Learning vs Doing

One’s freshman year of college is quite a transition.  In retrospect, both of us feel we weren’t anywhere near ready to be independent learners.   After listening to lectures, reading and attending class it was still hard to come up with a written analysis, where one articulates in a formal academic essay his or her understanding of the intent behind an author’s work.  The effort to highlight important parts of an article or chapter turned entire pages yellow.  We didn’t learn how to think, rather we learned to do what our teachers asked us to do.  We did well because we could “do school”.  As teachers, how many times are learners simply doing what they are asked to do, versus inquiring, analyzing, synthesizing, thinking critically, problem solving or creating original work?

As we head into the home stretch of the school year it is so validating to see how our learners are more prepared.  They now demonstrate the ability to articulate how they learn and what they need to grow in their skillsets.  Without doubt, our learners are more confident in their abilities to create their own learning paths.  With our learners growth has come our own abilities to broaden our lens around personalized learning.  

We are constantly reflecting upon our work and how we are helping to engage individuals in their learning process.  Our last unit consisted of learners making a choice between two books, Lord of the Flies or Of Mice and Men.  

The standards focused on analyzing characters and persuasive writing.  We gave book talks on each book and advised the learners to consider several things when making a selection including.  We took the time to ask them to consider personal interest, reading level, and amount of assigned reading.  We asked them to also consider their schedules outside of class in order to seek a balance that would set them up to do well.

Once choices were made, we shared the format of the unit.  Just like previous units we did the following:

Introduced the essential question(s)

Pointed out the standards

Asked learners to set goals (they had to create a reading, writing, and “growth” goal)  

Reinforced what formative work days would look like (see below).

During formative work time we shared some strategies to analyze characters, but learners had choices in how they wanted to engage in the work.  When planning we made sure to think about the skills behind the standards.  In turn, we provided strategies that called for learners to continue refining their skills as they discussed, wrote, debated, analyzed and created.EXAMPLE OF FORMATIVE WORK LINK

As mentioned before, we reflect on our work too.  Our learners told us they wanted a format where there could be some structured and ongoing “debate”.  They weren’t sure what it could look like, but they were sure they wanted it.  They expressed a desire to have more opportunity stepping out of their comfort zone to consider, challenge and discuss a perspective outside their own.  We were thrilled!  Our response was to offer yet another choice for formative work.  So, in addition to other formative activities, we wrote debate topics on a wall and encouraged learners to try out this additional way to engage.  One group even led their own discussions the entire time and shared their learning through written reflections and recordings of part of their discussions. The learners asked for the time, and we trusted they could handle it.   Check out one of their discussions:

https://www.youtube.com/watch?v=5R3ri4_iRwk&feature=youtu.be

The juggling of more than one book can seem overwhelming.  As in the past we would begin and end the class as a whole group.  However, because of the standard we decided tweak one component of the daily voice and choice.  That component was the teacher seminars.  In past units learners had a choice to participate in a teacher seminar, but for this unit, all learners were ‘required’ to attend the teacher seminar.  The teacher seminars feel a bit more traditions where a small group discussion is lead by the teacher to illustrate important parts of the content that allow for deeper analysis for each novel.  In past units learners had a choice in teacher seminar, but for this unit, all learners were asked to join teacher seminar.  This change shows how there are times where voice and choice varies and the lecture is not lost in this work.  Because a good part of the class allowed for a choice in how they analyzed the characters, learners attended seminars without hesitation and with a true curiosity to engage.

In this way, our learners do experience expectations that are laid out for them that they must meet regardless of their preferences or their most effective learning style. If they didn’t, they wouldn’t be prepared for real world expectations. They could also become stuck in learning styles or patterns that could be improved if they explored options outside their comfort zones.  But keep in mind that personalized learning is about helping learners to find effective ways to learn for their own advancement and future success. One size fits all education does not do this.  We believe that by using personalized learning techniques we are living up to our mandate to teach and reach as many students as we can.

The goal of every work day was for learners to experience both guided instruction, but also time to generate their own critical thinking around the characters.  The most important piece of our unit plans happens near the end of class.  

