Page 1

Personal Learning (PL) Playbook Making Learning Personal

through Learner Choice and Voice

Greenwich Public Schools Irene Parisi, M. Ed Chief Academic Office Academic Office


2

Table of Contents

Section I - Why You Should Use this PL Playbook ………………………………………....4

Why a PL Playbook

Vision of the Graduate …………………………………………………...5

Roles in Personalized Learning ……………………………………….6

Section II - Elements of Personalized Learning ●

PL in GPS …………………………………………………………………...9

Critical Elements of Personalized Learning ………………………….10 ○

Teachers and Students as Partners in Learning

Student Ownership

Student Self Reflection and Regulation

Section III - Strategies for Implementing the Elements of PL ●

Strategies to develop Student Agency ……………………………….13

Look Fors ………………………………………………………………......17

20 Plays to Make Learning Personal ●

Plays: - Spotlight Plays for launching PL …………………….......23

Research ……………………………………………………………………35

Back to Front Page


3

Why a Personal Learning (PL) Playbook? Back to Table of Contents


4

WHY do we need a Playbook?

To make the case for making learning personal for all GPS learners. To identify the lead strategies that support our ability to create learning opportunities for all learners to develop and demonstrate the capacities of the Vision of the Graduate. To identify the aligned research and practices to make learning personal for all learners.


5

All teaching and learning to develop the capacities of the VoG


6

Roles


7

Each person in GPS has a role in personalizing student learning, so that each student can demonstrate the capacities of the Vision of the Graduate through increased choice and voice Role of the Teacher ▸ ▸ ▸ ▸ ▸

Why should you use this Playbook?

Facilitate the teaching and learning process with students Support learners in their ability to collaborate Use multiple data sources to group students in dynamic, purposeful ways based on interest, need, or skill-level and in strategic formats Develops and delivers targeted instruction for multiple purposes Reduces barriers to content and learning

Role of the Student ▸ ▸ ▸

Collaborate with teacher and peers Active participant in the teaching and learning process. Students continuously reflect on their own data and academic performance to boost growth .

Students consistently set, track, and evaluate their own learning goals; student goals direct student activities . Students articulate

Role of the Administrator ▸

▸ ▸

▸ ▸

Prioritize and monitor assisting teachers and observing evidence of student ownership and agency of learning through rubrics, checklists or instructional rounds. Seek feedback and check understanding of teachers, parents and students surrounding personalized learning strategies. Look for elements and indicators of personalized learning including student voice and choice in their learning tasks and performance. Provide feedback to teachers and students. Champion the implementation of PL not only in your building, but as a highly effective instructional model to support all learners.

Role of the Parent ▸ ▸ ▸

Collaborate as partners with teachers and administrators in the education of their child Provide feedback to the administrators and teachers as to their learner’s experience, progress, and growth. Engage students in self reflection of their learning

Back to Table of Contents


8

Elements of Personal Learning (PL) What does it look like, feel like, sound like

Back to Table of Contents


9

Personal Learning in GPS “Personalized Learning is a teacher facilitated process that provides each student with meaningful choice, guided by a standards based curriculum, in what, where, how and at what pace and appropriate depth, they learn, based on individual strengths, needs, motivations, interests, goals and cultural backgrounds�

The critical elements necessary for any teacher and student to realize personal learning in GPS include: a. Partners in Learning b. Student Ownership c. Self Regulation Combined, all play a part in developing student agency. When implemented, students are engaged in the process and are empowered to manage their own learning in partnership with their teachers, peers, parents, principal, and community at large. Learner-centered paradigm and community-based education work hand in hand.

