21st century learning
TRANSCRIPT
21ST CENTURY LEARNINGPersonalization, Mastery, and Blended Learning
Opportunity by Design
Learners advance after demonstrating mastery of
explicit, measurable learning objectives that
empower students.
Learners own their learning and their learning process:
they therefore have choice and voice over what they learn,
how they learn, and how they show what they know.
Learning occurs in both face-to-face and online
experiences. Learners have at least some control over the time, place, path and pace of
their learning.
DEFINITIONS
Next Generation Learning: Carnegie Corp. Personalizing learning; comprehensive systems of learning supports; world-class knowledge and skills; performance-based learning; anytime, everywhere opportunities; authentic student voice.
--Council of Chief State School Officers http://carnegie.org/fileadmin/Media/News/press_releases/Next_Gen_Opportunity.pdf
Opportunity by Design
Assessment is meaningful and a positive learning experience for learners. Failure…may be part of the learner’s learning curve, but it is not an outcome. Learners gain mastery in mastery-based programs.
Learners have a voice in how they show what they know.
Learning is a process, failure is a learning opportunity.
Assessment provides critical information about what one
still has to learn.The learning path “adapts” based on the
learner’s performance. Feedback is immediate and
concrete.
ASSESSMENT
Opportunity by Design
Learners will master fewer—but considerably more complex—concepts, with significantly more depth. To master these concepts, learners will need to work with increasingly challenging “texts.” Mastery then becomes both the ability to understand at deep levels, AND the ability to demonstrate understanding in multiple ways for different audiences.
Learners own their own learning. Successful learners understand how they learn best. Learners
who own their own learning are intrinsically motivated to learn
and succeed.
Technology provides’ multiple pathways of access to the complex
concepts students must master. Teachers can now provide guidance and coaching on how to think deeply about complex concepts, and how to
use technological tools for demonstrating mastery.
THE COMMON CORE LEARNING STANDARDS
Opportunity by Design
• What is Competency-Based Learning? http://competencyworks.pbworks.com/w/page/66734498/Welcome%20to%20the%20CompetencyWorks%20Wiki
• Proficiency-Based Instruction and Assessment: http://www.ode.state.or.us/superintendent/yat/meetings/proficiency-based-education-white-paper-oregon1-(2).pdf
• Personalize Learning:http://www.personalizelearning.com/p/home.html
• What is Personalized Learning? A Working Draft: http://maximize-potential.org/2013/08/06/what-is-personalized-learning/
• Blended Learning: http://en.wikipedia.org/wiki/Blended_learning
• Adaptive Learning: http://en.wikipedia.org/wiki/Adaptive_learning
• Blended Learning and the CCSS: http://educationelements.com/blog/blended-learning-and-the-common-core-state-standards
LEARN MORE: CITATIONS
Opportunity by Design
SCHOOLS PLAYING IN THS SAME SPACE
SCHOOLS PLAYING IN THS SAME SPACE
http://www.carpediemschools.com/about-us
http://www.youtube.com/watch?v=-s_O65rWV10
http://www.educationnation.com/casestudies/carpediem/
An Education Nation Case Study: NBC News
SCHOOLS PLAYING IN THS SAME SPACE
http://blogs.edweek.org/edweek/on_innovation/2013/09/summit_denali.html
http://www.summitps.org/
http://vimeo.com/47429811
SCHOOLS PLAYING IN THS SAME SPACE
http://opportunityculture.org/wp-content/uploads/2013/07/Touchstone_Education_An_Opportunity_Culture_Case_Study-Public_Impact.pdf?utm_content=brayer%40touchstoneeducation.org&utm_source=VerticalResponse&utm_medium=Email&utm_term=Touchstone%20Education%3A%20New%20Charter%20With%20Experienced%20Leader%20Learns%20From%20%26nbsp%3BExtending%20Teachers%26rsquo%3B%20Reach&utm_campaign=Case%20study%3A%20New%20charter%20pays%20more%2C%20extends%20teachers%27%20reach%2C%20gets%20strong%20resultscontent
http://touchstoneeducation.org/
http://www.christenseninstitute.org/touchstone-education/
SCHOOLS PLAYING IN THS SAME SPACE
http://www.youtube.com/watch?v=Ah-SmLEMgis
Matchbook Founder and CEO, Sajan George
http://www.matchbooklearning.com/case-studies/
http://www.christenseninstitute.org/a-l-holmes-elementary-middle-school/
SCHOOLS PLAYING IN THS SAME SPACE
http://www.youtube.com/watch?feature=player_embedded&v=-c4okPYD8rE
http://www.nycischool.org/
http://newyork.cbslocal.com/2011/06/16/nyc-teacher-instructs-classes-at-2-schools-13-miles-apart-using-skype/
AP Teacher from the Bronx blends her class with a class at the iSchool (13 miles away)…using Skype.
