Will Richardson

• 16 Aug 14
  

  Anne Trethewey
  • By pairing personalized learning and technology, a teacher can help students learn what they need to learn through the topics that interest them most.
  • It requires a totally different skill set on the teacher's part," Stutzman says. "We have to be comfortable with being uncomfortable, because we don't know the exact direction that a class will go when we walk in.
  • Finding Their Passion
  • Personal and autonomous learning is self-directed and self-selected according to the learner's own needs, preferences, and learning arrangements … Truly autonomous and personal learning means making our own choices about what we wish to play or learn with, whom we wish to learn with or from, where we want to do this learning, when we prefer to learn or play, and how we want to learn. (personal communication, October 3, 2011).

  2 more annotations...

• 12 Aug 14
  

  A very good article on encouraging students to personalise their learning to their personal interests, just as NGL is doing. It illustrates how learning should be self-directed.

  learning networked_learning connected_learning

  • The reality is that despite having talked about personalized learning for more than a decade, most schools and teachers have been slow to discover its potential through the use of the social web, interactive games, and mobile devices.
  • schools see the eruption of technologies and environments that allow for personalized learning as a "disruptive innovation
  • we need to fundamentally rethink what we do in the classroom with kids
  • are we preparing students to learn without us? How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn
  • writing blog posts
  • model the learning process together
  • Assessment changes as well. Donhauser says that the emphasis moves to assessing in the moment rather than at the end of a book or unit. "Rather than having a defined product that I receive from 25 students," she says, "I receive 25 individual assignments with their own unique content, insights, and styles." Using Google Docs, students continually update their progress, and she provides regular feedback. Students also give one another feedback on their plans as they go. Everyone follows a rubric that covers such areas as standards, learning outcomes, artifact explanation, blog posts, learning activities, work ethic, and research. Personalized learning like this requires students to reflect deeply on their effort and assess their work and progress, a fundamental part of developing the skills and dispositions to continue learning after the class ends.
  • the truly personal, self-directed learning that we can now pursue in online networks and communities differs substantially from the "personalized" opportunities that some schools are opening up to students. Although it might be an important first step in putting students on a path to a more self-directed, passionate, relevant learning life, it may not bring about the true transformation that many see as the potential of this moment.

  6 more annotations...

• 10 Jun 14
  

  Van Weringh

  learning education students edchat willrichardson will_richardson edtech educational teaching digital footprint

• 21 Apr 14
  

  Nick Thody

  "In this era of access, personalizing learning means allowing students to choose their own paths through the curriculum. For schools and teachers, it means connecting our expectations to students' passions and interests as learners."

  learning students will_richardson

• 03 Dec 13
  

  Glenn Hervieux

  Will Richardson explores this idea: "By pairing personalized learning and technology, a teacher can help students learn what they need to learn through the topics that interest them most." How does "personal learning" fit into the structures we have in school learning environments? 

  blogpost pedagogy

  • In this era of access, personalizing learning means allowing students to choose their own paths through the curriculum. For schools and teachers, it means connecting our expectations to students' passions and interests as learners.
  • That rethinking revolves around a fundamental question: When we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well?
  • How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn?
  • Everyone follows a rubric that covers such areas as standards, learning outcomes, artifact explanation, blog posts, learning activities, work ethic, and research. Personalized learning like this requires students to reflect deeply on their effort and assess their work and progress, a fundamental part of developing the skills and dispositions to continue learning after the class ends.
  • Despite the promise of personalizing learning and some teachers' best efforts to give their students more agency in the education process, many educators wonder whether the concept goes far enough in preparing students for the wide array of learning opportunities outside the classroom.
  • personal learning means making our own choices about what we wish to play or learn with, whom we wish to learn with or from, where we want to do this learning, when we prefer to learn or play, and how we want to learn.
  • In other words, the truly personal, self-directed learning that we can now pursue in online networks and communities differs substantially from the "personalized" opportunities that some schools are opening up to students. Although it might be an important first step in putting students on a path to a more self-directed, passionate, relevant learning life, it may not bring about the true transformation that many see as the potential of this moment.

  • The goal is about eliminating obstacles to the exercise of this right—whether the obstacle is the structure and scheduling of the school day, the narrow divisions of subject, the arbitrary separation of learners by age, or others—rather than supplying or rearranging resources. (p. 6)

     
  • Anytime Anywhere Learning Foundation

  7 more annotations...

• 17 Jul 13
  

  Brandie Hayes
  • re we personalizing learning for our students in ways that make school more relevant and inspiring? Largely, the answer is no.
  • most schools and teachers have been slow to discover its potential through the use of the social web, interactive games, and mobile devices.
  • are we preparing students to learn without us? How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn?
  • etting each student create his or her own learning experience yet still meet the expectations of the class, the school, the state, and now, perhaps, the nation.
  • students creating their own personalized learning plans with the help of the teacher
  • objectives the students want to achieve, but the route each student takes to meet those objectives differs.
  • may select different books to read, use different media to reflect on their progress, and create a variety of artifacts that bring their learning to life.
  • address four standards in reading, writing, listening, and technology.
  • developed several questions to drive her study,
  • be comfortable with being uncomfortable,
  • "It's scary not to know exactly where your students will go if their curriculums are potentially different, and it requires a lot of adjusting," Stutzman explains. "But the benefit is that students get to see our genuine reactions to new discoveries as well as to challenges, and they see us model the learning process together." Students understand that there is no one "right" answer that the teacher expects, that there are many answers
  • Helping students connect course goals to their own passions is a key ingredient of success.
  • In some cases, students have real difficulty identifying what they love, or at least how what they love might work its way into their personal curriculum.
  • and encouraging students to collect and share readings they enjoy using Diigo, a social bookmarking tool.
  • assessing in the moment rather than at the end of a book or unit.
  • nd she provides regular feedback. Students also give one another feedback on their plans as they go.
  • rubric that covers such areas as standards, learning outcomes, artifact explanation, blog posts, learning activities, work ethic, and research.
  • eflect deeply on their effort and assess their work and progress, a fundamental part of developing the skills and dispositions to continue learning after the class ends.
  • Students keep blogs, which Smith regularly comments on, where they archive their work, reflect on their learning, and connect with potential teachers outside the classroom.
  • Google Reader, an RSS feed aggregator, to collect all of her students' posts and support her review process.
  • mbedding such social web tools as blogs and social bookmarks into the learning culture, both students and teachers can stay organized and focused.
  • share their academic plans with teachers and peers, who edit and comment on the plans both in and out of school.
  • to meet each child where he or she is and differentiate support and curriculum on the basis of language and learning style rather than grouping or whole class. That's a necessary shift in the role of the teacher."
  • "personalized" learning and "personal" learning—the latter connotes a deeper degree of autonomy for the learner.
  • Autonomy is what distinguishes between personal learning, which we do for ourselves, and personalized learning, which is done for us,"
  • Personal and autonomous learning is self-directed and self-selected according to the learner's own needs, preferences, and learning arrangements … Truly autonomous and personal learning means making our own choices about what we wish to play or learn with, whom we wish to learn with or from, where we want to do this learning, when we prefer to learn or play, and how we want to learn. (personal communication, October 3, 2011).
  • mpowering our young people to leverage their innate and natural curiosity to learn whatever and whenever they need to.
  • whether the obstacle is the structure and scheduling of the school day, the narrow divisions of subject, the arbitrary separation of learners by age, or others—rather than supplying or rearranging resources. (p. 6)

  26 more annotations...

• 17 Mar 13
  

  Maylene Bowe

  Can teachers use technology to help students become passionate and empowered learners?

  ascd willrichardson edchat

  • So in the end, I'm not left to wonder whether basketball can serve as an amazing curriculum for Tucker to develop the math skills he needs to make it through life. It can. What I wonder is whether his classrooms and teachers can help him become a passionate, patient, connected learner who is empowered to truly learn whatever and whenever he needs to.
• 10 Mar 13
  

  Ian Gabrielson
  • personalizing learning means allowing students to choose their own paths through the curriculum
  • The ability to learn what we want, when we want, with whomever we want as long as we have access creates a huge push against a system of education steeped in time-and-place learning.
  • When we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well? Or, to put it more succinctly, are we preparing students to learn without us?
  • How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn?
  • etting each student create his or her own learning experience yet still meet the expectations of the class, the school, the state, and now, perhaps, the nation
  • "We have to be comfortable with being uncomfortable, because we don't know the exact direction that a class will go when we walk in.
  • t's scary not to know exactly where your students will go if their curriculums are potentially different, and it requires a lot of adjusting," Stutzman explains. "But the benefit is that students get to see our genuine reactions to new discoveries as well as to challenges, and they see us model the learning process together.
  • Donhauser says that the emphasis moves to assessing in the moment rather than at the end of a book or unit. "Rather than having a defined product that I receive from 25 students," she says, "I receive 25 individual assignments with their own unique content, insights, and styles."
  • "Autonomy is what distinguishes between personal learning, which we do for ourselves, and personalized learning, which is done for us," Downes (2011) tweeted last fal
  • Personal and autonomous learning is self-directed and self-selected according to the learner's own needs, preferences, and learning arrangements
  • the truly personal, self-directed learning that we can now pursue in online networks and communities differs substantially from the "personalized" opportunities that some schools are opening up to students
  • to a goal that is about empowering our young people to leverage their innate and natural curiosity to learn whatever and whenever they need to

  10 more annotations...