Daily as a wrap up, learners  had to reflect on the choice they made and how productive they were.  Also, one was asked to document a possible thesis to pursue in their persuasive essay.  We intentionally asked learners to reflect not only on the process but also the content.  This marriage is important as it allows one to reflect on skills AND how they are interacting with the content in order to meet the learning target.   We asked, “Did you take steps towards meeting your goals today?” or “In your choice today what went well?  What could you improve next time?”  Finally, we asked, “What are you considering as a writing topic for your persuasive essay?” STUDENT EXAMPLE LINK

The mentality to “do” is eliminated when learners are given the chance to come to their OWN CONCLUSIONS instead of just doing what the teacher tells them to do.  Furthermore, the reflection was individual as opposed to listening to the same 3 or 4 learners share out in a whole class discussion the learning that occurred for just them. As teachers we read through their reflections daily.  This is where we monitor where they are in their learning, if they are using their time well and if they need more specific help outside of what is incorporated in class.  If we see a learner struggling, not reflecting, not meeting goals, showing signs of disengagement or lacking anything necessary to meet the standards, we prioritize a conference with them and help them get back on track.         

Once again the emphasis in this unit is developing critical thinking skills through character analysis.  By letting go, and allowing for learners to help design a plan for their learning, come to their own conclusions through reading, writing, discussing or debating makes the learning more meaningful and authentic.

In the beginning of the year we illustrated growth vs fixed mindset with learners and continued to refer to the language throughout the year.(See blog “Setting the Foundation”)  We say things like, “A growth mindset person will experience the discomfort, and doesn’t disengage when they get stuck or challenged…”.  We also make the analogy to push-ups, and ask why anyone does more than one push-up?  The answer is to get stronger, and this is the same with learning.  Learners have to work on their endurance as thinkers and don’t just do something to be “done”, but continue to think deeper.  We give them time frames to work on something versus a set number and challenge them to think/work the entire time.  We use the phrase, “We are getting stronger, keep doing push ups!”  

  

In what ways can you let go and allow for voice and choice?  Are your learners “learning” or are they “doing”?    

In what ways can you let go and allow for voice and choice?  Are your learners “learning” or are they “doing”?  

Do you make time for learners to individually reflect, not just on the content but the process as well?   

No "Blueprint"

How Learner Goal Setting Dictates Instruction

One of the most intimidating factors for teachers transitioning to a personalized approach is the idea that the planning process is organic.  In other words, one isn’t able to make copies of an assignment four weeks in advance because he or she doesn’t know if that assignment will be the best fit down the road.  Teachers are planners by nature and there is some comfort in knowing one can plan a couple weeks out.  For us, the most important thing we do to help in the planning is make time for student self-reflection and goal setting meetings.  If the focus of our instruction becomes building a capacity to learn where individuals have growing learner independence, allowing time for reflection easily becomes a priority.  

Our learners reflect at the end of every unit.  They carefully recall their recent learning processes and contemplate how they added to their personal toolbox.  Learners reflect independently, in groups and one on one with teachers.  We started asking learners to reflect on the process and what they discovered about themselves as a learner at the beginning of the year (Sept. 16’).  At that time, we had to offer quite a bit of help pinpointing skills that were addressed in a particular unit, lesson or activity.  We would ask questions like; What is your reading process?; How did you access the vocabulary you needed to know for that project?; Did you have any distractions as you worked on your technology piece?; Is it easier for you to listen to a lecture or talk with a few peers?  Modeling the language of reflection for individuals was necessary.  At one point in our quest to seek more training around personalization we were told teaching learners to reflect is as important as teaching them how to read and write.  Our hope was for learners to be able to be more articulate and specific in their reflections later in the year.

Here we are later in the year, having just wrapped up another round of goal setting and reflecting and the growth around the ability to self-reflect is incredible.  Here are some examples of learner goals around writing:

“I want to be more effective at annotating in order to improve my outlining and organization.”

“I want to include more strategic transitions so my argument is clear.”

“I want to further define my voice with more unique word choice and transitions.”

“I want to work on aligning my claims without so much redundancy.”

“I want to take more time to process what I can write in order to make for a stronger argument.”

“I want to be able to transition someone else’s ideas to my own.”

“I want to adapt my claims to my analysis more consistently.  I want my argument to be clear to myself and in turn my audience.”

“I want to express a point deeper with less bias, consider multiple perspectives and reach a broader audience.”

“I want to spend more time committing to the editing process.”

“I need to practice more patience when tackling a writing assignment.  Writing is hard for me and I need time to process.”

“I want to find meaning in the work.  I don’t want to write just to write.”

“I am going to make more time to read outside of school in order to be exposed to various writing styles.”

During this time of reflection learners were working through literary terms necessary for our upcoming unit.  We asked learners to consider the dedication it takes to build their learning capacity by engaging in the work for the day.  In the end we asked learners to choose three literary terms they feel most interested in understanding at a deeper level.  See a list of the terms here!  We told them to be prepared to share these terms with us during reflections.  Every single learner worked through 95% of the terms even though we only asked them to choose three.  Most learners did all of the terms.  

