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1 Learning in the Age of Empowerment M ASS C USTOMIZED L EARNING.

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1 1 Learning in the Age of Empowerment M ASS C USTOMIZED L EARNING

2 2 VOCABULARY STANDARDS-BASED EDUCATION (SBE) PROFICIENCY-BASED LEARNING (PBL) PERSONALIZED LEARNING (PL) M ASS C USTOMIZED L EARNING (MCL)

3 3 AGENDA  THE DEFINITION  THE RATIONALE  THE PICTURE:  THE PICTURE: A glimpse  STARTER STEPS:  STARTER STEPS: Just a few

4 4 This book is about aVISION for education Includes New Elementary Vision Mass Customized Learning is not a “PROGRAM”“MODEL” XX

5 1.To present a VISION compelling, now doable VISION for education 2.To create a DIALOGUE DIALOGUE among stakeholders of how to get to the vision. OUR TWO PURPOSES

6 6 AboutVISIONS

7 7 What is impossible to do in your organization today, but if you could do it, it would fundamentally change your results? Joel Barker, Futurist THE Vision Question

8 8 Students learn in different ways. Students learning in different timeframes. “BELIEFS” FOUNDATIONAL PRINCIPLES FOR LEARNING

9 LEADERSHIP SCHOOL CULTURE 9 CurriculumAssessmentGradingInstruction Marzano Schwahn and McGarvey McGarvey

10 They have effective, sharedLEADERSHIP LEADERSHIP COMPONENTS OF EFFECTIVE SCHOOL CULTURES They have a clear, articulated MISSION & VISION They are RESEARCH and EVIDENCE-BASED They model CONTINUOUS IMPROVEMENT They operate from a set of GUIDING PRINCIPLES about LEARNING They create a GROWTH MINDSET CULTURE They improve TEACHER EXPERTISE 10 They have a guaranteed and viableCURRICULUM Schwahn Marzano, Schwahn Dweck Marzano Schwahn Marzano Schwahn Marzano

11 LEADERSHIP SCHOOL CULTURE 11 The Structure or Delivery System CurriculumAssessmentGradingInstruction Marzano Schwahn and McGarvey McGarvey

12 12 Having a “healthy disregard for the impossible.” A Guiding Principle for Google co-founders Larry Page and Sergey Brin

13 13 Source: Peter Senge, The Fifth Discipline

14 14 VISION THREE THINGS TO CONSIDER ABOUT A VISION: COMPELLING COMPELLING? LOGICAL LOGICAL? DOABLE DOABLE? Is the Vision pulling you? Is the Vision needed? Is the Vision possible? Schwahn & McGarvey

15 15 MASS CUSTOMIZED LEARNING The Definition

16 The MCL Vision Mass Customized Learning is about the implementation of a school structure that makes it possible to meet the individual and personal needs of learners every hour of every day. Every learner, every day, comes to school and is met at his/her specific learning level, is challenged, is successful, and looks forward to returning to school tomorrow. 16 Schwahn & McGarvey

17 MCL DEFINED M ASS C USTOMIZED L EARNING……. Meeting the individual and personal needs of learners every hour of every day. Made possible by today’s transformational technologies INDIVIDUAL LEARNING NEEDS……. Appropriate level of learning Appropriate learning style Content of high interest 17 Schwahn & McGarvey

18 18 MASS CUSTOMIZED LEARNING The Definition The Rationale

19 19 MASS CUSTOMIZED LEARNING The Definition The Rationale 1.The Assembly-line Delivery of Instruction is severely out-dated.

20 The Committee of Ten (NEA) 1908 Henry Ford introduced the Model T Ford  12 years of education: 8 grades 1-8; 4 years of high school  Teach English, math, history/civics to every student every year in high school  Teach biology, chemistry, and physics respectively in ascending high school years !!

21 21 Joel Barker’s “The Life Cycle of Paradigms” Paradigms (new ways of viewing our world) tend to start slow but pick up speed as they solve problems. Time Problems Solved If successful, the paradigm solves the problems of the day & becomes the new norm. Paradigms are destined to run out of steam when they no longer solve the day’s problems.

