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DESIGN WORKSHOP

Friday, December 8, 2023

Personalized Learning with Jamestown CSD

Today’s Agenda:

https://bit.ly/JamestownDesign

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Your Education Elements Team

Nick Esposito

nick@edelements.com

Miriam Cohen

miriam@edelements.com

Michael Carey

michael@edelements.com

https://bit.ly/JamestownDesign

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OPENING | Let’s Check-in!

What is your favorite innovation?�

Pictures are for inspiration...feel free to think of one not listed here!

https://bit.ly/JamestownDesign

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Agenda

Opening and Check-in
Mini-Design Challenge
Intro to Design Thinking
Empathy Mapping
Writing Problem Statements
Ideation Stations
Lunch Time
Prototyping
Share Out

Objectives

Utilize an empathy map to define problem statements

Plan for personalized learning implementation and progress monitoring

Create connections between current instructional practices, priorities & personalized learning

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Personalizing learning is an instructional approach that empowers students to build ownership of their learning. Educators personalize learning by targeting instruction, fostering collaboration and creativity, facilitating reflection and goal-setting, and designing flexible learning experiences. Personalizing learning is an active and ongoing process. It is a student-centered approach to learning that calls on educators to be responsive to the needs of their students.

What is Personalizing Learning?

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Reflection and Goal Setting Student reflection and goal setting are practices that can build a bridge for students between the content they are learning and why they are learning it. While these are two separate practices, they can, and should be interconnected in the classroom. Reflecting on what we know and how we learn builds self-awareness that can make goal-setting a truly meaningful experience.	Targeted Instruction At its most actualized, targeted instruction means that students can articulate what instruction they are receiving and why, and students have some choice over the instruction they recieve based on their data, passions, and preferences.
Flexible Path and Pace Students learn in different ways and to truly personalize the learning experience, there must be opportunities for students to progress towards mastery of their learning through flexible learning pathways and at different paces.	Collaboration and Creativity Personalizing learning encourages students to work with one another, share ideas, create new solutions and projects, provide one another with feedback, and, in the process, learn more about themselves.

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Self Reflection | Core 4

While we observed your classrooms briefly during learning walks, we only saw a small snippet of all the wonderful things you’re doing!
You know your classrooms best, so we’d love for you to reflect on where you would currently place your classroom within each Core 4 area.
As you’re reflecting, please think of examples and specific practices you can point to (or not point to) in your classroom. Don’t just assume you’re ‘emerging!’
Hopefully, this reflection will help you monitor your own progress over time, and you’ll be able to celebrate your growth even when we’re not around!

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MINI DESIGN CHALLENGE

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You Will Need...

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Design Challenge: Design-a-Desk

Re-imagine the desk for

a 6th grade student

There are no design constraints - dream big and forget the barriers.
Stuck?

What would you design with a million dollars?

1 song to design this independently

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Design Challenge: Design-a-Desk

Re-imagine the desk for

a Senior!

There are no design constraints - dream big and forget the barriers.
Stuck?

What would you design with a million dollars?

1 song to design this independently

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Pause, Reflect, and Share- 10 minutes

How did it feel to reimagine your desk for a different user?

What might have happened if you didn’t redesign it with an end user in mind?

How did it feel to reimagine your desk for a different user?

Did you design separate desks for different users? Or reimagine the same desk to fit different users?

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Pause, Reflect, and Share- 10 minutes

How did it feel to reimagine your desk for a different user?

What might have happened if you didn’t redesign it with an end user in mind?

How did it feel to reimagine your desk for a different user?

Did you design separate desks for different users? Or reimagine the same desk to fit different users?

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Pause, Reflect, and Share- 10 minutes

How did it feel to reimagine your desk for a different user?

What might have happened if you didn’t redesign it with an end user in mind?

How did it feel to reimagine your desk for a different user?

Did you design separate desks for different users? Or reimagine the same desk to fit different users?

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WHY USE DESIGN THINKING

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INTRO TO DESIGN THINKING| The process

A creative approach to problem solving, this process starts with the people you’re designing for and ends with new solutions that are tailor made to suit their needs.

Empathy

Define

Ideate

Prototype

Test

Share

Notice

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Design Thinking I The Experience

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Design Thinking I The Purpose

Creative Confidence

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Design Thinking I The Purpose

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INTRO TO DESIGN THINKING| The process

A creative approach to problem solving, this process starts with the people you’re designing for and ends with new solutions that are tailor made to suit their needs.