OTHERS PLAYING IN THS SAME SPACE
http://www.bacademy.org/
http://www.jff.org/publications/education/aligning-competencies-rigorous-standards/1489
https://sites.google.com/site/competencybasedpathways/home/innovative-examples/school-models/boston-day-and-evening-academy
http://vimeo.com/20481898
PERSONALIZATION
Learners own their learning and their learning process:
they therefore have choice and voice over what they learn,
how they learn, and how they show what they know.
Learners have a voice in how they show what they know.
Learning is a process, failure is a learning opportunity.
Successful learners understand how they learn best. Learners
who own their own learning are intrinsically motivated to learn
and succeed.
PERSONALIZATION
Personalized Learning Adjusting the pace (individualization), adjusting the approach (differentiation), and connecting to the learner's interests and experiences. Personalization is broader than just individualization or differentiation in that it affords the learner a degree of choice about what is learned, when it is learned and how it is learned.
-National Educational Technology Plan, US Dept. of Education
2 Sides of the Personalization Coin--http://www.competencyworks.org/tags/mastery-based/
Everyone is a genius: but if you judge a fish by its ability to climb a tree, it will live its whole life believing that it’s stupid.
--Einstein
10 Expectations Learners Havehttp://www.youtube.com/watch?feature=player_embedde
d&v=K96c-TGnSf4
PERSONALIZATION
Personalized Learning Adjusting the pace (individualization), adjusting the approach (differentiation), and connecting to the learner's interests and experiences. Personalization is broader than just individualization or differentiation in that it affords the learner a degree of choice about what is learned, when it is learned and how it is learned.
-National Educational Technology Plan, US Dept. of Educationhttp://en.wikipedia.org/wiki/Personalized_learning
http://www.slideshare.net/bbray/personalizedlearninchart
• Successful learners understand how they learn best. • An abundance of resources are available now to make learning personal. • Universal Design for Learning (UDL) is the framework to make learning
personal for ALL learners. • Technology levels the playing field by removing barriers to learning. • Learners learn best in a creative, flexible environment. • Use the term “learners” instead of referring to them as “students." • Learners have a choice in how they acquire information and knowledge. • Learners have a voice in how they express what they know and understand. • Learners who own their learning are intrinsically motivated to learn and
succeed. • The community can be the school. • Everyone is a learner and a teacher. • Learning is a process and failure is a learning opportunity. • Everything can be a teachable moment. • Making learning personal is a cost-effective way to teach and learn.
PERSONALIZATION
http://www.scoop.it/t/personalized-learning-plearning
http://www.personalizelearning.com/p/home.html#sthash.5dXjVdjd.dpuf
What is Personalized Learning? A working draft. In a Personalized Learning environment, students’ learning experiences – what they learn, and how, when, and where they learn it – are tailored to their individual developmental needs, skills, and interests. Although where, how, and when they learn might vary according to their needs, students also develop deep connections to each other and their teachers and other adults.
Furthermore, each of the following are essential attributes of a personalized learning model:
• Learner Profiles: Captures individual skills, gaps, strengths, weaknesses, interests & aspirations of each student.
