1 learning in the age of empowerment m ass c ustomized l earning

1

Learning in the Age of Empowerment

MASS CUSTOMIZED LEARNING

2

VOCABULARY

STANDARDS-BASED EDUCATION (SBE)

PROFICIENCY-BASED LEARNING (PBL)

PERSONALIZED LEARNING (PL)

MASS CUSTOMIZED LEARNING (MCL)

3

AGENDA

THE DEFINITION

THE RATIONALE

THE PICTURE: A glimpse

STARTER STEPS: Just a few

4

This book is about a

VISIONfor education

Includes NewElementary Vision

Mass Customized Learningis not a

“PROGRAM” “MODEL”X X

1. To present a compelling, now

doable VISION for education

2. To create a DIALOGUE

among stakeholders of how to get to the vision.

OUR TWO PURPOSES

6

AboutVISIONS

7

What is impossible to doin your organization today,

but if you could do it,it would fundamentally change

your results?

Joel Barker, Futurist

THE Vision Question

8

Studentslearn in different ways.

Studentslearning in different timeframes.

“BELIEFS”FOUNDATIONAL PRINCIPLESFOR LEARNING

LEADERSHIP

SCHOOL CULTURE

9

Curriculum

Assessment

Grading Instruction

Marzano Marzano Marzano Marzano

Schwahn and McGarvey

McGarvey

The

y ha

ve e

ffect

ive,

sha

red

LE

AD

ER

SH

IP

They have effective, shared

LE

AD

ER

SH

IP

COMPONENTS OF EFFECTIVE SCHOOL CULTURES

They have a clear, articulated

MISSION & VISION

They are

RESEARCH and EVIDENCE-BASED

They model

CONTINUOUS IMPROVEMENT

They operate from a set of

GUIDING PRINCIPLES about LEARNING

They create a

GROWTH MINDSET CULTURE

They improve

TEACHER EXPERTISE10

They have a guaranteed and viable

CURRICULUM

Schwahn

Schwahn

Marzano, Schwahn

Dweck

Marzano

Marzano

Marzano

SchwahnMarzano

SchwahnMarzano

LEADERSHIP

SCHOOL CULTURE

11

The Structure or Delivery System

Curriculum

Assessment

Grading Instruction



McGarvey

12

Having a “healthy disregard for the impossible.”

A Guiding Principlefor

Google co-foundersLarry Page and Sergey Brin

13Source: Peter Senge, The Fifth Discipline

14

THREE THINGS TO CONSIDER ABOUT A VISION:

COMPELLING?

LOGICAL?

DOABLE?

Is the Vision pulling you?

Is the Vision needed?

Is the Vision possible?Schwahn & McGarvey

15


The Definition

The Definition

The MCL Vision

Mass Customized Learning is aboutthe implementation of a school structure

that makes it possibleto meet the individual and personal needs of learners

every hour of every day.

Every learner, every day, comes to school andis met at his/her specific learning level,

is challenged,is successful,

and looks forward to returning to school tomorrow.

16Schwahn & McGarvey

MCL DEFINED

MASS CUSTOMIZED LEARNING…….

Meeting the individual and personal needs of learners every hour of every day.

Made possible by today’s transformational technologies

INDIVIDUAL LEARNING NEEDS…….• Appropriate level of learning• Appropriate learning style• Content of high interest


18


The Definition

The Rationale

19


The Definition

The Rationale

1. The Assembly-line Delivery of Instruction is severely out-dated.

20

1892The Committee of Ten (NEA)

1908Henry Ford introduced the Model T Ford

12 years of education: 8 grades 1-8; 4 years of high school

Teach English, math, history/civics to every student every year in high school

Teach biology, chemistry, and physics respectively in ascending high school years

2012-1892 120 !!

21

Joel Barker’s “The Life Cycle of Paradigms”

• Paradigms (new ways of viewing our world) tend to start slow but pick up speed as they solve problems.

Time

Prob

lem

s So

lved

• If successful, the paradigm solves the problems of the day & becomes the new norm.• Paradigms are destined to run out of steam when they no longer solve the day’s problems.