Empathy

Define

Ideate

Prototype

Test

Share

Notice

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INTRO TO DESIGN THINKING| The process

A creative approach to problem solving, this process starts with the people you’re designing for and ends with new solutions that are tailor made to suit their needs.

Notice

Empathy

Define

Ideate

Prototype

Test

Share

Notice

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We start with notice because our past experiences, identity, and unique understanding of the world can influence our decisions as designers.

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NOTICE I Pause for Reflection

What experiences, preferences or biases do you have that impact the way you design instruction in your classroom?

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INTRO TO DESIGN THINKING| The process

A creative approach to problem solving, this process starts with the people you’re designing for and ends with new solutions that are tailor made to suit their needs.

Notice

Empathy

Define

Ideate

Prototype

Test

Share

Empathy

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In order to design for our students, we must gain empathy for who they are and what is

important to them.

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EMPATHY | Empathy Maps

Think and Feel Preoccupations: What is important? Desires? Aspirations? Worries?	See Environment What is the environment that surrounds them?
Hear Influences What are friends, family and influencers saying? What media is influencing this person?	Say and Do Behavior How is their attitude? How do they act in the classroom?

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Think of a Student in Your Classroom

?

A LITTLE LOST LUCY

EXTROVERTED VERN

EAGER EDNA

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EMPATHY | Team Observations

Place your sticky notes on chart paper

Work with your team to capture important themes, trends and insights you notice

Use these trends to define the problem you want to solve individually or as a team.

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EMPATHY | Team Observations

Place your sticky notes on chart paper

Work with your team to capture important themes, trends and insights you notice

Use these trends to define the problem you want to solve individually or as a team.

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EMPATHY | Team Observations

Place your sticky notes on chart paper

Work with your team to capture important themes, trends and insights you notice

Use these trends to define the problem you want to solve individually or as a team.

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BREAK TIME

Back in 10!

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INTRO TO DESIGN THINKING| The process

A creative approach to problem solving, this process starts with the people you’re designing for and ends with new solutions that are tailor made to suit their needs.

Notice

Empathy

Define

Ideate

Prototype

Test

Share

Define

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It is our responsibility, as design thinkers to define the challenge we are taking on, based on what we have learned about our

students.

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DEFINE I What makes a good problem statement?

Human-centered. Frame your problem statement according to specific users, their needs, and the insights that your team has gained from the Learning Walk Data.

Broad enough for creative freedom. This means that the problem statement should not focus too narrowly on a specific method to solve the problem.

Narrow enough to make it manageable. On the other hand, a problem statement such as , “Improve student experience” is too broad and will likely cause team members to easily feel daunted.

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DEFINE | Sample Problem Statements

HS science students need more opportunities to reflect and set goals because we need to build connection between content and their personal lives and goals to increase ownership over the work.

3rd Grade Students need opportunities to collaborate with peers because we need to foster trust, social skills and community after spending two years out of school.

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DEFINE | Problem Statement Madlib

[insert user] needs [insert need] because [insert compelling reason/outcome]

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INTRO TO DESIGN THINKING| The process

A creative approach to problem solving, this process starts with the people you’re designing for and ends with new solutions that are tailor made to suit their needs.

Notice

Empathy

Define

Ideate

Prototype

Test

Share

Ideate

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Ideation is our chance to combine the understanding we have of the problem and our students

we are designing for with

your imagination to

generate solutions.

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There’s a difference between asking

someone what would make something

better versus what would make them tell everyone they know about it.

Brian Chesky, CEO

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HOW MIGHT WE REIMAGINE LEARNING TO CREATE A

SCHOOL EXPERIENCE FOR STUDENTS?

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Click here to listen to the entire episode w/ Brian Chesky

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IDEATION ROUNDS

Collaborative Round

Instructional Models to support PL.

Independent Round

Explore Core 4 Tactics Bank (take notes of what you want to try related to your headline)

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INDEPENDENT STATION:

Core Four Tactics Bank + Core Four Toolkits

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CORE FOUR TACTICS BANK

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Core Four Toolkits: Reflection & Goal Setting

Core Four Continuum:

Where do you feel like you are currently in your instructional practice?

Suggested Actions:

Small shifts you can make

Success Indicators:

Evidence of personalized learning!

Resources:

Tools and strategies that may be helpful as you design for your classroom today

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Core Four Toolkits: Targeted Instruction

Core Four Continuum:

Where do you feel like you are currently in your instructional practice?

Suggested Actions:

Small shifts you can make

Success Indicators:

Evidence of personalized learning!

