1. LEARNING PERSONALIZED: THE NEXT CHAPTER OF TEACHING AND LEARNING Allison Zmuda, Presenter Twitter: @allison_zmuda 1

2. PROBLEM: WE ARE TRAINING OUR STUDENTS AS IF WE LIVE IN A PREDICTABLE WORLD. 2

3. WE USED TO LIVE IN A WORLD WHERE EFFICIENCY TRUMPS EVERYTHING Knowledge is just a collection of facts about the world and procedures for how to solve problems. The goal of schooling is to get these facts and procedures into the student’s head. Teachers know these facts and procedures and their job is to transmit them to students. Simpler facts and procedures should be learned first. The way to determine the success of schooling is to test the students to see how many facts and procedures they have acquired. 3

4. LEARNING IN A CONTEMPORARY WORLD Messy problems Dizzying amount of information Growing intolerance for boredom Struggling on what matters Making sense of humanity and human nature 4

5. THE REAL “HIGH STAKES” JOBS FOR FUTURE REPORT 5

6. 6

7. THE REAL “HIGH STAKES” COLLEGE AND CAREER READINESS Conley, D. T. Redefining College Readiness. Eugene, OR: Education Policy Improvement Center.

8. 8

9. THE REAL “HIGH STAKES” WHAT OUR STUDENTS WANT… We want to do work that makes a difference to me and to my world. We want to learn with the media of our times. We want to do work that is relevant, meaningful and authentic. We want to be engaged intellectually. We want stronger relationships with our teachers, with each other and with our communities locally, nationally and globally. 9

10. WHY THIS IS IMPORTANT 10

11. PAUSE AND REFLECT 11

12. OBSERVATIONS YOU SEE IN YOUR STUDENTS What is it about your students that makes you think they need to learn how to think? 12

13. HOW WE WOULD LIKE THEM TO BE 13 74 56 2

14. DEFINITION OF PERSONALIZED LEARNING “Personalized learning is a progressively student –driven model where students deeply engage in meaningful, authentic, and rigorous challenges to demonstrate desired outcomes.” — Zmuda, Curtis and Ullman (2015) 14

15. KEY DIFFERENCES INDIVIDUALIZATION Student controls the pace of the topic as well as when to demonstrate mastery. Teacher drives instruction through teacher-created tasks and related lesson plans. DIFFERENTATION Student selects from a range of content, process, and/or product options to meet the requirements. Teacher tailors instruction based on individual student need and preference. 15

16. PAUSE AND REFLECT 16

17. TRANSITION TO PERSONALIZED LEARNING 1 st Column: Key elements 2 nd Column: Impact on role of the teacher and student 3 rd Column: Habits of Mind developing a gradual release to more self-directed learning 17

18. THREE STAGES OF UNDERSTANDING BY DESIGN 18 Stage 1: DESIRED RESULTS Stage 2: EVIDENCE Stage 3: LEARNING PLAN

19. 19

20. GOALS What are the desired results? 20

21. GOALS FROMTO Teacher determines goals Teacher and student(s) determine goals 21

22. INQUIRY AND IDEA GENERATION What sparks your thinking based on the topic? What is worth pursuing? 22

23. INQUIRY AND IDEA GENERATION FROMTO Teacher defines problem, challenge, investigation or idea Teacher may define parameters but students have a role in design of problem, challenge, investigation, or idea 23

24. TASK AND AUDIENCE 24

25. TASK AND AUDIENCE FROMTO Standardized, teacher- designed, or software- generated task Challenge where students have some role in shaping the experience Teacher as sole audience for student work Authentic audiences beyond the teacher to share/grow information, ideas, and actions 25

26. EVALUATION How is performance evaluated on a given task using criteria? 26

27. EVALUATION FROMTO Teacher as the sole judge of student work Student-teacher conference to make judgments about the quality of the work using established criteria 27

28. CUMULATIVE DEMONSTRATION OF LEARNING How do we show evidence of learning across time? 28

29. CUMULATIVE DEMONSTRATION OF LEARNING FROMTO A scoring system based on accumulation of grades A competency-based system where students select and share artifacts 29

30. INSTRUCTIONAL PLAN What does designing a learning plan look like? 30

31. INSTRUCTIONAL PLAN FROMTO Teacher as sole manager of learning Students increasingly navigate when, what, and with whom they are learning 31

32. FEEDBACK How does feedback promote growth? 32

33. FEEDBACK FROMTO Teacher as sole provider of feedback to ensure students are on track with larger projects Diverse sources of feedback and opportunity for action on that feedback 33

34. PERSONALIZED LEARNING FILTERS 34

35. USE THE FILTERS TO EXAMINE A PRACTICE Imagine a practice that you consider to be personalized learning. Use the filters to answer the questions: –To what degree do you see the opportunity for student voice? –To what degree do you see the opportunity for co- creation? –To what degree do you see the opportunity for social construction? –To what degree do you see the opportunity for self-discovery? 35

36. www.menti.comwww.menti.com 34 80 36 What are our burning questions or needs to help move us forward in personalized learning? 36

37. WANT MORE INFORMATION? 37 www.learningpersonalized.com