1. Central York School District Mass Customized Learning... and the Leadership to Make It Happen July 9, 2013 Chuck Schwahn chuckschwahn@yahoo.com masscustomizedlearning.com

2. Today’s Intended Outcomes: Why Mass Customized Learning? Becoming an ADVOCATE of MCL The MCL Vision. You feeling confident about sharing the MCL vision with your people Total Leaders. The thinking and the leadership to MCL vision a reality Getting Started. Action steps for the coming school year

3. The Total Leader Embraces the Inevitable Inevitable TOO! Chuck Schwahn and Bea McGarvey Significant contributions: Pat Crawford, Duff Rearick, and Jay Scott Mass Customized Learning

4. Inevitable TOO!

5. 5 the meeting was... Inevitable

6. Strategic Design Strategic Direction Beliefs/Values Mission Exit Outcomes Vision Strategic Alignment People Practices Processes Structures Leadership 101 6

7. STRATEGIC DESIGN Requires STRATEGIC DIRECTION Requires STRATEGIC ALIGNMENT Requires AUTHENTIC LEADERS Who DEFINE PURPOSE VISIONARY LEADERS Who FRAME VISION RELATIONAL LEADERS Who DEVELOP OWNERSHIP QUALITY LEADERS Who BUILD CAPACITY SERVICE LEADERS Who ENSURE SUPPORT TOTAL LEADERS Creating PRODUCTIVE CHANGE + ++++ 7

8. Key Domains of Total Leaders VISIONARY Vision AUTHENTIC Purpose RELATIONAL Ownership QUALITY Capacity SERVICE Support 8

9. Purpose - “It has meaning for me!” Vision - “It’s clear and exciting!” Ownership - “I want to be part of it!” Capacity - “I can do it!” Support - “Our leader is really helping!” 9

10. 10 “I could have written that book!” A vision hiding in plain sight. Everything is obvious: once you know the answer

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12. Your mental PICTURE of the FUTURE YOU PREFER TO CREATE A detailed description of what your organization will look like when operating at its IDEAL BEST 12

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14. VISION COMES ALIVE when everyone sees how his/her contribution makes a difference. People need to see both the big picture and their role in achieving that picture. 14

15. Vision... What we will look like, act like, feel like, and be like when we are operating at our IDEAL BEST. What will we be like when we are... Empowering All Learners to Succeed in a Rapidly Changing World

16. 16 “The very essence of leadership is... you have a VISION It’s got to be a vision you articulate clearly and forcefully on every occasion. You can’t blow an uncertain trumpet.” Theodore Hesburgh

17. Can we skip some things.... Education must change... significantly! Many things we used to do made sense... they don’t any more! Technology is here to stay... it will is revolutionizing our profession! Tinkering isn’t enough! 17

18. The USA is not a “catch up” country. We are a “leapfrogging” country. Face it, Singapore is better at being obsolete than we are! And about International Comparisons... 18

19. The “let’s get honest” question that we will ask all day: Are we doing this/making this decision based on... LEARNING, or on CONTROL? 19

20. For the Secondary Principal, CONTROL is a good “MUST” thing! So, the question I will ask: “Can you implement the MCL Vision and remain in control of your school?” 20

21. Learner Focus—it should drive everything! Who is it that is walking through our doors? 21

22. Just a thought.... Who is walking through our school doors? Many/Most kids who walk through our doors are no longer “students.” Instead, they are “learners.” Learners who have ALWAYS lived in the Age of Empowerment. We must treat them as such... or continue to bore the hell out of them. I’m just sayin’.... 22

23. 23 Talk a bit about this one: Who is the kid walking through our doors? How do they differ from when we were in school? If nothing else in our world had changed, would the “different kid” who walks through our door create a powerful need for changing how we do school?

24. TECHNOLOGY: Technology to TRANSFORM SCHOOLS Technology to TRANSFORM THE STRUCTURE OF SCHOOLS Not Technology to REPLACE TEACHERS We will not THROW THE BABY OUT WITH THE BATHWATER 24

25. Cyber Schools... “... throw the baby out with the bathwater.”

26. The Industrial Age gave us MASS PRODUCTION The Information Age gave us MASS CUSTOMIZATION The Age of Empowerment INEVITABLE which in turn made 26

27. Mass Customization... Who is doing this for you now? Identify an organization/business that is effectively meeting your individual needs. How do they do it? How might we transfer what they do to education? 27

28. Industrial Age Structures and Practices A graded k-12 assembly line... everyone moves at the same pace When there is a problem on the assembly line... students are moved to “rework” A,B,C grades... some lemons come off of the line and we give them “Cs” Time is the constant... quality learning is the variable Our profession/industry is heavily unionized School Districts are more “managed” than “led” 28

29. 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 29

30. 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 Any time in Any way from World Wide Experts HERE’S THE DIFFERENCE! 30

31. And now, in this Digital World, ANYONE can learn ANYTHING from ANYWHERE at ANY TIME from WORLD-CLASS EXPERTS using the most TRANSFORMATIONAL TECHNOLOGIES and RESOURCES available to ENHANCE their PERSONAL INTERESTS and LIFE FULFILLMENT.

