Facilitator s Guide and Reflection Sheets for INNOpod 1 Personalized Learning: The Basics

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1 Facilitator s Guide and Reflection Sheets for INNOpod 1 Personalized Learng: The Basics INNOpod 1 Personlized Learng: The Basics Welcome to INNOpod 1 about Personalized Learng. We hope you enjoy the journey of learng more about how you as a teacher or your school can beg to understand and enhance how you personalize learng for each of your students. We ve created these Reflection Sheets and this guide to help you use this INNOpod as either a self-learng journey or as professional development for a school team, or the entire school staff. As an dividual: You may want to download and record your thoughts as you view this INNOpod just as a personal record of what you have learned and where you want to apply that learng. Or, you may traverse the segments of the INNOpod and simply use the reflection questions imbedded the segments to further your thkg without recordg your thoughts. Either way is fe--it is entirely up to you. As professional development: For a school team (leadership team, structional team) or for the entire school staff, as a facilitator, you will want to download these sheets and distribute them to the staff. Use the sheets to generate thought and conversation as you travel through the segments of the INNOpod (designated a box which explas which sheet to use at what time) and use the Next Steps to create work plans for how teachers will implement their learng. The Personalized Learng Effective Practices and Indicators can be used as a concrete way to direct what teachers will do next while providg a Wise Way for them to read the research and best practices supportg the dicators. The checklist provides an easy way for teachers to do peer observations or for a prcipal to do a walk-through to see what teachers throughout the buildg are either already dog to personalize learng or to use after the professional development to see what practices the teachers learned and are implementg their classrooms. Whichever way you choose to use these sheets and the INNOpods, we hope you fd the formation valuable and the time well spent. We look forward to seeg you future INNOpods! Innovations Learng

2 Reflection + Idea Tool A Guide for Gettg the Most Out of the INNOpod Content INNOpod 1 Personlized Learng: The Basics Reflection 1 Take two mutes to thk about the five questions below. There is a lot of formation store for you ideas and practices that will transform your structional life and your student s learng. But first, let s fd out what you already know and do about personalizg learng. 1. List FIVE thgs that come to md when you thk of personalized learng. 2. Now, describe personalized learng a sentence (or two). 3. What are some thgs you already do to make learng personal for your students? 4. What do you wish you were able to do more of your classroom, or know more about, to better provide your students with they need, dividually? Innovations Learng

3 Reflection + Idea Tool A Guide for Gettg the Most Out of the INNOpod Content INNOpod 1 Personlized Learng: The Basics Reflection 2 Read: It Is Personal: The Irreplaceable Effect of A Shared Experience Between People. The pot of this troductory piece is to do the followg: 1. Remd us all that we are first and foremost human begs who have special skills and contributions, who can learn new thgs at any age, and who crave and ga courage through new, shared experiences. 2. Reforce the important role you play as a teacher your students lives. Yes, technology affords a whole new way to support students, but it does not replace the fluence that you, as an educator, have over your students and their motivation to learn and succeed. 3. Give you an overview of what you can expect to learn and fd the INNOpod. Tip: Share this INNOpod with your school s Leadership Team and your Instructional Team and check with each other regularly at meetgs about what you re wonderg and learng. Use the Personalized Learng Indicators of Effective Practice to guide your discussions about how you personalize learng your own school and your own practice. It Is Personal 1. The openg article troduced a few questions many educators fd themselves askg, such as: How do we provide students with what they need and can do? How do we fd the time to create opportunities for them to thk about what they know, discover and pursue what they want to know, and apply what they ve learned, especially when they all do it so differently pacg and approach? How do we make the most of the time we have with them? What would you add? What are your questions? 2. Dr. Sam Reddg describes relational suasion, an fluence that technology cannot replace. In what ways have you experienced relational suasion your structional practice? 3. Review the Personal Competencies Graphic. What ideas, thoughts, or understandgs does it help to shape? What questions does it raise? Innovations Learng

4 Reflection + Idea Tool A Guide for Gettg the Most Out of the INNOpod Content INNOpod 1 Personlized Learng: The Basics Reflection 3 After watchg the video of Dr. Sam Reddg tellg a story about Personalized Learng and describg the approach a very human way, use the space below to write down what you hear, thk, and want to follow-up on. NOTES: Personalized Learng + Why the Teacher Will Always Matter, Dr. Reddg Innovations Learng