22

The Assembly-Line School Paradigm

Time

Prob

lem

s So

lved

This paradigm made the USA # 1!

Horace Mann

PROBLEM OF THE DAY:

Educate the masses for the Industrial Age which required: 75% unskilled 25% skilled

New “Problems of the Day” emerge…and a new Paradigm is requiredAdapted from Joel Barker concept

23

The Mass Customized Learning Paradigm

Time

Prob

lem

s So

lved

1422, MDOE, Your vision, MCCL21st Century, Charlie & Bea et al!

PROBLEM OF THE DAY:

Need for Everyone to be Highly Skilled to Compete in The Information Age Global Economy

• New problems of the day emerge calling for Information Age solutions.

• MCL Paradigm is needed to again move USA to # 1.

Adapted from Joel Barker concept

LEADERSHIP

SCHOOL CULTURE

24

The Structure or Delivery System

Curriculum

Assessment

Grading Instruction



MotivationEngagement

Real-world..Life-long…

21st CenturyLearning

Student-CenteredLearning/

Environments

AutonomyChoice/Voice

Anywhere…AnytimeLearning

The BIG QUESTION:

Do you think that education is going to get better if we continue in our old Industrial Age

paradigm?

Schwahn & McGarvey

26

WHENstudents learn something is more important than

WHETHERthey learn it well.

TIMEis the constant

&LEARNINGis the variable

Shifting the ParadigmFrom This To This

WHETHERstudents learn it well

is more important thanWHEN

they learn it.

LEARNINGis the constant

&TIME

is the variable

27

Industrial Age Structures and Practices

….that used to make sense

When our purpose in education was to sort out and select talent

TIME is the constantand

LEARNING is the variable

28

Industrial Age Structures and Practices….that used to make sense

BELL CURVE EXPECTATIONSgrading on the curve, failing students, accepting dropouts

ASSEMBLY-LINE INSTRUCTIONeveryone moves at the same pace; some moved to “rework;”grade levels; bell schedule; class periods

TIME THE CONSTANT; LEARNING THE VARIABLEseat time is the measurement

LIMITED LEARNING OPPORTUNITIESlearning and demonstrating in one way – in schoolpaper and pencil orientation

Schwahn & McGarvey

29

Industrial Age Structures and Practices….that used to make sense

AGRARIAN SCHOOL CALENDAR

A,B, C or 100 POINT GRADING SYSTEMrewards/punishments to motivate (manipulate) studentsaveraging grades

COLLEGE PREP CURRICULUM/TEXTBOOKSpreparing students for “more school”

UNIONIZED INDUSTRYdriven by the contract and adult needs

MANAGEMENT OF THE STATUS QUOefficiency and control are the goals

Schwahn & McGarvey

30

Education’s Industrial Age Structures & Practices (WBW’s) have been…

* Institutionalized by educators* Legalized by policy makers

* Endorsed in teacher contracts

* Reinforced by the media

* Internalized by parents & the public

* Legitimized through “reforms”

…Oh…for so long…that people thinkGOD invented them…and so revere them!

Schwahn & McGarvey

31

Information Age Structures and Practices

….that we now need because

Our purpose in educationis to develop talent

LEARNING is the constantand

TIME is the variable

32

Information Age Structures and PracticesTransformational technology

Learning rate tailored to the individual learner

Learning style tailored to the individual learner

Learning interest/content tailored to the individual learner

Standard for mastery . . . the learner has mastered the outcome or “they are not finished yet”

Leaders create innovative future-focused organizational visions and manage toward their implementation

Schwahn & McGarvey

33

Our Transformational ApproachRequires a Visionary Orientation:

from Facing Realitiesto Facing Possibilities

from… “ITB Thinking” to… “Possibility Thinking”

from… “Fixing” to… “Transforming”

from… “Managing” to… “Leading”

from… “Assembly Line” to… “MCL”

Schwahn & McGarvey

A telltale “filter question:”

Is this decision about learning

or control?

Schwahn & McGarvey

35

If your idea for educational change retains the industrial age assembly line

delivery of instruction:

It is not innovative!

It is not transformative!