• 24 Feb 13
  

  Joe Sabado

  New bookmark: Preparing Students to Learn Without Us | @willrich45 http://t.co/yAmkkzv69S

  twitter_fav

• 14 Feb 13
  

  Deron Durflinger

  edchat ascd willrichardson leadership students education digital learning transformation

• 

  seth springer

  imported PLE important**** phdedd research

• 11 Feb 13
  

  Tyderick Williams
  • , personalizing learning means allowing students to choose their own paths through the curriculum. For schools and teachers, it means connecting our expectations to students' passions and interests as learners.
• 10 Feb 13
  

  Nicolas Solis

  learning education leadership students edchat

• 08 Feb 13
  

  Jonathan Azer

  educational leadership

  learning education leadership students edchat definition

  • Instead of working through a one-size-fits-all curriculum, students are allowed to chart their own course to meeting school and state expectations.
  • Web 2.0 technologies are at the heart of personalization, and not just in the typical Google search sense. By embedding such social web tools as blogs and social bookmarks into the learning culture, both students and teachers can stay organized and focused. For example, students at Hunterdon Central use Google Docs to share their academic plans with teachers and peers, who edit and comment on the plans both in and out of school. Students can connect to the people who have created the resources they are using—the authors, bloggers, videographers, and others who have shared their work online.
• 31 Jan 13
  

  Alex Liberatore

  Personal Learning Environments

• 30 Jan 13
  

  Lori Fredeneberg
• 25 Jan 13
  

  Chris Atkinson

  RT @CarolGardiner: Here is the best article I found on the subject. Preparing Students to Learn Without us http://t.co/lJ4GlLSI #inelearn

  twitter inelearn

• 21 Jan 13
  

  Berta Winiker
• 11 Jan 13
  

  Wanda Mckinney
  • By pairing personalized learning and technology, a teacher can help students learn what they need to learn through the topics that interest them most.
• 23 Nov 12
  

  Marchelle Ransom
  • means allowing students to choose their own paths through the curriculum. For schools and teachers, it means connecting our expectations
  • connecting our expectations to students' passions and interests as learners
  • schools see the eruption of technologies and environments that allow for personalized learning as a "disruptive innovation,"
  • Instead of working through a one-size-fits-all curriculum, students are allowed to chart their own course to meeting school and state expectations.
  • encouraging students to take ownership of their own learning and guiding them to course outcomes in individualized ways.
  • "We can take what could be very limiting common core requirements and put them in the hands of the students and, in return, they get to demonstrate growth by applying them to activities and assessments that align to their own passions and interests,
  • Hunterdon Central student chose
  • It's scary not to know exactly where your students will go if their curriculums are potentially different, and it requires a lot of adjusting," Stutzman explains. "But the benefit is that students get to see our genuine reactions to new discoveries as well as to challenges, and they see us model the learning process together." Students understand that there is no one "right" answer that the teacher expects, that there are many answers, and that the teacher and students will likely discover many of these together.
  • Assessment changes as well. Donhauser says that the emphasis moves to assessing in the moment rather than at the end of a book or unit.
  • Google Docs
  • Google Reader
  • the personalized nature of the program requires teachers "to meet each child where he or she is and differentiate support and curriculum on the basis of language and learning style rather than grouping or whole class. That's a necessary shift in the role of the teacher."
  • "Autonomy is what distinguishes between personal learning, which we do for ourselves, and personalized learning, which is done for us,"
  • We need to shift our thinking from a goal that focuses on the delivery of something—a primary education—to a goal that is about empowering our young people to leverage their innate and natural curiosity to learn whatever and whenever they need to. The goal is about eliminating obstacles to the exercise of this right—whether the obstacle is the structure and scheduling of the school day, the narrow divisions of subject, the arbitrary separation of learners by age, or others—rather than supplying or rearranging resources

  12 more annotations...

• 02 Nov 12
  

  Sr. Rita Keller

  learning education leadership students edchat will_richardson ascd willrichardson

• 13 Oct 12
  

  Val Garton

  gratz personalized learning lifelong

• 18 Sep 12
  

  Joe A
  • cess, personalizing learning means allowing students to choose their own paths through the curriculum. For schools and teachers, it means connecting our expectations to students' passions and interests as learners. That is both a challenge and an opportunity for educators working with 20 or 30 students in a classroom. The reality is that despite having talked about personalized learning for more than a decade, most schools and teachers have been slow to discover its potential through the use of the social web, interactive games, and mobile devices.

  • Between adaptive software that can present and assess mastery of content, video games and simulations that can engage kids on a different level, and mobile technologies and online environments that allow learning to happen on demand, we need to fundamentally rethink what we do in the classroom with kids. (personal communication, October 1, 2011)

     

  • In some cases, students have real difficulty identifying what they love, or at least how what they love might work its way into their personal curriculum. Stutzman's colleague at Hunterdon Central, Meg Donhauser, says that her role as a teacher is to help her students see the connection. She does this through probing conversations with students, steering students to multiple resources that may spark an interest, and encouraging students to collect and share readings they enjoy using Diigo, a social bookmarking tool.

     
  • Donhauser says that the emphasis moves to assessing in the moment rather than at the end of a book or unit. "Rather than having a defined product that I receive from 25 students," she says, "I receive 25 individual assignments with their own unique content, insights, and styles." Using Google Docs, students continually update their progress, and she provides regular feedback

  •  

    In other words, the truly personal, self-directed learning that we can now pursue in online networks and communities differs substantially from the "personalized" opportunities that some schools are opening up to students. Although it might be an important first step in putting students on a path to a more self-directed, passionate, relevant learning life, it may not bring about the true transformation that many see as the potential of this moment.

  3 more annotations...

• 16 Sep 12
  

  Leigh C
  • encouraging students to collect and share readings they enjoy using Diigo
  • encouraging students to collect and share readings they enjoy using Diigo
  • learn just about every math concept he needs to be successful in life in the context of playing the game he loves?
  • "Really?" he asked. "I could do that?
  • We personalize our playlists through Rhapsody and iTunes, our reading through Amazon and Twitter, and our search results on Google and Bing.
  • allowing students to choose their own paths through the curriculum
  • social web, interactive games, and mobile devices
  • The ability to learn what we want, when we want, with whomever we want as long as we have access creates a huge push against a system of education steeped in time-and-place learning.
  • develop the ability to go deeply into the subjects about which they have a passion to learn?
  • From a long list of selections, she chose "Gunga Din" (1892) by Rudyard Kipling; Heart of Darkness (1899) by Joseph Conrad; and War of the Worlds (1898) by H. G. Wells. She then developed several questions to drive her study, such as, How is imperialism defined within the texts? and, Is the colonization of "primitive" societies by advanced societies always exploitation of those cultures? By writing blog posts, she reflected on the reading, debated with classmates, and analyzed poetry and political cartoons from the time period. She also created maps that captured the colonization process. Through these activities, the student aligned her work to the standards she chose.
  • encouraging st
  • encouraging students to collect and share readings they enjoy using Diigo
  • all that mattered was getting a scholarship for football and playing professionally
  • Google Reader, an RSS feed aggregator, to collect all of her students' posts and support her review process
  • potential teachers outside the classroom
  • students choose to study one of 23 world languages offered in Rosetta Stone's online classroom. Each student can work through the curriculum at his or her own pace under the guidance of a world languages instructor at the school who may not know the language but who is an expert in facilitating language learning, goal setting, and personalized practice offline

  14 more annotations...

• 15 Sep 12
  

  Zoe J.
  • But now more than ever, Tucker (along with the rest of us) lives in a moment when personalizing the learning experience is not just a possibility—it's almost an expectation.
  • When we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well? Or, to put it more succinctly, are we preparing students to learn without us? How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn?
  • Students understand that there is no one "right" answer that the teacher expects, that there are many answers, and that the teacher and students will likely discover many of these together.
  • Helping students connect course goals to their own passions is a key ingredient of success.
  • Personalized learning like this requires students to reflect deeply on their effort and assess their work and progress, a fundamental part of developing the skills and dispositions to continue learning after the class ends.
  • At the Trinity School outside Atlanta, Georgia, students choose to study one of 23 world languages offered in Rosetta Stone's online classroom. Each student can work through the curriculum at his or her own pace under the guidance of a world languages instructor at the school who may not know the language but who is an expert in facilitating language learning, goal setting, and personalized practice offline.
  • "to meet each child where he or she is and differentiate support and curriculum on the basis of language and learning style rather than grouping or whole class. That's a necessary shift in the role of the teacher."
  • an important difference between "personalized" learning and "personal" learning—the latter connotes a deeper degree of autonomy for the learner.
  • "Autonomy is what distinguishes between personal learning, which we do for ourselves, and personalized learning, which is done for us,"
  • Personal and autonomous learning is self-directed and self-selected according to the learner's own needs, preferences, and learning arrangements … Truly autonomous and personal learning means making our own choices about what we wish to play or learn with, whom we wish to learn with or from, where we want to do this learning, when we prefer to learn or play, and how we want to learn.
  • Although it might be an important first step in putting students on a path to a more self-directed, passionate, relevant learning life, it may not bring about the true transformation that many see as the potential of this moment.
  • a goal that is about empowering our young people to leverage their innate and natural curiosity to learn whatever and whenever they need to.
  • The goal is about eliminating obstacles to the exercise of this right—whether the obstacle is the structure and scheduling of the school day, the narrow divisions of subject, the arbitrary separation of learners by age, or others—rather than supplying or rearranging resources.
  • What I wonder is whether his classrooms and teachers can help him become a passionate, patient, connected learner who is empowered to truly learn whatever and whenever he needs to.

  12 more annotations...