Watch Tricia guide learners to set goals and self-reflect!

Now let’s go back to where we started, the organic planning.  When we met with each learner to reflect and set learning goals we also had them share the terms they want to “specialize” in (see example list of terms here).  Our next lesson will include plans that allow individuals multiple ways to access their chosen terms and study them on a deeper level.  Throughout the unit each learner will be exposed to a variety of AP Essays (they choose the pieces they want to read).  The goal is for each learner to identify where their understanding of the terms is evident in the essay as well as the impact that device has on the reader and the overall message of the piece.  

We couldn’t plan this a month ago. We had no idea the students would be advanced to this point so early.  In fact, we can’t imagine planning more than a day in advance because when the lessons are planned in “real-time”, meeting learners where they are at the self efficacy is off the charts.  

The two of us have done much reflection ourselves.  When thinking about our former learners we know the experiences our current learners are having is much different and more meaningful.  In the past, we have had learners showcase incredible growth through summative (final) assignments.  However, in truth, we believe they could not have grasped and articulated their learning process in the way our learners can right now.  Former learner reflections were more scripted and less authentic, because they didn’t quite understand their role in their learning.  At this point, that difference in one’s ability to describe his/her learning is what we believe demonstrates the value of personalized learning.  Even with our roadblocks and obstacles (we all have them), our time with learners just keeps getting better.     

Personalized Learning vs Differentiation

Moving Beyond Differentiation into Personalized Learning

Teachers are constantly asked to take on more and more as professionals.  With class sizes ranging from 30-40 learners, there is always more to do to meet the needs of all their learners; implement and plan for instructional strategies, interventions, enrichments, technology, collaboration, etc., etc.  And yet, there are still those learners who, regardless, never really engage either for lack of effort or ability to do so.  It’s no wonder teacher burnout is so high and many are reluctant to take on “one more thing”.  So when Barbara Bray pointed out at a training on personalized learning that teachers are doing too much of the work she intrigued our interest in learning more about personalized learning vs differentiation.  

Six years ago leveled courses for 9th grade English in our school district were eliminated.  The new course was titled, Pre-AP English 9, with the intent that all learners would have access to rigor and be exposed to skills needed to take an AP class as a junior or senior.  This was an exciting change for us as we saw it as an active step to make student’s learning opportunities more equitable.  In order to meet the needs of a wide range of abilities, we became “master differentiators”.  Differentiation is a well-known practice in education where the teacher tailors instruction to meet individual needs.  While this instructional strategy is useful, we find personalized learning to be so much more effective.  We will illustrate by explaining three differences.

#1 Differentiation	Personalized Learning
Teacher designs different learning experiences and assigns them to the learners.	Learners have voice and choice in how they access, engage, and express information.

Questions What resources can I provide to support learner's learning paths? What are the different ways learners can access (get), engage (do), and express (show) information?

Differentiation:

We used to create 3 different tiers for all assignments that would get more in depth with each level.  All assignments related back to the same standard but offered 3 different entry points into working toward a standard.  One of the downsides of this approach was all learners were asked to do the same thing at the same time (work on their chosen tier while we as teachers tried to make it around to as many learners as possible), which was too slow for some and too fast for others.     

Personalized Learning:

Now our approach has changed.  Learners are now asked to apply skills to open ended topics that address the standards, and learners choose how they engage in that topic.  Our in class work time used to be all learners working on their chosen tiers. Now learners choose from an array of options for engaging in the work.  Typical choices are teacher seminar (working with teacher), collaborative groups (working in a small group) or independent work.  Depending on the standard and topic we may provide additional choices such as a Socratic Seminar (group discussion based on a text), or other exploration opportunities. The work looks different depending on the choice a learner makes.  We still help learners generate ideas as to how to tackle the topic/theme/concept of the day, but in the end they have an incredible amount of choice.  We take on the role of the “guide on the side” as opposed to the “director at the center”. As mentioned in earlier blog posts, this voice and choice time has increased student engagement tremendously.  Learners feel empowered by the choice and have more buy in.  Also, we find the learners that need extra guidance almost always choose teacher seminar, so we now have 7-8 learners who may have been off task because they don’t know how to begin sitting with us all at once.

Besides giving them choice in how to learn, we give them choice in how they want to meet the standards.   That brings us to our second difference between differentiation and personalized learning.    

       

#2 Differentiation	Personalized Learning
Teacher creates different assignments for learners to choose from.	Learning connects to interests, passions and/or skills.

Question: How can I create flexibility and choice in content, skill, and knowledge development in order to meet leaners where they are and spark their desire to learn?