It IS most likely tinkering with AND perpetuating an outdated organizational structure.

Schwahn & McGarvey

36


The Definition

The Rationale


2. The World is Customized!

The INDUSTRIAL AGE gave us

37

The INFORMATION AGE gave us

Book Stores

Kindle

Schwahn & McGarvey


38


Encyclopedia Britannica

Wikipedia

Schwahn & McGarvey


39


Garage Sales

eBay

Schwahn & McGarvey


40


Film and Movies

Digits and YouTube

Schwahn & McGarvey


41


Graded, Time-based Learning Schools


Schwahn & McGarvey

42

OR


43



Apple Apps andMass Customized Learning

44

The INFORMATION AGE didn’t changeWHAT products and services

were provided to customers very much.

Impact of the Information Age……

The INFORMATION AGE changedHOW products and services

were delivered …… for everyone.

Except for education…..Schwahn & McGarvey

45

About INNOVATION….

The history of innovation is chock-full of “geniuses” who begged, borrowed, and stole ideas from one category and simply applied them to another.

Imitation across industries is more efficient and effective than blue-sky creativity and innovation.

The secret is bringing a great idea from another market or industry to your market or your industry.

Something common to the world at large may be very new to you and your organization.

(Schools could/should learn from this….should do this.)

Schwahn & McGarvey

46

Cross-Industry Borrowing forEmpowerment Age Industrial Age Delivery System

GOOGLE / BING / WIKIPEDIA ...…for the Content

BLACKBOARD …………………..….for Curriculum, Instruction, Coordination

iTUNES ……………………….............for Accessing On-line Learning

NETBOOKS or iPADS ……...….…....for Accessing the World’s Information

ATT / VERIZON………………….…..for Recordkeeping and Reporting

MICROSOFT CALENDAR……....…for Scheduling and Coordination

YOUTUBE…………………….…........for Electronic Portfolios

WALMART BAR CODE……….....….for Tracking Students

AMAZON.COM………………..……..for Profiling Learning Styles and Interests FACEBOOK……………….…….……for Student and Teacher Networking

APPLE / DROID APPS………..…..…for ALMOST ANYTHING Schwahn & McGarvey

47

INDUSTRIAL AGE Paradigm of “SCHOOL”

INFORMATION AGE Paradigmof “LEARNING SYSTEMS”

Specific Studentscan learn

Specific Subjectsin

Specific Classroomson a

Specific Schedulein a

Specific Wayfrom a

Specific Teacher

Anyonecan learn

Anythingfrom

Anywhereat

Anytimein

Anywayfrom

World Wide Experts

HERE’S THE DIFFERENCE!

Spady & Schwahn

48


The Definition

The Rationale


2. The World is Customized!

3. Finally! We Can Now Act on the Research.

49

Studentslearn in different ways.

Studentslearning in different timeframes.

“BELIEFS”FOUNDATIONAL PRINCIPLESFOR LEARNING

50


The Definition

The Picture: Just a glimpse!

Standards

K 1st 2nd 3rd 4th 5th 6th 7th 8th Frsh Soph Jr. Sr.

AssessmentInstruction

Curriculum

Grade Levels

Kinder Standards1st grade

standards

51

Standards-Referenced

Report

Cards

Debra Pickering



Kinder Standards


Curriculum

1st grade standards

2nd grade standards

Grade Levels

Report

Cards

Debra Pickering

2nd grade standards



CurriculumGrade Level standards

Course Standards Repor

t

Cards

Grade Levels

53


Debra Pickering

5 6 7 8 9 10 11 12 13 14 15 16 17


Curriculum Levels (Measurement Topics)

Age of the Learner

1 2 3 4 5 6 7 8 9 10

Place Value

Author’s

Purpose

Report

Cards

Standards-Based

Debra Pickering

5 6 7 8 9 10 11 12 13 14 15 16 17

Curriculum Levels (Measurement Topics)

Age of the Learner

1 2 3 4 5 6 7 8 9 10

Required content

Specialize or Graduate

55

Standards-Based

Debra Pickering

1 2 3 4 5 6 7 8 9 10

Curriculum Levels

Each level identifies

the targeted knowledge

to be learned

(organized into “measurement topics”). 56

Standards-Based

Debra Pickering

57

Today’s two Structural Options:

ONE,the graded, time driven, assembly line, common to

most public schools

TWO, cyber schools

where all

instruction is online

Neither of these options is consistent withwhat we know about learners and learning

MCL IS consistent withour most basic and most powerful research

Schwahn & McGarvey

58

Levels of Info Age Application

All instruction is

school-based or

classroom- based.