• 

  sam merrill
  • But now more than ever, Tucker (along with the rest of us) lives in a moment  when personalizing the learning experience is not just a possibility—it's almost  an expectation.
  • In this era of access, personalizing learning means allowing students to choose  their own paths through the curriculum. For schools and teachers, it means  connecting our expectations to students' passions and interests as learners.
  • Teachers at Hunterdon Central Regional High School in New Jersey have been  moving to a more inquiry-based, personalized approach to learning for the last  three years. Instead of working through a one-size-fits-all curriculum, students  are allowed to chart their own course to meeting school and state expectations.  For English teacher Cathy Stutzman, that means encouraging students to take  ownership of their own learning and guiding them to course outcomes in  individualized ways.

  • In some cases, students have real difficulty identifying what they love, or  at least how what they love might work its way into their personal curriculum.  Stutzman's colleague at Hunterdon Central, Meg Donhauser, says that her role as  a teacher is to help her students see the connection. She does this through  probing conversations with students, steering students to multiple resources  that may spark an interest, and encouraging students to collect and share  readings they enjoy using Diigo, a social bookmarking tool.

     

    She recalls,  

    I had a student last year who had drilled into his personality that  all that mattered was getting a scholarship for football and playing  professionally. His counselor recommended [that he take] British literature for  some reason, and as we talked about a theme he might want to explore, we  realized that he should explore the medieval version of a football star—a  knight. It then developed into looking at how British literature addresses  masculinity; he was really able to reflect on his own ambitions through the  literature. Sometimes finding a passion just takes time; for some students, it  takes several texts or subjects before they find something that really sparks an  interest.

  • Students keep blogs, which Smith regularly comments on, where they archive  their work, reflect on their learning, and connect with potential teachers  outside the classroom. Smith uses Google Reader, an RSS feed aggregator, to  collect all of her students' posts and support her review process. Students also  use podcasts to capture and share presentations they give in class.
  • For other schools, the "disruptive innovation" comes in the form of technologies  that are less social but are highly personalized nonetheless. At the Trinity  School outside Atlanta, Georgia, students choose to study one of 23 world  languages offered in Rosetta Stone's online classroom. Each student can work  through the curriculum at his or her own pace under the guidance of a world  languages instructor at the school who may not know the language but who is an  expert in facilitating language learning, goal setting, and personalized  practice offline.
  • In other words, the truly personal, self-directed learning that we can now  pursue in online networks and communities differs substantially from the  "personalized" opportunities that some schools are opening up to students.

  5 more annotations...

• 14 Sep 12
  

  Kelsey G

  •  

    Why? For one thing, schools see the eruption of technologies and environments that allow for personalized learning as a "disruptive innovation," according to Scott McLeod, associate professor of educational leadership at the University of Kentucky (Richardson, 2009). The ability to learn what we want, when we want, with whomever we want as long as we have access creates a huge push against a system of education steeped in time-and-place learning.
  • "It requires a totally different skill set on the teacher's part," Stutzman says. "We have to be comfortable with being uncomfortable, because we don't know the exact direction that a class will go when we walk in. Depending on student questions, reflections, or activities, our plans could quickly morph into something we never dreamed would happen at the outset."

  • She recalls, 

    I had a student last year who had drilled into his personality that all that mattered was getting a scholarship for football and playing professionally. His counselor recommended [that he take] British literature for some reason, and as we talked about a theme he might want to explore, we realized that he should explore the medieval version of a football star—a knight. It then developed into looking at how British literature addresses masculinity; he was really able to reflect on his own ambitions through the literature. Sometimes finding a passion just takes time; for some students, it takes several texts or subjects before they find something that really sparks an interest.
  • "to meet each child where he or she is and differentiate support and curriculum on the basis of language and learning style rather than grouping or whole class. That's a necessary shift in the role of the teacher."
  • Although it might be an important first step in putting students on a path to a more self-directed, passionate, relevant learning life, it may not bring about the true transformation that many see as the potential of this moment.

  3 more annotations...

• 

  Natalie Gradwohl
  • learn just about every math concept he needs to be successful in life in the context of playing the game he loves?
  • I think he could
  • good teachers to help him make sense of those concepts along the way.
  • personalizing the learning experience is not just a possibility—it's almost an expectation
  • personalizing learning for our students in ways that make school more relevant and inspiring
  • what about education
  • allowing students to choose their own paths through the curriculum.
  • students' passions and interests as learners
  • both a challenge and an opportunity for educators
  • schools see the eruption of technologies and environments that allow for personalized learning as a "disruptive innovation,"
  • what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well?
  • are we preparing students to learn without us?
  • , students are allowed to chart their own course to meeting school and state expectations.
  • encouraging students to take ownership of their own learning and guiding them to course outcomes in individualized ways.
  • letting each student create his or her own learning experience yet still meet the expectations of the class, the school, the state, and now, perhaps, the nation.
  • students creating their own personalized learning plans with the help of the teacher.
  • may select different books to read, use different media to reflect on their progress, and create a variety of artifacts that bring their learning to life.
  • be comfortable with being uncomfortable, because we don't know the exact direction that a class will go when we walk in.
  • requires a totally different skill set on the teacher's part
  • In other words, it's risk and reward.
  • connect course goals to their own passions is a key ingredient of success
  • students have real difficulty identifying what they love, or at least how what they love might work its way into their personal curriculum.
  • probing conversations with students, steering students to multiple resources that may spark an interest, and encouraging students to collect and share readings they enjoy using Diigo, a social bookmarking tool.
  • Students also give one another feedback on their plans as they go
  • continually update their progress, and she provides regular feedback
  • rubric that covers such areas as standards, learning outcomes, artifact explanation, blog posts, learning activities, work ethic, and research.
  • archive their work, reflect on their learning, and connect with potential teachers outside the classroom.
  • Students keep blogs
  • Web 2.0 technologies are at the heart of personalization
  • social web tools as blogs and social bookmarks into the learning culture, both students and teachers can stay organized and focused.
  • Google Docs
  • technologies that are less social but are highly personalized nonetheless.
  • one of 23 world languages offered in Rosetta Stone's online classroom
  • many educators wonder whether the concept goes far enough in preparing students for the wide array of learning opportunities outside the classroom.
  • truly personal, self-directed learning that we can now pursue in online networks and communities differs substantially from the "personalized" opportunities that some schools are opening up to students.

  33 more annotations...

• 

  leilacap2015
  • onnected basketball to the study of bivariate data, complex equations, statistical analysis, slope, variables, predicting outcomes, probability, geometric shapes, mean, median, mode, averages, arc, force, angles, percentages, fractions, linear inequalities, volume, speed, mass, acceleration, and dozens of other concepts
  • In this era of a

    ccess, personalizing learning means allowing students to choose their own paths through the curriculum. For schools and teachers, it means connecting our expectations to students' passions and interests as learners.
  • encouraging students to take ownership of their own learning and guiding them to course outcomes in individualized ways.
  • Students may select different books to read, use different media to reflect on their progress, and create a variety of artifacts that bring their learning to life.
  • Helping students connect course goals to their own passions is a key ingredient of success.
  • She does this through probing conversations with students, steering students to multiple resources that may spark an interest, and encouraging students to collect and share readings they enjoy using Diigo, a social bookmarking tool.
  • the emphasis moves to assessing in the moment rather than at the end of a book or unit.
  • Everyone follows a rubric that covers such areas as standards, learning outcomes, artifact explanation, blog posts, learning activities, work ethic, and research. Personalized learning like this requires students to reflect deeply on their effort and assess their work and progress, a fundamental part of developing the skills and dispositions to continue learning after the class ends.
  • Students keep blogs, which Smith regularly comments on, where they archive their work, reflect on their learning, and connect with potential teachers outside the classroom.
  • Students also use podcasts to capture and share presentations they give in class.
  • self-directed and self-selected according to the learner's own needs, preferences, and learning arrangements

  9 more annotations...

• 

  Katie B

  learning

  • The reality is that despite having talked about personalized learning for more  than a decade, most schools and teachers have been slow to discover its  potential through the use of the social web, interactive games, and mobile  devices.
  • Why? For one thing, schools see the eruption of technologies and environments  that allow for personalized learning as a "disruptive innovation
  • students are allowed to chart their own course to meeting school and state  expectations
  • That's the new dance that teachers have to learn in order to guide students to  success—letting each student create his or her own learning experience yet still  meet the expectations of the class, the school, the state, and now, perhaps, the  nation
  • Donhauser says that the emphasis moves to assessing in the moment rather than at  the end of a book or unit. "Rather than having a defined product that I receive  from 25 students," she says, "I receive 25 individual assignments with their own  unique content, insights, and styles."
  • Students keep blogs, which Smith regularly comments on, where they archive their  work, reflect on their learning, and connect with potential teachers outside the  classroom
  • Many educators cite an important difference between "personalized" learning and  "personal" learning—the latter connotes a deeper degree of autonomy for the  learne
  • Autonomy is what distinguishes between personal learning, which we do  for ourselves, and personalized learning, which is done for us
  • In other words, the truly personal, self-directed learning that we can now  pursue in online networks and communities differs substantially from the  "personalized" opportunities that some schools are opening up to students.  Although it might be an important first step in putting students on a path to a  more self-directed, passionate, relevant learning life, it may not bring about  the true transformation that many see as the potential of this moment.

  7 more annotations...

• 

  Benjamin S

  learning education students leadership

  • Are we personalizing learning for our students in ways that make school more relevant and inspiring? Largely, the answer is no.
  • schools see the eruption of technologies and environments that allow for personalized learning as a "disruptive innovation," according to Scott McLeod
  • Helping students connect course goals to their own passions is a key ingredient of success.
  • Donhauser says that the emphasis moves to assessing in the moment rather than at the end of a book or unit.
  • For other schools, the "disruptive innovation" comes in the form of technologies that are less social but are highly personalized nonetheless.
  • Despite the promise of personalizing learning and some teachers' best efforts to give their students more agency in the education process, many educators wonder whether the concept goes far enough in preparing students for the wide array of learning opportunities outside the classroom.
  • the truly personal, self-directed learning that we can now pursue in online networks and communities differs substantially from the "personalized" opportunities that some schools are opening up to students.

