1. Personalizing Education Promoting Student Agency
WELCOME
INTRODUCTIONS

2. Personalized Learning
In the diverse and ever-changing world of educational technology, the term "personalized learning" seems to be everywhere
There is not yet a shared understanding of what it means
It contains efforts to tailor lessons to students of different ability levels and educational needs and desires —an appealing concept

3. Multi-Tiered System of Support (MTSS)/Response to Intervention (RtI)
Three-Tiered Instructional/Intervention Model
Collaborative Problem Solving
The MTSS and RtI processes are integral parts of personalized learning.

4. Multi-Tiered System of Support (MTSS)/Response to Intervention (RtI)
The MTSS and RtI processes are integral parts of personalized learning.

5. Personalized Learning
To facilitate the academic success of each student by:
Determining the learning needs, interests, and aspirations of
individual students
Providing learning experiences that are customized—
to a greater or lesser extent—for each student
To accomplish this goal, schools, teachers, guidance counselors, and other educational specialists may employ a wide variety of educational methods:
Intentionally cultivating strong and trusting student-adult relationships
Modifying assignments and instructional strategies in the classroom
Entirely redesigning the ways in which students are grouped and taught in a school

6. The 360° Teaching with Technology Model
Questions to ask when you are trying to personalize learning:

7. What might this look like?
Reconfiguring the operational and educational structure of a large school
Students are organized into smaller groups and paired with a consistent team of teachers who get to know the students and their learning needs well
Smaller learning communities – teaming and theme-based academies
“Schools-within-a-School”—creation of distinct academic programs, or “schools,” within the operational structure of larger school
In Broward – Innovative and Magnet Programs

8. What might this look like?
Eliminating heterogeneous grouping - the practice of grouping students into different academic “tracks” or tiered course levels based on their perceived ability or past academic performance
Teachers may employ a variety of personalized instructional and academic support strategies generally called differentiation, differentiated learning, or differentiated instruction

9. What might this look like?
Schools may create or offer students a variety of learning pathways—i.e., a wider and more diverse selection of learning experiences – Broward Virtual School, D3, D4, D5 Classrooms, Innovation for Learning (IFL), Utilization of a Learning Management System (LMS)
Career-related internships that allow students to satisfy school graduation requirements or meet
state-required learning standards- Technical Colleges and CTACE
Dual and Career Dual Enrollment experiences – Technical Colleges and High School Articulation Programs with FIU, FAU, and Broward College
Accelerate learning – College Academy – Graduate high school with an AA degree,
Broward Virtual School (elementary, middle, and high school courses)
Independent-study projects, which allow students to self-design learning experiences in collaboration with a teacher, mentor, or advisor

10. What might this look like?
Students create and maintain personal learning plans
Plans describe academic, collegiate, and career goals while mapping
out the educational decisions they need to make to achieve their goals
Portfolios - cumulative record of a student’s academic work and
accomplishments
Teachers, advisors, and educational specialists use plans and portfolios
to guide how they teach and support specific students.
NAVIANCE – Connecting Learning and Life - Naviance is a comprehensive
college and career readiness solution for middle and high schools that helps
align student strengths and interests to post-secondary goals, and improve
student outcomes.

11. What might this look like?
Replacing more traditional homeroom periods or study halls with advisory sessions
Time in the school day for educators to meet with small groups of students and
advise them on academic, social, and postsecondary-planning issues
Students paired with advisors, adult mentors, or peer mentors who meet
regularly with students over the course of several months, a year, or multiple years
Help students acclimate to a school, navigate educational options, or plan for
higher education and careers after graduation
Utilization of Media Specialists for guided inquiry and support
New High School Schedules – A/B Block offering 8 classes per year, 1 class offered as an advisory session
Pompano Beach High School – 4-day school week/Friday remediation and assistance

12. What might this look like?
Using alternative educational approaches and instructional practices:
Authentic learning
Blended learning
Community-based learning
Project-based learning
Give students more personal choice in their education and more opportunities
Pursue learning experiences that reflect their personal interests, career aspirations, or cultural heritage.
A variety of digital and online learning options are instituted to personalize learning for students

13. What might this look like?
Increasing the level of choice and personal responsibility students have in the instructional process 
Student Voice - the values, opinions, beliefs, perspectives, and cultural backgrounds of individual students and groups of students in a school
Develop instructional approaches and techniques that are based on student choices, interests, passions, and ambitions
An alternative to traditional forms of instruction where teachers may make unilateral decisions with little or no input from students,
Introducing more student voice into the learning process is one way to personalize learning
Technology Integration Matrix (TIM) –
Higher levels of integration of technology into the curriculum promotes student choice of how to express understanding of concepts.
Lessons are structured so that student use of technology is self-directed.
The teacher guides, informs, and contextualizes student choices of technology tools and is flexible and open to student ideas.