5 Reflection + Idea Tool A Guide for Gettg the Most Out of the INNOpod Content INNOpod 1 Personlized Learng: The Basics Reflection 4 The Personalized Learng Effective Practices and Indicators ( or Checklist Handout) offer educators a framework for organizg their understandg about personalized learng, provides a common vocabulary for talkg about personalized learng, assists teachers settg goals and takg action toward full implementation of their goals schools and classrooms. Either visit the website or prt out the Checklist to familiarize yourself with the effective practices and the dicators. Check out a Wise Way (short research brief and best practices) on the website. Use the Checklist for to identifyg practices you see action or read about the text. Identify the practices or dicators you are particularly terested discussg further with your Leadership and/ or Instructional Teams, or those you would like to pursue more tentionally your own school or classroom. Reflection 5 You are ready to start planng. Review the Next Steps + Planng Guide. The formation and ideas you have collected these Reflection + Idea Pages will help you narrow your focus and prioritize you steps. Consider what you will try to implement the next days. Plan how you will share your thkg and planng with your structional team. Reflection 6 Time to get social. There are so many opportunities for engagg the conversation about personalized learng. We ve provided you with a brief overview of where some of the action is takg place Twitter and Instagram. Use this space to brastorm what some of your next steps and/or questions are as it relates to social media and how you can use it to learn more from your colleagues across the country, even the world. Next Steps for Usg Social Media to Expand My Knowledge and Engagement Innovations Learng

6 Personalized Learng Effective Practices and Indicators Checklist INNOpod 1 Personlized Learng: The Basics Personalized learng is paced to learng needs (i.e., dividualized), tailored to learng preferences (i.e., differentiated), and tailored to the specific terests of different learners. In an environment that is fully personalized, the learng objectives and content as well as the method and pace may all vary. U. S. Department of Education, 2010, p. 12 Accordg to the Innovations Learng, Personalization refers to a teacher s relationships with students and their families and the use of multiple structional modes to scaffold each student s learng and enhance the student s personal competencies. Personalized learng varies the time, place, and pace of learng for each student, enlists the student the creation of learng pathways, and utilizes technology to manage and document the learng process and access rich sources of formation (Twyman & Reddg, 2015, p. 3) Date: School: Teacher: Grade: Content: Observer: Other: Check if Observed Indicators of Effective Practice: Personalized Learng Questions, Ideas, Concerns A. Digital Learng Effective Practice: Usg appropriate technological tools and programs to enhance student learng. Professional Development A1. Admistrators, teachers, staff, students, parents, and other stakeholders participate an organized trag and support system corporatg program methodologies (cludg the use of onle tools and curricula) and the proper use of the learng management and student management systems. Leadership and Decision Makg A2. Instructional teams determe which digital learng tools (hardware) are appropriate based on device availability, Internet and broadband access, and device use policies (such as brg your own device ). A3. School leaders and peer mentors regularly observe and measure stances of onle, hybrid, or blended teachg to ensure struction is implemented fully and with fidelity. A4. Onle programs generate accessible and actionable student data about their use, performance, and progress. Classroom Instruction A5. All teachers use appropriate technological tools to enhance struction. A6. All teachers use onle curricula with content, assignments, and activities clearly aligned to identified standards (state or national). Innovations Learng