22 22 The Assembly-Line School Paradigm Time Problems Solved This paradigm made the USA # 1! Horace Mann PROBLEM OF THE DAY: Educate the masses for the Industrial Age which required: 75% unskilled 25% skilled New “Problems of the Day” emerge…and a new Paradigm is required Adapted from Joel Barker concept

23 23 The Mass Customized Learning Paradigm Time Problems Solved 1422, MDOE, Your vision, MCCL 21 st Century, Charlie & Bea et al! PROBLEM OF THE DAY: Need for Everyone to be Highly Skilled to Compete in The Information Age Global Economy New problems of the day emerge calling for Information Age solutions. MCL Paradigm is needed to again move USA to # 1. Adapted from Joel Barker concept

24 LEADERSHIP SCHOOL CULTURE 24 The Structure or Delivery System CurriculumAssessmentGradingInstruction Marzano Schwahn and McGarvey Motivation Engagement Real-world.. Life-long… 21 st Century Learning Student-Centered Learning/Environments Autonomy Choice/Voice Anywhere…Anytime Learning

25 The BIG QUESTION: Do you think that education is going to get better if we continue in our old Industrial Age paradigm? Schwahn & McGarvey

26 26 WHEN students learn something is more important than WHETHER they learn it well. TIME is the constant &LEARNING is the variable Shifting the Paradigm From ThisTo This WHETHER students learn it well is more important than WHEN they learn it. LEARNING is the constant &TIME is the variable

27 27 Industrial Age Structures and Practices ….that used to make sense When our purpose in education was to sort out and select talent TIME TIME is the constant and LEARNING LEARNING is the variable

28 28 Industrial Age Structures and Practices ….that used to make sense BELL CURVE EXPECTATIONS grading on the curve, failing students, accepting dropouts ASSEMBLY-LINE INSTRUCTION everyone moves at the same pace; some moved to “rework;” grade levels; bell schedule; class periods TIME THE CONSTANT; LEARNING THE VARIABLE seat time is the measurement LIMITED LEARNING OPPORTUNITIES learning and demonstrating in one way – in school paper and pencil orientation Schwahn & McGarvey

29 29 Industrial Age Structures and Practices ….that used to make sense AGRARIAN SCHOOL CALENDAR A,B, C or 100 POINT GRADING SYSTEM rewards/punishments to motivate (manipulate) students averaging grades COLLEGE PREP CURRICULUM/TEXTBOOKS preparing students for “more school” UNIONIZED INDUSTRY driven by the contract and adult needs MANAGEMENT OF THE STATUS QUO efficiency and control are the goals Schwahn & McGarvey

30 30 Education’s Industrial Age Structures & Practices (WBW’s) have been… * Institutionalized by educators * Legalized by policy makers * Endorsed in teacher contracts * Reinforced by the media * Internalized by parents & the public * Legitimized through “reforms” …Oh…for so long…that people think GOD GOD invented them…and so revere them! Schwahn & McGarvey

31 31 Information Age Structures and Practices ….that we now need because Our purpose in education develop is to develop talent LEARNING LEARNING is the constant and TIME TIME is the variable

32 32 Information Age Structures and Practices Transformational technology Learning rate tailored to the individual learner Learning style tailored to the individual learner Learning interest/content tailored to the individual learner Standard for mastery... the learner has mastered the outcome or “they are not finished yet” Leaders create innovative future-focused organizational visions and manage toward their implementation Schwahn & McGarvey

33 33 Our Transformational Approach Requires a Visionary Orientation : from Facing Realities to Facing Possibilities from… “ITB Thinking”to… “Possibility Thinking” from… “Fixing”to… “Transforming” from… “Managing”to… “Leading” from… “Assembly Line”to… “MCL” Schwahn & McGarvey

34 A telltale “filter question:” Is this decision about learning or control? Schwahn & McGarvey

35 35 If your idea for educational change retains the industrial age assembly line delivery of instruction:  It is not innovative!  It is not transformative!  It IS most likely tinkering with AND perpetuating an outdated organizational structure. Schwahn & McGarvey

36 36 MASS CUSTOMIZED LEARNING The Definition The Rationale 1.The Assembly-line Delivery of Instruction is severely out-dated. 2. The World is Customized!

