West Central Instructional Day Reflection with report
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Learner AgencyFlexible ScheduleStudent ChoiceDelivery of InstructionMonitor Progress, Reporting, Learning Progression (continuum) Pace (how do we know kids are where they are supposed to be?)Multi-age and Flexible GroupingRole of Technology Relationship and Role of Student/Teacher
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NameWhat is the teacher doing?What is the student doing?What is the teacher doing?What is the student doing?What is the teacher doing?What is the student doing?What is the teacher doing?What is the student doing?What is the teacher doing?What is the student doing?What is the teacher doing?What is the student doing?What is the teacher doing?What is the student doing?What is the teacher doing?What is the student doing?What is the teacher doing?What is the student doing?
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Tony LanhamWalking around the classroom working with small pods of students.
Providing each learner with different abilites the appropriate material to challenge each student.

Students are working with other students that are on a similar pace.
The students that have completed a given standard are helping other students.
Checking the progress of each student making sure everyone is staying at or above teacher's pace.Managing their time well hopefully.
Not falling too far behind.
Getting ahead of schedule in case they have upcoming absences.
Allowing the students to make their own decisions.
Being prepared to work with students at different places in the curriculum
Self evaluating and being honest with themselves.
Learning how to choose what is best for their education.
Introducing concepts to the entire class.
As the unit progresses, walking around the room and helping students that couldn't learn without their assistance.
Reteaching the same thing many times.
Trying their best to learn from the material provided or from a classmate.
Showing grit to fight through the difficult spots without asking for help so quickly.
Using some sort of orgainizer/gradebook to constantly know where each student is.Using the same organizer the teacher is at all times.
Nothing should come as a surprise to the student. They should know what needs to be done daily.
Communicating with the students/parents daily.
Providing easy accessibility for parents and students to compare student pace to teacher pace.
Checking their progress in all classes to make sure they stay on or ahead of schedule.Putting much thought in how students are grouped. Focussing on the needs of each students and trying to find a way to gropu them together so everyone learns.Keeping an open mind when working with peers of a different age that may have different learning strengths and/or weaknesses.Providing assessments and feedback as soon as possible.
Keeping online parent/student resources up-to-date.
Using their techonolgy for assessments, videos, lessons, etc.
Also, checking their progress througout the day/week so they don't fall behind.
Encouraging the student to try numerous ways of learning.
Helping the students become self-motivated as well as taking ownership in his/her education.
Relying less on the teacher and more on themselves .
Owning the process.
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Joe CaffreyInteracting with students/groups
Students/Groups having meaningful conversation with themselves and teacherKeeping students on pace
Staying organized and up with students work for all students
Students are responsible for their needsProviding work that accomodates different learning styles
Giving feedback
Organized
Challenging themselves
Staying organized
Providing multiple methods of delivery
Interacting with students asking questions
Providing feedback
Engaged in classroom
Asking questions
Staying organized with all students and where they are in their learning
Giveing feedback to all students
They know what is expected and what is nextContinuously monitoring students pace in the classroom
Giving feedback on pace-encouragement
Providing options if below or beyond teacher pace
Staying engaged in the classroom using their time appropriately
Aware of their own pace in comparison with teacher pace
Providing thoughtout groups that will aid the students in their learning processCollaborating with students
Pushing themselves with in groups
Using technolgy to aid and enhance the learning process through organization, creation, and evaluation using technology to keep them selves organized, to create products, and evaluationFeedback
Energy
Lessons/Materials
Responsible for their learning
teaching others/being taught by others
Keeping pace
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Andrea Johnsonmodeling, communicating, teaching, building relationshipsabsorbing, learning dedication and determination, repeat, repeat, repeat, learning diligenceWorking in small groups or individually with students. Providing mini lessons or feedback.Varies... some students might be working with a teacher, some might be working on their own, some in small groups or pods. Kids spread out among the area doing their own thing as it relates to education.providing various learning avenues for different types of learners
organizing
preparing
self evaluation to determine the best option for their own learning as well as their timesmall groups, 1-1, large group if neccessary
facilitating labs and/or experiments
reviewing, providing feedback, organizing, enhancing
working individually, working in groups, collaborating, meeting with facilitatorConstant monitoring of student work and time management.
