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

• 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.
  • 1 more annotation(s)...
  • • 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.
• 16 Apr 12
  

  Heather Edick

  leadership ascd

• 11 Apr 12
  

  MaryAlice Misuta

  personal learning web2.0

  • "personalized" opportunities that so
  • Personal and autonomous learning is self-directed and self-selected
  • 10 more annotation(s)...
  • • "personalized"
    • 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
    • Personal and autonomous learning is self-directed and self-selected
    • Personal and autonomous learning is self-
    • 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
• 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
  

  tis192

  BestPractices

• 

  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.
• 

  msscarter2

  administration edtech setonhall students learning

• 

  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
  • 3 more annotation(s)...
  • • 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
• 

  Steve J. Moore

  learning leadership elpf

  • 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.
• 

  ESU 7

  21stcenturyskills

• 02 Mar 12
  

  Catherine Rubin

  technology teaching differentiation

• 

  Miss Noor

  learning students

• 

  Janice Shanno

  Student Learning will_richardson

• 

  Janene van Gogh

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

  edchat cpchat

• 

  Jim Bibler
• 

  Tania Sheko

  learning education leadership students will_richardson willrichardson differentiation passion

• 

  L Butler

  Preparing Students to Learn Without Us
  By pairing personalized learning and technology, a teacher can help students learn what they need to learn through the topics that interest them most.

  learning edchat

• 01 Mar 12
  

  Alicia Lopez
• 

  Dena Budrecki

  relevance relevancy

• 

  John Downes

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

  Personalization technology LMS article

• 

  Rob Zdrojewski

  personalized_learning

  • 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.
  • 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.
  • 5 more annotation(s)...
  • • are we preparing students to learn without us?
    • 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
    • Using Google Docs, students continually update their progress,
    • equires students to reflect deeply on their effort and assess their work and progress
    • who may not know the language but who is an expert in facilitating language learning, goal setting, and personalized practice offline.
• 

  Rodd Lucier

  Can We Prepare Students to Learn Without Us? http://t.co/MXMU6CG9 @ASCD @TheCleverSheep

  twitter favourite tweet thecleversheep

• 

  Stephanie Wilson

  differentiation CEI resources

• 

  Paul Basta

  will_richardson

• 

  Karen Marie

  will_richardson edchat education learning

• 

  Melissa Thornton
• 

  Todd Zukewich
• 28 Feb 12
  

  kerrygorgone

  learning education leadership students edchat ascd learn highered highereducation pedagogy

• 

  Jon Tanner

  Will Richardson's ASCD article about personalization which exceeds differentiation by finding students' passion and charting their own course. Technology is a catalyst.

  ilp ilps personalized learning personalized learning education ascd willrichardson will_richardson reform

• 

  Karen Pedersen-Bayus

  ascd willrichardson

• 

  Bob

  21st century individualized learning students education

• 

  NSA Library

  leadership ascd differentiation personalization personal

• 27 Feb 12
  

  Andrew Barras

  Brilliant piece about personalized learning

  education personalization learning2.0 profound nell

  • By pairing personalized learning and technology, a teacher can help students learn what they need to learn through the topics that interest them most.
  • what about education? Are we personalizing learning for our students in ways that make school more relevant and inspiring? Largely, the answer is no.
  • 16 more annotation(s)...
  • • 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.
    • 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
    • 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.
    • 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.
    • "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."
    • 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. 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.
    • 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.
    • 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.
    • 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.
    • Many educators cite 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," Downes (2011) tweeted last fall.

    • Melanie McBride, a Toronto-based educator and researcher with Ryerson University's Experiential Design and Gaming Environments lab, echoes that sentiment. 

      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).

    • It's a potential summed up nicely in the white paper The Right to Learn (Anytime Anywhere Learning Foundation, 2011). The authors write, 

      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)
• 

  Lorri Carroll

  learning education leadership will_richardson willrichardson

• 

  John Burk

  excellent article on helping students to develop their own personal learning

  personal_learning the_revolution networked_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?
  • 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.
  • 1 more annotation(s)...
  • • 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.
• 

  Jeff Yasinchuk

  education leadership

• 

  Vahid Masrour

  education learning tech ICT4E

  • lives in a moment when personalizing the learning experience is not just a possibility—it's almost an expectation
  • 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.
  • 7 more annotation(s)...
  • • we need to fundamentally rethink what we do in the classroom with kids
    • are we preparing students to learn without us?
    • 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
    • students have real difficulty identifying what they love
    • 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.
    • blogs
    • social bookmarks
• 26 Feb 12
  

  Peter Kelaher

  personalised_learning

• 24 Feb 12
  

  Darla Magana

  Good article that discusses personal learning.