37 The INDUSTRIAL AGE gave us 37 The INFORMATION AGE gave us Book Stores Kindle Schwahn & McGarvey

38 The INDUSTRIAL AGE gave us 38 The INFORMATION AGE gave us Encyclopedia Britannica Wikipedia Schwahn & McGarvey

39 The INDUSTRIAL AGE gave us 39 The INFORMATION AGE gave us Garage Sales eBay Schwahn & McGarvey

40 The INDUSTRIAL AGE gave us 40 The INFORMATION AGE gave us Film and Movies Digits and YouTube Schwahn & McGarvey

41 The INDUSTRIAL AGE gave us 41 The INFORMATION AGE gave us Graded, Time-based Learning Schools Schwahn & McGarvey

42 42 OR

43 The INDUSTRIAL AGE gave us 43 The INFORMATION AGE gave us Graded, Time-based Learning Schools Apple Apps and Mass Customized Learning

44 44 The INFORMATION AGE didn’t change WHAT products and services were provided to customers very much. Impact of the Information Age…… The INFORMATION AGE changed HOW products and services were delivered …… for everyone. Except for education….. Schwahn & McGarvey

45 45 About INNOVATION…. The history of innovation is chock-full of “geniuses” who begged, borrowed, and stole ideas from one category and simply applied them to another. Imitation across industries is more efficient and effective than blue-sky creativity and innovation. The secret is bringing a great idea from another market or industry to your market or your industry. Something common to the world at large may be very new to you and your organization. (Schools could/should learn from this….should do this.) Schwahn & McGarvey

46 46 Cross-Industry Borrowing for Empowerment Age Industrial Age Delivery System  GOOGLE / BING / WIKIPEDIA...…for the Content  BLACKBOARD …………………..….for Curriculum, Instruction, Coordination  iTUNES ……………………… for Accessing On-line Learning  NETBOOKS or iPADS ……...….…....for Accessing the World’s Information  ATT / VERIZON………………….…..for Recordkeeping and Reporting  MICROSOFT CALENDAR……....…for Scheduling and Coordination  YOUTUBE…………………….… for Electronic Portfolios  WALMART BAR CODE……….....….for Tracking Students  AMAZON.COM………………..……..for Profiling Learning Styles and Interests  FACEBOOK……………….…….……for Student and Teacher Networking  APPLE / DROID APPS………..…..…for ALMOST ANYTHING Schwahn & McGarvey

47 47 INDUSTRIAL AGE Paradigm of “SCHOOL” INFORMATION AGE Paradigm of “LEARNING SYSTEMS” Specific Students can learn Specific Subjects in Specific Classrooms on a Specific Schedule in a Specific Way from a Specific Teacher Anyone can learn Anything from Anywhere at Anytime in Anyway from World Wide Experts HERE’S THE DIFFERENCE! Spady & Schwahn

48 48 MASS CUSTOMIZED LEARNING The Definition The Rationale 1.The Assembly-line Delivery of Instruction is severely out-dated. 2. The World is Customized! 3. Finally! We Can Now Act on the Research.

49 49 Students learn in different ways. Students learning in different timeframes. “BELIEFS” FOUNDATIONAL PRINCIPLES FOR LEARNING

50 50 MASS CUSTOMIZED LEARNING The Definition The Picture: Just a glimpse!

51 Standards K1st2nd3rd4th5th6th7th8thFrshSophJr.Sr. Assessment Instruction Curriculum Grade Levels Kinder Standards 1 st grade standards 51 Standards-Referenced Report Cards Debra Pickering

52 K1st2nd3rd4th5th6th7th8thFrshSophJr.Sr. Standards-Referenced Kinder Standards Assessment Instruction Curriculum 1 st grade standards 2nd grade standards Grade Levels Report Cards Debra Pickering

53 2nd grade standards K1st2nd3rd4th5th6th7th8thFrshSophJr.Sr. Assessment Instruction Curriculum Grade Level standards Course Standards Report Cards Grade Levels 53 Standards-Referenced Debra Pickering