Back to Table of Contents


10

Critical Elements of Teachers and Students as Partners in Learning Empower teachers to ● ● ●

Partners in Learning

Collaborate with peers, family, educators and others Cultivate meaningful relationships Advance personal opportunities through connections ○ To content ○ Personal data profiles ○ Personal work Engage in real-world experiences through multiple mediums to develop: ○ Academic skills & knowledge ○ Community & civic engagement ○ Workplace experience ○ Global citizenship Earn valued recognition for all demonstrated competencies (regardless of where and when it happens)

Engage students in conversations that empower them to understand their needs, interests, passions, curiosities Combined allow for student choice and voice in how they will learn. Back to Table of Contents


11

Critical Elements of Student Ownership Empower learners to ●

Student Ownership

● ● ● ● ●

Develop a deep understanding of needs, interests and strengths around: ○ Academics ○ Health & wellness ○ Social-emotional development ○ Culture & language ○ Living situation ○ Cognitive skills Co-design their learning experiences Articulate their interests, strengths and needs Assess, monitor and reflect on their own progress Partner in setting their learning goals and plans Advocate for needed support from teachers, peers, technology and other sources

Back to Table of Contents


12

Critical Elements of Students as Self Regulated Learners Empower learners to

Self Regulate d Learners

● ● ● ● ● ● ●

Begin at a level appropriate to their prior knowledge and learning needs Engage in productive struggle Progress at a pace that fits their learning needs Demonstrate competency when ready Demonstrate evidence of learning in multiple ways Receive recognition based on demonstrated competency, not seat time Articulate when and how they need additional information, resources and support to demonstrate competence

Back to Table of Contents


13

Strategies The following teaching and learning strategies are organized as what PL looks, feels and sounds like. One, some or all can support the critical elements of Personal Learning in GPS and develop student agency Back to Table of Contents


14

Partners in Learning Looks Like ❏ ❏ ❏ ❏ ❏

Elements

Teacher and learners regularly review data to set goals and adjust learning and instruction. Learners experiment and try multiple strategies to solve problems Flexible time to allow learners to struggle/work on a problem or project for an extended period of time Use of learning menus and vertical alignment of activities Organized approach to outline and document their learning plan (e.g., template, rubric) Mentor conferences to review progress and determine next steps

Feels Like Consider one or more strategies that be a primary focus to shift from a legacy practice to the potential future focus

❏ ❏ ❏

Feedback that is objective and non-judgmental to reinforce a learner’s sense of control for improving his/her mastery Rigorous learning experiences that involve multiple points of “failure” and require perseverance by learners Learners to reflect and report on effort and strategies as often as reporting on results

Sounds Like ❏

❏ ❏ ❏

Learners articulate specific and challenging short-term goals and develop learning plans Learners articulate their desired future and then describe what challenges they will need to overcome to attain it Learners describe the most suitable learning pathway and format for their current academic level Learners explain their timeline and a plan for monitoring progress in meeting goals

Back to Table of Contents


15

Student Ownership Looks Like ❏ ❏ ❏ ❏

Learners develop standards-aligned activities to meet their learning goals Learners to choose their best learning place and medium to work on their goal Learners choose with whom to work based on goals and needed expertise Learners use a systematic method (e.g., learner profiles) for documenting learning needs and preference

Feels Like Elements

❏ ❏

Consider one or more strategies that be a primary focus to shift from a legacy practice to the potential future focus

The classroom culture encourages learners to actively share their feelings and experiences while learning Learners are comfortable to choose their own approach to learning a new concept Routines are established for regular learner-led conferences

Sounds Like ❏ ❏

Learners describe how they have used their reflections in the development of their next learning goal Learners describe their own interests, strengths, needs and preferences (e. g., interest inventories, checklists, reflection exercises) Teachers describe how they have incorporated learner interests/needs/strengths when creating future learning goals and activities Students describe their progress and barriers by referring to their own data and articulate the academic performance they need to achieve to boost growth Students describe how they have set, track, and evaluated their own learning goals and how they have chosen learning activities to achieve those goals Teachers are actively encouraging learners to independently problem-solve by seeking help from peers, technology and other sources

Back to Table of Contents


16

Student Self Regulation of Learning Looks Like ❏ ❏ ❏

Elements

Feels Like ❏ ❏

Consider one or more strategies that be a primary focus to shift from a legacy practice to the potential future focus

Learners continuously reflect on their own work and data to determine next steps in learning Learners access their data to help identify academic and non-academic needs Students document their own learning needs and progress

Learners feel safe to provide their status and request for support Learners have the choice to utilize mentor and peer conferences to review progress and determine next steps

