Personalized Learning in Action

Check out a few of my other posts on personalized learning: Personalized Learning: Before you Begin & Tools to Personalize Learning. 

I wanted to share how classrooms are moving on the continuum of personalized learning from a teacher-driven to a learner-driven classroom.  

Meagan Bushell and Kristen Fernandez had decided to start personalizing learning with standard MS-ESS2.1 - “Develop a model to describe the cycling of Earth’s material and the flow of energy that drives the process.” So in the end, the students needed to model the rock cycle and explain the flow of energy within it.

To set this up, we brainstormed components that could be applied to any unit. 

Personalized Learning Components

• Inquiry
• Student Centered Activities
• Flexibility
• Accountability
• Self Assessment
• Choice in Final Assessment 

INQUIRY

Creating inquiry by getting students to ask questions about the topic is a great way to peak the student's interest in the topic. To create inquiry, Meagan and Kristen started with the Question Formulation Technique. The structure of QFT can be found HERE.  

First, they had the students gather in groups. They showed the class a picture prompt as the Q Focus. In groups, the students followed the rules of QFT to create questions from the focus image. Groups then turned the questions into open questions and added the important ones to a class Padlet. Together as a class, they sorted and prioritized the Padlet and came up with three questions to guide their learning. 

Final Questions:

1. What is the rock cycle?
2. What are the main types of rocks?
3. What are the processes that transfer energy in the rock cycle?

STUDENT CENTER ACTIVITIES

Once the guiding questions were created, Meagan and Kristen created a playlist of activities for the students to choose from to reach the standard. It included text, videos, interactive websites and a hands-on simulation. The students then reviewed the materials and determined what resources they would use to start learning. Here is where common core reading and writing standards are aligned. Power my Learning is a great site with “playlists” for a variety of concepts. In this case, the teachers chose to use our LMS, Schoology, to get resources to students. 

FLEXIBILITY

Students could choose to work cooperatively, independently, or with the teacher. Each teacher arranged their rooms to include independent workstations, collaborative areas, and space for small group instruction with the teacher. Each area was clearly labeled and students moved to areas of the room with a purpose. This gave the teachers the ability to pull students that needed extra support and the flexibility to change those groups. Depending on the group of students, they may need more structure at the cooperatively learning area by using Kagan structures or other collaborative activities.  

The teachers were also flexible with the time. Students that mastered the standard quickly were able to move on when they were ready while other students could take the time they needed to master the content. It is important to keep a pace in mind and the teachers were able to meet with the students and support them if they were going over the allotted time.  

ACCOUNTABILITY

Students were held accountable to the teacher and to themselves. At the end of each period, the students completed a google form that helped them reflect on their progress and plan their next step.

They had to reflect on how close they are to mastery of the standards and how well they worked in their chosen instructional group. 

The second accountability piece was evidence of mastery. Before they could move on, the students had to correctly answer a set of questions in Quia. If they didn’t get 100%, they were able to go back and relearn the material before beginning the assessment activity. Have this done in a site like Quia, enable the students to complete this independently.

ASSESSING the STANDARD

In the final assessment, the students were given a variety of choices. They needed to complete a “Rock Cycle Dice” Simulation, then create a “My Life as a Rock” story. This was done in a variety of ways. Some students chose Keynote, iMovie, posters, or coded an Ozobot robot. 

          Student project in progress using the Ozobot to represent the rock cycle.

AH-HA MOMENTS

It was amazing to see some students learn the material and understand the standards in a few lessons. Meagan and I had a conversation about how one student could be doing so much more and with a personalized learning structure now he can! It makes room for true enrichment activities for those who need it and allows more time for others. Behavior issues also diminished in the classrooms using personalized learning. As a teacher, you have to be ready with materials for your students to move on. Personalized learning takes a little more planning on the front of a unit, but its worth it!

Personalized Learning: Before you Begin

As a science teacher, I implemented various pieces of personalized learning. My students worked on self-paced activities using blendspace, they participated in Genius Hour and were provided with a variety of choices in their learning.  As a coach, I have recently taken a huge interest in creating a culture of personalized learning. The more research I do, the more definitions I find and variety of ways it is done and at multiple levels of personalization. 

As this begins to spread across my district, I wanted to share a few things I have learned.

Before dipping a toe into personalized learning, remember these three things.

1. There is not one right way to personalize learning for your students. 
2. You need to have an open mindset. Whether you call it growth mindset, innovators mindset, etc, you have to be open to the students taking control of their own learning. 
3. There will be levels of failure from you and from the students. How you respond to these failures will determine the success. 

The School Improvement Network has a great video called "The Four Key Elements to Personalized Learning."  