• Personal Learning Paths: Each student has learning goals & objectives. Learning experiences are diverse and matched to the individual needs of students.
• Individual Mastery: Continually assesses student progress against clearly defined standards & goals. Students advance based on demonstrated mastery.
• Flexible Learning Environment: Multiple instructional delivery approaches that continuously optimize available resources in support of student learning.
--Scott BensonNext Generation Learning Models, Gates Foundation
PERSONALIZATION
http://maximize-potential.org/2013/08/06/what-is-personalized-learning/
PERSONALIZATION
A Glimpse into the Future of Learninghttp://www.knowledgeworks.org/sites/default/files/A-Glimpse-into-the-Future-of-Learning-Infographic_0.pdf
ANYWHERE, ANYTIME LEARNING
PERSONALIZATION
Personalized Learning Modalitieshttp://hozylolipop.files.wordpress.com/2011/03/personalised-learning1.jpg
Personalized Learning In One Classroomhttp://creativeeducator.tech4learning.com/2012/articles/Creative_Personalized_Learning
xxxThe Inquiry Hub: Ontariohttp://www.inquiryhub.org/
The Sands School, UKhttp://www.youtube.com/watch?v=-SM2r4Q3mFM&feature=related
North Star Center for Self-directed Learning & Community-Based Education, Hadley MAhttp://northstarteens.org/overview
SOME HIGHLY PERSONALIZAED LEARNING ENVIRONMENTS
The WAY School, Detroit MIhttp://www.wayprogram.net/pro_faqs.php
City as School, NYChttp://www.cityas.org/
Global Village Schoolhttp://www.globalvillageschool.org/
http://www.innovationunit.org/sites/default/files/The%20shape%20of%20things%20to%
20come.pdf
MASTERY
Learners advance after demonstrating mastery of
explicit, measurable learning objectives that
empower students.Assessment is meaningful and a positive learning experience for learners. Failure…may be part of the learner’s learning curve, but it is not an outcome. Learners gain mastery in mastery-based programs.
Learners will master fewer—but considerably more complex—concepts, with significantly more depth. To master these concepts, learners will need to work with increasingly challenging “texts.” Mastery then becomes both the ability to understand at deep levels, AND the ability to demonstrate understanding in multiple ways for different audiences.
MASTERY
ENRICH-MENT
“CORRECT-IVES”
FORM-ATIVE
ASSESS-MENT
ENRICH-MENT
“CORRECT-IVES”
FORM-ATIVE
ASSESS-MENT
WHOLE GROUP
INSTRUCTION
The concept of Mastery Learning was first articulated by
Benjamin Bloom in 1974. Rejecting the notion of the Bell curve,
Bloom believed that 90% of students could achieve mastery of
challenging concepts if given 3 things: time, customized
curriculum, and 1:1 and small group support, all aligned to the
specific areas where students are struggling.
i.e. achievement is not about student intelligence and capacity, it’s about instruction, curriculum and assessment.
The Hope Foundation: All our Children Learning: Benjamin Bloom’s Mastery Learning http://www.hopefoundation.org/all-our-children-learning-benjamin-blooms-mastery-learning/
MASTERY BASED CLASSROOMS
http://www.youtube.com/watch?v=RmjjeqNyxMQ&feature=youtu.be
Shane Donovan, Washington DC
Jessica Addison, Todd County Kentucky
https://www.edsurge.com/n/2013-09-25-spotting-schools-version-of-bigfoot
Bloom’s Mastery Learning in the 21st Century: Low-tech style
MASTERY
Competency education isn't a classroom practice or an add-on program. Building upon state standards, it is a re-engineering of our education system around learning—a re-engineering designed for success in which failure is no longer an option. Competency-based approaches require alignment around five key elements. • Students advance upon mastery.• Competencies include explicit, measurable, transferable
learning objectives that empower students.• Assessment is meaningful and a positive learning experience
for students.• Students receive timely, differentiated support based on their
individual learning needs.• Learning outcomes emphasize competencies that include
application and creation of knowledge, along with the development of important skills and dispositions.