54 Assessment Instruction Curriculum Levels (Measurement Topics) Age of the Learner Place Value Author’s Purpose Report Cards Standards-Based Debra Pickering

55 Curriculum Levels (Measurement Topics) Age of the Learner Required content Specialize or Graduate 55 Standards-Based Debra Pickering

56 Curriculum Levels Each level identifies the targeted knowledge to be learned (organized into “measurement topics”). 56 Standards-Based Debra Pickering

57 57 Today’s two Structural Options: ONE, the graded, time driven, assembly line, common to most public schools TWO, cyber schools where all instruction is online Neither of these options is consistent with what we know about learners and learning MCL IS consistent with our most basic and most powerful research Schwahn & McGarvey

58 58 Levels of Info Age Application All instruction is school-based or classroom- based. Totally online. The learner determines the rate, the content, and learning style. Totally online. The district determines the learner outcomes, rate, and the content. Instruction is classroom- based with opportunities for online support. A balance of online and teacher facilitated learning …. based on the best approaches to learning. Schwahn & McGarvey

59 59 Levels of Info Age Application All instruction is school-based or classroom- based. Totally online. The learner determines the rate, the content, and learning style. Totally online. The district determines the learner outcomes, rate, and the content. Instruction is classroom- based with opportunities for online support. A balance of online and teacher facilitated learning …. based on the best approaches to learning. MCL Schwahn & McGarvey

60 60 FRICTION-FREE

61 61 Apple, Inc.’s iTunes... Allows me to select and buy MY favorite individual songs... For only $1.39 cents each, cheaper than in ‘79... Downloads them to my computer and my iPhone/iPad and I am listening to Rod Stewart sing “I Only Have Eyes for You” within minutes... My VISA is debited... Rod Stewart’s bank account is credited... All totally “friction free”... No one touched anything... No one had to do any work... And Apple’s CEO buys an expensive bottle of merlot... Any possible application to education?????? Schwahn & McGarvey

62 62 Allows Lincoln, a third grader, to download learner outcome 3.2.4, dividing with two numbers in the dividend... Lincoln reviews his completed outcomes, electronic portfolio, and his next challenges... Within 60 seconds, selects his learning style and content interest area for outcome and is working through a learning activity... When completed, 45 minutes later, Lincoln tests out and Learner Outcome is marked “accomplished” and his portfolio is updated Lincoln is rewarded by watching a film clip of Peyton Manning throwing three touchdown passes in the 2007 Super Bowl... Lori and Kit and his Willow Creek Learning Coach Mary Brown are notified by of Lincoln’s success and drop him a personalized “attaboy”... All totally “friction free”... Lincoln’s Learning Coach did not have to touch anything... No one but Lincoln had to do any work... And Lincoln’s Mom calls his grandpa to boast about Lincoln’s intelligence, his cuteness, and their plans for that Dartmouth application... Willow Creek iSchool Schwahn

63 SEMINARS

64 64 LEARNER OUTCOMES CLASSIFIED AS TO LEARNING FORMAT (Options) INFORMAL LEARNING GROUPS ON-LINE LEARNING SEMINARS LABWORK PROJECTS MENTORING/SHADOWING ETC. Schwahn & McGarvey

65 65 Interpersonal Communications Interpersonal Relationships Career Options that Fit Me My Beliefs and Values: Identification and Evaluation Diversity: The Problems and the Potential Creating and Defending Your Business Plan Budgeting... Time and $$$$ Branding, Marketing, and Propaganda Economic systems: Capitalism, Socialism, & Communism Democracy and the History of the United States Lewis and Clark and Westward Expansion Example SEMINARS (Designed from your Strategic Direction and your Learner Outcomes. Scheduled very much like our best universities now schedule classes) Schwahn & McGarvey

66 66 HIGH SCHOOL CHAPTER 7: Lori Does Her Learning Plan/Schedule (also youtube video) ELEMENTARY SCHOOL CHAPTER 11: The Elementary MCL Vision

67 MCL DEFINED M ASS C USTOMIZED L EARNING……. Meeting the individual and personal needs of learners every hour of every day. Made possible by today’s transformational technologies INDIVIDUAL LEARNING NEEDS……. Appropriate level of learning Appropriate learning style Content of high interest 67 Schwahn & McGarvey

68 68 MCL: A Teacher’s View Sarah Irish Dirigo Middle School Dixfield, Maine

69 69 VISION THREE THINGS TO CONSIDER ABOUT A VISION: COMPELLING COMPELLING? LOGICAL LOGICAL? DOABLE DOABLE? Is the Vision pulling you? Is the Vision needed? Is the Vision possible? Schwahn & McGarvey

70 70 COMPELLING?