Key elements:

1. Flexibility- Give the students the time, space, and resources to be successful. Some students may need to sit on the floor or spread across several tables. Some students may finish three lessons in one class while others make take three days. Based on the learning objective, give them as many resources as possible. Allow group collaboration, individual work, or working with the teacher.   

2. Student-centered approach- The students should be given voice and choice. Teachers have objectives that need to be hit, but students can learn them in a variety of ways.  Give them many options and allow them to choose their learning path. The path and outcome will look different for each student. Be careful not to overprescribe and micromanage what students do and how they do it.  In the end, allow them to show their learning in a unique creation. Meet them where they are and get them to mastery in the best way for them.

3. Mastery- The objective is to master the standard at least at a proficient level. Again, this will look different for each student and take varying amounts of time. 

4. Effective teaching- The teacher is now able to support the individual needs of all students. This is the time to pull small groups, sit down with students one-on-one and rotate through the class to support different students. 

The Teachers Role

You become the facilitator, which can be uncomfortable for some teachers. Some teachers wonder  “What am I supposed to do?” Now you have time to have individual and small group conversations. Sit down with students and review their work as they are working. Listen to student conversations. 

Here are few questions to use as prompt.

1. What goal are you working on?

2. What activities do you plan to do to reach that goal?

2. How is this activity helping you reach that goal?

3. Where are you at in the process of reaching that goal?

Check out my other posts on personalized learning: Personalized Learning in Action & Tools to Personalize Learning.

#D100BloggerPD "Move Your Bus" Reflection- Ch. 15-17

Happy Monday, everyone! Hopefully, you are enjoying some time in your personal life on this President's Day.

Welcome to the next installment of #D100Blogger PD for "Move Your Bus," by Ron Clark. If you have missed the previous posts from my wonderful D100 colleagues, check out #D100bloggerpd on twitter or find the list of posts on Literacy Loving Gals blog here.

I have really enjoyed this book since it caused me to do so much reflection about myself and my district. So here it goes with some of my thoughts from Ch. 15 Stay in your lane, Ch. 16 Change the conversation to change the culture, and Ch. 17 Allow the runners to reap the rewards.

CHAPTER 15: STAY IN YOUR LANE

I think most runners and even joggers could relate to this chapter. Ron makes the point that runners often start to meddle with others jobs, or spend too much time helping others along to point that it is a detriment to themselves. Not only will this stop the runner, but it can slow the whole bus. He just wants to shout, "Stay in your lane!" 

There are times, when I remember thinking, "Man, I just want to teach and not worry about all these other things!" Now, I think back and in some cases, I really didn't need to be worried about some of those other things. Teachers never have enough time, so it is important to guard your time to focus on your responsibilities. It takes focus, focus, focus. He also reminds us that it takes loyalty, patience, and faith as well. 

Some runners even fall into the trap of doing the work for others to keep the bus moving. This will only cause more work for you and the others will get the benefits. One thing I have to keep in mind is that something may not be done the way I would have done it, or would like it done, but that is ok and I need to keep MY focus.

Now don't confuse mentoring and helping others with doing the work for them. Especially in education, mentoring and sharing is a huge part of our responsibility, but don't drag the unwilling by the hand to catch up with the bus.    

Remember to stay in that straight line from point A to point B with your eyes on the road ahead. Focus on your job and do it well!

via GIPHY

CHAPTER 16: CHANGE THE CONVERSATION TO CHANGE THE CULTURE

We have all been sucked into negative conversations or maybe even started them. I can admit that of course I have, too. It is human nature. Ron offers a simple solution to participating in negative conversation....JUST STOP. When we participate in negative conversations, it just causes us to "one-up" each other and the negativity spreads. In the best schools with the best teachers and the best students there is always going to be something to complain about, so just stop.

He refers to negativity as digging potholes. Instead of being a sponge and allowing others to carry on negative conversations with you, he offers three suggestions: ask a question, tell a positive story, or just walk away. Ron suggests saying, "How can we make this better?" or "Can I tell you something positive about my day?" The person that is being negative will definitely get the hint.  At the very least, they will stop talking negatively to you and who knows, maybe they will even start to look at the positive side and turn others around.

I have been fortunate to have several excellent leaders in my career. One of the reasons they are so great is that they are able to stay positive and impact the culture amidst negative energy.When a teacher thinks it just can't get any worse, I have seen them bring everything into perspective and keep the bus moving along without opening the emergency exit. I realize that these positive reactions are one of the reasons why they are in a leadership position.

  Ch 17: ALLOW THE RUNNERS TO REAP THE REWARDS

This chapter was brief and to the point, a good point. If you are not the one working the hardest, don't take the rewards from the ones that are. What is fair isn't equal to everyone. The people that are working the hardest should be rewarded for that. He reminds leaders to recognize those runners. There is no faster way to take the wind out of a runners sail, then to reward someone who is not working as hard. If you want the rewards, work hard for it. Step up your game and you efforts will be noticed. I have seen people act out of jealousy and start negative conversations instead of being happy for those that are working the hardest. Those negative conversations are only slowing the bus. You want everyone around you working at their best, so be happy when they are recognized for it.