Sounds Like ❏ ❏

❏ ❏ ❏

Learners generate questions that lead to further curiosity and/or self-directed learning Learners describe learning outcomes, products and processes and communicate how they set, track, and evaluate their learning goals and student directed activities or projects Learners describe how they examine data, track progress and identify challenges and needed supports Learners identify and advocate for their needs according to degrees of urgency Learners describe their learning strategies and efforts, as well as the result of those strategies and efforts in regard to meeting desired learning goals

Back to Table of Contents


17

Look fors Classroom conditions to be present in your implementation process to make it truly personal

Back to Table of Contents


18 Why do we need to identify “Look Fors�? We all want to be certain of expectations. As a administrator, you want to know what you should look for. As the teacher, you want to know what should be observable by a principal or other visitor. Personal learning shifts the roles of educators and learners. Learners will be more involved and invested in their learning experience. Learning will be less teacher-directed, with an increase in conferencing with learners and engaging them in thinking and planning for their own learning. Spend some time thinking about this shift for educators and what that may mean for your teaching staff. Also, engage your educators in thinking about this shift and the implications it will have for them and what they can do to truly foster independence in all their learners.

Photo Credit: North Mianus, Grade 3 and Parkway, Grade 5

Back to Table of Contents


19

Shifting the Legacy Practice to a more personal learning practice The chart below has been adapted from Institute 4 Learning Toolkit. LEGACY PRACTICE

PERSONALIZED LEARNING PRACTICE

Core Components At the extreme, little is known about or applied to leverage each student’s strengths, readiness and learning modalities.

Comprehensive, data-rich learner profiles convey a deep understanding of the learner and are used to plan a customized learning environment and instructional strategies. They are dynamic, real-time and learner-owned and managed

Customized Learning Path

All Students follow virtually the same prescribed learning path.

Each learner follows a path based on their individual readiness, strengths, needs and interests.

ProficiencyBased progress

Students advance through grade levels based on seat time and credits.

Learner progress is based on demonstrated proficiency in compelling, agreed-upon standards.

Learner Profiles

Learning and Teaching Personal Learning pace

Grade level, system identified expectations of when students will receive instruction on sequenced content

Learner Students have limited input into Voice infused decisions affecting their educational experience. Learner Choice incorporated

Students have limited choice about their educational experience.

Learner and educator co-develop purposeful personalized learning paths that provides for choice in sequence and pace

Learners have significant and meaningful input into their learning experience.

Learners have significant and meaningful choices regarding how they will access materials and instruction and demonstrate mastery


20

Task: How many conditions are present in your implementation process to make it truly personalized? Look at the areas where you have indicated the condition is “not evident.� What can you do in those areas? How can you make that more apparent

Look For

Not Evident

Partially Evident

Consider as a tool for Instructional Rounds or Learning Walks.

Evident

Purposeful Learning Learner efficacy Ownership of Learning Flexible Pace Learner Voice Infused Learner Choice Presented Learner serves as resource for learning Space for learning flexibility Commitment Focus Collaboration Technology Supported Growing learner independence Back to Table of Contents

Adapted from Institute 4 Learning Toolkit.


21

20 Plays to Launch PL in your School and Classroom Repositioning the Learning in the Teaching and Learning Process

Back to Table of Contents


22 You’re an Educator. You want to be ready to launch the learning for your students the best you can. The following plays are our commitment to making learning personal. The cornerstone of which is cultivating meaningful partnerships with all learners (adult and student). As partners, we can reposition the learner in the teaching and learning process. This means, placing the learner in the middle, shoulder to shoulder so that they can own their learning, understand their strengths, challenges, passions, needs and point of readiness. As partners, we can develop a learning plan that includes physical, digital and human resources for learning. The key is how the learner develops self awareness and determines how the plan is working for them and changes their plan for learning and ultimately demonstrating their knowledge. The following plays are intended to create this environment, culture and flexible learning space for all learners.

Photo Credit: Glenville, Grade 2

Back to Table of Contents


23

20 Plays to Launch PL with your Learners Plays to develop Partners in Learning Plays to develop Student Ownership Plays to develop Student Regulation

Knowing What I Know: Self Monitoring

Data Analysis as Learning Partners

Partners in Learning

Increasing discourse with Accountable Talk

Station Rotations and Explorations

Culture of Respect: Norms

Journaling

Self Reflection with Electronic Portfolio in Schoology

Student Data Notebooks Driving Questions in PBL

Student Interest Inventories

Inquiry Based Learning

Students articulate their interests, passions and abilities to support their PL Pathway

Creating Inquiry Questions in IB Collaborative Work Groups

SMART Goal Setting with students

Morning Meeting

Voice and Choice: What is the role of the student?

