mass customized learning and school counselors

Mass Customized Learning and School Counselors

November 2, 2013Lake Area Technical Institute

An enlarged understanding of the concept of Mass Customized Learning.

An increased awareness of how intrinsic motivation is critical in the development of self-directed learners.

An exchange of perspectives about how Mass Customized Learning will impact the roles and

responsibilities of school counselors.

As school counselors, what are three main things you do on a regular basis?

The capacity to routinely customize products and services to meet the specific needs and/or desires of individuals without

adding significantly to the cost of the product or service.

Mass Customization

INDUSTRIAL AGE SCHOOLS

INFORMATION AGE SCHOOLS

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

Weight Bearing Walls (WBWs)

1. Grade Levels2. Courses/Curriculum3. Class Periods/Bell Schedule4. Students Assigned to Classrooms5. Textbooks 6. Paper and Pencil Orientation7. ABC Grading System/Student Evaluation8. Report Cards/Informing Parents9. Learning Happens in Schools/Use of Space10. Nine Month School Year/Agrarian Calendar

Pattern of Disruptive Innovations . . .

Adapted from Is K-12 Blended Learning Disruptive? by Christensen, Horn, and Staker (2013)

An Example of the Pattern

Consumers: Big Construction Firms

Non-consumers: Small, Independent Subcontractors

Disruption: Hydraulics Technology

Pattern of Disruptive Innovations . . .

So What?

The Inevitable Pathway of Education

Mass Customized Learning

1. A learner-centered perspective.(readiness level, learning style, and personal interests)

2. Technology integration to serve the needs of learners and educators.

3. Replacement, or at a minimum, significantly altered structures of Industrial Age schools.

Where We’ve Been• 2011-2012

– Inevitable(Schwan & McGarvey) book study completed by all staff and school board

– Strategic Planning nights w staff, students, board, and community– TIE office In-Service w/all staff– TIE board presentation– TIE joint work w/West Central administrators

• 2012-2013– Visit Gray-New Gloucester School District in Gray, Maine to observe

their system– More consensus building through strategic planning events– Financing in summer 2013 to change MS and HS math. HS math will

now be Math I, Math II, Math III, Tech Math, and College Prep Math

Where We’re Going• 2013-2014

– Implementation of new 7-12 Mathematics model– All staff will begin work on Learning Targets and

Progressions. – Development of “Empower” web portal and work

with Lindsay Unified on ELA standards (Pending)– All staff book study of The One World

Schoolhouse (Kahn)– Funding for all elementary, 5th, and 9th grade

teachers to work on curriculum during the summer of 2014

Where We’re Going• 2014-2015

– Training and implementation of “Empower” web portal (Pending)

– K-4 transitions to all multi-age, blended classrooms

– Customized learning implementation in 5th grade (Math and ELA only)

– Customized learning implementation in 9th grade (Math and ELA only)

Empower

Mass Customized Learning

1. A learner-centered perspective.(readiness level, learning style, and personal interests)

2. Technology integration to serve the needs of learners and educators.

3. Replacement, or at a minimum, significantly altered structures of Industrial Age schools.

Questions about Mass Customized Learning?

Examples that you know of or have heard about?

Blended learning is any time a student learns at least in part at a supervised brick-and-mortar location away from

home and at least in part through online delivery with some element of

student control over time, place, path, and/or pace.

Blended Learning

TimePlacePathPace

Blended Learning for Alliance School Transformation

BLAST

http://www.youtube.com/watch?v=8-AWnRclpM4



School of One

Large Group Instruction

Small Group Instruction

Small Group Projects

Virtual Instruction

Live Remote Tutoring

Indepen-dent Practice

School of One learns about the specific academic needs of every student and then accesses a large bank of carefully reviewed educational resources,

using sophisticated technology to find the best matches among students, teachers, and resources.

School of One’s learning algorithm helps to ensure each student is learning in his or her educational

“sweet spot.” As it collects data, it learns more about the students and becomes more effective at predicting

the playlist that will be most effective for each.

New Classrooms

http://www.newclassrooms.org/reimagine.html

What kinds of “blended learning” are occurring in your schools?