Totally online. The learner determines

the rate, the content, and

learning style.

Totally online. The district determines the learner outcomes,

rate, and the content.

Instruction is

classroom-based with

opportunities for online support.

A balance of online and

teacher facilitated learning …. based on

the best approaches to

learning.

Schwahn & McGarvey

59

Levels of Info Age Application

All instruction is

school-based or

classroom- based.

Totally online. The learner determines

the rate, the content, and

learning style.

Totally online. The district determines the learner outcomes,

rate, and the content.

Instruction is

classroom-based with

opportunities for online support.

A balance of online and

teacher facilitated learning …. based on the best

approaches to learning.

MCL

Schwahn & McGarvey

60

FRICTION-FREE

61

Apple, Inc.’s iTunes . . . • Allows me to select and buy MY favorite individual songs . . .• For only $1.39 cents each, cheaper than in ‘79 . . .• Downloads them to my computer and my iPhone/iPad and I

am listening to Rod Stewart sing “I Only Have Eyes for You” within minutes . . .

• My VISA is debited . . . • Rod Stewart’s bank account is credited . . . • All totally “friction free” . . . • No one touched anything . . . • No one had to do any work . . .• And Apple’s CEO buys an expensive bottle of merlot . . .

Any possible application to education??????

Schwahn & McGarvey

62

• Allows Lincoln, a third grader, to download learner outcome 3.2.4, dividing with two numbers in the dividend . . .

• Lincoln reviews his completed outcomes, electronic portfolio, and his next challenges . . .

• Within 60 seconds, selects his learning style and content interest area for outcome 3.2.4 and is working through a learning activity . . .

• When completed, 45 minutes later, Lincoln tests out and Learner Outcome 3.2.4 is marked “accomplished” and his portfolio is updated

• Lincoln is rewarded by watching a film clip of Peyton Manning throwing three touchdown passes in the 2007 Super Bowl . . .

• Lori and Kit and his Willow Creek Learning Coach Mary Brown are notified by email of Lincoln’s success and drop him a personalized email “attaboy” . . .

• All totally “friction free” . . .

• Lincoln’s Learning Coach did not have to touch anything . . .

• No one but Lincoln had to do any work . . .

• And Lincoln’s Mom calls his grandpa to boast about Lincoln’s intelligence, his cuteness, and their plans for that Dartmouth application . . .

Willow Creek iSchool

Schwahn

SEMINARS

64

LEARNER OUTCOMES CLASSIFIEDAS TO LEARNING FORMAT

(Options)

INFORMAL LEARNING GROUPS

ON-LINE LEARNING

SEMINARS

LABWORK

PROJECTS

MENTORING/SHADOWING

ETC.Schwahn & McGarvey

65

• Interpersonal Communications

• Interpersonal Relationships

• Career Options that Fit Me

• My Beliefs and Values: Identification and Evaluation

• Diversity: The Problems and the Potential

• Creating and Defending Your Business Plan

• Budgeting . . . Time and $$$$

• Branding, Marketing, and Propaganda

• Economic systems: Capitalism, Socialism, & Communism

• Democracy and the History of the United States

• Lewis and Clark and Westward Expansion

Example SEMINARS

(Designed from your Strategic Direction and your Learner Outcomes.Scheduled very much like our best universities now schedule classes)

Schwahn & McGarvey

66

HIGH SCHOOL

CHAPTER 7:

Lori Does Her Learning Plan/Schedule(also youtube video)

ELEMENTARY SCHOOL

CHAPTER 11:

The Elementary MCL Vision

MCL DEFINED

MASS CUSTOMIZED LEARNING…….