Making Choices

Empowering students to Self Evaluate

Self Evaluation to Modify a Learning Plan

Perseverance:

Students learn to self evaluate, peer evaluate, receive and discuss teacher evaluation

Students evaluate their work progress in order to make modifications

Students can set academic and SEL goals to monitor as they work in and out of their classroom

Think, Pair, Share with Digital Integration increasing student voice and collaboration

Students self reflect, evaluate and refine their plan using written journals to share with their learning partner (Link to Launch Units)

Curriculum Playlists supporting learner choice and voice

My ability and competence grow with my effort

Students self evaluate and select artifacts of their learning to present as evidence of their learning

Self Regulated Learning - What is it and what is the process?

Planning, Organization and Time Management

Attitude Exit Slips

Back to Table of Contents Structure of Spotlight Lessons ONLY Adapted from First 20 Days; Establishing Productive Groupwork in the CLassroom, D. Fisher and N. Frey. ILA.


24

Student Interest Inventories Play in One Sentence: Student Interest Inventories provide information to the teacher and learner to develop a learner profile. What’s the point Student interest inventories can help you build rapport and create connections with your students from day one, the beginning of the year, quarter or trimester are the best times to have students fill them out. Then, you can use the information you learn in a variety of ways. Teammates: The Teacher and Students How will Student Interest Inventories be used by the Teacher: The qualitative (beyond the number) data can be used to develop a connection, build relationships and personalize the learning experience to meet a student need, interest or passion. You can change the questions you pose to meet your needs depending on your students’ ages and what specific information you want to learn. How will Student Interest Inventories be used by the students: Students will use the information generated to partner with the teacher and discuss who they are as a learner. Together, as partners in learning they will develop a learning plan that is personal to the student. How to Run the Play: Share the student interest inventory to students (paper or digitally) to complete for review. Can be completed in one sitting or over the course of a few days (early days back to school). Can be done later in the year to see if details have changed. Examples: GPS Student Interest Inventory (Google Form) Facebook Style Inventory Fountas and Pinnell Reading Inventory

Themed Interactive Read Alouds: Perseverance ● ● ● ●

First Day Jitters by Julie Danneberg Team Moon: How 400,000 People Landed Apollo 11 on the Moon by Catherine Thimmesh Henry’s Freedom Box by Ellen Levine Stone Fox

Back to 20 Plays


25

Time-management skills Play in One Sentence:Time Management Skills Play supports the development of executive functioning skills of goal-setting, prioritizing, planning and scheduling. Once these skills are mastered, individuals will find that they are more efficient and organized, resulting in an easier and happier life. What’s the Point: By learning time-management skills, students can improve their productivity, leaving them more time to enjoy extracurricular activities or hobbies. It is best to teach time-management skills as early as possible, so learners can begin implementing them every day. Teammates: Teacher, learners, specialized support staff i.e. Special Education, Guidance. How Time Management Skills will be used by the Teacher: Teachers will be able to relinquish control of the class to the learners to foster independence, self sustained learning and self regulation. Teacher can expect learners to be prepared for learning as a result of initiating this play. How Time Management Skills will be used by the Learner: Once these skills are mastered, learners will find that they are more efficient and organized, resulting in an easier and happier life. How to Run the Play: Learners create a list of goals they wish to complete over a determined amount of time by creating a to-do list. A to-do list can include tasks for a day, week or month and can include tasks such as school assignments, projects, personal goals and even household chores. Teach students to prioritize their list of goals by creating a chart with categories labeled "important," "urgent" and "both.� Students should place tasks or assignments that will take a significant amount of time to complete, such as doing a research paper, under "important." Tasks placed under the category "urgent" are those that should be completed in the next couple of days and done before other tasks. Those tasks placed under "both" are long-term assignments that are almost complete and due in the next two days. Create a schedule after you have prioritized your tasks using digital or physical resources to calendar the tasks. Students mark off days on the calendar as they pass to keep track of how many days you have left before a due date. Teach students to eliminate distractions by keeping track of all interruptions. Write down the name of the person along with the date and time of the interruption. After a week of recording distractions go back to your chart and determine which interruptions were valid and which were invalid. This supports self regulation of learning. Students can eliminate interruptions that are invalid. Teach students that they must learn to say "no" in a courteous manner to people when they are busy trying to complete a task.

