1. New Learning Models: A Personalized Approach Karen Johnson, SOCRATES Online Jon Fila, Intermediate District 287 George Schoenborn, St. Peter Public Schools and SOCRATES Online TIES 2012 Sunday, December 9, 2012

2. Personalizing Learning is… Understanding how learners prefer to… Access content and information. Engage with the information. Express what they know and understand.

3. Personalized learning… is the process of contouring learning to the individuals that you’re dealing with, recognizing that we all have different strengths and weaknesses, different interests [and] different ways of learning. Sir Kenneth Robinson http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html

4. Personalized Learning We need a system that can customize our education. We need to shift some of learning to digital learning since we have an inherently modular system that can customize for different learning needs. Michael Horn TedXTalk Manhattan Beach November 2012

5. Why use new models? We all learn at different paces. We all bring different background knowledge to a learning experience. We all have different aptitudes. We have different learning needs at different times in our lives.

6. ...and education is transforming MS 124D.095 Online Learning Option Subd. 2.Definitions. For purposes of this section, the following terms have the meanings given them. (a) "Digital learning" is learning facilitated by technology that offers students an element of control over the time, place, path, or pace of their learning and includes blended and online learning.

7. Michael Horn

8. Assumptions Why do we group students by age and move them through in groups? Industrial model Linearity Conformity Batching

9. Assumption Why do we wait for students to fail and then offer remediation? They form misconceptions about themselves that they need to unlearn before they can learn.

10. Assumptions Why do we confine measurement of learning to what is taught in school? There are many dimensions to learning.

11. Assumptions Why do we hold time as the constant and learning as the variable? Students may need less time or more time. Customize their learning to accommodate.

12. Assumptions Why do we advance students based on credits and time served? Do we really know what a student in a certain grade or with a total number of credits knows?

13. Who owns the learning? Our system is based on compliance. Can we expect students to be fully committed to learning without involving them?

14. Innovation and Transformation Embed sound instructional practices. Match instruction to readiness and interest. o Rich interactivities. o Collaborate. o Rapid feedback in real time. o Intrinsically motivating experiences. Engagement remains high. o Pace is determined by student mastery.

15. Innovation and Transformation

16. System Examples: Finland Students are taught to take charge of their learning. Pasi Sahlberg Teaching is highly valued. Less facts. No standardized testing. More time developing creativity. Same teacher for 6 years. By 7 th grade, students “own” academic plan. Goal is “not excellence, it is equity.”

17. System Examples: CESA 1 Wisconsin Comprehensive, data- rich learner profiles Customized learning paths Proficiency-based systems https://sites.google.com/a/cesa1.k12.wi.us/instituteorientation/home Innovations Lab

18. System Examples: KunskapsskolanKunskapsskolan http://www.kunskapsskolan.se/foretaget/inenglish.4.1d32e45f86b8ae04c7fff213.html

19. Models in Practice Jon Fila and George Schoenborn

20. Policy and Practice Inhibitors Time Seat time / attendance. Grade advancement based on age. Funding Membership not competency/performance. Entrenched structures Local districts. Teacher compensation models. Prescriptive curriculum.

21. Contact Information Karen M Johnson @karenj17 kmjohnson@projectsocrates.org Jon Fila jtfila@district287.org George Schoenborn gschoenborn@stpeterschools.org