Resources:

Tools and strategies that may be helpful as you design for your classroom today

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Core Four Toolkits: Collaboration & Creativity

Core Four Continuum:

Where do you feel like you are currently in your instructional practice?

Suggested Actions:

Small shifts you can make

Success Indicators:

Evidence of personalized learning!

Resources:

Tools and strategies that may be helpful as you design for your classroom today

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Core Four Toolkits: Flexible Path & Pace

Core Four Continuum:

Where do you feel like you are currently in your instructional practice?

Suggested Actions:

Small shifts you can make

Success Indicators:

Evidence of personalized learning!

Resources:

Tools and strategies that may be helpful as you design for your classroom today

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COLLABORATIVE STATION

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It’s Like Dancing

Moves

Specific movements, poses, or positions you can deploy and practice on their own

Choreography

Moves come together to create something moving that tells a story

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INSTRUCTIONAL MODELS

Station Rotation	Flexible Playlists
Students visit various stations or centers. Stations may be assigned by teacher, or self-selected by students. Digital content can play a role in delivery of content, aligned with offline curriculum.	Students work through customized and flexible playlists of learning objectives and activities within a lesson, unit, or full course. The teacher provides face-to-face support on a flexible and adaptive basis.

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Deciding which group?

What components of each model do you like?�
What concerns with each model do you have?�
What excites you about designing lessons with these models in mind?

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Instructional Model: Station Rotation

Description: Students to visit various stations during the allotted time for a specific subject. Stations may be assigned by teacher, or self-selected by students. Digital content plays a role in delivery of content, aligned with offline curriculum.

Benefits:

Stations can address different levels of depth with students
Teachers can work with smaller groups of students to provide targeted instruction
Students have opportunities for collaborative and self-led learning
Students have multiple opportunities to reflect their learning in different ways

Considerations:

What digital content and tools are available to support offline instruction?
How do you ensure content is differentiated and rigorous across stations for individual students?
How are students being grouped?
What routines and procedures do you have in place to support a blended station rotation?

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Station Rotation Examples

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Station Rotation Examples

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Station Rotation Examples

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Whole Group Opening

Station Rotation with Targeted Pull-Out: 2 Days

Check for Understanding

Targeted Small Group Pull-Out

5 mins

10 mins

Digital Content Station

Peer to Peer

3 Station Rotation: Highest Need First: 1 x 25 mins

TUESDAY

Independent Work Time

WEDNESDAY

1 OF 3

station rotation

Targeted Small Group Pull-Out

Digital Content Station

Peer to Peer

Independent Work Time

2 OF 3

station rotation

41 MINS x 2 Days = 82 MINS

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HS Example: American Humanities DBQ Cycle

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Instructional Model: Playlist

Description: Students work through standard based tasks and activities within a lesson, unit, or full course. The teacher provides face-to-face support on a flexible and adaptive basis.

Benefits:

Students are able to receive more one-on-one support from the teacher.
Students are able to supplement their learning with material online and offline.
Students are able to experience targeted instruction, group projects, and individual instruction.

Considerations:

What routines and procedures do you have in place to support a flex model?
How do students take control of their learning during individual tasks?
What decisions does the teacher have to make to personalize the learning for individual students?

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Example of the Playlist model

Introduce or review new concepts followed by a quick check for understanding.

Student Reflection or Check for Understanding

Consider ways for students to reflect on what they completed/learned and opportunities to create a plan for next time.


Whole Group Opening


Independent or Pairs


Independent


Collaboration/Creation


Check Understanding

?


Targeted Small Group

Check for Understanding


Genius Hour


Student Choice

Students move through a checklist of activities based on choice or need.

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Playlist Model Example

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Example - Math

Before	After - Pathways

Learning Objective: I can add and subtract fractions and mixed numbers with unlike denominators.

Teacher led lesson adding and subtracting fractions and mixed numbers

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Whole group practice

Targeted small group

Independent group guided practice

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Playlist Model Examples - Secondary

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Instructional Models Reflection

What’s familiar? What’s novel?

Where do you see Core Four tactics being leveraged within instructional models to personalize learning?

What feels like something that could fit into the structure of one of your classes? (could be large or small)

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Ready to Prototype!

A creative approach to problem solving, this process starts with the people you’re designing for and ends with new solutions that are tailor made to suit their needs.

Empathy

Define

Ideate

Prototype

Test

Share

Notice

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LUNCH TIME

Back at 12:30!

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Energizer

Black Magic

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Energizer

Debrief

What was the strategy you used to discover how the magic was happening?

