opening session ·...

Opening Session David Jackson

GELP Personalized Learning study visit April 2nd – 4th 2014

Objectives

•  To identify practices and strategies usable in home jurisdictions

•  To learn from and contribute the work of the host location •  To study the potential of an iZone as a system

transformation strategy •  To bring all this together for the wider GELP community

in San Francisco

Overarching Questions

•  What is happening in the realization of personalised learning?

•  What are the innovation strategies being employed? •  What are the school and system conditions supportive of

personalised learning? •  What is the potential for (and strategies for) diffusion and

scaling?

Linking the two study visits: Learning from NYC’s Innovation Zone

After remaining nearly flat for 10 years, NYC’s graduation rate has increased by 33% since 2002

Percent  of  Students  in  a  Cohort  Gradua3ng  from  High  School  in  4  Years  

Class  of    

1992-­‐2002  +  0%  

2005-­‐2009  City  Method:  

+  17%    

State  Method:    +  27%  

2002-­‐2009    +  33%  

NYC  Calcula3on  Method   NY  State  Calcula3on  Method  

62.7  

NYC  TRADITIONAL  CALCULATION  METHOD  

NY  State  Calcula3on  Method  with  August  Graduates  Notes:  NYC  tradi.onal  calcula.on  includes  Local  and  Regents  Diplomas,  GEDs,  Special  Educa.on  diplomas,  and  August  graduates.  It  does  not  include  disabled  students  in  self-­‐contained  classrooms  or  District  75  students.  The  NYS  calcula.on,  used  since  2005,  includes  Local  and  Regents  Diplomas  and  all  disabled  students.  It  does  not  include  GEDs  and  Special  Educa.on  diplomas.    

Incremental changes to a 150-year-old instructional model will not prepare students for successful lives in the 21st century

WHERE  WE  STAND  NOW  

Student-­‐centric  mastery  model  

Personalizing  learning  plans  to  accelerate  each  student’s  progress  toward  college  and  career  standards  

Con3nued  improvement  of  exis3ng  Children  First  reforms  

150-­‐year  old  classroom  model    

College  gradu

a3on

 an

d  career  success  

HS  Gradu

a3on

 Dropp

ing  

Out  

Post-­‐Secon

dary  Success  

Improved  150-­‐year-­‐old  classroom  model  

PAST     PRESENT   FUTURE  

What  is  the  iZone?  

•  NYC  iZone  is  the  Development  and  Research  (D  &  R)  hub  for  New  York  City  schools    

•  It  consLtutes  a  community  of  innovaLve  NYC  schools  commiMed  to  personalizing  learning  to  the  needs,  moLvaLons,  and  strengths  of  individual  students  

•  Within  it  are  incubated  new  school  components,  pla+orms  and  models  of  21st  Century  learning,  developed  in  service  of  the  enLre  school  system.  

TRADITIONAL  CLASSROOM-­‐CENTERED  MODEL   PERSONALISED  MASTERY  MODEL  

Classroom-­‐centered  tradiLonal    learning  

Test-­‐centric  standards  not  Led  to  college  or  career  ready  

outcomes  

Standard  curriculum  with  

limited  differenLaLon  

Standardized  tests  for  all  given  at  fixed  intervals  to  determine  progress.  

Generic  teacher  role  not  aligned  to  teacher  talents  or  student  needs  

Time,  place,  and  pace  of  learning  are  constant  and  learning  varies  

Barriers  to

 Cha

nge  

Innova3on  Zone:  Engages  networks  and  schools  in  a  structured  innovaLon  process  for  

transiLoning  to  personalised  mastery  learning  

NYC’s  innova3on  strategy  will  support  schools  to  move  from  a  tradi3onal  classroom-­‐centered  model  to  student-­‐centered  mastery  learning  

Personalised  Mastery  Learning  

Personalized  Learning  Pathways  

Globally  CompeLLve  Standards  &  Real  World  

Skills  

Performance-­‐Based  Learning  Assessments  

‘Every  student  above  average’  

New  Staff  and  Student  Roles  

MulLple  Learning  ModaliLes  

Guiding  Principles  

Innovation Zone

iZone  Creates  new  school  designs  around  the  needs,    

moLvaLons,  and  strengths  of  individual  students  

iZone360  

The  D&R  ‘community  of  pracLce’  for  the  integraLon  

of  components  and  pla]orms  into  new  whole  school  models  of  highly  successful  21st  Century  

learning  

InnovateNYC  

The  Ecosystem work, the D&R  capacity  for  school  component  innova3on  on  

behalf  of  the  system.  

InnovaLon  disciplines,  challoenges  and  user-­‐

centred  design  methodologies  

iLearnNYC  

The  D&R  pla_orm  for  the  collaboraLve  development  

and  exchange  of  technology-­‐enabled  and  

enhanced  learning    

26  Lab  schools  clustered    within  5  networks  across  NYC  

12  

360  

Reflection Tool: Design Pathway for Scaling

Personalized Learning Aylon Samouha, Lighthouse Academies,

Formerly Rocketship Schools

Feed-in from starter activity in NYC

Q: What would you NOT like to see in a school seeking to make learning more personalized?

