EARCOS Conference on Personalized Learning

1. EARCOS Conference on Personalized Learning Allison Zmuda, Facilitator @allison_zmuda

2. Consider which 1-2 Elements you might start with • Explore elements through initial design • What are you paying attention to as you design? What worries do you have? What possibilities do you see?

3. Student Voice in the Uncovering of the Curriculum

5. How Personalizing Learning and Habits of Mind Fit Together

6. Agenda Areas of Focus for Me: • Interrelated Roles of a Teacher • Instructional Moves • Examining Unit of Inquiry and Routines Areas of Focus for You: • Design Time to Personalize • Explanation of Focus and Desired Impact

7. What impact does this have on our roles?

8. Three Interrelated Roles Focus on developing responsive learning plans by balancing classical and contemporary practices and eliminating antiquated ones

9. What pedagogy best serves engagement?From Bold Moves (Jacobs and Alcock, 2017)

10. Identifies and provides models for what to learn, how to learn, and how to demonstrate learning • Uses direct instruction and modeling as primary teaching mode • Provides immediate intervention to point out errors and redirect the learning Teacher as Lead Learner

11. Demonstrating what happens

12. Explaining Information, Ideas, Feedback to Guide Next Steps, Independent Practice

13. Pause and Reflect: Teacher as Lead Learner • What are some of the strategies you use as a lead learner? • How do you make certain that you are leading students to their own thinking as they engage with the material? A Lead Learner… • Identifies and provides models for what to learn, how to learn, and how to demonstrate learning • Uses direct instruction and modeling as primary teaching mode • Encourages participation and values contributions

14. Designs tasks that invite inquiry, analysis, and/or revision • Invites students to engage in conversation to facilitate connections, prior knowledge, areas of interest • Probes students to deepen thinking Teacher as Facilitator

15. Facilitating Conceptual Understanding

16. Growing ideas through consulting outside expertise

17. Pause and Reflect: Teacher as Facilitator • As you consider ways you open conversations about the material under consideration, how are you creating a safe space in which all students can voice their perspectives? • How can you make certain that students are thinking flexibly? A Facilitator… • Designs tasks that invite inquiry, analysis, and/or revision • Invites students to engage in conversation to facilitate connections, prior knowledge, areas of interest • Probes students to deepen thinking

18. Actively coaches thinking with learners through modeling, strategic use of teaching strategies, and observing • Provides feedback and guidance to improve performance • Troubleshoots with learners by identifying areas of growth and creates next steps • Uses assessment information to improve learning Teacher as Coach Teacher as Coach

19. What are students paying attention to? What is being revealed?

20. Coaching through Design Process To consider problems and visualize innovative solutions

21. Pause and Reflect: Teacher as Coach • When you move around to check in with the learning, what are some of the moves you make to push for their own thinking? • When you pause a learning experience, how do you coach students to examine the work and determine next moves? A Coach… • Actively coaches thinking with learners through modeling, strategic use of teaching strategies, and observing • Provides feedback and guidance to improve performance • Troubleshoots with learners by identifying areas of growth and creates next steps • Uses assessment information to improve learning

22. Roles of the Teacher: Through Lens of Cumulative Demonstration of Learning

23. Selection: Artifacts chosen to represent their work • What artifact(s) are helpful to document my work on this project/challenge? • Which artifact(s) are you most proud of? Study the work you have collected so far to make your choices. What is worthy to select as a good demonstration of your learning?

24. Reflection: Examine work and identify examples of their thinking • What do the artifact(s) reveal about your strengths? • What were the challenges you faced? What strategies did you use to overcome those challenges? How did those strategies affect your thinking? The overall result? • When it felt difficult, what behaviors /dispositions did you use? How did those behaviors/dispositions affect your thinking? The overall result? • What piqued your interest or inspired you to pursue more like this in the future? • What did you learn from observing some of the work of others?

25. Direction: Identify actionable next steps What 1-2 goals would help me to become better? • What are actions or next steps that will be helpful? • What actions could I take to ask for help or resources so that I can achieve my goals?

26. Reflect • Why is it worth the effort? • What might be revealed in student thinking? • Where might it be used as part of my regular practice? • How might I use this approach to grow student’s self-direction?

27. Back to Your Designs What implications does considering the roles of the teacher shape your approach to personalizing for the students?

28. Zone of proximal development

29. Instructional Move: How Students See the Work • Connection to Comfort Zone: Asking learners to describe what they are learning and why they are learning it • Related HOM: • Thinking about your thinking • Responding with Wonderment and Awe

30. What are you learning? How do you know you are doing a good job?

31. Examples to Study

32. Reflect • Where might you use this instructional move? • What might be revealed in student thinking when using this instructional move?

33. Instructional Move: Slow Looking • Connection to Comfort Zone: Leveraging thoughtful observation as basis for critical thinking • Related HOM: Gathering data through all senses; Remaining open to continuous learning • Examine the artifact carefully. • Turn to your partner and describe what you see (do not interpret or judge)

35. Reflect • Where might you use this instructional move? • What might be revealed in student thinking when using this instructional move?

36. Instructional Move: See, Think, Wonder • Connection to Comfort Zone: Establishes parameters for thinking based on observation • HOM: Gathering data through all senses; Applying past knowledge to new situations; remaining open to continuous learning

37. Instructional Move: Interview • Connection to Comfort Zone: Interviewing someone else to better understand struggle • HOM: Listening with Understanding and Empathy; Responding with Wonderment and Awe

38. Instructional Move: “The Gateway Problem” • Connection to Comfort Zone: Shared understandings (that engenders mutual respect) that the assignment is driven by the performance demonstrated by the student • HOM: Persisting, Striving for Accuracy

39. Sample habit: “The gateway problem”

40. Helpful context for the “gateway problem” • Train students on the students role and teachers role on the gateway problem • Use existing sets of assignments to “cherry pick” one or two items for the gateway problem(s) • Use existing sets of problems to create tiered sets of assignments • Provide the teacher with immediate information on current performance level of students so that the very next assignment is based on what they need right now. • Provides students with illustrative problems that they should be comfortable with solving to prepare for larger assessment

41. Timeless Instructional Moves:What instructional moves do you use to better understand the impact of what is being learned by your students? Follow the model… • Title of the move • Connection to comfort zone (What is it designed to reveal about the learning?) • Related HOM that students are demonstrating

42. How to help motivate within the zone Interesting Real world challenges Purposeful