Would be nice to have a SIS or LMS that allowed parents to see what teachers see.
They could see all work and feedback from teachers
student organization and planningteachers are analyzing student progress and working with students to ensure they have time management skills and are working at a pace that is suitable for their learningStudents are using their time management skills to work and learn as it fits best with their learning capabilitiesHelping students to identify their level of learning.
Grouping students based on those levels.
Student is working at their pace.
Mentoring / Menteeing
organizing
providing resources
monitoring
analyzing
students are using technology to receive some learning materials
exploring
collaborating
working at their own pace
Mentoring
Monitoring
Providing lessons and instructional materials
Guiding
Setting goals
learning
managing their time
managing their learning
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Lana MainThe teacher is modeling learner agency as a learner themselves. The teacher is helping the student recognize the importance of learning and develop a love of learning. The student is learning because they recognize the value as opposed to doing it because they have to (playing the school game). Students seek opportunities to learn outside of the school walls. Additionally, students have choice in how their learning occurs. The teacher is helping students, giving lessons in small groups, working individually with students, conferencing with students about their progress...
communicating with parents, planning lessons, assessing, going to meetings...
The student might be doing a variety of things depending on the day, but the student would have some choice as to what they do and when they do it. The student's schedule could be different each day. The teacher facilitates curriculum that allows students to have choice in how they learn and how they are assessed. The teacher helps students individually or in small groups. The student prirotiizes their day to make sure they accomplish what they need to. The student has a schedule that they selected. The students knows when and how to get help from teachers and they do this as necessary. The teacher teaches students individually or in small groups. The teacher helps the student arrange learning opportunities or obtain resources they need. The teacher may pull groups of students together for bigger group projects. The student is learning, but probably not in a big group setting. The student is responsible for seeking extra help when they need it. The student may be working on their own or with their peers. The teacher must regularly monitor the student's progress and communicate with students and parents aobut their progress. The teacher may have to help students formulate a plan to stay on task and better maange their time. The student needs to monitor their progress, recongnize when they are falling behind, and take action to get caught up when they get behind. Both teachers and students need tools such as software in order to facilitate this. The teacher creates a pacing guide to help the student make sure they are on track. The teacher meets with students to help them stay on track and identify ways to help them keep on pace. The teacher would also help students who are ahead to identify other learning opportunties. for them. Parents also need access to a their child's progress in order for them to be able to help them stay on track. The student is responsbile for using the tools and resources they have been given to stay on track. If they get behind, it is their responsibility to seek help (if necessary) to get back on track. The student may choose to work alone or with other peers to demonstrate mastery of the content area. The teacher identifies a student's level of mastery and/or areas of interest in order to group them with the appropriate peers for a project. The student helps their peers and tutors their peers to make sure that all students master the content. The teacher uses technology to assess students, create curriculum, find resources for students, monitor student progress, and communicate with both parents and students. Students use technology to research, create, communicate, and demonstrate mastery of the content.The role of the teacher evolves from being the "sage on the stage" to being a "guide on the side."Students are responsbile for their learning. They can articulate where they are in the process of mastering the standards and they know what the next step is in their leanring. Additionally, they can apply what they are learning to the "real world."
