GETTING TO THE HEART OF SCHOOLING: LEADING NEXT CHAPTER OF TEACHING AND

LEARNING

Bena Kallick and Allison Zmuda, Facilitators

August 15th, 2016

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ENTRANCE TICKET

What are some

questions on your mind about the

work that you are doing as you are

building a transformative

curriculum?

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FRAMING OUR CONVERSATION

•  Create empowering learning environments that look and feel different from most of today’s classrooms.

•  Engaging students in authentic and meaningful challenges, problems, and ideas that motivate and measure student achievement

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PROBLEM: WE ARE TRAINING OUR STUDENTS AS IF WE LIVE IN A

PREDICTABLE WORLD.

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WE USED TO LIVE IN A WORLD WHERE EFFICIENCY TRUMPS

EVERYTHING •  Knowledge is a collection of facts about the

world and procedures for how to solve problems.

•  The goal of schooling is to get these facts and procedures into the student’s head.

•  Teachers know these facts and procedures and their job is to transmit them to students.

•  Simpler facts and procedures should be learned first.

•  The way to determine the success of schooling is to test the students to see how many facts and procedures they have acquired. 5

LEARNING IN A CONTEMPORARY WORLD

Messy problems Dizzying amount of information

Growing intolerance for boredom

Struggling on what matters

Making sense of humanity and human nature

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THE REAL “HIGH STAKES”

“The world no longer cares how much you know; the world cares about what you can do with what you know.”

— Tony Wagner

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What is it about your students that makes you think they need to learn how to think?

•  What do you see them doing?

•  What do you hear them saying?

•  How are they feeling?

•  How would you like them to be?

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HOW WE WOULD LIKE THEM TO BE

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DEFINITION OF PERSONALIZED LEARNING

“Personalized learning is a progressively student –driven model where students deeply engage in meaningful, authentic, and rigorous challenges to demonstrate desired outcomes.”

— Zmuda, Curtis and Ullman (2015) 10

DEFINITION OF HABITS OF MIND

Characteristics of what intelligent people do when they are confronted with problems, the resolutions to which are not immediately apparent. — Costa and Kallick (2008)

DISPOSITIONS: 16 HABITS •  Persisting •  Managing impulsivity •  Listening with

understanding and empathy

•  Thinking flexibly •  Thinking about thinking •  Striving for accuracy •  Questioning and posing

problems •  Applying past knowledge

to new situations

•  Thinking and communicating with clarity and precision

•  Gathering data through all senses

•  Creating, imagining, innovating

•  Responding with wonderment and awe

•  Taking responsible risks •  Thinking

interdependently •  Remaining open to

continuous learning

HOW THEY FIT TOGETHER

If personalized learning is the organizational frame and pedagogical structure for

learning, then explicit thinking behaviors are required: Habits

of Mind.

PERSONALIZED LEARNING ATTRIBUTES

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KEY DIFFERENCES

INDIVIDUALIZATION

•  Student controls the pace of the topic as well as when to demonstrate mastery.

•  Teacher drives instruction through teacher-created tasks and related lesson plans.

DIFFERENTATION

•  Student selects from a range of content, process, and/or product options to meet the requirements.

•  Teacher tailors instruction based on individual student need and preference.

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PERSONALIZED LEARNING

•  Students are no longer bystanders in their own education

•  Teachers are no longer doing the heavy lifting

•  Assignments are no longer bureaucratic exercises

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HOW WE WOULD LIKE THEM TO BE

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COMPARE TO HABITS OF MIND

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•  Persisting •  Managing impulsivity •  Listening with

understanding and empathy

•  Thinking flexibly •  Thinking about thinking •  Striving for accuracy •  Questioning and posing

problems •  Applying past knowledge

to new situations

•  Thinking and communicating with clarity and precision

•  Gathering data through all senses

•  Creating, imagining, innovating

•  Responding with wonderment and awe

•  Taking responsible risks •  Thinking

interdependently •  Remaining open to

continuous learning

PAUSE AND REFLECT

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TRANSITION TO PERSONALIZED LEARNING

• 1st Column: Key elements • 2nd Column: Impact on role of

the teacher and student • 3rd Column: Habits of Mind

developing a gradual release to more self-directed learning

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THREE STAGES OF UNDERSTANDING BY DESIGN

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Stage 1: DESIRED RESULTS

Stage 2: EVIDENCE

Stage 3: LEARNING PLAN

POWER OF AUTHENTICITY TO ENGAGE LEARNERS

ü Authentic problems, challenges, issues, ideas

ü Authentic opportunities to network, monitor progress, determine next steps

ü Authentic forms for performance ü Authentic audiences for

presentation and refinement 22

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GOALS What are the desired results?