The Inevitable Pathway of Education

Industrial AgeSchools

Information AgeSchools“Messy

Schools”

An Example of a Hybrid

Hybrid Characteristics . . .


CharacteristicsInclude both the old and new technology.Target existing customers more than non-consumers.

Try to do the job of the incumbent technology.Tend to be less “foolproof” than disruptive innovation.

An Example of a Hybrid . . .

A Hybrid Example . . .


Hybrid Characteristics Prius Hybrid CarInclude both the old and new technology.

Gas-powered engine AND electricity-powered engine.

Target existing customers more than non-consumers.

Serves mainstream customers and uses established system of dealers, roads, and service stations.

Try to do the job of the incumbent technology.

Marketed as a way for typical drivers to get better mileage.

Tend to be less “foolproof” than disruptive innovation.

Not necessarily more complicated to operate but costs more.

Is the Prius more of a sustaining innovation or more of a disruptive innovation?

An Example of a Hybrid . . .

A Hybrid in Education . . .Characteristics “Modern” TextbookInclude both the old and new technology.

Hard copy supplemented with technology-based resources.

Target existing customers more than non-consumers.

Primarily marketed to mainstream schools rather than small private or home-schools.

Try to do the job of the incumbent technology.

Marketed as a more effective, efficient pathway to student achievement.

Tend to be less “foolproof” than disruptive innovation.

Still functions like a familiar textbook but does not provide “richness” of digital resources.

Is a modern textbook more of a sustaining innovation or more of

a disruptive innovation?

Being Strategic and Honest about Interventions . . .

As you think about interventions/innovations in your

school, would you judge those efforts as more “sustaining” or

more “disruptive?” Why?

Fieldbook Pages 6-7 . . .

• Leadership• Teaching and Learning• Human Resources• Technology Resources

www.tie.net

“Learner-Centered”

engaging and empowering learnersby understanding and supporting intrinsic

motivation

“Learner Motivation: Do We Really Get It?” by Bea McGarvey; page 93

Should we be telling kids they’re smart?(or talented?)

(Activity #1 on page 94)

1. Individual reflection: Thinking about yourself, not learners or school, but YOU:

What are the conditions that need to exist for YOU to be highly motivated?

(Not just to get the lawn mowed, but to be in the zone of motivation—you forget the time, or skip a meal because

you are so engaged in what you are doing.)

2. In small groups, share your list of conditions. As your tablemates are sharing, note when they share a condition that you agree with and add it to your list. And, note those that would not make your list.

3. Large group discussion, generalizing from the lists, and making connections to the research.

Mindset by Carol S. Dweck

Read page 42 and first half of page 43 of Dweck’s article titled The Secret to Raising Smart Kids.

Reflection Questions:Where and how have you experienced the concept of fixed and growth mind-set in your interactions with students and colleagues? How would you characterize your own mind-set?

Dweck in a “nutshell”

Read “A for Effort” in the box on top of page 44 of Dweck’s article titled The Secret to Raising Smart Kids.

Reflection Question:How does the concept of mindset affirm and/or shift your thinking about praise for learners?

Drive: The Surprising Truth about What

Motivates Us by Daniel Pink

Research shows that:Mechanical Skills: Pay increases performanceCognitive Skills: Pay decreases performance

MAPMastery: the urge to get better at something

Autonomy: the desire to be self-directedPurpose: the challenge of making a contribution

Motivation 2.0 and 3.0 with Dan Pink

https://www.youtube.com/watch?v=m5HOIVVIE2M

Reflection Questions:What strikes you about Daniel Pink’s perspective about motivation? How does his thinking affirm and/or stretch your thinking about learner motivation?

Should we be telling kids they’re smart?(or talented?)

Strategies to encourage intrinsic motivation

• Teach learners about growth mindsets and design ways to track their effort

• • •

3-2-1

3 things I learned today…

2 ways it will impact my role as a school counselor…

1 thing I will do as a result of this workshop…

“The greatest danger for most of us is not that our

aim is too high and we miss it…

but that it is too low and we reach it.”

Michelangelo

mass customized learning and school counselors

Documents

college prep math page

grade math

hs math

tech math

learning targets

blended learning disruptive

mass customizationpage

implementation of new