1. Personalizing Education Promoting Student Agency

2. Personalized Learning 2 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. 3

4. 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 5 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. 6 The 360° Teaching with Technology Model Questions to ask when you are trying to personalize learning:

7. 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 ProgramsInnovative and Magnet Programs

8. 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. 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. 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. 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 Alternate High School Schedules – 4-day school week/Friday remediation and assistance

12. 12 What might this look like?  Using alternative educational approaches and instructional practices:  Authentic learning Authentic learning  Blended learning Blended learning  Community-based learning Community-based learning  Project-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. 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 MatrixTechnology 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. Instructions: 1)Read the scenario provided regarding teacher use of technology in the classroom setting 2)In teams or groups, determine where you feel the teacher fits within the Technology Integration Matrix (TIM)- http://fcit.usf.edu/matrix/download/tim_table_of_summary_indicators.pdf - Descriptors http://fcit.usf.edu/matrix/download/tim_table_of_teacher_indicators.pdf - Teacher Descriptors http://fcit.usf.edu/matrix/download/tim_table_of_summary_indicators.pdf http://fcit.usf.edu/matrix/download/tim_table_of_teacher_indicators.pdf 3)Give a rationale for why you chose the particular learning environment 4)Give a rationale for why you placed the teacher within the integration levels of Entry, Adoption, Adaptation, Infusion, and Transformation 5)Discuss how personalized learning is a part of making these determinations 14 USING THE TECHNOLOGY INTEGRATION MATRIX Group Activity

15. 15 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 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?

16. 16 PATHWAYS TO PERSONALIZED LEARNING WEBINAR LINK Pathways to Personalized Learning

17. 17 Benefits and Challenges Center for Digital Learning, Pathways to Personalized Learning, 2013. Retrieved from http://825d0007e19cfb8330f5-793aa0e2839afbbc4a0b9a46376ed589.r13.cf1.rackcdn.com/CDE13+SRQ3.pdf

18. 18 Next Steps

19. 19 Your Thoughts? Taken from http://personalizedlearning.spps.org/what_is_personalized_learninghttp://personalizedlearning.spps.org/what_is_personalized_learning

20. 20 FOUR NECESSARY MINDSETS Promoting Personalized Learning

21. 21 GROWTH MINDSET Four Mindsets to Cultivate that Promote Personalized Learning Mindset #1 – A Growth MindsetA Growth Mindset “I can change my intelligence and abilities through effort.”

22. Mindset # 2 - Self-Efficacy: “I can succeed.” 22 SELF - EFFICACY Four Mindsets to Cultivate that Promote Personalized Learning

23. Mindset # 3 - Sense of Belonging: “I belong in this learning community.” 23 SENSE OF BELONGING Four Mindsets to Cultivate that Promote Personalized Learning

24. Mindset # 4 - Relevance: “This work has value and purpose for me.” 24 RELEVANCE Four Mindsets to Cultivate that Promote Personalized Learning

25. 25 4 C FRAMEWORK Framework for 21 st 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”

26.  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 26 THROUGH PERSONALIZED LEARNING, MTSS, AND SOCIAL-EMOTIONAL LEARNING Future Ready Skills