  5 more annotations...

• 

  annaleigh baremore
  • personalizing learning means allowing students to choose their own paths through the curriculum. For schools and teachers, it means connecting our expectations to students' passions and interests as learners.
  • When we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well?
  • "We can take what could be very limiting common core requirements and put them in the hands of the students and, in return, they get to demonstrate growth by applying them to activities and assessments that align to their own passions and interests," Stutzman says. "If the teacher and the student are true partners in the learning process, there will be a lot of documentation of progress toward those goals."

  •  

    "It requires a totally different skill set on the teacher's part," Stutzman says. "We have to be comfortable with being uncomfortable, because we don't know the exact direction that a class will go when we walk in. Depending on student questions, reflections, or activities, our plans could quickly morph
  • Students keep blogs, which Smith regularly comments on, where they archive their work, reflect on their learning, and connect with potential teachers outside the classroom. Smith uses Google Reader, an RSS feed aggregator, to collect all of her students' posts and support her review process. Students also use podcasts to capture and share presentations they give in class.

  3 more annotations...

• 

  petercap2015
  • 60 responses from readers who connected basketball to the study of bivariate data, complex equations, statistical analysis, slope, variables, predicting outcomes, probability, geometric shapes, mean, median, mode, averages, arc, force, angles, percentages, fractions, linear inequalities, volume, speed, mass, acceleration, and dozens of other concepts that are no doubt part of Tucker's K–12 math curriculum (Richardson, 2010).
  • That's not to say that he wouldn't need good teachers to help him make sense of those concepts
  • The reality is that despite having talked about personalized learning for more than a decade, most schools and teachers have been slow to discover its potential through the use of the social web, interactive games, and mobile devices.
  • develop the ability to go deeply into the subjects about which they have a passion to learn?
  • "If the teacher and the student are true partners in the learning process, there will be a lot of documentation of progress toward those goals."
  • "It's scary not to know exactly where your students will go if their curriculums are potentially different, and it requires a lot of adjusting,"
  • encouraging students to collect and share readings they enjoy using Diigo, a social bookmarking tool.
  • Sometimes finding a passion just takes time; for some students, it takes several texts or subjects before they find something that really sparks an interest.
  • continue learning after the class ends.
  • Smith uses Google Reader, an RSS feed aggregator, to collect all of her students' posts and support her review process. Students also use podcasts to capture and share presentations they give in class.
  • basketball can serve as an amazing curriculum for Tucker to develop the math skills

  9 more annotations...

• 

  Abir M

  Personalized Learning

  • n we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well? Or, to put it more succinctly, are we preparing students to learn without us?

  •  

    That rethinking revolves around a fundamental question: Whe
  • e goals to their own passions is a key ingredient of success. This, too, requires being comfortable with pushing traditional boundaries.
  • Helping students connect cours
  • drilled into his personality that all that mattered was getting a scholarship for football and playing professionally. His counselor recommended [that he take] British literature for some reason, and as we talked about a theme he might want to explore, we realized that he should explore the medieval version of a football star—a knight.

  3 more annotations...

• 

  Alex F
  • connected basketball to the study of bivariate data, complex equations, statistical analysis, slope, variables, predicting outcomes, probability, geometric shapes, mean, median, mode, averages, arc, force, angles, percentages, fractions, linear inequalities, volume, speed, mass, acceleration, and dozens of other concepts
  • personalizing the learning experience is not just a possibility—it's almost an expectation
  • ersonalizing learning means allowing students to choose their own paths through the curriculum. For schools and teachers, it means connecting our expectations to students' passions and interests as learners.
  • ow can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn?
  • demonstrate growth by applying them to activities and assessments that align to their own passions and interests,
  • Helping students connect course goals to their own passions is a key ingredient of success
  • collect and share readings they enjoy using Diigo, a so
  • cial bookmarking tool.
  • Using Google Docs, students continually update their progress, and she provides regular feedback. Students also give one another feedback on their plans as they go. Everyone follows a rubric that covers such areas as standards, learning outcomes, artifact explanation, blog posts, learning activities, work ethic, and research. Personalized learning like this requires students to reflect deeply on their effort and assess their work and progress, a fundamental part of developing the skills and dispositions to continue learning after the class ends.
  • Web 2.0 technologies are at the heart of personalization, and not just in the typical Google search sense. By embedding such social web tools as blogs and social bookmarks into the learning culture, both students and teachers can stay organized and focused.
  • In other words, the truly personal, self-directed learning that we can now pursue in online networks and communities differs substantially from the "personalized" opportunities that some schools are opening up to students. Although it might be an important first step in putting students on a path to a more self-directed, passionate, relevant learning life, it may not bring about the true transformation that many see a
  • s the potential of this moment.

  10 more annotations...

• 

  christinacap2015
  • personalizing the learning experience is not just a possibility—it's almost an expectation.
  • Are we personalizing learning for our students in ways that make school more relevant and inspiring? Largely, the answer is no.
  • The reality is that despite having talked about personalized learning for more than a decade, most schools and teachers have been slow to discover its potential through the use of the social web, interactive games, and mobile devices.
  • That rethinking revolves around a fundamental question: When we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well?
  • Instead of working through a one-size-fits-all curriculum, students are allowed to chart their own course to meeting school and state expectations.
  • We can take what could be very limiting common core requirements and put them in the hands of the students and, in return, they get to demonstrate growth by applying them to activities and assessments that align to their own passions and interests," Stutzman says. "If the teacher and the student are true partners in the learning process, there will be a lot of documentation of progress toward those goals."
  • it's risk and reward.
  • Helping students connect course goals to their own passions is a key ingredient of success.
  • encouraging students to collect and share readings they enjoy using Diigo, a social bookmarking tool.
  • Donhauser says that the emphasis moves to assessing in the moment rather than at the end of a book or unit.
  • Students keep blogs, which Smith regularly comments on, where they archive their work, reflect on their learning, and connect with potential teachers outside the classroom.
  • at the heart of personalization,
  • difference between "personalized" learning and "personal" learning—the latter connotes a deeper degree of autonomy for the learner.
  • Personal and autonomous learning is self-directed and self-selected according to the learner's own needs, preferences, and learning arrangements … Truly autonomous and personal learning means making our own choices about what we wish to play or learn with, whom we wish to learn with or from, where we want to do this learning, when we prefer to learn or play, and how we want to learn.
  • We need to shift our thinking from a goal that focuses on the delivery of something—a primary education—to a goal that is about empowering our young people to leverage their innate and natural curiosity to learn whatever and whenever they need to. The goal is about eliminating obstacles to the exercise of this right—whether the obstacle is the structure and scheduling of the school day, the narrow divisions of subject, the arbitrary separation of learners by age, or others—rather than supplying or rearranging resources. (p. 6)

  13 more annotations...

• 

  Cherie C
  • How can we shift curriculum and pedagogy to more effectively help students form  and answer their own questions, develop patience with uncertainty and ambiguity,  appreciate and learn from failure, and develop the ability to go deeply into the  subjects about which they have a passion to learn?
  • Through these activities, the student aligned her work to the standards she  chose.
  • In other words, it's risk and reward
  • he was really able to reflect on his own ambitions through the literature.  Sometimes finding a passion just takes time
  • By embedding such social web tools as blogs and social bookmarks into the  learning culture, both students and teachers can stay organized and focused.
  • Autonomy is what distinguishes between personal learning, which we do  for ourselves, and personalized learning, which is done for us
  • We need to shift our thinking from a goal that focuses on the delivery of  something—a primary education—to a goal that is about empowering our young  people to leverage their innate and natural curiosity to learn whatever and  whenever they need to

  5 more annotations...

• 

  Rachel E
  • Preparing Students to Learn Without Us
  • culture of customization, what about education? Are we personalizing learning for our students in ways that make school more relevant and inspiring? Largely, the answer is no.
  • t in the midst of th
  • Instead of working through a one-size-fits-all curriculum, students are allowed to chart their own course to meeting school and state expectations
  • Students may select different books to read, use different media to reflect on their progress, and create a variety of artifacts that bring their learning to life.
  • This, too, requires being comfortable with pushing traditional boundaries.
  • Sometimes finding a passion just takes time; for some students, it takes several texts or subjects before they find something that really sparks an interest.
  • "I receive 25 individual assignments with their own unique content, insights, and styles."
  • In other words, the truly personal, self-directed learning that we can now pursue in online networks and communities differs substantially from the "personalized" opportunities that some schools are opening up to students.
  • to a goal that is about empowering our young people to leverage their innate and natural curiosity to learn whatever and whenever they need to. The goal is about eliminating obstacles to the exercise of this right—whether the obstacle is the structure and scheduling of the school day, the narrow divisions of subject, the arbitrary separation of learners by age, or others—rather than supplying or rearranging resources.

  8 more annotations...

• 13 Sep 12
  

  Samantha C
  • ives in a moment when personalizing the learning experience is not just a possibility—it's almost an expectation
  • it's almost an expectation
  • But in the midst of this culture of customization, what about education? Are we personalizing learning for our students in ways that make school more relevant and inspiring? Largely, the answer is no.
  • schools see the eruption of technologies and environments that allow for personalized learning as a "disruptive innovation,"
  • How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn?
  • "If the teacher and the student are true partners in the learning process, there will be a lot of documentation of progress toward those goals."
  • there is no one "right" answer that the teacher expects, that there are many answers, and that the teacher and students will likely discover many of these together.
  • Students also give one another feedback on their plans as they go.
  • requires students to reflect deeply on their effort and assess their work and progress,
  • many educators wonder whether the concept goes far enough in preparing students for the wide array of learning opportunities outside the classroom.
  • What I wonder is whether his classrooms and teachers can help him become a passionate, patient, connected learner who is empowered to truly learn whatever and whenever he needs to.