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Jacob SittigThe teacher meets with a certain predetermined number of students regularly on their learner agencies. You could do this in a SRB or homeroom setting. Teacher help students track progress of their learner agencies. Teachers also demonstrate their own learner agencies to the students to provide positive modeling.The is constantly mindful of their learner agencies and the growth they make in each category. Students also have to demonstrate multiple learner agencies throughout the year in various individualized ways.Teacher must be prepared well in advanced to teach any portion of their curriculum at any given time. Teachers don't always have a set class with a set time.Students are able to create their own daily, weekly, or monthly schedule to a certain extent based on their current needs. Students are really held accountable to be on task and working to complete performanc tasks.Teachers provide students with multiple methods to show their mastery of standards. Once again requires more work upfront for the teacher. Teachers also have to determine a grading procedure for how they will assess many different types of mastery evidence.Students show their mastery of concepts and standards in their own unique and invidivual way. They are encouraged to show their own personality in their work.Teachers use a combination of lecuture but also self-paced student instruction, with more emphasis on the self-paced route. Once again, teachers have to be prepared to teach multiple areas of their curriculum at any given time. Sometimes the instruction might be given in a 1-1 setting, a small group setting, or as a larger lecture group.Students have to be held accountable to take control of their learning. If they need to be in a lecture, then they are there. If they are working more on a self-paced lesson, then they need to seek help when they need it. They work together with other students who are at the same spot in the curriculum in small groups to colloborate and master the material.There must be a system in place, whether it be some LMS system or an online curriculum such as MathXL where students complete work, notifiy their teacher that it is complete, and the teacher then is responsbile to update some sort of spreadsheet or gradebook. Both the teacher, student, and parents should be able to view this spreadsheet or gradebook.Students much report their progress in some way to the teacher when they have completed an objective or piece of curriculum of some kind. This could simply be by handing in an assignment, filling out a form, or sending an email to a teacher depending on the type of assessment that was completed.There should be a predetermined expected pacing guide, and teachers must track when a student falls behind the expected pacing of a unit or class. This pacing guide should be developed by the teacher ensure that the student completes the class/curriculum by the end of the instructional period (semester and/or year).Students are expected to remain on pace or ahead of the pacing guide provided to them by their teacher for a particular class. Each students must take measures and ownership in their learning to ensure this pace occurs.In a self paced system, there is undoubtably be a situation that occurs where students of different ages are in the same class or workiong on the same cirriculum. This is a good things that allows for interatction and collaboration of older students with younger students promoting mentoring and modeling to occur. Teachers must help to facilicate and encourage this interaction when the timing and situation is right.Students will learn to work together with younger or older students on curriclum in a flexible grouping setting. Older students will be expected to serve as mentors and good role models to the younger students they are working with. Teachers must develop curriculum that will allow the students to use tehcnology to enhance student expereince and learning. The computers should not simply be a tool to replace teaching that is already in place. Teachers need to do work ahead of time on tasks like creating videos, ect to allow students to work at their own pace when the situation arises.Students can use technology to aid and enhance the learning expereince. Computers can be used to create new learning artifacts to show student mastery. They can also be used for self-pacing purpose as a guide to continue in the curriculum whether it be by research or buy viewing course material (videos, etc).The teacher helps the student to take more control of their learning expereince. Teachers are still in charge, but over time, the student should take more and more owernership of their own progress and learning outcomes.By the end of the high school career, each student should be almost completely incharge of their own learning expereince. They only have to refer to a teacher to check in and get the neccesary instruction needed to adaquately understand the material and complete the task. All logistical and tidious tasks should be taken care of by the student, given them almost total owernship or their educational expereince.
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Jane HamzeDefines roles and expectations of themselves as well as their students
Students know what is expected of them
They have a pacing guide.
They have the ability to have choices in their learning
They are aware of resources at their disposal and how to use them
Teachers will have to be very organized so that resrouces are availabe for students working on all different assignments/projects/labs
Teachers will have to have a way to deliver new content to students that is readily availble for them whenever and whereever they are
Students are accountable for their time and how they use it
Students' schedules allow them to complete what they need to -including lab time in science classes.