These chapters really hit on some deep issues within any organization. I am walking away with some goals for myself. I plan to stay more focused on my goals, turn around negative conversations, and be motivated to work harder if others receive the rewards I want. If everyone did this, think of the awesome possibilities for the bus as a whole!  

Join the wonderful Leah O'Donnell at Responsive Literacy on Wednesday the 17th as she reviews Ch. 18 Exude a sense of urgency and Ch. 19 Find solutions. Also don't forget to check out #D100bloggerPD for all the "Move Your Bus" reflections and so many other books, too!  

The February Funk

Welcome February! I don't know about you, but this seems to the month I run out of steam. We are fully back in the swing of things from winter break and spring break is still too far ahead.

 

Well, instead of just wishing for a snow day...and regretting it in June...try one of these tricks for that extra motivation!

Request the help of a coach

That is why we are here! You can come as a blank slate with an open mind or with a project in mind. Maybe there is a project that you always thought would be great someday, but who has the time. A coach can help pull you and your students out of boredom.  

Take a break 

Break up class with a brain break. GoNoodle is great site for all ages and all you have to do is click and play!  It may just be the simple silly solution to bring you up. 

Try a new app or website with your class

Stick around is an app for all ages and subjects from the wonderful Tony Vincent. Teachers and students can make puzzles based on content to share with each other. Don't have iPads, try Power my Learning. This site supports personalized learning with playlists of games and activities for many different content areas. 

        

Make a new connection

My PLN motivates me everyday! Connect with amazing educators on Twitter, Instragram or Facebook. Try a new twitter chat or find a new blog. There are also many awesome blogs listed on the home page of this blog. 

Try a new project with your students

May I suggest Genius Hour! Research shows productivity goes up when people are given time to explore their own passion. Give this opportunity to your students and see where it takes them! 

I hope one of these tips spark that extra motivation in you! 

Now go get 'em! 

Flipped Math Class in Action

Angela Gonzales decided it was time to rethink the structure of her math class. (Check out her reflective blog post here!) She was able to collaborate with Ginny Burdett and the results are amazing! Angela and her co-teacher, Michelle Fisher, are in week one of this flipped model and the benefits are already visible. Once students master the structure, they will complete the video, notes and an exit slip at home.

Teaching the Concept
The lesson objective for the day was to multiple decimals using a hundredths chart. Students were able to begin by going to their math course in Schoology and linking to Blendspace. They downloaded the notes and began watching the video that Miss Gonzales had created on how to complete the problems. This would fall into Augmentation on the SAMR ladder, since students are able to watch the video at their own pace and go back to look at any part of the explanation again and again.

Lesson created on Blendspace to put links, videos, notes, and exit slip all in one place.

Practice
Once they completed the notes to explain the steps of the problem and watched Miss Gonzales do examples on the video, they were able to start practicing. The students used a smart notebook file to draw and explain their thinking as they work through the activity for the day. This is also at Augmentation on the SAMR ladder, since students are able to use the variety of tools in the notebook program to clearly communicate their ideas.   

Student work with explanation of thinking.

Once they have completed the problems, the students submit their work into three folder based on their understanding in Schoology. Students that feel they completely understand and could teach a friend, place it into the first folder. The next level is for students who mostly understand, but may have a few questions. The final folder is for students who identify that they do not understand. The teachers use these folders to pull students for math groups.

Sharing the Learning
Once they finish, the students create videos to explain how to do the problem. The videos can be shared with the students who need more support through a media album on Schoology. This would bring the lesson up to Modification on the SAMR ladder, since students are able to teach and share their learning. Once all these components are mastered, the students go to IXL math to complete individualized lessons based on skills they need to practice.

Individualized Instruction
While all of this is going on, the two teachers are pulling groups to give students the extra explanation they need to solidify their learning. This is possible because the management procedures in the class are solid. Class dojo is up on the board and Miss Gonzales can reward or warn students by awarding them points from her iPad without leaving her seat. The students know to ask others at their table first, if they have questions about turning in work or what to do next.

Small group instruction and classroom management with Class Dojo.

I was able to speak with one student to ask her how she felt about the new structure of math. She said, "I like to watch the videos and I usually get it after watching it once, so I can start my problems and I don't have to wait for everyone else. It really sticks with you and I can go back and look at it if I do forget."

Angela described her class as a well oiled machine and I completely agreed. The students were engaged in individualized tasks that allowed them to express their math knowledge. Using MAP data, she plans to continue to differentiate and enhance her math instruction!