  9 more annotations...

• 

  sarahcap2015
  • onses from readers who connected basketball to the study of bivariate data, complex equations, statistical analysis, slope, variables, predicting outcomes, probability, geometric shapes, mean, median, mode, averages, arc, force, angles, percentages, fractions, linear inequalities, volume, speed, mass, acceleration, and dozens of other concepts that are no doubt part of Tucker's K–12 math curriculum (Richardson, 2010). And when I showed him some of the great ideas that teachers had left on my blog, he lit up. "Really?" he asked. "I could do that?"
  • And when I showed him some of the great ideas that teachers had left on my blog, he lit up. "Really?" he asked. "I could do that?"
  • Yes, I think he could. That's not to say that he wouldn't need good teachers to help him make sense of those concepts along the way.
  • personalizing the learning experience is not just a possibility—it's almost an expectation.

  • But in the midst of this culture of customization, what about education? Are we personalizing learning for our students in ways that make school more relevant and inspiring? Largely, the answer is no.

     
  • That is both a challenge and an opportunity for educators working with 20 or 30 students in a classroom. The reality is that despite having talked about personalized learning for more than a decade, most schools and teachers have been slow to discover its potential through the use of the social web, interactive games, and mobile devices
  • For one thing, schools see the eruption of technologies and environments that allow for personalized learning as a "disruptive innovation,"
  • The ability to learn what we want, when we want, with whomever we want as long as we have access creates a huge push against a system of education steeped in time-and-place learning.
  • Or, to put it more succinctly, are we preparing students to learn without us? How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn?
  • "We can take what could be very limiting common core requirements and put them in the hands of the students and, in return, they get to demonstrate growth by applying them to activities and assessments that align to their own passions and interests,"
  • Those plans clarify the destination in terms of what objectives the students want to achieve, but the route each student takes to meet those objectives differs.
  • From a long list of selections, she chose "Gunga Din" (1892) by Rudyard Kipling; Heart of Darkness (1899) by Joseph Conrad; and War of the Worlds (1898) by H. G. Wells. She then developed several questions to drive her study, such as, How is imperialism defined within the texts? and, Is the colonization of "primitive" societies by advanced societies always exploitation of those cultures?

    By writing blog posts, she reflected on the reading, debated with classmates, and analyzed poetry and political cartoons from the time period. She also created maps that captured the colonization process. Through these activities, the student aligned her work to the standards she chose.
  • tudents understand that there is no one "right" answer that the teacher expects, that there are many answers, and that the teacher and students will likely discover many of these together.
  • n some cases, students have real difficulty identifying what they love, or at least how what they love might work its way into their personal curriculum. Stutzman's colleague at Hunterdon Central, Meg Donhauser, says that her role as a teacher is to help her students see the connection. She does this through probing conversations with students, steering students to multiple resources that may spark an interest, and encouraging students to collect and share readings they enjoy using Diigo, a social bookmarking tool.
  • For example, students at Hunterdon Central use Google Docs to share their academic plans with teachers and peers, who edit and comment on the plans both in and out of school.
  • Many educators cite an important difference between "personalized" learning and "personal" learning—the latter connotes a deeper degree of autonomy for the learner.
  • Personal and autonomous learning is self-directed and self-selected according to the learner's own needs, preferences, and learning arrangements … Truly autonomous and personal learning means making our own choices about what we wish to play or learn with, whom we wish to learn with or from, where we want to do this learning, when we prefer to learn or play, and how we want to learn.
  • So in the end, I'm not left to wonder whether basketball can serve as an amazing curriculum for Tucker to develop the math skills he needs to make it through life. It can. What I wonder is whether his classrooms and teachers can help him become a passionate, patient, connected learner who is empowered to truly learn whatever and whenever he needs to.

  16 more annotations...

• 

  Jesse BC
  • That's not to say that he wouldn't need good teachers to help him make sense of those concepts along the way.
  • Why? For one thing, schools see the eruption of technologies and environments that allow for personalized learning as a "disruptive innovation
  • develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn?
  • that means encouraging students to take ownership of their own learning and guiding them to course outcomes in individualized ways.
  • If the teacher and the student are true partners in the learning process, there will be a lot of documentation of progress toward those goals.
  • We have to be comfortable with being uncomfortable, because we don't know the exact direction that a class will go when we walk in. Depending on student questions, reflections, or activities, our plans could quickly morph into something we never dreamed would happen at the outset."
  • In some cases, students have real difficulty identifying what they love, or at least how what they love might work its way into their personal curriculum. Stutzman's colleague at Hunterdon Central, Meg Donhauser, says that her role as a teacher is to help her students see the connection.
  • Students keep blogs, which Smith regularly comments on, where they archive their work, reflect on their learning, and connect with potential teachers outside the classroom. Smith uses Google Reader, an RSS feed aggregator, to collect all of her students' posts and support her review process. Students also use podcasts to capture and share presentations they give in class.
  • students choose to study one of 23 world languages offered in Rosetta Stone's online classroom.
  • to meet each child where he or she is and differentiate support and curriculum on the basis of language and learning style rather than grouping or whole class. That's a necessary shift in the role of the teacher."
  • What I wonder is whether his classrooms and teachers can help him become a passionate, patient, connected learner who is empowered to truly learn whatever and whenever he needs to.

  9 more annotations...

• 

  Landon X
  • But in the midst of this culture of customization, what about education? Are we personalizing learning for our students in ways that make school more relevant and inspiring? Largely, the answer is no.
  • That rethinking revolves around a fundamental question: When we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well? Or, to put it more succinctly, are we preparing students to learn without us? How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn?
  • That's the new dance that teachers have to learn in order to guide students to success—letting each student create his or her own learning experience yet still meet the expectations of the class, the school, the state, and now, perhaps, the nation. At Hunterdon Central, that starts with students creating their own personalized learning plans with the help of the teacher. Those plans clarify the destination in terms of what objectives the students want to achieve, but the route each student takes to meet those objectives differs. Students may select different books to read, use different media to reflect on their progress, and create a variety of artifacts that bring their learning to life.
  • In other words, it's risk and reward. "It's scary not to know exactly where your students will go if their curriculums are potentially different, and it requires a lot of adjusting," Stutzman explains. "But the benefit is that students get to see our genuine reactions to new discoveries as well as to challenges, and they see us model the learning process together." Students understand that there is no one "right" answer that the teacher expects, that there are many answers, and that the teacher and students will likely discover many of these together.
  • Despite the promise of personalizing learning and some teachers' best efforts to give their students more agency in the education process, many educators wonder whether the concept goes far enough in preparing students for the wide array of learning opportunities outside the classroom.
  • So in the end, I'm not left to wonder whether basketball can serve as an amazing curriculum for Tucker to develop the math skills he needs to make it through life. It can. What I wonder is whether his classrooms and teachers can help him become a passionate, patient, connected learner who is empowered to truly learn whatever and whenever he needs to.

  4 more annotations...

• 

  Becca S
  • Are we personalizing learning for our students in ways that make school more relevant and inspiring? Largely, the answer is no.
  • despite having talked about personalized learning for more than a decade, most schools and teachers have been slow to discover its potential through the use of the social web, interactive games, and mobile devices.
  • "disruptive innovation,"

  1 more annotation...

• 

  juliette2015

  education

  • And when I showed him some of the great ideas that teachers had left on my blog, he lit up. "Really?" he asked. "I could do that?"
  • Yes, I think he could
  • lives in a moment when personalizing the learning experience is not just a possibility—it's almost an expectation.
  • Are we personalizing learning for our students in ways that make school more relevant and inspiring? Largely, the answer is no.
  • t means connecting our expectations to students' passions and interests as learners.
  • The reality is that despite having talked about personalized learning for more than a decade, most schools and teachers have been slow to discover its potential through the use of the social web, interactive games, and mobile devices.
  • "disruptive innovation,"
  • he ability to learn what we want, when we want, with whomever we want as long as we have access creates a huge push against a system of education steeped in time-and-place learning. Notes McLeod,
  • revolves around a fundamental question: When we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well? Or, to put it more succinctly, are we preparing students to learn without us?
  • "If the teacher and the student are true partners in the learning process, there will be a lot of documentation of progress toward those goals."
  • Th

    ose plans clarify the destination in terms of what objectives the students want to achieve, but the route each student takes to meet those objectives differs. Students may select different books to read, use different media to reflect on their progress, and create a variety of artifacts that bring their learning to life.
  • "It requires a totally different skill set on the teacher's part," Stutzman says. "We have to be comfortable with being uncomfortable, because we don't know the exact direction that a class will go when we walk in. Depending on student questions, reflections, or activities, our plans could quickly morph into something we never dreamed would happen at the outset."
  • it's risk and reward. "It's scary not to know exactly where your students will go if their curriculums are potentially differen
  • , and it requires a lot of adjusting,
  • Helping students connect course goals to their own passions is a key ingredient of success.
  • In some cases, students have real difficulty identifying what they love
  • Everyone follows a rubric that covers such areas as standards, learning outcomes, artifact explanation, blog posts, learning activities, work ethic, and research. Personalized learning like this requires students to reflect deeply on their effort and assess their work and progress, a fundamental part of developing the skills and dispositions to continue learning after the class ends.
  • By embedding such social web tools as blogs and social bookmarks into the learning culture, both students and teachers can stay organized and focused.
  • Despite the promise of personalizing learning and some teachers' best efforts to give their students more agency in the education process, many educators wonder whether the concept goes far enough in preparing students for the wide array of learning opportunities outside the classroom.
  • In other words, the truly personal, self-directed learning that we can now pursue in online networks and communities differs substantially from the "personalized" opportunities that some schools are opening up to students. Although it might be an important first step in putting students on a path to a more self-directed, passionate, relevant learning life, it may not bring about the true transformation that many see as the potential of this moment.
  • What I wonder is whether his classrooms and teachers can help him become a passionate, patient, connected learner who is empowered to truly learn whatever and whenever he needs to.