The students have time to work together with other students as well as get help from their teachers
Teachers make different types of projects/assignments available for students to choose from
Meet with students to help them determine or present new ideas for assignments to choose from
Students choose assignments that best fit their career/course goals
Teachers use a variety of methods to deliver content that meets students needs at the point where they are
Teachers are doing more small group and one-on-one teaching
Students are utilizing content delivery methods and conferencing with the teacher when they need clarification of the content
Students are working together and independently to learn new content

Teachers have a tool to monitor and know a students' progress at all times
Teachers have a way to keep students and parents constantly aware of their progress or lack of it
Teachers are constatly keeping grades updated
Students regularly check on their progress and know what they need to do to keep on track
Students regularly meet with their teachers to check on their progress
Teacher establishes the pace and communiates it to the students
Teacher has strategies for students who are not on pace to catch up (ER, Saturday school, etc)
Students set weekly goals for where they want to be in their learning
Students are constantly referring to the teacher pacing guide
Students periodically conference with the teacher about their progression
Teachers provide opportunities for students to work collaboratively with other students depending on each individual students' needsStudents are working together with other students in ways that help them reach their learning goalsTeachers are using technology to allow students to move at their own pace.
Technology is used to emhance learning and not only to deliver content.
Students are using technology to not only receive content but also to complete projects, collect data, do research, write reports, etc.The teacher is the facilitator for the learning and is not the focal point of the learning
The teacher is the coach on the sidelines
The students take responsibility for their learning
They are very goal oriented
Students have choice in their learning which allows them to have more of a sense of ownership
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Angela TellinghuisenThe teacher is giving feedback using the correct terms/attitude. The teacher is conferencing with individual students according to their needs. The teacher is modeling correct attitude/learning for the students. The student is using positive terms/attitude in the classroom. The student is helping themselves and other students be successful in many ways. The teacher is doing a lot of front-load planning. The teacher is in-tune to students' needs/wants. The teacher is scheduling conferences with individual students. Staff is working together to meet the needs of all students. The student is aware of his/her needs. The student is working at his/her own pace. The student is on-task and is aware of what he/she should be doing. The student is meeting with teachers. Students are helping each other succeed/working in groups/leading small mini lessons/etc. -Conferencing with students
-Planning lessons that provide choice
-Managing the classroom/work areas
-Working with staff members to provide a variety of topics/lessons
-Considering what's best for his/her learning
-Scheduling conferences with teachers
-Communicating learning in many foms
-Aware of his/her needs v. wants
-Individually meeting with students/small groups
-Providing a variety of instruction methods (lecture/video/project-based/small group/peer/etc.)
-Adjusting the lessons to meet students' needs
-Learning in a variety of ways
-Choosing what way works best for him/her to get instruction/learn
-Monitoring progress
-Conferencing with students
-Consistency with feedback/reporting
-Self-reflection
-Conferences with teachers
-Goal setting
-Setting teacher-pace guidelines for students
-Giving clear expectations so students can stay on teacher-pace
-Conferencing/timely feedback
-Setting up peer groups
-Self-monitoring pace
-Setting goals
-Conferencing with teachers/peers
-Providing management strategies to make learning environment successful
-Using strategy to put together groups
-Working at his/her ability level
-Involved in peer groups to reach success
-Using technology as a communication tool
-NOT using it as a replacement for good teaching
-Developing convenient ways to get material to students in a variety of mediums
-Collecting data/providing feedback
-Using technology as a communication tool
-Seeking out resources/tools to better understand material
-Digging deeper into content/lessons
-Creating mastery projects