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GOALS

FROM TO

Teacher determines goals

Teacher and student(s) determine goals

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INQUIRY AND IDEA GENERATION What sparks your thinking based on the topic? What is worth pursuing?

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INQUIRY AND IDEA GENERATION

FROM TO

Teacher defines problem, challenge, investigation or idea

Teacher may define parameters but students have a role in design of problem, challenge, investigation, or idea

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TASK AND AUDIENCE

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TASK AND AUDIENCE

FROM TO

Standardized, teacher-designed, or software-generated task

Challenge where students have some role in shaping the experience

Teacher as sole audience for student work

Authentic audiences beyond the teacher to share/grow information, ideas, and actions

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EVALUATION How is performance evaluated on a

given task using criteria?

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EVALUATION

FROM TO

Teacher as the sole judge of student work

Student-teacher conference to make judgments about the quality of the work using established criteria

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CUMULATIVE DEMONSTRATION OF LEARNING

How do we show evidence of learning across time?

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CUMULATIVE DEMONSTRATION OF LEARNING

FROM TO A scoring system based on accumulation of grades

A competency-based system where students select and share artifacts

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INSTRUCTIONAL PLAN What does designing a learning plan

look like?

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INSTRUCTIONAL PLAN

FROM TO

Teacher as sole manager of learning

Students increasingly navigate when, what, and with whom they are learning

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FEEDBACK How does feedback promote growth?

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FEEDBACK

FROM TO Teacher as sole provider of feedback to ensure students are on track with larger projects

Diverse sources of feedback and opportunity for action on that feedback

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PERSONALIZED LEARNING ATTRIBUTES

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EXAMINE AN EXISTING PRACTICE, TASK, IDEA

•  Imagine a practice that you consider to be personalized learning.

•  Use attributes to reflect on questions: – To what degree do you see the opportunity for

student voice? – To what degree do you see the opportunity for

co-creation? – To what degree do you see the opportunity for

social construction? – To what degree do you see the opportunity for

self-discovery?

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IT’S PERSONAL

You are deeply worried about _________ because the disease or condition runs in your family and is affecting a loved one. How do you get good information about: •  seriousness of the disease or condition •  preventive measures •  healthy ways of coping •  providing support to loved ones

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VALUE ADDED Collaborate to develop and execute an idea that will contribute to the aesthetic beauty and health of a place or community. This development process includes: •  survey of the area/neighborhood to

determine current condition •  interview people who use the space to find

out their concerns and ideas •  propose and get approval for the project •  develop a plan of action and complete the

task 41

FROM DOUGLAS COUNTY Capstone project requires students to “be the change” by designing a solution to a problem. 1.  Become experts in a topic of their choice and identify

issues related to that topic (empathy). 2.  Look for greater understanding of issue by examining it

from different perspectives and through the lens of a variety of disciplines (definition / integrated thinking).

3.  Brainstorm ideas for solutions and evaluate each of the solutions for reasonableness and potential of success (ideation).

4.  Select a solution to try and create a model (prototype). 5.  Put idea / prototype out to others (colleagues, experts,

stakeholders, etc.) for feedback (testing). 6.  Using feedback, prototype and implementation plans

are revised and then implemented.

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PLAY TIME

•  Peruse the playlist to go hunting for insights, examples •  Share,

question, wonder via TodaysMeet

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What are our

burning questions or needs to help

move us forward in personalized

learning?

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“We have to stop thinking of an education as something that is delivered to us and instead see it as something we create for ourselves.”

— Stephen Downes 45

WANT MORE INFORMATION?

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www.learningpersonalized.com