  19 more annotations...

• 

  Martha M
  • In this era of access, personalizing learning means allowing students to choose their own paths through the curriculum
  • That rethinking revolves around a fundamental question: When we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well? Or, to put it more succinctly, are we preparing students to learn without us?
  • "We can take what could be very limiting common core requirements and put them in the hands of the students and, in return, they get to demonstrate growth by applying them to activities and assessments that align to their own passions and interests
  • letting each student create his or her own learning experience yet still meet the expectations of the class, the school, the state, and now, perhaps, the nation
  • By writing blog posts, she reflected on the reading, debated with classmates, and analyzed poetry and political cartoons from the time period.
  • encouraging students to collect and share readings they enjoy using Diigo, a social bookmarking tool.
  • Sometimes finding a passion just takes time; for some students, it takes several texts or subjects before they find something that really sparks an interest.
  • sing Google Docs, students continually update their progress, and she provides regular feedback. Students also give one another feedback on their plans as they go.
  • Everyone follows a rubric that covers such areas as standards, learning outcomes, artifact explanation, blog posts, learning activities, work ethic, and research
  • Students keep blogs, which Smith regularly comments on, where they archive their work, reflect on their learning, and connect with potential teachers outside the classroom
  • By embedding such social web tools as blogs and social bookmarks into the learning culture, both students and teachers can stay organized and focused.
  • Students can connect to the people who have created the resources they are using—the authors, bloggers, videographers, and others who have shared their work online.
  • In other words, the truly personal, self-directed learning that we can now pursue in online networks and communities differs substantially from the "personalized" opportunities that some schools are opening up to students

  11 more annotations...

• 

  Alia H
  • By pairing personalized learning and technology, a teacher can help students learn what they need to learn through the topics that interest them most.
  • personalizing the learning experience is not just a possibility—it's almost an expectation.
  • what about education? Are we personalizing learning for our students in ways that make school more relevant and inspiring? Largely, the answer is no.
  • For schools and teachers, it mean
  • s connecting our expectations to students' passions and interests as learners.
  • That is both a challenge and an opportunity for educators working with 20 or 30 students in a classroom
  • most schools and teachers have been slow to discover its potential through the use of the social web, interactive games, and mobile devices.
  • schools see the eruption of technologies and environments that allow for personalized learning as a "disruptive innovation,"
  • Between adaptive software that can present and assess mastery of content, video games and simulations that can engage kids on a different level, and mobile technologies and online environments that allow learning to happen on demand, we need to fundamentally rethink what we do in the classroom with kids.
  • what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well? Or, to put it more succinctly, are we preparing students to learn without us?
  • moving to a more inquiry-based, personalized approach to learning for the last three years.
  • tudents are allowed to chart their own course to meeting school and state expectations.
  • encouraging students to take ownership of their own learning and guiding them to course outcomes in individualized ways.
  • letting each student create his or her own learning experience yet still meet the expectations of the class, the school, the state
  • dents understand that there is no one "right" answer that the teacher expects, that there are many answers, and that the teacher and students will likely discover many of these together.
  • Helping students connect course goals to their own passions is a key ingredient of success
  • Students keep blogs, which Smith regularly comments on, where they archive their work, reflect on their learning, and connect with potential teachers outside the classroom.
  • Google Docs to share their academic plans with teachers and peers, who edit and comment on the plans both in and out of school. Students can connect to the people who have created the resources they are using—the authors, bloggers, videographers, and others who have shared their work online.
  • ach student can work through the curriculum at his or her own
  • pace und
  • er the guidance of a world languages instructo
  • "personalized" learning and "personal" learning
  • Personal and autonomous learning is self-directed and self-selected according to the learner's own needs, preferences, and learning arrangement

  21 more annotations...

• 

  emilydcap2015

  personalized learning

  • Are we personalizing learning for our students in ways that make school more relevant and inspiring
  • personalizing learning means allowing students to choose their own paths through the curriculum
  • . The reality is that despite having talked about personalized learning for more than a decade, most schools and teachers have been slow to discover its potential through the use of the social web, interactive games, and mobile devices
  • he ability to learn what we want, when we want, with whomever we want as long as we have access creates a huge push against a system of education steeped in time-and-place learning.
  • hen we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well?
  • How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions
  • Instead of working through a one-size-fits-all curriculum, students are allowed to chart their own course to meeting school and state expectations.
  • hey get to demonstrate growth by applying them to activities and assessments that align to their own passions and interes
  • If the teacher and the student are true partners in the learning process, there will be a lot of documentation of progress toward those goals."
  • tudents may select different books to read, use different media to reflect on their progress, and create a variety of artifacts that bring their learning to life
  • By writing blog posts, she reflected on the reading, debated with classmates, and analyzed poetry and political cartoons from the time period. She also created maps that captured the colonization process. Through these activities, the student aligned her work to the standards she chose
  • "It requires a totally different skill set on the teacher's part," Stutzman says. "We have to be comfortable with being uncomfortable, because we don't know the exact direction that a class will go when we walk in.
  • Depending on student questions, reflections, or activities, our plans could quickly morph into something we never dreamed would happen at the outset."
  • It's scary not to know exactly where your students will go if their curriculums are potentially different, and it requires a lot of adjusting
  • the benefit is that students get to see our genuine reactions to new discoveries as well as to challenges, and they see us model the learning process together."
  • genuine
  • students have real difficulty identifying what they love, or at least how what they love might work its way into their personal curriculum.
  • Diigo, a social bookmarking tool.
  • we talked about a theme he might want to explore, we realized that he should explore the medieval version of a football star—a knight. It then developed into looking at how British literature addresses masculinity; h
  • "I receive 25 individual assignments with their own unique content, insights, and styles."
  • . Personalized learning like this requires students to reflect deeply on their effort and assess their work and progress, a fundamental part of developing the skills and dispositions to continue learning after the class ends.
  • By embedding such social web tools as blogs and social bookmarks into the learning culture, both students and teachers can stay organized and focused.
  • Students can connect to the people who have created the resources they are using—the authors, bloggers, videographers, and others who have shared their work online.
  • to meet each child where he or she is and differentiate support and curriculum on the basis of language and learning style rather than grouping or whole class. That's a necessary shift in the role of the teacher."
  • many educators wonder whether the concept goes far enough in preparing students for the wide array of learning opportunities outside the classroom.
  • "personalized" learning and "personal" learning—the latter connotes a deeper degree of autonomy for the learner. Some, like Stephen Downes, a senior researcher at the National Research Council of Canada and a longtime education blogger, see that as an important distinction. "Autonomy is what distinguishes between personal learning, which we do for ourselves, and personalized learning, which is done for us,"
  • ersonal and autonomous learning is self-directed and self-selected according to the learner's own needs, preferences, and learning arrangements … Truly autonomous and personal learning means making our own choices about what we wish to play or learn with, whom we wish to learn with or from, where we want to do this learning, when we prefer to learn or play, and how we want to learn.
  • ough it might be an important first step in putting students on a path to a more self-directed, passionate, relevant learning life, it may not bring about the true transformation that many see as the potential of this moment.
  • to a goal that is about empowering our young people to leverage their innate and natural curiosity to learn whatever and whenever they need to
  • liminating obstacle
  • whether the obstacle is the structure and scheduling of the school day, the narrow divisions of subject, the arbitrary separation of learners by age, or others—rather than supplying or rearranging resources. (p. 6)
  • What I wonder is whether his classrooms and teachers can help him become a passionate, patient, connected learner who is empowered to truly learn whatever and whenever he needs to.

  30 more annotations...