Meeting the individual and personal needs of learners every hour of every day.

Made possible by today’s transformational technologies

INDIVIDUAL LEARNING NEEDS…….• Appropriate level of learning• Appropriate learning style• Content of high interest


68

MCL: A Teacher’s View

Sarah IrishDirigo Middle School

Dixfield, Maine

http://www.youtube.com/watch?v=1BIXGqueLUc

69

THREE THINGS TO CONSIDER ABOUT A VISION:

COMPELLING?

LOGICAL?

DOABLE?

Is the Vision pulling you?

Is the Vision needed?

Is the Vision possible?Schwahn & McGarvey

70

COMPELLING?

71

COMPELLING?

The feedback on the MCL VISIONhas been overwhelming positive. Typical responses are:

“Finally! I have been waiting for this to happen!” (Teacher)

“I could have written this book!” (Director)

“This is what we have been trying to do, but you have put words around it.” (Technology Leader)

A compelling Vision doesn’t push us – it pulls us!(C.Schwahn)

THE POWER OF VISIONS

How do organizations inspire their employeesto be more than observers,

to actually create their futures? WITH A VISION

Having a POWERFUL VISION isthe most forceful motivator of changethat companies, communities, nations,

and individuals possess.

A POWERFUL VISIONhelps members of your organizationto think together, dream together,act together to make a difference.

Joel Barker

MCL:Learning in

theAgeof

EMPOWERMENT

73

LOGICAL?

74

LOGICAL?The MCL VISION allows us to finally* implement/act on the basic research on learning. It is supported by the research on:

The MCL VISION replaces the severely out-dated Industrial Age assembly-line structure of 1892 (which…….by the way …….…. was not researched-based!)

Learning Styles and Learning Rates *

Motivation and Engagement *

Team Teaching

Multi-Age Classrooms

21st Century Learning

75

DOABLE?

76

DOABLE?The MCL VISION is now possible with the advent of the customizing technology that is all around us – except, of course, in education.

The mass customizing technology is hiding in plain sight!

Cross Industry Borrowing

A BALANCED Delivery System

Outsourcing Parts of the Curriculum to technology – freeing teachers up to teach complex reasoning and engaging learners in real problem-solving scenarios

Teachers Sharing the Load!

77


The Definition

Starter Steps: Just a few!

78

STARTER STEPSfor

Mass Customized Learning

Shifting/ Changing the Mindset

Practicing “Within the Box”

Readyfor

Rollout

McGarvey

79

STARTER STEPS for Mass Customized Learning

Shifting/Changing the Mindset* Conduct BOOK STUDIES

• Inevitable: Mass Customized Learning by Schwahn & McGarvey • Mindset by Carol Dweck• Drive by Daniel Pink• Why We Do What We Do by Edward Deci• The Kids Left Behind

* Change/Watch YOUR LANGUAGE (talk the talk of MCL)

* Encourage and support INNOVATION/RISK TAKING (A Bully-Free Culture!!!)

* Create PROFESSIONAL LEARNING TEAMS (Research AND Evidence-Based)

• Monitoring how learners are doing on LEARNING GOALS vs Activities/Assignments

• Model/Expect CONTINUOUS IMPROVEMENT

* Use PROBLEM SOLVING TOOLS

McGarvey

STUDY MOTIVATION& ENGAGEMENT

80


Practicing “Within the Box”

* Create a STRATEGIC DIRECTION toward MCL with Stakeholders• Based on Future Trends• Mission• Vision• Core Values/Principles of Learning/Principles of Professionalism• Learner Outcomes

* Adopt a COMMON LANGUAGE OF INSTRUCTION/LEARNING

* RECOGNIZE behaviors/practices aligned with the MCL vision

* Use a FORMATIVE APPROACH TO FEEDBACK (Tackle grading!)