32. BUT….in their “Reform-Driven” Schools…… SPECIFIC STUDENTS of a SPECIFIC AGE must learn SPECIFIC THINGS on a SPECIFIC SCHEDULE in a SPECIFIC CLASSROOM from a SPECIFIC TEACHER using SPECIFIC MATERIALS and METHODS so that they can pass SPECIFIC TESTS on SPECIFIC DATES ……and only then will THE SYSTEM call them “OK.”

33. Cross-Industry Borrowing for the Empowerment Age Delivery System  GOOGLE / BING / WIKIPEDIA...…for the Content  BLACKBOARD …………………..….for Curriculum, Instruction, Coordination  iTUNES ……………………….............for Accessing Online 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 33

34. “Inevitable: Mass Customized Learning” The title states the challenge and the opportunity. The world IS customizing services and products for the individual. Education WILL BE customized to individual learners... it IS INEVITABLE The question is: Will educators customize learning or will Apple Folks do it? 34

35. 35 Let’s talk technology... What scares you/us most about technology’s heavy influence on schools and learning? What major contributions will technology make to learners and schools?

36. 36 The Inevitable: MCL Vision is “AN INSIDE JOB!”

37. The BIG QUESTION -- Do you think that education is going to get better if we continue in our old Industrial Age paradigm? 37

38. 38 About Learner Motivation: (from: Getting Smart : How Digital Learning is Changing the World) Tom Vander Ark When you visit high schools, it’s striking to note the difference in affect and energy between hallways and classrooms. Boredom may be the greatest challenge we face.

39. 39 We have not served the “fast runners” well...

40. 40 Many people who are intelligent believe that they are not.

41. Intrinsic Learner Motivators: 41 I find the content interesting. (better if “I chose it because it is very interesting.”) It fits the way I learn. (better if “I was given alternative ways to learn... I learn best through video.”) It hits my learning level. (better if “It will be a challenge, but I think I can learn it.”) Mass Customized Learning can do ALL THREE.

42. Students are not engaged in their learning and are misbehaving; teachers feel they are losing control... you are the Principal.  What mindset do you bring to the analysis of this problem?  Is it, “How can we create policies, rules, and practices that will help teachers control their classrooms?”  Or, is it “What can we do to create the conditions that will motivate students to want to learn?” 42

43. If you’re thinking “what would motivate students”... THINK: Meeting readiness level... That is, the learner has the prerequisite learnings. Letting students determine the content... That is, students are interested. Letting students select the learning mode... That is, it fits the student’s learning style. MCL does all of these... our present structure does none of these. 43

44. 44 The case for INTRINSIC MOTIVATORS... (find them at your nearest MCL system) EXTRINSIC MOTIVATORS INTRINSIC MOTIVATORS come from the outside…. and foster compliance come from the inside…. and foster commitment come in the form of rewards and punishments come in the form of freedom and personal fulfillment cause learners to do what we want them to do allow learners to do what is meaningful and purposeful Learners tend to stop doing things when the Extrinsic Motivators are stopped Intrinsically motivated learners tend to become Life-Long Learners Let me think now... does this have implications for us??

45. 45 The Inevitable: MCL Vision from a Teacher’s Perspective (Today, Teacher Learning Facilitator)

46. 46 Role of the Learning Facilitator (teacher)  Facilitates the learning of 12-15 learners.  Engages and inspires each learner.  Guides the progress and development of each learner.  Develops, monitors, and supervises learner activities.  Ensures that all learners can effectively use the system’s learning tools to accomplish their outcomes.  Creates and delivers seminars that allow learners to accomplish complex learner outcomes.  With other Learning Facilitators, continuously improves the learner experience and the success of the learning community.

47. 47 Role of the Learning Coach  Advises and mentors12-15 learners.  Examines options and expectations for each learner.  Creates, monitors, and revises a learning plan for each learner connected to the learner’s needs, style of learning, interests, and vision for his/her future.  Analyzes the learner’s progress on his/her learning plan.  Communicates among the learner, parents, and the learning community (school).  With other Learning Coaches, adjusts the programs and procedures in the Learning Community to meet the ever-changing needs of their learners.

48. 48 The Inevitable: MCL Vision from a Learner’s Perspective (Lori’s Dad plays a “bit part.”)

49. How is this specific learner outcome best learned... some options 49 Online Interactive seminar Lecture with Q & A Reading/Viewing Project Lab Mentor/Shadowing Etc.