-Getting to know the invidiual student better both personally and as a learner
-More conferences about learning/goal setting
-Teachers working more with individual students on their paths toward success (more as advisors)
-Working more closely with a teacher as an advisor - trusting this teacher to help them on the path to success
-Communicating with specific teachers on a daily basis on mastery standards/goals/questions
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Maddi Anderson--Giving the student accountability for their learning
--Giving expectations and meeting or conferencing with kids
--encouraging students to see where they are and where they're going
--understanding where they are at and what they need to do to grow/improve
--taking teacher feedback and reflecting on their work
--taking accountability for their work helping themselves to grow and progress
--guiding the students when necessary
--allowing students the choice of what they think they need
--helping to work as an "advisor" for students
--working in smaller groups/one on one with students
--directed study hall
--choosing what they need from their schedule
--students being accountable for learning
--working one on one with their teachers
--providing the students with freedom of choice in assessments and class activities
--giving various examples of how students can differently show their learning
--allowing students to work at their pace and guiding them in their strengths
--working one on one with students or in small groups to provide feedback and check progress
--having awareness of what their strengths/weaknesses are
--showing their learning in more than one way
--extending their knowledge and using higher level thinking
--taking accountability for their work and making choice in their assessments/projects that plays to their strengths
--pushing themselves out of their comfort zone
--moving around the room, working with small groups and conferencing with kids
--communicating well what the expectations are in the classroom and for learning students should be doing
--giving information in a variety of ways (whole group mini-lessons, projects, small group instruction, multi-media etc)
--making expectations/directions/information easily accessible to students
--taking accountability for their work/learning
--working with peers/teacher when help is needed/asking questions
--pushing themselves to approach information and work with it hands on
--awareness of what works best for them as far as instruction
--provide feedback to students to show successes and what needs progress
--using a tool to make it clear to students where they are at (standards based rubric)
--communicating with parents and students
--self-evaluation and reflection on feedback provided
--meeitng and conferencing with teachers
--keeping track of where they are at and setting goals for what they want to achieve
--run diagnostic pre-tests to see where students are at
--meeting and conferencing with students to guage how students are doing with information/lessons etc.
--communicating with parents/students
--goal setting with students
--self-evaluating/keeping track of where they are at
--setting goals
--communicating with their parents and teachers
--monitoring their learning and pace to keep up with "teacher pace"
--monitoring students progress
--communicating with students to be sure of where they are at to group successfully
--having strong management to supervise the variety of groups/students
--having extension activities and review materials for all levels.
--working and collaborating when appropriate
--communicating with teacher
--challenging themselves to work for mastery
--awareness of progress
--promoting use of technology for educational purposes and monitoring student use
--allowing for a variety of technology uses to supplement material
--provide various tools for students to use
--have clear technology expectations in the classroom
--using technology appropriately
--using various mediums of technology to supplement their work and best show mastery
--use their technology resources to help advance and extend learning
--use technology to communicate
--gives the student the heavy lifting during the lesson but the teacher does the work up front
--works as a mentor/advisor for students in a one on one conference setting
--works with kids on a more individual basis
--makes expectations, goals, learning, etc. more clear and helps the student to take accountability for their own learning
--provides feedback and works with the student on progress and mastery
--engaging in their own learning
--seeking help/assisstance when needed
--taking accountability for their own learning: i.e. aware of progress, pace, mastery, etc.
--works with the teacher to set goals, meet expectations etc.