* GROUP AND REGROUP LEARNERS for specific Learning Targets

* Use ON-LINE INSTRUCTIONAL OPPORTUNITIES/RESOURCES for specific Learning Targets

McGarvey

81


Ready for Rollout

* Write CURRICULUM AS LEARNER OUTCOMES

* Categorize LEARNER OUTCOMES BY LEARNING FORMAT

* Design/acquire and implement ACCOUNTABILITY TECHNOLOGY for administration

* Create and place ON-LINE LEARNER OUTCOMES online

* Create SEMINARS for Learner Outcomes requiring interaction with a Learning Facilitator (teacher)

* Design/acquire and implement SCHEDULING TECHNOLOGY for individual learners

McGarvey

82


The Definition

Operate froma Set of Guiding Principles

Some Generalizations from the Research on Learning

• Students learn in different ways.

• Students learn in different timeframes.

• Success breeds success and influences esteem, attitude, and motivation.

• Mistakes are inherent in learning.

GUIDING PRINCIPLESfor Students & Learning

83

84

Since

(write in one of your Guiding Principle)

……then….

What grading practices should we STOP doing?

And, what grading practices should we START doing?

Students learn in different timeframes.Mistakes are inherent in the learning process.

B. McGarvey

85


The Definition

Focus on Learning Goalsvs Activities/Assignments

86

Setting specific goals for student achievement and then tracking progress regarding those goals is one of the most powerful actions a teacher, school, or district can take.

Marzano on:

Setting Specific Goals + Tracking Progress

87

Lori does her scheduleA conversation between Lori, a 14-year-old learner and her father

Likes pop music, athletics, math, technology…and Christopher

Is a rather responsible, self-directed learner….but a teenager!

Attends a Learning Community (formerly called a school) that has created the Information Age infrastructure for Mass Customized Learning.

Her “Personal Learning Interests/Essential Questions” (generated with her Learning Coach) are:

- Economics in the Music World- How Does the Stock Market Work?- Basic Psychology: Why do we say and do what we do?- Politics: What do Conservatives believe and how do they tend to behave? What do Liberals believe and how do they tend to behave?

Schwahn & McGarvey

88

Lori’s Scheduling Sequence:

From the least flexible to the most flexible.

1. Team Sports/Music (e.g., Gymnastics/Band)

4. Laboratories (e.g., Science)

2. Seminars (e.g., Interpersonal Communications)

3. Coop Learning Online (e.g., Math online learning with three friends)

5. Personal Learning Interests (e.g., Economics of the music world)

6. Personal Online Learning Outcomes (e.g., Math/US History)

Schwahn & McGarvey

89

Lori’s Seminars for the next two months……..

(About 15 hours/week)

Interpersonal Communication

My Beliefs and Values: Identification and Evaluation

Career Options that Fit Me

Diversity: The Problems and the Potential

Creating and Defending Your Business Plan

90

ACTIVITY

LORI DOES HER SCHEDULE

• Listen/watch for the practicality and the relative simplicity of creating an individual learning plan for each learner.

• Think what this process might do for student motivation.

• What happens when Lori completes her schedule and hits “send?”

Schwahn & McGarvey

Maine Cohort for Customized Learning

Leading the development, implementation, and promotion of

customized learning

Brought together bya COMMON VISION This is an “inside job!”

Maine Cohort Districts

October 2011

9 School Districts19,332

Learners

MCCL

25 School Districts

3 Post-Sec. Schools

50,772 Learners

Representing27% of Maine’s

K-12Learners

Maine Cohort Districts

October 2011

9 School Districts19,332

Learners

MCCL

25 School Districts

3 Post-Sec. Schools

50,772 Learners

Representing27% of Maine’s

K-12Learners

October 2011 October 2012

MCCLMCCL

Maine Cohort MemberOrganizations & Individuals

• Maine Department of Education• Maine Learning Technology Initiative• Maine International Center for Digital

Learning (MICDL) Bette Manchester and John Newlin

• Mary Jane McCalmon• Bea McGarvey• Doug Snow, Apple Inc. • Bret King, Tech. Project Manager (Contracted

Service)

1 learning in the age of empowerment m ass c ustomized l earning

Documents

learning slide

schwahn mcgarvey slide

definition slide

rationale slide

mcgarvey mcgarvey slide

discipline slide

aboutvisions slide

purposes slide