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PL 101 + 201: Personalized Learning Refresher

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Agenda + Slide References

Goals:

Build common language on personalized learning.
Share resources and practices to support PL.

Check in and Framing [slides 1-5]
PL 101 [slides 6-25]
PL 201 [slides 26-33]
Closing + reflection [slide 34]

Feel free to skip to the relevant sections of the video for your role and your practice! Use the timestamps to find the right section for you.

Just make sure you end with slide 34!

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Why PL

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Personalized Learning (PL) is a one-size-fits-one approach to instruction that (1) taps into each student's strengths, needs, and interests to customize learning and (2) supports student voice and choice in what, how, when, and where they learn to ensure that all students achieve at their greatest potential.

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Why personalize learning

Students do the heavy intellectual lifting

Improve

relevance and responsiveness

Teacher-centered lessons only work for some students

Employers prioritize soft skills

Improved outcomes for all students

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PL 101

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How We Think About

Personalized Learning

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Components of Personalized Learning

Core 4 of Personalized Learning Targeted Instruction \| Student Reflection & Ownership \| Data Driven \| Flexible Content	Instructional Models Station Rotation \| Flipped \| Playlist

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IT’S KIND OF 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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IT’S KIND OF LIKE DANCING

Moves: Core Four

Specific tactics that drive student-centered learning

Choreography: Instructional Models

Ways to design instruction to incorporate PL tactics

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What Does PL Look Like?

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The Core 4

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The Core 4 of Personalized Learning

I provide 1-1 or small group instruction to meet student needs

I pull data to understand what students need and flexibly group students

I employ content that flexes to meet student needs

I provide opportunities for students to reflect and make choices about what they need

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THE CORE FOUR | Targeted Instruction

Targeted Instruction

Focus on small groups or 1-1 support
Group students based on skill level, needs or interests
Use data to inform instructional decisions

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THE CORE FOUR | Data-Driven Decisions

Focus on identifying most important sources of data
Use formative assessments to inform instruction
Teams collaboratively review data

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THE CORE FOUR | Student Reflection + Ownership

Student Reflection and Ownership

Develop student learning metacognition
Offer student choice
Support student-driven goals
Train students to be self-directed

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THE CORE FOUR | Flexible Content and Tools

Focus on using a variety of resources to differentiate path, pace or content
Utilize a mix of foundational, adaptive and customizable curriculum
Find ways to leverage content to target groups or individual students

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Ways Schools Embed Core 4

School teams plan for PDs by considering what data they have on what staff needs, provide opportunities for targeted groups, incorporate reflections and flex content and tools.

Teachers reflect on current practices using the Core 4 Continuum.

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Ways Schools Embed Core 4

Provide time and space for teachers to reflect on where they currently are at and identify support they may need.

PL Teams participate in learning walks and look for components of the Core 4.

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Where to find more resources: PL website!

Click here to access the Core 4 Continuum.

Reflect on areas of strength and areas of growth within your practice.

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Instructional Models

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How do we personalize learning?

ACTIVITY

A single task or experience (exit ticket; digital program; think, pair, share)

TOOL

A combination of activities (playlist; lab; data binder)

MODEL

a progression of activities and/or tools that make-up a lesson (workshop; station rotation; flipped model)

Exit Ticket

A Playlist

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3

4

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Base Model: Station Rotation

Additional Resources:

Infographic link:

ES + Secondary

Station Rotation in an Era of Social Distancing

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Base Model: Flipped Instruction

Additional Resources:

Infographic link:

ES + Secondary

Creating Engaging Video Lessons

Using Screencastify

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Base Model: Playlists

Additional Resources:

Infographic link: ES + Secondary
Creating Playlists video + resources on the January 6th PD webpage

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PL 201: Personalized Learning Refresher

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The Core 4 of Personalized Learning

I provide 1-1 or small group instruction to meet student needs

I pull data to understand what students need and flexibly group students

I employ content that flexes to meet student needs

I provide opportunities for students to reflect and make choices about what they need

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Targeted Instruction: Management

Solving for the problem: As a teacher, you want a way to streamline and prioritize what you’re displaying to students.

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Data-Driven Decisions: CFU’s + Feedback

Solving for the problem: As a teacher you want to create structures so that feedback is accurate, meaningful + impactful for students. You want to make sure they are hearing it and that they understand what to do next.

Checking for Understanding	Giving Feedback

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Student Reflection and Ownership: Check-ins + Reflection

Focus Groups + Conferences

Surveys + Exit Tickets

“We need to be able to interact with the teacher on a balanced level.”

Solving for the problem: With so many new routines and ways we are learning, it is more important than ever to get a sense of how students are doing and get feedback on how to adjust instruction.

Check-Ins

Some Updates We’ve Been Using:

The Anti-Check in
Screen on, or screen off if…
Using current events to drive the way you engage. Where are you right now, in your head, heart or hand?

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Flexible Content and Tools: Task

Solving for the problem: As a teacher you want to find different ways for students to articulate what they know and/or learned from a session. Consider a visual response that meaningfully communicates their mastery of the standard.

VIDEO

GIF

PHOTO

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Option 1

Option 2

Want to Explore More? Check Out 3 Options Below:

Option 3

Explore a tool:

Get inspired: Find a new way to check-in with students + teams.

Learn more about audio + video feedback:

How and Why to Leave Audio Feedback [blog post + how-to video]
Mind/Shift article [research + advice for video feedback]
HBR article on why visual requests work

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Resources to Explore: If/Then Toolkits

Student Reflection & Ownership	Flexible Content and Tools	Data-Driven Decisions	Targeted Instruction

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Add your reflections to our Jamboard!

Click here to get to our jamboard.

Add your name + anything you’ve already tried and what you’ve learned from it.

We will use this to collaborate and build on in our January 29th session!

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