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Joan Peterscoaching, encouraging, conferencingreflecting, revising, monitoring, guiding, preloading, conferencing, focused, with people they work well togetherguiding, conferencing, creating rubrics, reworking, staying on top of students' work - giving timely feedbackstaying on task, reflecting, revising and redoing, challenging themselvesseminars, small group discussions, reteaching sessions, one-on-on instruction, frontloading information online for some studentsself-assessment - knowing their best learning styles, being attentive, being responsible for getting the instruction/information they needgo to Mr. Lanham to create a spreadsheet, parent/student contacts, standards based report cards, staying on top of correcting and giving timely feedback, fexible with timeconferencing with teacher, reflectingmonitoring, coferencing, setting soft and hard deadlines, parent/student communicationself reflection/monitoring, self discipline, asking questions, seeking help, communicating with teachers/parents, coming in early/staying latemeeting students where they are at: developing advanced or remedial unitsworking and challenging themselves to master the standards, collaborating, teaching, sharingfor delivering material, for giving feedback, for monitoring progress, to assess students researching, completing work, reflecting, setting goals, communicating with teachers/parents, monitoring progressfacilitator/coach, guide/mentor, advisor, counselortaking ownership, seeking guidance/advice, trying and failing and trying again, reflecting, setting goals - conferencing
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JoAnne BohlThe teacher is providing the foundation for learning based on content standards. More than content, teachers are also teacjing 21st Century learner ideals such as multiple intelligences, levels of cognitive thinking, etc.Students are focusing on content & skills.Teachers are collaborating their course work. High school curriculum takes on a theme based approach, maybe each quarter the lessons are based under one central theme ex: 1st Quarter "New Beginning"Students are doing bigger assignments (fewer in number) that meets the sandards for multiple classes. The focus will be on quality of work rather than quantity.Providing options within expectations, allowing students to add their input to these options, setting expectationsMaking choices based on their neeeds and interests, not on their peers interests; willing to explore new areas of interest; thinking independently; having a reason for choiceProviding multiple ways of delivering and assessing learning; Applying multiple intelligences and learning style considerations to instructionReflecting and utlizing on their best means of learning; Also be willing to work on ways on learning that may be challengingCreate a monitering system that addesses both content and skills progression; The skills progression may be done jointly across curriculum areas. In social studies, the content may be measured within a course or across the department. pre planning, periodic self reflection, reflection time with teacher on progressTeacher needs to have certain benchmarks for student progress and have a plan for students who are on an accelerated pace and a plan for students who have fallen off the pace.Individually, each student need to set their own schedule for pacing based on their unique time schedule. Students need to periodically reflect with teacher and parent on their progress and make adjustments accordingly.Teacher is creating groups that enhance student learning and allow students to demonstrate their own unique strengths in a cooperative setting. Student is contributing in a meaningful, productive way. Learning which students may provide assistance when teacher cannot. Students are also willing to provide assistance as needed.The teacher finds way to use technology as a way to customize and enhance student learning. The teacher also creates an environment for students to use technology responsibly and to students encourage to share their technology knowledge and skills. The student needs to demonstrate responsible digital citizenship.The teacher / student relationship will be more one of reciprocity than a traditional classroom. The teacher will serve as a guide, coach, mentor and at times may play the role of learner.
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modeling using language and terminology
conferencing with kids, encouraging, 1-1 interaction
coaching
expectations
feedback
language
self motivation
reflecting
working independently and collaboratively
risk taking, challenging, willingness to fail
working with smaller groups and 1-1
advising
organizing (front loading)
staff collaboration
variety of delivery methods
monitoring progress
managing (accountability) of time
awareness of needs
prioritizing
choice based on time and need
Providing options to show mastery
Conferencing
Methods or providing feedback
Creating Parameters for choice
Exemplars
Self evaluation
Self Awareness
Self Challenging
Showing their own diversity
Ownership, Interest, Passion
Collaborating in choices
small group instruction
1-1 instruction
variety
easily accessible lessons
meeting students at their level
reteaching
asking questions
accountability - empowerment
peer instruction
self awarenes
Consistant feedback
organization
Timely feedback
Planning, organization, self evaluating
Communication
Conferencing
ER/ELT
sets pace
monitors
sets expectations/guidelines
facilitates collaboration
Self monitoring
goal setting
communicating progress
self reflecting / evaluating
pre-planning
management strategies
meeting students at their level
communicating expectations
contributing in a meaningful and productive way
allow other contributions
communicating progress
conflict resolution / compromise
communicating and establishing clear expectations and feedback
providing lessons and materials in a variety of methods
collecting and analyzing data
researching
exploring
responsible digital citizenship
advance or enhance learning
communicate & monitor progress
manage pace
collaboration with others outside the room
guiding, coaching, mentoring
transfer of ownership
conference with student about goals
facillitate
transfer of ownership
goal oriented
responsibility and accountability
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Group Summary The teacher will coach and provide feedback using a common language with all students in a customized learning setting. Teachers will meet one-on-one with students and in small groups in order to guide students in meeting their goals.
