Personalized learning as described in the articles in Education Week and Knowledge Works vary widely. As clarity has one of the biggest effect sizes according to Hattie and McDowell, the ambiguity of what Personalized Learning means is of grave concern. As we have tried to standardize learning by using common core standards, we have noticed that one size does not fit everyone. But in an effort to custom tailor learning to fit the individual we are seeing that personalized learning could result in widely disparate skills and learning by individual students. It seems that the two platforms could be incompatible.
As I see it, traditional learning is a good whole class, standards based place to begin teaching surface (dok 1) concepts. Direct Instruction seems the most effective teaching strategy. Maximum clarity for student and teacher alike. This is the (I do) segment.
Once the essential learning is made clear to students, it is on to step 2. I believe students benefit from practice. This is where algorithm generating apps can be used to allow students to progress at their own pace. Teachers oversee students as they monitor the app dashboard to determine how best to scaffold and support individual student learning. I have had success with KhanAcademy, IXL Math, NoRedInk, SpellingCity, Benchmark, Nearpod, EdPuzzle at this stage. This is the (We do) segment. This step is also good for keeping the students from practicing strategies that are not effective while growing their working memory. I read that students were determined not to have learned something, if they could not pass an assessment. It has been my experience that many times we all need a refresher or reminder to realize that we in fact do remember the concept we need to practice. The teacher that has many tools or apps to use at this step will have an easier time helping students to navigate their journey into the pit. I disagreed with the statement in “What Does Personalized Learning Mean? Whatever people want it to.” that recommends that if students don’t learn something, to try something simpler. I think that a teacher should look for alternate ways to teach a concept, but I do not think dumbing down the curriculum is in anyone’s best interest.
Once the student and the teacher are satisfied that sufficient learning has taken place. By using assessment tools such as Quizizz, Kahoot, Mastery Connect and other curriculum based assessments, it is on to step 3. This is where a student needs to practice goal setting and determine how their interests could align to a new project that would demonstrate their ability to transfer their knowledge. This would be the independent (You do) segment. Initially, all three steps need to be modeled by the teacher and exemplars need to be provided to show students what is expected of them. Students need to see that they are getting comfortable with the learning as they exit the pit.
Perhaps it is because I teach 4th grade, I see that my students need a continuum that begins with direct instruction and moves to app driven scaffolding before they can begin to work independently. My students are only beginning to realize what their interests are. Agency is still to be learned. This is especially true if English is a student’s second language. Depending on the adult role models in their lives, a child could benefit by learning about people, careers, colleges and academic studies that they have yet to come in contact with. I like to use Nextvista.org, BrainsOn.org and ReadWorks to allow students to explore safely. So while young people do have intrinsic curiosity, they have to be guided so as to expand their universe and not get distracted by misconceptions and fake news.
Lastly, the video repeats the need for clarity, but also recommends patience. Patience is difficult when trying to keep with pacing. That is why spiralling the content is so very important. But it is a balance to have students realize that we are not in a learn it and forget it cycle. And that they will revisit the strategies and content many times before the year is out.
As I see it, traditional learning is a good whole class, standards based place to begin teaching surface (dok 1) concepts. Direct Instruction seems the most effective teaching strategy. Maximum clarity for student and teacher alike. This is the (I do) segment.
Once the essential learning is made clear to students, it is on to step 2. I believe students benefit from practice. This is where algorithm generating apps can be used to allow students to progress at their own pace. Teachers oversee students as they monitor the app dashboard to determine how best to scaffold and support individual student learning. I have had success with KhanAcademy, IXL Math, NoRedInk, SpellingCity, Benchmark, Nearpod, EdPuzzle at this stage. This is the (We do) segment. This step is also good for keeping the students from practicing strategies that are not effective while growing their working memory. I read that students were determined not to have learned something, if they could not pass an assessment. It has been my experience that many times we all need a refresher or reminder to realize that we in fact do remember the concept we need to practice. The teacher that has many tools or apps to use at this step will have an easier time helping students to navigate their journey into the pit. I disagreed with the statement in “What Does Personalized Learning Mean? Whatever people want it to.” that recommends that if students don’t learn something, to try something simpler. I think that a teacher should look for alternate ways to teach a concept, but I do not think dumbing down the curriculum is in anyone’s best interest.
Once the student and the teacher are satisfied that sufficient learning has taken place. By using assessment tools such as Quizizz, Kahoot, Mastery Connect and other curriculum based assessments, it is on to step 3. This is where a student needs to practice goal setting and determine how their interests could align to a new project that would demonstrate their ability to transfer their knowledge. This would be the independent (You do) segment. Initially, all three steps need to be modeled by the teacher and exemplars need to be provided to show students what is expected of them. Students need to see that they are getting comfortable with the learning as they exit the pit.
Perhaps it is because I teach 4th grade, I see that my students need a continuum that begins with direct instruction and moves to app driven scaffolding before they can begin to work independently. My students are only beginning to realize what their interests are. Agency is still to be learned. This is especially true if English is a student’s second language. Depending on the adult role models in their lives, a child could benefit by learning about people, careers, colleges and academic studies that they have yet to come in contact with. I like to use Nextvista.org, BrainsOn.org and ReadWorks to allow students to explore safely. So while young people do have intrinsic curiosity, they have to be guided so as to expand their universe and not get distracted by misconceptions and fake news.
Lastly, the video repeats the need for clarity, but also recommends patience. Patience is difficult when trying to keep with pacing. That is why spiralling the content is so very important. But it is a balance to have students realize that we are not in a learn it and forget it cycle. And that they will revisit the strategies and content many times before the year is out.