71 71 COMPELLING COMPELLING? MCL VISION The feedback on the MCL VISION has been overwhelming positive. Typical responses are: “Finally! I have been waiting for this to happen!” (Teacher) “I could have written this book!” (Director) “This is what we have been trying to do, but you have put words around it.” (Technology Leader) A compelling Vision doesn’t push us – it pulls us! (C.Schwahn)

72 THE POWER OF VISIONS How do organizations inspire their employees to be more than observers, WITH A VISION to actually create their futures? WITH A VISION POWERFUL VISION Having a POWERFUL VISION is the most forceful motivator of change that companies, communities, nations, and individuals possess. POWERFUL VISION A POWERFUL VISION helps members of your organization to think together, dream together, act together to make a difference. Joel Barker MCL: Learning in the Age of EMPOWERMENT

73 73 LOGICAL?

74 74 LOGICAL LOGICAL? MCL VISION The MCL VISION allows us to finally* implement/act on the basic research on learning. It is supported by the research on: MCL VISION The MCL VISION replaces the severely out-dated Industrial Age assembly-line structure of 1892 (which…….by the way …….…. was not researched-based!) Learning Styles and Learning Rates * Motivation and Engagement * Team Teaching Multi-Age Classrooms 21 st Century Learning

75 75 DOABLE?

76 76 DOABLE DOABLE? MCL VISION The MCL VISION is now possible with the advent of the customizing technology that is all around us – except, of course, in education. The mass customizing technology is hiding in plain sight! Cross Industry Borrowing A BALANCED Delivery System Outsourcing Parts of the Curriculum to technology – freeing teachers up to teach complex reasoning and engaging learners in real problem-solving scenarios Teachers Sharing the Load!

77 77 MASS CUSTOMIZED LEARNING The Definition Starter Steps: Just a few!

78 78 STARTER STEPS for Mass Customized Learning Shifting/ Changing the Mindset Practicing “Within the Box” Ready for Rollout McGarvey

79 79 STARTER STEPS for Mass Customized Learning Shifting/Changing the Mindset * Conduct BOOK STUDIES Inevitable: Mass Customized Learning by Schwahn & McGarvey Mindset by Carol Dweck Drive by Daniel Pink Why We Do What We Do by Edward Deci The Kids Left Behind * Change/Watch YOUR LANGUAGE (talk the talk of MCL) * Encourage and support INNOVATION/RISK TAKING (A Bully-Free Culture!!!) * Create PROFESSIONAL LEARNING TEAMS (Research AND Evidence-Based) Monitoring how learners are doing on LEARNING GOALS vs Activities/Assignments Model/Expect CONTINUOUS IMPROVEMENT * Use PROBLEM SOLVING TOOLS McGarvey STUDY MOTIVATION & ENGAGEMENT

80 80 STARTER STEPS for Mass Customized Learning Practicing “Within the Box” * Create a STRATEGIC DIRECTION toward MCL with Stakeholders Based on Future Trends Mission Vision Core Values/Principles of Learning/Principles of Professionalism Learner Outcomes * Adopt a COMMON LANGUAGE OF INSTRUCTION/LEARNING * RECOGNIZE behaviors/practices aligned with the MCL vision * Use a FORMATIVE APPROACH TO FEEDBACK (Tackle grading!) * GROUP AND REGROUP LEARNERS for specific Learning Targets * Use ON-LINE INSTRUCTIONAL OPPORTUNITIES/RESOURCES for specific Learning Targets McGarvey