7 Check if Observed Indicators of Effective Practice: Personalized Learng A7. All teachers use onle curricula whose goals are measureable and clearly state what students will know or do at the end of struction. A8. All teachers regularly add new content and teachg suggestions to the onle learng content catalog. A9. All teachers use onle, hybrid, or blended learng as a part of a larger pedagogical approach that combes the effective socialization opportunities with the classroom with the enhanced learng opportunities available onle struction. A10. All teachers enable students to place selected work to a digital portfolio that is updated throughout the student s school experiences and provides a picture of terests, skills, competencies, and growth over time. INNOpod 1 Personlized Learng: The Basics Questions, Ideas, Concerns B. Blended Learng Effective Practice: Mixg traditional classroom struction with onle delivery of struction and content, cludg learng activities outside the school, grantg the student a degree of control over time, place, pace, and/or path. B1. All teachers receive itial and ongog trag and support effective use of blended learng methods. B2. Instructional teams determe which blended learng model is appropriate for the school or dividual classroom. B3. All teachers build students ability to learn contexts other than school. B4. All teachers connect students out of school learng with their school learng. B5. Hardware, web browser and software requirements are specified to students and parents before the use of onle struction outside of school. B6. All teachers employg blended learng methods make sure that technology and data enhance relationships, but do not pretend to substitute for them. B7. Instructional teams and teachers use fe graed data to design for each student a learng path tailored to that student s prior learng, personal terests, and aspirations. C. Cognitive Competency Effective Practice: Intentionally addressg students accessible background knowledge to facilitate new learng. In the School Community C1. The School Community Council ensures that all parents understand the purpose of a standards aligned curriculum, their own children s progress, and their role supportg learng at home. Innovations Learng

8 Check if Observed Indicators of Effective Practice: Personalized Learng C2. The School Community Council ensures that all volunteers understand cognitive competency and their roles relative to its enhancement students. In the School (curriculum and culture) C3. All teachers and teacher teams plan struction based on the aligned and expanded curriculum that cludes rich readg, writg, memorization, and vocabulary development. C4. All staff conductg co curricular programs fulfill the purposes of the programs cludg appropriate elements of the aligned curriculum and other cognitive competency activities. C5. The school s key documents expla the value of cognitive competency and how it is enhanced through specific roles and relationships. C6. The school promotes cognitive competency school rituals and routes, such as morng announcements, awards assemblies, hallway and classroom wall displays, and student competitions. INNOpod 1 Personlized Learng: The Basics In the Classroom (struction, classroom culture, classroom management) C7. All teachers reforce elements of mastered knowledge that can be retaed memory through recitation, review, questiong, and clusion subsequent assignments. C8. All teachers clude vocabulary development (general vocabulary and terms specific to the subject) as learng objectives. C9. All teachers assign rich readg and the application of the readg written work and discussion. Questions, Ideas, Concerns D. Metacognitive Competency Effective Practice: Providg struction and modelg of metacognitive processes and strategies to enhance student self management of learng. In the School Community D1. The School Community Council ensures that all parents understand metacognitive competency, learng strategies, and ways they can support their children s self management of learng at home. D2. The School Community Council ensures that all volunteers understand metacognitive competency and their roles relative to its enhancement students. In the School (curriculum and school culture) D3. All teachers and teacher teams plan struction based on the aligned and expanded curriculum that cludes objectives for student management of their learng. Innovations Learng

9 Check if Observed Indicators of Effective Practice: Personalized Learng D4. All staff conductg co curricular programs fulfill the purposes of the programs cludg appropriate elements of student management of learng. D5. The school s key documents expla the value of metacognitive competency and how it is enhanced through specific roles and relationships. D6. The school promotes metacognitive competency school rituals and routes, such as morng announcements, awards assemblies, hallway and classroom wall displays, and student competitions. INNOpod 1 Personlized Learng: The Basics In the Classroom (struction, classroom culture, classroom management) D7. All teachers teach and model the metacognitive process (goals, strategies, monitorg, and modification) and specific learng strategies and techniques. D8. All teachers clude self checks, peer checks, and documentation of learng strategies as part of assignment completion. D9. All teachers teach methods of logic, synthesis, evaluation, and divergent thkg. D10. The teacher builds students metacognitive skills by teachg learng strategies and their appropriate application. D11. The teacher builds students metacognitive skills by providg students with processes for determg their own mastery of learng tasks. D12. The teacher builds students ability to use a variety of learng tools. Questions, Ideas, Concerns E. Motivational Competency Effective Practice: Promotg a growth mdset, stretchg students terests, connectg learng to student aspirations, and differentiatg struction to enhance students engagement and persistence with learng. In the School Community E1. The School Community Council ensures that all parents understand motivational competency (a growth mdset, the value of mastery, and connectg learng tasks with students personal aspirations) and how they can enhance motivational competency at home. E2. The School Community Council ensures that all volunteers understand motivational competency and their roles relative to its enhancement students. In the School (curriculum and school culture) E3. All teachers and teacher teams plan struction with a curriculum guide that cludes methods to enhance student motivation to learn. Innovations Learng