--Chris Sturgis, CompetencyWorks--Susan Patrick, iNACOL
• http://competencyworks.pbworks.com/w/page/66734498/Welcome%20to%
20the%20CompetencyWorks%20Wiki• http://www.inacol.org/cms/wp-content/uploads/2012/09/iNACOL_Success
OnlyOptn_ExecSumm.pdf
http://www.youtube.com/watch?v=nPUqKp-n_hs&list=PL9C489399B851C548
MASTERY BASED ASSESSMENT
“In a proficiency system, failure or poor performance may be part of the student’s learning curve, but it is not an outcome.”
– Proficiency-Based Instruction and Assessment, Oregon Education Roundtable
http://www.youtube.com/watch?v=JFHf7jAfJlg
Developing a culture of formative assessment: the role of immediate & concrete feed-back
http://www.youtube.com/watch?v=jduiAnm-O3w
“What’s the point of school if you can’t learn from your mistakes?”
http://www.youtube.com/watch?v=CkFWbC91PXQ
MASTERY-BASED ASSESSMENT
Traditional ScoringMastery-Based Scoring
Jose’s Quiz #1 on Ratio/Proportions, Number Sense, & Geometry
6/10=60%D-
6RP1: 50%6.RP.2: 50%6NS2: 100%
6G3: 0%
Feedback: You don’t seem to
understand the material very
well.
Most of this quiz was on standard 6NS2, and you demonstrated a
perfect understanding of this. You need a bit more work on 6RP1 &2.
Let’s work on G3 together.
MASTERY-BASED ASSESSMENT
The “Grades” of 4 Students using the traditional average system
Traditional Feedback: 77%.
Too bad about the 2nd quiz: what happened?
MASTERY-BASED ASSESSMENT
Jose’s “Grades:” Ratio/Proportions, Number Sense, & Geometry
Traditional Feedback: 77%.
Too bad about the 2nd quiz: what happened?
You have a solid understanding of RP1 & 2.
Let’s look for patterns in the errors you are making to see if there is a way to consolidate your mastery.
We haven’t been working on G3 as long,
you need some additional opportunities to gain mastery here.
Your understanding here is very strong. The error
you made on the test was computational, not
conceptual.
MASTERY-BASED ASSESSMENT
Jose’s “Grades:” Ratio/Proportions, Number Sense, & Geometry
Schools have to define what their mastery scale is. In Jose’s school, 75% on a standards is considered mastery. So, for Jose, he hit mastery of RP1 &2 on the test, and on NS2 on quiz 2 and the Test. G3 would be the only standard he would continue to need work on. (Using a traditional averaging approach, Jose would continue to have a gap on G3).
We know we have a language problem in competency education because each state has developed their own specific terms: • New Hampshire & Iowa are “competency-based”; • Maine, Oregon, & Colorado are “proficiency-based”; • Connecticut & Michigan’s Education Achievement Authority are mastery-
based. --Chris Sturgis, CompetencyWorks
http://www.competencyworks.org/?s=making+mastery+work&x=-1126&y=-161
Maine Center for Best Practice: http://maine.gov/doe/cbp/index.html ME: https://sites.google.com/site/competencybasedpathways/home/policy-frameworks/state-policy/maine Transformation: Redefining Public Ed. For the 21st Century: NHhttp://www.schooltube.com/video/275530ce9e16d0500ea6/Transformation-Redefining-Public-Education-for-the-21st-Century NH Course Level & Cross-Cutting Competencieshttp://www.education.nh.gov/innovations/hs_redesign/competencies.htm NH: https://sites.google.com/site/competencybasedpathways/home/policy-frameworks/state-policy/new-hampshire OR: Proficiency-Based Instruction and Assessment: http://www.ode.state.or.us/superintendent/yat/meetings/proficiency-based-education-white-paper-oregon1-(2).pdf
MASTERY AT THE STATE LEVEL
Which districts are mastery-based front-runners?