81 81 STARTER STEPS for Mass Customized Learning Ready for Rollout * Write CURRICULUM AS LEARNER OUTCOMES * Categorize LEARNER OUTCOMES BY LEARNING FORMAT * Design/acquire and implement ACCOUNTABILITY TECHNOLOGY for administration * Create and place ON-LINE LEARNER OUTCOMES online * Create SEMINARS for Learner Outcomes requiring interaction with a Learning Facilitator (teacher) * Design/acquire and implement SCHEDULING TECHNOLOGY for individual learners McGarvey

82 82 MASS CUSTOMIZED LEARNING The Definition Operate from a Set of Guiding Principles

83 Some Generalizations from the Research on Learning Students learn in different ways. Students learn in different timeframes. Success breeds success and influences esteem, attitude, and motivation. Mistakes are inherent in learning. GUIDING PRINCIPLES for Students & Learning 83

84 84 Since (write in one of your Guiding Principle) ……then…. What grading practices should we STOP doing? And, what grading practices should we START doing? Students learn in different timeframes. Mistakes are inherent in the learning process. B. McGarvey

85 85 MASS CUSTOMIZED LEARNING The Definition Focus on Learning Goals vs Activities/Assignments

86 86 Setting specific goals for student achievement and then tracking progress regarding those goals is one of the most powerful actions a teacher, school, or district can take. Marzano on: Setting Specific Goals + Tracking Progress

87 87 Lori does her schedule A conversation between Lori, a 14-year-old learner and her father  Likes pop music, athletics, math, technology…and Christopher  Is a rather responsible, self-directed learner….but a teenager!  Attends a Learning Community (formerly called a school) that has created the Information Age infrastructure for Mass Customized Learning.  Her “Personal Learning Interests/Essential Questions” (generated with her Learning Coach) are: - Economics in the Music World - How Does the Stock Market Work? - Basic Psychology: Why do we say and do what we do? - Politics: What do Conservatives believe and how do they tend to behave? What do Liberals believe and how do they tend to behave? Schwahn & McGarvey

88 88 Lori’s Scheduling Sequence: From the least flexible to the most flexible. 1. Team Sports/Music (e.g., Gymnastics/Band) 4. Laboratories (e.g., Science) 2. Seminars (e.g., Interpersonal Communications) 3. Coop Learning Online (e.g., Math online learning with three friends) 5. Personal Learning Interests (e.g., Economics of the music world) 6. Personal Online Learning Outcomes (e.g., Math/US History) Schwahn & McGarvey

89 89 Lori’s Seminars for the next two months…….. (About 15 hours/week) Interpersonal Communication My Beliefs and Values: Identification and Evaluation Career Options that Fit Me Diversity: The Problems and the Potential Creating and Defending Your Business Plan

90 90 ACTIVITY LORI DOES HER SCHEDULE Listen/watch for the practicality and the relative simplicity of creating an individual learning plan for each learner. Think what this process might do for student motivation. What happens when Lori completes her schedule and hits “send?” Schwahn & McGarvey

91 Maine Cohort for Customized Learning Leading the development, implementation, and promotion of customized learning Brought together by a COMMON VISION This is an “inside job!”

92 Maine Cohort Districts October School Districts 19,332 Learners

93 MCCL 25 School Districts 3 Post-Sec. Schools 50,772 Learners Representing 27% of Maine’s K-12 Learners Maine Cohort Districts October School Districts 19,332 Learners

94 MCCL 25 School Districts 3 Post-Sec. Schools 50,772 Learners Representing 27% of Maine’s K-12 Learners

95 October 2011 October 2012 MCCL

96 Maine Cohort Member Organizations & Individuals Maine Department of Education Maine Learning Technology Initiative Maine International Center for Digital Learning (MICDL) Bette Manchester and John Newlin Mary Jane McCalmon Bea McGarvey Doug Snow, Apple Inc. Bret King, Tech. Project Manager (Contracted Service) Maine Department of Education Maine Learning Technology Initiative Maine International Center for Digital Learning (MICDL) Bette Manchester and John Newlin Mary Jane McCalmon Bea McGarvey Doug Snow, Apple Inc. Bret King, Tech. Project Manager (Contracted Service)


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