50. Creating a 60-day Customized Learning schedule for Lori A conversation between Lori, a 14-year-old learner, and her father/mother Assuming that the Learning Community has created the Information Age infrastructure... e.g., curriculum as outcomes, learning opportunities online, etc. Lori is a rather responsible, self-directed learner... but a teenager! Lori has a Learning Coach who is employed by the Learning Community What if Lori were not a responsible, self-directed learner What if Lori did not have access to a computer at home 50

51. 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? MCL 51

52. The “to do” list to pull it off... The School System has: 1.Derived a Strategic Design 2.Written curriculum as Learner Outcomes 3.Categorized Learner Outcomes by Learning Format 4.Created and placed Online Learning Outcomes online 5.Created Seminars for those Learner Outcomes requiring an interactive Seminar format 6.Designed and implemented Scheduling Technology for Individual Learners 7.Designed and implemented ePortfolio Technology for Individual Learners 8.Designed and implemented Accountability Technology for Administration 52

53. Learner Portfolios as MCL Management System iTunes is to Apple... as eLearner Portfolios are to MCL Did Apple know what they had when they created iTunes ePortfolios(ePs) as documentation of individual LO mastery But also, ePs as real-time communication with parents ePs as real-time grouping of learners with similar needs In aggregate, ePs as data for continuous improvement/TQM In aggregate, ePs as organizational accountability (goals, data, reports) Allows for access to data at any time and from any place for those “with a need to know”

54. 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) 54

55. 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) 55

56. 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 56

57. 57 1.MCL advocates have high expectations but are not naive ….boys will be boys and girls will be girls. 2.Learners also differ in the degree of structure required for maximum learning ….and MCL treats each accordingly. 3.Those needing more structure will have it ….MCL allows for near total freedom ….or near total control. But what if a learner (Johnny) is continually “sloughing off” you say:

58. 58 4.But the goal that each learner become a Life-Long Learner (LLL) never changes... learners are continually encouraged to take control of their learning lives and given all of the freedom they can responsibly handle. 5.If our goal is to graduate LLLs, then we should be intentional about it... beginning when the learner first walks through our doors. 6.No surprise, nearly every school system has the goal to graduate LLLs.

59. 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?” 59

60. So what about Lori... Is that DESIRABLE? Is it DOABLE? 60

61. Industrial Age Words Information Age Words Schools Classrooms Students Instruction Teachers Curriculum Tests Learning Systems Learning Environments Learners Learning Learning Opportunities Learning Outcomes Performance Assessments 61

62. Your organization is perfectly designed to get the results that you are getting. 62

63. The Industrial Age gave us Book Stores The Information Age gave us Kindle The Industrial Age gave us Encyclopedia Britannica The Information Age gave us Wikipedia The Industrial Age gave us garage sales The Information Age gave us eBay The Industrial Age gave us film and movies The Information Age gave us digits and YouTube The Industrial Age gave us graded, time-based-learning schools The Information Age gave us graded, time-based-learning schools Or... The Information Age gave us Apple Apps and MCL. 63

64. 64 Someday a company is going to come along and put us out of business. It might as well be us!

65. The Industrial Age gave us Book Stores The Information Age gave us Kindle 65

66. The Industrial Age gave us Encyclopedia Britannica The Information Age gave us Wikipedia 66

67. The Industrial Age gave us Garage Sales The Information Age gave us eBay 67

68. The Industrial Age gave us Film and Movies The Information Age gave us Digits and YouTube 68

69. The Industrial Age gave us Graded, Time-Based-Learning Schools The Information Age gave us Graded, Time-Based-Learning Schools 69

70. Or... The Industrial Age gave us Graded, Time-Based-Learning Schools The Information Age gave us Apple Apps and MCL. 70

71. Education’s 10 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” …for so long…that people think GOD invented them…and so revere them!

72. 72 The TOTAL LEADER for Productive Change The Authentic Leader The Visionary Leader The Cultural Leader The Quality Leader The Service Leader The TOTAL LEADER for the MCL Vision

73. 73 The TOTAL LEADER for the MCL Vision The Authentic Leader The Visionary Leader The Cultural Leader The Quality Leader The Service Leader DEFINES the REASON for MCL FRAMES the PICTURE of MCL DEVELOPS OWNERSHIP for MCL BUILDS CAPACITY for MCL ENSURES SUPPORT for MCL

74. 74 The TOTAL LEADER for Productive Change Authentic Leadership Visionary Leadership Cultural Leadership Quality Leadership Service Leadership “MCL has meaning for me!” “MCL is clear, exciting, doable, INEVITABLE!” “I want to be part of making MCL a reality!” “I (we) can Make MCL a reality!” “Our leaders are really helping!”

75. OPENNESS HONESTY TRUSTWORTHINESS VISION COURAGE INTEGRITY Leadership