10 INNOpod 1 Personlized Learng: The Basics Check if Observed Indicators of Effective Practice: Personalized Learng E4. All staff conductg co curricular programs fulfill the purposes of the programs cludg appropriate elements of student motivation to learn. E5. The school s key documents expla the value of motivational competency and how it is enhanced through specific roles and relationships. E6. The school promotes motivational competency school rituals and routes, such as morng announcements, awards assemblies, hallway and classroom wall displays, and student competitions. In the Classroom (struction, classroom culture, classroom management) E7. All teachers promote a growth mdset by attributg learng success to effort and self regulation and sist upon (and reward) persistence to mastery. E8. All teachers encourage self direction by givg students choice the selection of topics and the application of learng strategies. Questions, Ideas, Concerns E9. The teacher helps students articulate their personal aspirations and connect their learng to the pursuit of these aspirations. E10. All teachers stretch students terests to fd value new topics and connect learng tasks to students personal aspirations. E11. All teachers differentiate assignments to provide the right balance of challenge and attaability for each student. F. Social/Emotional Competency Effective Practice: Providg struction, modelg, classroom norms, and carg attention that promotes students self-respect, management of emotions, concern for others, and responsibility. In the School Community F1. The School Community Council ensures that all parents understand social/emotional competency and their role enhancg their children s growth (1) understandg and managg emotions, (2) settg and achievg positive goals, (3) feelg and showg empathy for others, (4) establishg and matag positive relationships, and (5) makg responsible decisions. F2. The School Community Council ensures that all volunteers understand social/emotional competency and their roles relative to its enhancement students. In the School (curriculum and school culture) Innovations Learng

11 INNOpod 1 Personlized Learng: The Basics Check if Observed Indicators of Effective Practice: Personalized Learng F3. All teachers and teacher teams plan struction with a curriculum guide that cludes objectives for social/emotional competency. Questions, Ideas, Concerns F4. All staff conductg co curricular programs fulfill the purposes of the programs cludg appropriate elements of social/emotional competency. F5. The school selects, implements, and evaluates evidenced based programs that enhance social/ emotional competency. F6. The school s key documents expla the value of social/ emotional competency and how it is enhanced through specific roles and relationships. F7. The school promotes social/ emotional competency school rituals and routes, such as morng announcements, awards assemblies, hallway and classroom wall displays, and student competitions. In the Classroom (struction, classroom culture, classroom management) F8. All teachers teach and reforce positive social skills, self respect, relationships, and responsibility for the consequences of decisions and actions. F9. All teachers establish classroom norms for personal responsibility, cooperation, and concern for others. F10. All teachers are attentive to students emotional states, guide students managg their emotions, and arrange for supports and terventions when necessary. F11. All teachers use cooperative learng methods and encourage questiong, seekg help from others, and offerg to help others. Reddg, S. (2014). Personal competencies personalized learng. Philadelphia, PA: Innovations Learng at Temple University. U.S. Department of Education. (2010). Transformg American education: Learng powered by technology. Washgton, DC: Author. Retrieved from For more on personalized learng and personal competency, see Research Syntheses and Practice Guides at: Innovations Learng

12 Next Steps and Planng Guide A Guide for Puttg the Information from this INNOpod to Use INNOpod 1 Personlized Learng: The Basics Now that you ve spent some time learng about Personalized Learng, it s time to process what you ve learned and plan for how you will use it. As a result of this INNOpod, my understandg of Personalized Learng has: I will share what I have learned and plan to achieve with by. Three thgs that I would like to improve about my teachg and/or my students learng as a result of what I ve experienced through this INNOpod clude: Innovations Learng

13 INNOpod 1 Personlized Learng: The Basics These are the Personalized Learng Indicators of Effective Practice that I thk are most relevant to the thgs I would like to improve: 1. I Want to Improve: Personlized Learng Indicator of Effective Practice That Will Support the Improvement First Steps I Will Take to Advance This Practice Support I Will Need and Who I Will Ask Innovations Learng