• 23 Feb 12
  

  John Goldsmith

  education learning leadership students edchat will_richardson ascd willrichardson

• 21 Feb 12
  

  Timothy Lower

  Preparing students to learn without us. Includes a discussion of personal education as a more highly evolved form of personalized education.

  personalized personal education disruptive innovation educational leadership

  • "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.
  • 8 more annotation(s)...
  • • are we preparing students to learn without us?
    • 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
    • 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,"
    • 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.
    • 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.
    • 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.
• 

  dfunston

  • 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.

     

  • 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. 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)
  • 3 more annotation(s)...
  • • 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?
    • Or, to put it more succinctly, are we preparing students to learn without us?
    • guiding them to course outcomes in individualized ways.
• 

  Michael-Ann Cerniglia

  education learning students willrichardson

• 19 Feb 12
  

  Nancy Erkkila

  will_richardson technology techintegration

• 

  alioliou
  • 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.
  • How can we shift curriculum and pedagogy to more effectively help students form and answer their own questions
  • 3 more annotation(s)...
  • • develop patience with uncertainty and ambiguity,
    • develop the ability to go deeply into the subjects about which they have a passion to learn?
    • appreciate and learn from failure
• 

  Ken Olson

  will_richardson education Personalized

• 15 Feb 12
  

  Kim Garcia

  ASCD - Will Richardson

  education changing_education

• 

  Bryan Brockett

  leadership

• 14 Feb 12
  

  Peter Beens

  education WillRichardson ACSD

• 

  Julie Franklin

  learning education students leadership edchat willrichardson ascd will_richardson

• 

  LeeAnn Schmidmayr
• 

  Sue O'Regan

  education students learning leadership

• 13 Feb 12
  

  Mike O'Connor

  ascd students learning education

• 11 Feb 12
  

  Chris Carr

  EL article explaining how to tailor learning to student interest via technology

  learning education leadership students edchat

• 10 Feb 12
  

  Morgan Breden

  learning education leadership students edchat

• 

  fred biggar

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

  learning education students will_richardson ascd personalized learning

• 09 Feb 12
  

  Cathy Wolinsky

  learning technology ascd will_richardson

• 

  Margaret Wilson

  learning education leadership students elearning online online learning media tech techlearning technology differentiation

• 

  Darren T

  learning education leadership students edchat

• 

  Peter Albion

  Perhaps this is the ultimate 21st century skill. Directing our own learning is surely one way to ensure that we can continue to learn what might be necessary at different life stages. 

  dlrn usqict learning 21c

• 

  mmicciche

  learning

• 08 Feb 12
  

  Barbara Lindsey

  students learning personal personalized willrichardson

• 

  Julie Moser

  personalizing learning

  • 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."
• 

  Colleen Worrell

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

  personalized learning

• 

  Megan Howard

  T&L@T wll WL

• 

  Michelle Kocar

  learning education students

• 

  Michael Peller
  • "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," 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."
  • 4 more annotation(s)...
  • • 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.
    • 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.
    • 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.
    • 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.
• 

  Diane Neary

  Preparing Students to Learn Without Us by Will Richardson

  k-12 e-learning web 2.0 blended learning

  • 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?
• 

  anne-louise robertson

  Interesting article with soem thought provoking ideas

  Education learning students

• 

  Brandon Hoover

  earcos tech integration

• 

  Jorge Delgado

  learning education leadership students edchat

• 

  Lisa Durff

  learning education leadership students edchat EDUC8118

• 07 Feb 12
  

  Camille Lutz
  • 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)
• 

  Megan Warsocki

  learning education leadership students edchat

• 

  Scott Musolf

  learning education leadership students edchat

• 

  Lyn Hilt
• 06 Feb 12
  

  barry williams

  learning education leadership students edchat

• 

  Angela Fritts

  learning education leadership students edchat

• 

  tyleramnda

  learning education leadership students edchat

• 

  Bradford Saron

  New from @willrich45 

  personalization technology_integration

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• 
  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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