Back to 20 Plays


26

Engaging Learners in Self Evaluations Play in One Sentence: When students have opportunities to self reflect, self evaluate, they can self monitor their progress, reset goals, determine if they are meeting the goal set and develop a revised pathway to learning. What’s the Point: Expects learners to be responsible for their learning Teammates: Teachers, Learners, Schoolwide staff support How Self Evaluations will be used by the Teacher: Teachers will use the self evaluations as they partner with learners to develop goals, review progress and develop new entry points for learning, and interventions. How to Run the Play: Self-Review / Peer Review / Teacher Review Cycle Use assignments, tasks or projects with a companion rubric. When the assignment is due, provide students with the rubric and allow them to grade themselves. Then give each student another copy of the rubric and have them evaluate a classmate’s paper. Then collect the assignment and use the rubric to evaluate it yourself. Have students compare the three completed rubrics – the self-evaluation, the peer evaluation, and your evaluation – and ask questions. This can help students recognize where they may be too hard (or too easy) on themselves and it may help you recognize attitudes in yourself that impact your grading. Average the results of the three rubrics to get a grade, so that students realize their self-evaluation actually matters. Co-creating rubrics elevates the importance of Self evaluation as the students are setting the criteria for mastery. Student Feedback/Evaluation of Teacher Consider having students evaluate you, the learning or a specific assignment. Maybe students really liked a book you planned to get rid of, or maybe students felt they rushed over material they needed more time to study. While you will always get jokers who suggest no homework or pizza every Friday, you may realize interesting ideas as well, and students feel heard (voice). How Self Evaluation will be sued by the Learners: Put Students in Charge: Learn Students' Goals Ask students what they want to get out of the learning or this school year. Students may be uncomfortable – they are used to being told what to do – but if you provide an open forum to get real answers, you might discover that some students genuinely want to learn, and even those without a passion for subject may be motivated by other personal goals. Student Feedback Using Attitude Surveys/Exit Slips Assessing student attitudes about their social emotional learning around school provides valuable feedback in addition to feedback about specific content. These attitude surveys by Jim Knight provide students with a voice in giving teachers feedback about their feelings around learning and school.

Back to 20 Plays


27

Broaden the Learners’ Sense of Responsibility Play in One Sentence: Create an environment and deep learner experiences where learners will realize how their effort will impact other people or the greater good. What’s the Point: To encourage learner voice and choice and help them recognize the tremendous power they can have, even while they are still students.The fastest way to empower students is to make their work matter in the real world. Teammates: Teachers and their Learners How Broadening the Learner Sense of Responsibility can be effective: When a learner can analyze the task, set goals, and develop a plan of approach, they realize an impact on the greater good. How to Run the Play: Develop experiences that promote service learning or project-based learning. Second, learners need to self-regulate as they do the learning (or perform the task). They need to deploy specific learning strategies or methods and then observe how well those strategies and methods are working. Finally, learners need to self-reflect after completion of the learning task. This involves self-evaluation and “causal attribution,” which refers to beliefs about what caused the outcome. If a student has done poorly on a math test and attributes the score to an inability to learn math, that attribution damages motivation, whereas attributing the score to misuse of particular equations means there’s a chance the student can fix the problem. Reflection after the fact also includes whether the learner is satisfied with the performance—that too impacts subsequent motivation.

Partners in Learning: Peer Assessment/Feedback Play in One Sentence: Learners provide feedback that is objective and non-judgmental during a given task or learner experience. What’s the Point: To reinforce a learner’s sense of control for improving his/her mastery. Student partners engaging in peer assessment provides opportunities to learn from others. Effective method for engaging learners in peer assessment/feedback: Methods for peer assessing are reflective logs, diaries, journals: Students use diaries to reflect and check the structure and what they have learnt. This gives students an insight into the process. How to RUn the Play: A student can reflect back on their presentation and reflect on the process, the context, as well as think about the weakness and strengths of their approach and performance. Students are, often, more critical of their own work than others. Opportunities to provide peer feedback during presentations supports students ability to self regulate their learning.