• 

  gracecap2015
  • about every math concept he needs to be successful in life in the context of playing the game he loves?
  • That's not to say that he wouldn't need good teachers to help him make sense of those concepts along the way. But now more than ever, Tucker (along with the rest of us) lives in a moment when personalizing the learning experience is not just a possibility—it's almost an expectation
  • Are we personalizing learning for our students in ways that make school more relevant and inspiring? Largely, the answer is no.
  • personalizing learning means allowing students to choose their own paths through the curriculum.
  • For schools and teachers, it means connecting our expectations to students' passions and interests as learners. That is both a challenge and an opportunity for educators working with 20 or 30 students in a classroom. The reality is that despite having talked about personalized learning for more than a decade, most schools and teachers have been slow to discover its potential through the use of the social web, interactive games, and mobile devices.
  • The ability to learn what we want, when we want, with whomever we want as long as we have access creates a huge push against a system of education steeped in time-and-place learning
  • When we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well?
  • are we preparing students to learn without us? How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn?
  • more inquiry-based, personalized approach to learning for the last three years. Instead of working through a one-size-fits-all curriculum, students are allowed to chart their own course to meeting school and state expectations.
  • encouraging students to take ownership of their own learning and guiding them to course outcomes in individualized ways.
  • If the teacher and the student are true partners in the learning process, there will be a lot of documentation of progress toward those goals."
  • letting each student create his or her own learning experience yet still meet the expectations of the class, the school, the state, and now, perhaps, the nation.
  • own personalized learning plans with the help of the teacher.
  • he route each student takes to meet those objectives differs. Students may select different books to read, use different media to reflect on their progress, and create a variety of artifacts that bring their learning to life.
  • By writing blog posts, she reflected on the reading, debated with classmates, and analyzed poetry and political cartoons from the time period. She also created maps that captured the colonization process. Through these activities, the student aligned her work to the standards she chose.
  • We have to be comfortable with being uncomfortable, because we don't know the exact direction that a class will go when we walk in. Depending on student questions, reflections, or activities, our plans could quickly morph into something we never dreamed would happen at the outset."
  • it's risk and reward.
  • he benefit is that students get to see our genuine reactions to new discoveries as well as to challenges, and they see us model the learning process together." Students understand that there is no one "right" answer that the teacher expects, that there are many answers, and that the teacher and students will likely discover many of these together.
  • Helping students connect course goals to their own passions is a key ingredient of success.
  • tries to give her students a wide berth when it comes to the topics they choose to work within to achieve their learning goals.
  • and encouraging students to collect and share readings they enjoy using Diigo, a social bookmarking tool.
  • he was really able to reflect on his own ambitions through the literature. Sometimes finding a passion just takes time; for some students, it takes several texts or subjects before they find something that really sparks an interest.
  • assessing in the moment rather than at the end of a book or unit.
  • Using Google Docs, students continually update their progress, and she provides regular feedback
  • standards, learning outcomes, artifact explanation, blog posts, learning activities, work ethic, and research.
  • Students keep blogs, which Smith regularly comments on, where they archive their work, reflect on their learning, and connect with potential teachers outside the classroom.
  • Google Reader, an RSS feed aggregator, to collect all of her students' posts and support her review process. Students also use podcasts to capture and share presentations they give in class.
  • Web 2.0 technologies are at the heart of personalization,
  • social web tools as blogs and social bookmarks into the learning culture, both students and teachers can stay organized and focused
  • Google Docs to share their academic plans with teachers and peers, who edit and comment on the plans both in and out of school.
  • the authors, bloggers, videographers, and others who have shared their work online.
  • students choose to study one of 23 world languages offered in Rosetta Stone's online classroom. Each student can work through the curriculum at his or her own pace under the guidance of a world languages instructor at the school who may not know the language but who is an expert in facilitating language learning, goal setting, and personalized practice offline.
  • "to meet each child where he or she is and differentiate support and curriculum on the basis of language and learning style rather than grouping or whole class. That's a necessary shift in the role of the teacher."
  • many educators wonder whether the concept goes far enough in preparing students for the wide array of learning opportunities outside the classroom.
  • "personalized" learning and "personal" learning—the latter connotes a deeper degree of autonomy for the learner.
  • Autonomy is what distinguishes between personal learning, which we do for ourselves, and personalized learning, which is done for us,"
  • the truly personal, self-directed learning that we can now pursue in online networks and communities differs substantially from the "personalized" opportunities that some schools are opening up to students.
  • We need to shift our thinking from a goal that focuses on the delivery of something—a primary education—to a goal that is about empowering our young people to leverage their innate and natural curiosity to learn whatever and whenever they need to
  • . The goal is about eliminating obstacles to the exercise of this right—whether the obstacle is the structure and scheduling of the school day, the narrow divisions of subject, the arbitrary separation of learners by age, or others—rather than supplying or rearranging resources.
  • What I wonder is whether his classrooms and teachers can help him become a passionate, patient, connected learner who is empowered to truly learn whatever and whenever he needs to.

  38 more annotations...

• 

  Grace W
  • personalized learning and technology
  • in the context of playing the game he loves
  • connected basketball to the study of bivariate data, complex equations, statistical analysis, slope, variables, predicting outcomes, probability, geometric shapes, mean, median, mode, averages, arc, force, angles, percentages, fractions, linear inequalities, volume, speed, mass, acceleration, and dozens of other concepts
  • personalizing the learning experience is not just a possibility—it's almost an expectation
  • culture of customization
  • choose their own paths
  • connecting our expectations to students' passions and interests as learners
  • social web, interactive games, and mobile devices.
  • a "disruptive innovation,"
  • The ability to learn what we want, when we want, with whomever we want
  • When we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well?
  • are we preparing students to learn without us? How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn?
  • inquiry-based, personalized approach to learning
  • students are allowed to chart their own course
  • encouraging students to take ownership of their own learning and guiding them to course outcomes in individualized ways.
  • letting each student create his or her own learning experience yet still meet the expectations of the class, the school, the state, and now, perhaps, the nation.
  • creating their own personalized learning plans
  • clarify the destination in terms of what objectives the students want to achieve
  • the route each student takes to meet those objectives differs.
  • different books to read
  • different media to reflect on their progress
  • create a variety of artifacts that bring their learning to life.
  • the student aligned her work to the standards she chose.
  • students get to see our genuine reactions to new discoveries as well as to challenges, and they see us model the learning process together.
  • there is no one "right" answer
  • connect course goals to their own passions is a key ingredient of success
  • pushing traditional boundaries
  • how what they love might work its way into their personal curriculum.
  • difficulty identifying what they love
  • probing conversations with students, steering students to multiple resources that may spark an interest, and encouraging students to collect and share readings they enjoy using Diigo, a social bookmarking tool.
  • Sometimes finding a passion just takes time; for some students, it takes several texts or subjects before they find something that really sparks an interest.
  • the emphasis moves to assessing in the moment
  • unique content, insights, and styles
  • ive one another feedback on their plans as they go
  • standards, learning outcomes, artifact explanation, blog posts, learning activities, work ethic, and research.
  • requires students to reflect deeply on their effort and assess their work and progress
  • Students keep blogs
  • archive their work, reflect on their learning, and connect with potential teachers outside the classroom.
  • Web 2.0 technologies are at the heart of personalization
  • focused
  • organized
  • the "disruptive innovation" comes in the form of technologies that are less social but are highly personalized nonetheless.
  • whether the concept goes far enough in preparing students for the wide array of learning opportunities outside the classroom.
  • the latter connotes a deeper degree of autonomy for the learner
  • "Autonomy is what distinguishes between personal learning, which we do for ourselves, and personalized learning, which is done for us,"
  • the truly personal, self-directed learning that we can now pursue in online networks and communities differs substantially from the "personalized" opportunities that some schools are opening up to students.
  • it may not bring about the true transformation that many see as the potential of this moment.
  • eliminating obstacles
  • whether his classrooms and teachers can help him become a passionate, patient, connected learner who is empowered to truly learn whatever and whenever he needs to.

  47 more annotations...

• 12 Sep 12
  

  Connor S
  • concepts along the way. But now more than ever, Tucker (along with the rest of us) lives in a moment when personalizing the learning experience is not just a possibility—it's almost an expectatio
  • personalizing the learning experience is not just a possibility—it's almost an expectation

  •  

    That rethinking revolves around a fundamental question: When we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well? Or, to put it more succinctly, are we preparing students to learn without us? How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn?

  •  

    Students keep blogs, which Smith regularly comments on, where they archive their work, reflect on their learning, and connect with potential teachers outside the classroom. Smith uses Google Reader, an RSS feed aggregator, to collect all of her students' posts and support her review process. Students also use podcasts to capture and share presentations they give in class.

  2 more annotations...

• 10 Sep 12
  

  mrmayo

  why blog

• 09 Sep 12
  

  bryan ellsworth

  Helping kids chart their own course

  Technology Teaching Will Richardson

  • In this era of access, personalizing learning means allowing students to choose their own paths through the curriculum. For schools and teachers, it means connecting our expectations to students' passions and interests as learners
  • etween adaptive software that can present and assess mastery of content, video games and simulat
  • ons that can engage kids on a different level, and mobile technologies and online environments that allow learning to happen on demand, we need to fundamentally rethink what we do in the classroom with kids. (personal communication, October 1, 2011)
  • hat rethinking revolves around a fundamental question: When we have an easy connection to the people and resources we need to learn whatever and whenever we want, what fundamental changes need to happen in schools to provide students with the skills and experiences they need to do this type of learning well? Or, to put it more succinctly
  • are we preparing students to learn without us? How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn?
  • We can take what could be very limiting common core requirements and put them in the hands of the students and, in return, they get to demonstrate growth by applying them to activities and assessments that align to their own passions and interests," Stutzman says. "If the teacher and the student are true partners in the learning process, there will be a lot of documentation of progress toward those goals."
  • That's the new dance that teachers have to learn in order to guide students to success—letting each student create his or her own learning experience yet still meet the expectations of the class, the school
  • Helping students connect course goals to their own passions is a key ingredient of success
  • We need to shift our thinking from a goal that focuses on the delivery of something—a primary education—to a goal that is about empowering our young people to leverage their innate and natural curiosity to learn whatever and whenever they need to.

  7 more annotations...

• 06 Sep 12
  

  Chris Balogh

  Meeting Staff PD

• 24 Aug 12
  

  Elaine Tucker

  Richardson's thoughts on education! Excellent insights.

• 01 Aug 12
  

  Mario A Núñez

  ple

• 24 Jul 12
  

  Annie Martin

  pls learning

• 09 Jul 12
  

  Devin Schoening

  Will Richardson technology education personalization

• 

  education learning will_richardson

• 07 Jul 12
  

  Matt Thompson
  • For Anne Smith, who teaches a course in personal learning networks at Arapahoe High School outside Denver, Colorado, technology facilitates both the learning and the assessment process.
• 06 Jul 12
  

  Beth Friese

  learning teaching learners independence

• 

  Cheryl Vassallo

  will_richardson leadership ascd

• 

  Penny Hayes

  education technology learning

• 

  Cynde Snider

  CommonCore learning personalized

• 05 Jul 12
  

  jmarkey2

  Educational Leadership:For Each to Excel:Preparing Students to Learn Without Us http://t.co/5NexmeOq via @ASCD #gjps #edchat #edreform

  gjps edchat edreform

• 

  Bonnie Wishne

  personalized learning

• 03 Jul 12
  

  Valerie Mansberger

  Topic 3A 21st century students

  Educating the Net Generation

• 27 Jun 12
  

  Shelley Ingram

  Differentiation 21st century

• 26 Jun 12
  

  Carrie Mauhs-Pugh

  Flipping the classroom, and actively including parents in the process, is a small step on the way to greater and greater student directed learning.