Students use language in a way that reflects a growth mindset. They learn to be self-motivated and independent. Students are willing to take risks without the fear of failure. Students work independently and collaboratively while self-reflecting on their progress and learning. Students apply all of these traits in order to be successful in a customized learning setting.In a customized learning format, the teacher creates curriculum that will allow for a flexbile learning schedule and student choice. The teacher instructs students individually and in small groups using a variety of instructional methods. Additionally, the teacher monitors student progress and communicates with both the students and the parents on this progress.In a flexible schedule students will be responsible for the management of their time. They will learn to be aware of their needs for learning. Organizing, prioritizing, and planning are three skills students demonstrate in a flexible schedule environment.Teachers will provide options for students to show mastery of their learning by creating parameters for student choice and giving exemplars as students work at their individual pace. Teachers also determine methods for providing feedback to students through conferencing and peer reviews.Students will take ownership of their learning by choosing how they will aquire the knowledge as well as show mastery of the standards. Student choice challenges each individual to insert their own unique personality and interests into their learning.To deliver instruction, the teacher should focus on creating a variety of ways to deliver information (small group/one on one/whole group/etc), which ensures lessons are easily accessible to students by having their units/lessons front loaded and organized prior to delivery. Instructors can re-teach at the students' levels when necessary. Students need to hold themselves accountable with their work and have awareness of what type of instruction works best for them. Students need to ask questions and communicate with their teachers and peers. Students will challenge themselves and not be afraid to take risks in their learning. Students will show persistence by trying numerous learning methods.Teachers will have an organized system for monitoring and reporting student's standard-based progress to students and parents within the customized learning framework. Consistent and timely feedback will be included in reporting learning progression. The teacher will conference or otherwise communicate with the student in order to make sure they know what the next step is in their individualized learning plan. In this customized learning environment, students are becoming more active and responsible for the monitoring of progress, reporting and learning progression. Students will demonstrate self evaluation through planning and organizing their learning progress. They will communicate their progress with teachers and parents in a variety of ways, such as the use of a LMS, conferences, emails, and more. Students that are falling behind in their progress may be assigned or assign themselves to extended learning time: before/after school and/or Saturday school.To appropriately set pace, the teacher will set guidelines and expecations for students. He/she will also need to monitor and facilitate individual work and collaboration while communicating with the learners parents. Teachers will plan extension activities for students who have an accelerated pace and formulate strategies to assist students who have fallen off pace. In this customized learning setting, students must set goals, plan, self reflect, evaluate, and monitor their own learning. Students must be self motivated and self disciplined in the use of their time and their learning techniques. They will prioritize their learning based on their needs. Students will communicate any progress and plans with teachers and parents. Teachers design management strategies and clearly and consistently communicate expectations to help students be successful in a customized learning environment. Teachers will also organize students into groups that provide opportunities to work collaborately with other learners at their level/interest/needs. Students can be grouped in a variety of ways. Regardless of the method used to group them, students will demonstrate learning and contribute in meaningful and productive ways. They allow other students to contribute. Students also learn how to resolve conflict and compromise within their groups. They will communicate with teachers and/or parents on their progress, issues, questions, etc.In the customized learning classroom, the teacher will use technology to do the following: establish and communicate clear expectations, deliver instructional materials, collect and analyze performance data, and provide feedback to students and parents. In a customized learning atmosphere students use technology as a way to enhance and/or advance their learning at their own pace. Technology will be one tool for accessing resources, lessons, and/or supplemental materials. Students will use technology to research, explore, create, and share.In a customized learning enviroment, the teacher's role is that of a guide, coach, mentor, and facilitator. Throughout the year there will be a transfer of ownership by which the focus of the instruction shifts from the teacher to the student.
In order to have a successful transfer of ownership in the customized learning classroom, each student must take responsibility for his/her learning and be held accountable to maintain pace and mastery. Students can achieve this by being goal oriented, self disciplined, and communicating needs, progress, and goals to teachers and parents.
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