Back to 20 Plays


28

Learner Accountable Talk Play in One Sentence: Empowers learners at all grades to engage in meaningful, respectful, and mutually beneficial to both speaker and listener. What’s the Point: Helps students to learn, reflect on their learning, and communicate their knowledge and understanding while using evidence. How to Run the Play: In the Accountable Talk class discussion model, the students are able to discuss a topic around what they are learning, reading, discovering; that may be selected by the teacher, but the students are carrying on the discussion with minimal interference from the teacher. The teachers acts as a facilitator and does not lead the discussion. Students, of course, need to be trained to listen to each other and untrained regarding raising their hands when they wish to speak. The "Turn and Talk" model can be used daily during any content area to engage students in a productive conversation about the learning. The "Turn and Talk" is done during any block of learning; the numbers of stops depend on the grade level of the students, with younger grades stopping fewer times. Variations on the “turn and talk” model can allow Students to use post-its to "stop and jot" down something interesting regarding the question. Resources: Austin’s Butterfly video modeling providing feedback to students and engage in discussion

Back to 20 Plays


29

Student Goal Setting Play in One Sentence: To reposition the learner in the evidence/data analysis process. What’s the Point: To support the learners’ ability to articulate specific and challenging short term goals and developing a learning plan. Increase student ownership of learning. How Student Goal Setting is used by the Teacher: Provide clear expectations and involve them in the process of creating a plan to achieve the goal. Prior to meeting with the individual learner, it is important to ask the Four essential Instructional Data Team/Professional Learning Community (PLC) questions: 1. What do we want students to learn? 2. How will we know if they have learned? 3. What will we do if they don’t learn? 4. What will we do if they already know it? http://www.allthingsplc.info/files/uploads/brochure.pdf How to Run the Play: Teach learners to ask and help them answer the similar types of reflective questions.Begin with the questions listed below: What are the four empowering questions for students? 1. Where am I trying to go? 2. Where am I now? 3. How do I close my learning gap? 4. How do I challenge myself? Let’s take a closer look at each question. 1. Where am I trying to go? This sets the stage for teachers and students to discuss an end in mind. Examples might include mastering a grade-level competency, , increasing a writing rubric score, or reaching a certain reading or math target measured by STAR or other assessments, The goal should be clearly understood by the student and recorded in child-friendly language in something like a data notebook or Student Leadership Notebook, as seen in Leader in Me Schools or in a student portfolio in Schoology. 2. Where am I now? With an end in mind clearly established, students need to know where they are in relation to achieving the goal. We could just tell them, but inviting the students to determine their current status and record it helps their goal become more meaningful. For example, if the target is a specific scale score/benchmark by a mutually agreed timeframe, the student must see where he or she is in relation to that target. The student can see the path to achieve the goal and is empowered to develop a personal pathway and implement it.

Back to 20 Plays


30

Station Rotation Model Play in One Sentence: An organized structure that provides additional learner experiences specific to a learning target that promotes independence in a given or across content area(s). What’s the Point: The Station Rotation model can provide targeted instruction while allowing students to rotate through stations on a fixed schedule, where at least one of the stations is an online learning station. This model is most common in elementary schools because teachers are already familiar rotating in “centers” or stations. The hallmarks of station rotations is personalized, blended, authentic, student led, teacher facilitated, increased time for small group/targeted instruction. Teammates: Teacher, Grade Level PLC, Specialized Support Staff, Students How to Run the Play: Managing a station rotation schedule can organized in many ways. Teachers can use a playlist distributed through Google Docs or an LMS or some make them visible and interactive as a workboard displayed in the classroom. Stations can change each week in response to student need or alignment to the standards or core learning outcomes. How Station Rotations will be used by the Teacher: Teachers will use the stations and an extension of the learning target while promoting collaboration, independence and providing increased small group time. What is the Central Idea of the Station Rotation Model: To provide increased opportunities for targeted instruction and promote mentorship and build stronger relationships with learners. Tutorial Videos can be found by clicking here.