14. Group Activity Instructions:
Read the scenario provided regarding teacher use of technology in the classroom setting
In teams or groups, determine where you feel the teacher fits within the Technology Integration Matrix (TIM) Descriptors - Teacher Descriptors
Give a rationale for why you chose the particular learning environment
Give a rationale for why you placed the teacher within the integration levels of Entry, Adoption, Adaptation, Infusion, and Transformation
Discuss how personalized learning is a part of making these determinations
Using the technology integration matrix

15. Student Agency-
What do students need in order to get in the driver’s seat, take agency, and dive deep? And how do we help them do so?
Deeper learning requires students to think, question, pursue, and create—to take agency and ownership of their learning
When they do, they acquire deeper understanding and skills, and they become more competent learners in and out of school
They become better prepared to succeed in academics, in 21st century careers and in life
We can’t force students to develop agency and drive their own learning. It must come from within.
Deeper learning instructional practices:
Student-centered and self-directed learning methods
Encouraging collaboration – Distance Learning Projects
Incorporating real-world projects, interviews, case studies and explorations – Global Scholars Program

16. Pathways to Personalized Learning
Pathways to Personalized Learning Webinar Link

17. Benefits and Challenges
Center for Digital Learning, Pathways to Personalized Learning, Retrieved from

18. Next Steps

19. Your Thoughts?
Taken from

20. Promoting Personalized Learning
FOUR Necessary mindsets

21. Four Mindsets to Cultivate that Promote Personalized Learning
Mindset #1 – A Growth Mindset “I can change my intelligence and abilities through effort.”
Learners with a growth mindset realize that their abilities to think and do are a result of their past behaviors.
They see effort as what makes people smart, they are motivated to focus on continued growth, and they persist in the face of setbacks.
On the other hand, when learners see intelligence or abilities as fixed, they see effort as something only incapable people need, they shy away from challenge, and they disengage when things get hard (Mueller & Dweck, 1998).
A growth mindset can be learned. When we teach a growth mindset, learners work harder because they want to do so, they use more effective strategies, and they reach higher levels of achievement (Blackwell, et. al., 2007). While this benefits all students, it also breaks down negative stereotypes and thereby contributes to closing the achievement gap (Good, Aronson, & Inzlicht, 2003).
The growth mindset is the most powerful lever to improve learning because it is the driver of student behavior that we’re least aware of and least deliberate about building, and because it has the greatest impact on student behaviors required both to learn knowledge and skills and to build the other critical Learning Mindsets and Learning Strategies & Habits that improve students’ ability to grow.
Growth mindset

22. Four Mindsets to Cultivate that Promote Personalized Learning
Mindset # 2 - Self-Efficacy: “I can succeed.”
Related to the growth mindset is the belief that one can succeed (Bandura, 1986).
Learners must believe that they can achieve their goals, however they define those goals. If students think they need help or resources, they must see a path they can take in order to obtain the required help or resources.
The stronger their growth mindset, the more learners will seek ways to overcome adversities and search for alternate strategies to achieve their goals
Self - efficacy

23. Four Mindsets to Cultivate that Promote Personalized Learning
Mindset # 3 - Sense of Belonging: “I belong in this learning community.”
When learners feel they belong to a learning community, they become engaged in learning (Harvey & Schroder, 1963; Oyserman, Bybee, & Terry, 2006).
When they feel they belong to a community of peers that values going beyond one’s comfort zone and learning about the world, learners connect learning activities and objectives with social rewards they value.
Sense of belonging

24. Four Mindsets to Cultivate that Promote Personalized Learning
Mindset # 4 - Relevance: “This work has value and purpose for me.”
Learners engage in learning much more energetically and deeply when they value the knowledge and skills that they’re working to acquire, or find them relevant or interesting (Eccles et al., 1983).
That leads them to think deeply, question, pursue, and put their full selves into their work.
Project-based learning and real-world connections are ways to foster relevance and help students explore passions, goals, and applications of learning.
We can also have learners reflect on and write about the relevance of their work, or about a learning experience they’re about to embark on.
relevance

25. Framework for 21st Century Learning Includes the 4 C’s
“Schools must prepare students for a different workplace--one that values innovation, imagination, creativity, communication, and emotional intelligence”
4 c Framework

26. Future Ready Skills
Self –Direction: Requires instructional strategies that create student-centered learning experiences
Evidence-Based Thinking: Empower students to support or refute ideas using concrete evidence based on reliable data and findings
Persistence: Develop the ability to continue with a task and maintain attention despite setbacks, resistance, or distraction (growth mindset)
Calculated Risk Taking:
Ability to consider and weigh multiple options and mitigate potential negative outcomes before taking a risk
Tolerance for Ambiguity:
In a world that changes rapidly, students need to develop the skills to think through ambiguous situations and stay with the question to examine various aspects and perspectives on the issue
Through personalized learning, MTSS, and social-emotional learning