• The early adopters: Adams50, CO; Chucach, AK• The 2nd generation: Pittsfield NH, MSAD15, Lindsey, CA
• Adams50 Wiki: http://www.youtube.com/watch?v=RmjjeqNyxMQ&feature=youtu.be • Chugach: http://www.amazon.com/Delivering-Promise-The-Education-Revolution/dp/1934009423 • Pittsfield, NH: Competency-based Reporting and Assessment System:
http://pittsfield-nh.com/pmhs/wp-content/uploads/2012/03/Competency-Based-Reporting-and-Assessment-System.pdf
• MSAD15: http://msad15performancebasededucation.wikispaces.com/home• Lindsey,CA:
http://www.edweek.org/dd/articles/2012/10/17/01competency.h06.html?tkn=OMOF9MY816b90U29Buyhh6kOLiKVCBixNeVS&cmp=ENL-EU-NEWS1&intc=es
MASTERY AT THE DISTRICT LEVEL
Which schools have well-developed mastery-systems?
• Young Women’s Leadership Academy, Chicago, IL • Casco Bay High School, Portland, ME• MC2 Charter School: Monadnock Region, NH
• Young Women’s Leadership Academy: http://www.ywlcs.org/ YWLA White Paper: http://www.aypf.org/documents/ANewModelofStudentAssessmentforthe21stCentury.pdf • Casco Bay High School: http://cbhs.portlandschools.org/ https
://sites.google.com/site/competencybasedpathways/home/resources/making-mastery-work/expeditionary-learning
• MC2 Charter School: http://www.mc2school.org/ ; Wiki: http://mc2school.wikispaces.com/
MASTERY AT THE SCHOOL LEVEL
ANYWHERE/ANYTIME / BLENDED LEARNING
Learning occurs in both face-to-face and online
experiences. Learners have at least some control over the time, place, path and pace of
their learning.
Assessment provides critical information about what one
still has to learn.The learning path “adapts” based on the
learner’s performance. Feedback is immediate and
concrete.
Technology provides’ multiple pathways of access to the complex
concepts students must master. Teachers can now provide guidance and coaching on how to think deeply about complex concepts, and how to
use technological tools for demonstrating mastery.
ANYWHERE/ANYTIME / BLENDED LEARNING
ANYWHERE/ANYTIME / BLENDED LEARNING
http://www.knewton.com/blended-learning/
Blended refers to a mix of online and face-to-face learning. The mix of each is up to an individual school. Blended learning programs look to leverage the best of face-to-face learning (interaction, caring relationships with adults, personalization, “just-in-time” coaching) with the best of online (personalization, adaptive curriculum, bringing the world to the student).
http://www.christenseninstitute.org/blended-learning-model-definitions/
http://www.christenseninstitute.org/blended-learning-universe/
ANYWHERE/ANYTIME / BLENDED LEARNING
http://www.christenseninstitute.org/blended-learning-model-definitions/ http://www.christenseninstitute.org/blended-learning-universe/
Blended Learning Models in Action: Blended Learning Universe
• Rotation Model: Carpe Diem Collegiate, Summit Public Schools• Flex Model: Cactus Shadows High School, Quest to Learn• A la Carte: Danville High School, Kentucky; Michigan Virtual• Enriched Virtual Model: Riverside Virtual, Albuquerque eCADEMY
ANYWHERE/ANYTIME / BLENDED LEARNING
http://5a03f68e230384a218e0-938ec019df699e606c950a5614b999bd.r33.cf2.rackcdn.com/Blended_Learning_Summit_083012.pdf
http://www.digitallearningnow.com/dln-smart-series/
Opportunity by Design
DEFINITIONS
Next Generation Learning: Carnegie Corp. Personalizing learning; comprehensive systems of learning supports; world-class knowledge and skills; performance-based learning; anytime, everywhere opportunities; authentic student voice.
--Council of Chief State School Officers http://carnegie.org/fileadmin/Media/News/press_releases/Next_Gen_Opportunity.pdf
Antonia [email protected]://www.redesignu.org