Novel Engineering

After attending "Novel Engineering" and "STEAM Teams" through the Northwestern Office of STEM Education Partnership, I left with new ideas to continue to connect science and engineering concepts through out content areas. As an instructional coach this year, I was able to connect with elementary science teacher Lisa-Beth Lovero on a novel engineering project. Mrs. Lovero teaches a science class to all the elementary classes as a special. She is also the school's Accelerated Learning teacher and was looking for a unique project for her accelerated group. Novel engineering fit the bill! As the students worked through the process, they created video reflections using the format I explain in this blog post.

What is Novel Engineering?
In novel engineering, students take a piece of literature and use the NGSS engineering and design standards to design a solution for a problem a character has in the story. The solution must fit the constraints of the text. This process creates an engaging way students blend literacy skills and engineering practices.

The Process 
1. Pick a book- We choose to introduce the principles with the picture book, "Snowy Day."
2. Identify the Problem- As the students read, they record the problems that arise in the text. In this video, you can see the students jump into action to record the problem as they hear it. In this text, the character puts a snowball in his pocket, only to come back to realize it melted.

3. Research- After the students read the text, they determine one problem for which they will design a solution. The students chose to solve how to keep the snowball cold in the coat pocket. The students then develop questions to research a solution. We used KidRex for safe searching. They need to keep the constraints of the story in mind, so the snowball must fit into the pocket. Mrs. Lovero used a baggie to represent the pocket.

4. Design it- Using their research, the students created a blue print draft of their design. This sketch shows the deep thought of this third grade student complete with materials, design, and process.

3rd grade student's design

5. Make the Prototype- Once they have completed their research and design, it is time to gather materials and create the prototype. The students recorded their trail and errors. This student is explaining what they created.

6. Test it- The students put their solution to the test. In this case, they students weighed the ice prior to the test, then drained the water and weighted it again after waiting 15 minutes.

7. Make it better- To follow the engineer and design standards, after test one, the students redesign and test again.

8. Present Solution-As a class, each group shares what they did and their final results. They each uploaded their videos to a media album in Schoology. Here all the students could view the process of each group in the class and comment on each others solutions. This collaboration brought the project up to Modification on the SAMR ladder.

Once the students discussed their solutions, they were prepped for the next project. In the next phase, the students will use a text at their reading level to design a solution for a problem of one of the characters.

ECET2 Chicago

ECET² Chicago "Can You Hear Me Know?"

I was given the opportunity to attend ECET² Chicago, by my wonderful leader Jordan Garrett. I as able to join teacher leaders, other coaches, and administrators for this elite event. By 10am, I was already wowed by this conference themed “Can you Hear Me Now?”  The purpose was to celebrate educators and help them get their voices heard. 

After a wonderful breakfast, Christopher Bronke started as the first keynote. He inspired me to share my voice. He reminded us that blogging is an excellent way to get your words out there because if you have something to say, it is important to say it! He explained that sometimes we have to be bulldozers to lead and sometimes we have to be ballerinas, but teachers are the ones that know teaching best so our voice must be heard.  He left us with one final thought “Passion without action is wasted energy.”  This really made me think about the position I am in as an instructional coach and how I can turn my passion into action with teachers. He inspired me to share, share, share!

My breakout session was “Having Your Change Voice Heard” with Jeff Zoul.  I have followed Jeff on twitter for a little while now and was excited to meet him. He encouraged us again to get our voice heard. The focus was on Twitter and blogging to do this. This really encourage me to stick to my blog and stop making excuses.  So here I am blogging today. He shared great quotes from a few influential educators. All the quotes were inspiring, but Pernille Ripp’s ideas resinated the most with me. 

Share, listen, and encourage others. Thoughts from Penille Ripp at Jeff Zoul's session. 

Another theme of the day, other than sharing, was connecting. We were given ample time to connect. They set the appropriate setting for us to connect. We were encourage to mingle over "mocktails" and I had some great conversations with fellow instructional coaches, admins, and teachers. It was wonderful to meet some people I follow on twitter and make new connections! 

As I reflect on the day, I can summarize it into four major areas.  

• SHARE- What I have to say does matter.  It will help others, so I want to make sure I am sharing ideas I value through twitter and my blogs. I am part of some amazing things that I am proud of, so I want to share that. 

• LISTEN- Take the time to listen to what others have to say. Read blogs, follow tweets, and have conversations. Learning about all different perspectives and ideas will help me grow as an educator.

• CONNECT- See what others are doing. It was great to share and listen to others. With the power of twitter, I can continue to stay in touch with these connections and make new ones!

• TAKE ACTION-  When you have a  good idea, act on it. Have the grit to bulldoze the obstacles! 

ECET² Chicago gave me an extra boost of energy and was great to keep me motivated and driven in my role as a coach!