Photo Credit: Jennifer Dunn, Grade 4, North Mianus School, Greeewich PS

Back to 20 Plays


31

Curriculum Playlists to Promote Choice and Voice Engage Students with Curated Content and Self-Paced Learning Play in One Sentence: Playlist is a term used to describe a document, in this case a Google Doc that contains a progression of scaffold learning aligned with standards, identified learning targets or content/concept. What’s the Point: THe organized series of learner experiences increase in complexity of work as students pace themselves through the process or task. The creation and use of playlists provides for learner voice and choice with teacher guidance. A playlist provides a structure that supports a mutually agreed upon pace or one chosen by the learner. Playlists ensure content is current and relevant to the tasks. Teammates: Teacher, Grade Level PLC, Learners, Specialized Support Staff How to Run the Play: Determine a structure using the Core Components of an Effective Curriculum Playlist. The content can be curated by the teacher, a team of teachers or with the students. Leaving space for students to add to the playlist provides an opportunity for the learner to synthesize the information and demonstrate their ability to research, evaluate, determine importance/connection, synthesize and ultimately communicate back to all partners in learning. Playlists are made powerful by both the use of physical and digital content. Linking to resources from the web, an LMS or documents/slides/sheets in the Google Drive provide a repository for the resources learners will need to own and self regulate their learning. Links can provide access to instructions, videos, tasks, resources for research, articles and other means to engage and explore. Extending the playlist to a task is of critical importance. This provides for a deeper purpose of the playlist. The “why” we asked students to work through it in the first place. Curriculum Playlists can be a powerful tool and resource. It is not a means to digitize worksheets or drill a skill. When designed at a high level, the level of learning is naturally lifted.

Click here for Curriculum Playlist Templates

Back to 20 Plays


32

Partners in Learning: Student Led Conferences Credit: Charlotte- Mecklenburg School District

Elementary

Video Credit: Charlotte Mecklenburg School District - Youtube Fair Use

Secondary

Video Credit: Charlotte Mecklenburg School District - Youtube Fair Use

Back to 20 Plays


33

Morning Meeting Play in One Sentence: The classroom communicate gather to greet, share and engage in an activity and close with the class motto/pledge/norms daily. What’s the Point: Builds a collaborative, caring culture and community with a classical practice that increases student voice and self awareness. Teammates: Teacher, Learners, Classroom Community Examples:

Third Grade Morning Meeting example MS Morning Meeting example Video Credit: Charlotte Mecklenburg School District - Youtube Fair Use

How to Run the Play: The group engages in a Greet, Share, Group Activity, and Morning Message. It is important to prepare all learners for a morning meeting by reviewing the class norms and developing classroom commitments to the meeting. Teachers can use focus questions to engage the learners in the Group Activity. What is the benefit of a daily Morning Meeting: The morning meetings evolves into a safe place for open dialogue, student reflection and the development of self awareness. Students can eventually lead morning meetings in their classroom and can become ambassadors to lead morning meeting in other classrooms throughout the school. NOTE: The Responsive Classroom approach has long supported the practice of a morning meeting to achieve “higher academic achievement, improved teacher-student interactions, and higher quality instruction (Responsive Classroom, 2017).”

Back to 20 Plays


34

Research

Rickabaugh, James. Tapping the Power of Personalized Learning: a Roadmap for School Leaders. ASCD, 2016. PDI Chart Personalize Learning - Transform Learning for All Learners Barbara Bray, et al Updated Personalization v. Differentiation v. Individualization White Paper Education Elements Core Four Elements of PL Leap Learning Framework Leap Learning Framework The Institute for Personalized Learning Institute4PL Institute 4 Personalized Learning National Center on Universal Design for Learning UDL Center Universal Design for Learning - UDL Center Charlotte Mecklenburg Public Schools CMS Personalized Learning Charlotte-Mecklenburg Public Schools

Playbook Concept adapted from Anthony Kim, Education Elements and Jim Knight, Instructional Coaching Group

Back to Table of Contents

Making Learning Personal - Greenwich PL Playbook for Educators  

Repositioning the Learning in 20 Plays

Making Learning Personal - Greenwich PL Playbook for Educators  

Repositioning the Learning in 20 Plays

Advertisement