What did you do if your hypothesis was proven wrong?

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Safe Enough to Try

[Schools] often feel like they have to stick with a decision and let it play out, even if they sense it needs to be reevaluated.

This is where smaller decisions come into play again. With smaller decisions, you can move forward with the concept of “safe enough to try.” These smaller decisions and actions provide new data that inform the next set of decisions that need to be made. By operating on decision cycles, your organization is embracing a continuous improvement model.

Anthony Kim and Alexis Gonzales- Black, �The New School Rules

Is this good enough for now?
Is it small enough that I can test this immediately?
Is it safe enough that if it fails, I have time to recover?

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PROTOTYPING

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INTRO TO DESIGN THINKING| The process

A creative approach to problem solving, this process starts with the people you’re designing for and ends with new solutions that are tailor made to suit their needs.

Notice

Empathy

Define

Ideate

Prototype

Test

Share

Test

Share

Prototype

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Prototyping is the act of building something to try out.

It does not have to be

perfect.

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PROTOTYPING I Guidance for planning time

Option 1:	Option 2:
Build materials that support a Core 4 Tactic	Build your instructional model
Example(s): A reflection tool for students, goal setting notebook, a choice board that offers flexibility, collaboration protocols.	Example(s): Build a station rotation model or a flexible playlist.

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PROTOTYPE I “Safe Enough to Try”

10 minutes

STEP 1: Choose to work independently or collaboratively
STEP 2: Choose to create a digital or analog (on paper) prototype
STEP 3: Gather your materials and move if needed.
STEP 4: Revisit your Problem Statement - this is what you are designing to solve!

45 minutes

STEP 5: Create your prototypes!

10-15 minutes

STEP 6: Share with your colleagues/ PL teammates for feedback.

Suggested Timing:

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Prototype Example

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Prototype Example

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Peer Feedback

Praise: What do I admire and like about their plan?

Question: What question can I ask to learn more?

Suggestion: What advice might I give to help them improve in the area they are working on?

Our Norms

Be Kind

Be Specific

Be Helpful

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Please Share Your Prototype

You have worked hard today through the Design Process. It is time to share your prototype with the rest of the Jamestown PL Community. Please share by:

Find Your Campus
Copy a slide
Add your name and a fun title for your prototype
Answer - what is your problem statement that you are looking to solve?
Answer - what area of the Core Four of Personalized Learning does your prototype address
Provide a brief description of your prototype
Add a screenshot or picture of your prototype as it stands today

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CLOSING

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Check out

What’s one word or phrase to describe how you’re feeling as we take our prototype into the classroom?

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Erin - Goal Setting Tracker to use with students to increase ownership and motivation

Lindsay - Reflection piece on station tracker → Idea is to move towards more specific questions to have students to reflect after I introduce this format to students

Brandon - Self evaluation (still evaluating if it will be used weekly or daily)

Kim - Adjusting my stations throughout the week instead daily (not pulling every group each day) ; Created a choice board for students with a reflection to fill out weekly about what they struggled with, what they enjoyed

Dawn - Have students reflect differently within stations ; still figuring out how to check for understanding

Allison - Rework my centers with my push in co-teacher ; Students helping create norms for independent work time (using choice board or flexible playlist) ; Incorporating a Da Vinci notebook that helps students think about how they think

Adrienne - Collaborated with my co-teacher about the groups I work with when I push into Allison’s classroom. I struggle with creating goals with my student - I like the WOOP Reflection protocol and writing a letter to a reader in a journal with my ENL students

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Personalized Learning Roadmap

District-Level Work: Strategy

School-Level Work: Implementation

Summer - Fall

Winter - Spring

Foundations Workshop

Design Workshop

PLAN AND ALIGN

STRATEGY

SESSION

Learning Walk 1

FOUNDATIONS

STRATEGY

SESSION

Flexible Support Workshops

DESIGN

STRATEGY

SESSION

PROTOTYPE

PRACTICE

DAY

Learning Walk 2

Reflect and Plan Workshop

REFLECT AND �PLAN STRATEGY

SESSION

Kick-off Meeting

Plan and Align

Foundations

Design

Reflect and Iterate

Reflect and Plan

Complete Project Roadmap

Reflect and Iterate Workshop

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CLOSING | Gratitude, Check-out, + Stay Connected

Thank you so much for all the value you brought to our time together!

We are excited to be on this journey with you + can’t wait to see your prototypes in action!

Please take a moment to check-out by completing our closing survey!

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