Feed-in from starter activity in NYC

Q: What would you NOT like to see in a school seeking to make learning more personalized?

•  Rigid assessment and curriculum •  Content-based, and knowledge pre-determined •  Passive students •  Learning limited to classrooms •  Teacher-centred •  Inflexible timetable drives time •  Uniformity of environment

What would you hope to see? One framework for describing key elements of personalized learning

NYC iZone Guiding Principles

Common Ground: 1.  Student ownership and

engagement (both) 2.  Flexible learning environments

(both) + real world (iZone) 3.  Personalized learning plans (iZone)

or learner profiles 4.  Next generation assessment

(iZone) or competency-based progression

5.  Unique learner goals (iZone) or personalized learning paths

In jurisdiction pairs/with a neighbour

If you were to create a framework for your jurisdiction - •  Would you add anything? Or take anything away? •  Would you change any of the language?

Refer to your notes on your pathway tool if helpful

An Introduction to Education in London

David Albury, Director, Innovation Unit Global Education Leaders’ Program

GELP Personalized Learning study visit April 2nd – 4th 2014

Some policy context Free schools and academies: freedoms and constraints

The growth of chains and federations

Tensions in national policies: means and ends

OFSTED: its power, and hostility to ‘child-led learning’

Some policy context Free schools and academies: freedoms and constraints

The growth of chains and federations

Tensions in national policies: means and ends

OFSTED: its power, and hostility to ‘child-led learning’

Some policy context Free schools and academies: freedoms and constraints

The growth of chains and federations

Tensions in national policies: means and ends

OFSTED: its power, and hostility to ‘child-led learning’

Some policy context Free schools and academies: freedoms and constraints

The growth of chains and federations

Tensions in national policies: means and ends

OFSTED: its power, and hostility to ‘child-led learning’

Some London context Similar story to NYC: London Challenge leveraged up performance, though still great inequalities and variation

Some London context

The Mayor, and the Greater London Authority (GLA): power and influence

Some London context

London: a great 21st century global city, but does it have a great 21c education system? And what is the problem if not?

The Panel

Caroline Boswell Head of Education and Youth, Greater London Authority

Rushanara Ali, MP for Bethnal Green & Bow Labour Shadow Minister for Education

Ben Rogers Director, Centre for London

Philip Colligan Deputy Chief Executive and Executive Director, Innovation Lab, NESTA

The Panel

!  Not educationalists or education experts

!  Need to make the case to them that personalization increases attainment

1.  Why are the schools seeking to introduce personalized learning? What outcomes do they hope to achieve? What skills and competences are they seeking to develop? What is their theory of change?

2.  What has helped and supported schools in introducing and embedding personalized learning? What has hindered or got in the way?

3.  What strategies and approaches would enable the diffusion and scaling of successful innovative (personalized learning) practices and models?

The Challenges

Drawing on

What you see and discuss over the next

couple of days

Your own jurisdictional (and GELP) experience

What was seen and discussed in NYC

The Presentations

•  Remember panel not education experts, and not necessarily converts to personalized learning

•  Great and beautiful, max 10 minute presentations

•  Clarity and impact (media) of messages, and evidence/data base

•  Me back Friday morning but text, phone or email in meantime +44 7976 205970 david.albury@innovationunit.org

The London Ecocystem

GELP Personalized Learning study visit April 2nd – 4th 2014

Conversation cycles

Group 1 (w/ Amelia): A New Direction, XP School, Eos Group 1b (w/ Ellie): Teaching Leaders, Eos, Whole Education

Group 2 (w/ David J): Whole Education, A New Direction, XP School

Group 3a (w/ Louise): Eos, Teaching leaders, A New Direction Group 3b (w/ Alex): XP School, Whole Education, Teaching Leaders

Questions we are bringing

1.  Why are the schools seeking to introduce personalized learning? What outcomes do they hope to achieve? What skills and competences are they seeking to develop? What is their theory of change?

2.  What has helped and supported schools in introducing and embedding personalized learning? What has hindered or got in the way?

3.  What strategies and approaches would enable the diffusion and scaling of successful innovative (personalized learning) practices and models?

Preparing for site visits

GELP Personalized Learning study visit April 2nd – 4th 2014

Preparing for site visits

In your presentation groups –

•  Who would you like to speak to?

•  What questions would you like to ask?

•  What artefacts might you try to collect?

Questions we are bringing

1.  Why are the schools seeking to introduce personalized learning? What outcomes do they hope to achieve? What skills and competences are they seeking to develop? What is their theory of change?

2.  What has helped and supported schools in introducing and embedding personalized learning? What has hindered or got in the way?

3.  What strategies and approaches would enable the diffusion and scaling of successful innovative (personalized learning) practices and models?