  MGC

• 26 May 12
  

  Dean Shareski

  @willrich45 Coincidentally, @bharrisonvp just gave us the opporunity to choose a piece of text to consume. Our choice: http://t.co/KIr8OwPF
  – Rodd Lucier (thecleversheep) http://twitter.com/thecleversheep/status/206425161686196224

  via:packrati.us

• 23 Apr 12
  

  Jay Atwood

  Teaching

• 

  Jeffrey Plaman

  "By pairing personalized learning and technology, a teacher can help students learn what they need to learn through the topics that interest them most."

  professional_development technology blogs creativity inquiry learning ascd leadership personalized

• 17 Apr 12
  

  Erik Richards
  • That's the new dance that teachers have to learn in order to guide students to success—letting each student create his or her own learning experience yet still meet the expectations of the class, the school, the state, and now, perhaps, the nation.
  • In a sample plan, one Hunterdon Central student chose to address four standards in reading, writing, listening, and technology. She decided to show how two or more texts from the same period of British literature treated similar themes. From a long list of selections, she chose "Gunga Din" (1892) by Rudyard Kipling; Heart of Darkness (1899) by Joseph Conrad; and War of the Worlds (1898) by H. G. Wells. She then developed several questions to drive her study, such as, How is imperialism defined within the texts? and, Is the colonization of "primitive" societies by advanced societies always exploitation of those cultures? By writing blog posts, she reflected on the reading, debated with classmates, and analyzed poetry and political cartoons from the time period. She also created maps that captured the colonization process. Through these activities, the student aligned her work to the standards she chose.
  • Assessment changes as well. Donhauser says that the emphasis moves to assessing in the moment rather than at the end of a book or unit. "Rather than having a defined product that I receive from 25 students," she says, "I receive 25 individual assignments with their own unique content, insights, and styles." Using Google Docs, students continually update their progress, and she provides regular feedback. Students also give one another feedback on their plans as they go. Everyone follows a rubric that covers such areas as standards, learning outcomes, artifact explanation, blog posts, learning activities, work ethic, and research. Personalized learning like this requires students to reflect deeply on their effort and assess their work and progress, a fundamental part of developing the skills and dispositions to continue learning after the class ends.

  1 more annotation...

• 16 Apr 12
  

  Heather Edick

  leadership ascd

• 11 Apr 12
  

  MaryAlice Misuta

  personal learning web2.0

  • Personal and autonomous learning is self-directed and self-selected according to the learner's own needs, preferences, and learning arrangements
  • Personal and autonomous learning is self-directed and self-selected according to the learner's own needs, preferences, and learning arrangements
  • Personal and autonomous learning is self-directed and self-selected according to the learner's own needs, preferences, and learning arrangements
  • Personal and autonomous learning is self-directed and self-selected according to the learner's own needs, preferences, and learning arrangements
  • Personal and autonomous learning is self-directed and self-selected according to the learner's own needs, preferences, and learning arrangements
  • Personal and autonomous learning is self-directed and self-selected
  • "personalized"
  • Personal and autonomous learning is self-directed and self-selected
  • "personalized" opportunities that so
  • Personal and autonomous learning is self-directed and self-selected
  • Personal and autonomous learning is self-directed and self-selected according to the learner's own needs, preferences, and learning arrangements
  • Personal and autonomous learning is self-

  10 more annotations...

• 06 Apr 12
  

  Marissa Engelhard

  gifted_and_talented

• 05 Apr 12
  

  Heather Hersey

  By pairing personalized learning and technology, a teacher can help students learn what they need to learn through the topics that interest them most.

  pedagogy technology

• 04 Apr 12
  

  David Hayward

  literacy media media_literacy amle learning education will_richardson ascd

  • Students keep blogs, which Smith regularly comments on, where they archive their work, reflect on their learning, and connect with potential teachers outside the classroom. Smith uses Google Reader, an RSS feed aggregator, to collect all of her students' posts and support her review process. Students also use podcasts to capture and share presentations they give in class.
• 29 Mar 12
  

  lamoillegold

  Personalized learning

• 26 Mar 12
  

  Sarah Hodgson

  learning education leadership students

• 24 Mar 12
  

  Joyce cluess

  learning education leadership students edchat will_richardson willrichardson ascd

• 21 Mar 12
  

  moniqueperry26
• 16 Mar 12
  

  Robin Kuhn

  learning leadership education

• 15 Mar 12
  

  Justin Groth

  essay

• 13 Mar 12
  

  Dominic Giegerich

  blended learning competencies blend blended

• 10 Mar 12
  

  thenderson99
• 09 Mar 12
  

  Joseph Beyda

  learning education leadership students

• 06 Mar 12
  

  Monica Del Castillo
• 05 Mar 12
  

  colin davitt

  e3 article linc

• 

  Darren Sudlow

  Empowering students to guide their own learning http://t.co/QRZ3Wnmq #edchat #cpchat

  edchat cpchat

• 

  Casey Berlau

  learning leadership

• 04 Mar 12
  

  Steve Garwood

  instructional_design Future_of_Learning

• 03 Mar 12
  

  paulathomas07

  personalised learning

  • re we preparing students to learn without us? How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn?

  • The Role of Technology

     

    For Anne Smith, who teaches a course in personal learning networks at Arapahoe High School outside Denver, Colorado, technology facilitates both the learning and the assessment process.

     

    Students keep blogs, which Smith regularly comments on, where they archive their work, reflect on their learning, and connect with potential teachers outside the classroom. Smith uses Google Reader, an RSS feed aggregator, to collect all of her students' posts and support her review process. Students also use podcasts to capture and share presentations they give in class.

     

    Web 2.0 technologies are at the heart of personalization, and not just in the typical Google search sense. By embedding such social web tools as blogs and social bookmarks into the learning culture, both students and teachers can stay organized and focused. For example, students at Hunterdon Central use Google Docs to share their academic plans with teachers and peers, who edit and comment on the plans both in and out of school. Students can connect to the people who have created the resources they are using—the authors, bloggers, videographers, and others who have shared their work online.
• 

  deb schiano
  • Charting Their Own Course
• 

  Kevin Weaver

  learning education leadership students edchat

• 

  Corinne Carriero

  willrichardson learning facilitation

  • are we preparing students to learn without us? How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions, develop patience with uncertainty and ambiguity, appreciate and learn from failure, and develop the ability to go deeply into the subjects about which they have a passion to learn
  • We can take what could be very limiting common core requirements and put them in the hands of the students and, in return, they get to demonstrate growth by applying them to activities and assessments that align to their own passions and interests," Stutzman says. "If the teacher and the student are true partners in the learning process, there will be a lot of documentation of progress toward those goals
  • letting each student create his or her own learning experience yet still meet the expectations of the class, the school, the state, and now, perhaps, the nation
  • "It requires a totally different skill set on the teacher's part," Stutzman says. "We have to be comfortable with being uncomfortable, because we don't know the exact direction that a class will go when we walk in. Depending on student questions, reflections, or activities, our plans could quickly morph into something we never dreamed would happen at the outse
  • risk and reward

  3 more annotations...

Page Comments

• 
  Ana Carolina on 2012-02-04
  4° Venham Conhecer a Nova Temporada da Jogando.Net/mu na versão Season 6, com muitas Novidades, Eventos, Itens e Muito mais, para os jogadores do Jogando.Net/mu:
  São 6 servers exclusivos:
  War - 1000x - pontuativo (NOVO SERVIDOR)
  Super - 10.000x
  Pvp 15.000x
  Very Easy - 5.000x
  Hard 100 x
  Extreme 10x
  Vejam algumas novidades:
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  >> Novos itens do novo char
  >> Novos mapas
  >> Novos rankings será implantado.
  >> Novo Duel Arena;
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  >> Novas invasões de DOURADOS.
  >> Novo mapa Karutan com novos MOBs, drops exclusivos e muita XP.
  >> Ganhe Chaos Castle e receba itens ancients.
  >> Todo dia sorteio de GOLDs entre os players logado.
  >> Dezenas de invasões todos os dias.
  >> Frutas de resetar stats, use a fruta e re-distribua seus pontos (exclusivo para o server extreme).
  >> O TOP ranking da semanal e do mês ganha muitos GOLDs seja TOP você também.
  >> Leo the Helper, ganhe todo dia um novo item clicando no NPC.
  >> O player TOP 1 Semanal de Illusion temple ganha “Fenrir Gold”.
  >> Seja um divulgador e ganhe set exclusivo de Divulgador.
  >> Novas asas lvl 3 com Socket
  >> Novos Rings e pendents
  >> Novos Shield 18 opt
  >> >> e muito mais...
  NOVO KIT DUEL 4
  http://i56.tinypic.com/4htsea.jpg
  NOVO KIT SIEGE V4
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  SHIELD POWER V2 (NOVO)
  http://i39.tinypic.com/204jua.jpg
  KIT FUSION V2
  http://i41.tinypic.com/1235li0.jpg
  
  By: FatalGirl
• 
  Corinne Carriero on 2012-03-03
  How do teachers get comfortable doing this themselves??
• 
  MaryAlice Misuta on 2012-04-11
  An important distinction. between the two giving choice is not personal learning nor does it necessarily promote ownership.

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