When it comes to assessing learning, traditionally teachers create projects or tests for learners to complete.  With differentiation a teacher may create a menu of assignments from which learners choose.  Teachers put ample amount of time and creative thought into designing the assignments and then learners complete them.  While we still have assignments that all learners complete, such as essays (literary analysis, expository, and narrative), we also allow for learners to dictate how they will demonstrate meeting a standard.  This allows the learner to express original thought, refine critical thinking skills, problem solve, and grow in learning independence.  Most importantly, this also allows for learners to tie into their passions and interests.  We have seen learners more excited, engaged and motivated when they get to design their own summatives (assignments that measure mastery of a standard).  We have witnessed individuals stretching themselves further than they imagine, thus enhancing their self efficacy.

In a typical unit we begin with the “why” and show the standards that learners will work toward meeting.  As Jim Rickbaugh says, “If one starts and stays with the why, this opens the flexibility for the how.”  To form the foundation of the ‘why” for learners, we develop an essential question based on the standards that are being addressed.  Next, we map out the summatives (“final “ assessments that measure competency), that will be required for all learners to complete.  We also make sure to incorporate voice and choice in meeting standards (as demonstrated in our previous blog “3 Pillars of Personalized Learning”).  For us, the voice and choice come into play with regards to answering the essential question.  

Consider the following example, used for a novel unit where To Kill a Mockingbird serves as the vehicle for the learning.  For one standard, we have learners complete a literary analysis around the evolution of theme (learners chose the theme).  This is a staple and it’s a common summative each learner needs to complete. Learners were also asked to meet the standard of:  9.9.8.8 As an individual or in collaboration, create a multimedia work, a remix of original work and the work of others, or a piece of digital communication for a specific purpose.  Learners needed to answer the question, “How is one inspired, influenced, or impacted by their community?” (Also known as the “why”).  Learners were able to express their understanding through choice.  We encouraged them to consider their personal passions around elements of a community be it volunteering, sports, environment, literacy, music, and art just to name a few.  Their projects were authentic, meaningful and inspiring-all because we tapped into one of the most underutilized resources in classrooms today, learners themselves.  

Example projects  

#3 Differentiation	Personalized Learning
Teacher passes out and directs learning	Learner setting goals, self monitoring, and directing learning with guidance from the teacher.

Questions: Based on what I know about my individual learners, what actions can I take to increase their learning success? What instruction will my students need to support the next stage of learning?

The gap for some learners gets bigger and bigger because they cannot keep up with the pace of a class.  A teacher introduces content or skills and if a learner does not understand the materials or is unable to complete the task, the class keeps moving on.  The approach assumes kids can effectively be taught in “batches”.  Should a learner “fall behind” he or she would be expected to get extra help before or after school, and for some kids that is simply not an option.  Those kids miss out, lose interest and begin to lack confidence.  

There are many external factors that keep teachers moving at a certain pace, the standardized tests, the large amount of standards to cover and content a teacher is expected to get through in a school year.  Differentiation typically does not allow for different pacing, but different choices in how a learner may show their learning.  Personalized learning is achieved by learners setting goals, monitoring, and directing their own learning, so pacing can vary.  We have found this experience to be about equity, all learners are being met where they are at and allowed to slow down or speed ahead based on their readiness.  With the ratio of our classes (the number of learners to teacher) this can be challenging, but we have found ways to allow for multiple paces in our 9th grade Pre-Ap English class.  We accomplish this in a few different ways, and in each unit it works differently, but we plan out “pacing parameters” for an entire unit and learners can then navigate their way through the unit.  We demonstrate this in other blogs, but here are some different unit maps, the pacing calendars are in the middle of the documents. TKMB Personalized   The Other Side of the Sky Personalized  

Correspondingly, we ask learners to goal set at the beginning and end of each unit to guide learners through the process.  We still offer direct instruction (teacher seminar) and still have large and small group discussions based on various topics that all learners can participate in regardless of where they are at in the pacing calendar.  Learners have reflected that they like the independence, flexibility, and extra time this method allows for them to process and truly gather not only what they learn but how.  The learners who move through at a faster pace, have time to go on to a challenge, extend their thinking, or have more time to process and go deeper into the content. Our class is organically evolving based on learners’ needs, interests, and relevancy.

Why We Stopped Giving Reading Quizzes

Are We Assessing Learning or Compliance?

During a novel study, we began each class with a short 2 or 3 question reading quiz.  This would tell us who had done their reading and who had not. Or did it?   Every teacher has felt the frustration and annoyance of learners failing quizzes because they have not done their homework.  It is hard not to take it personally when a learner did not complete what was assigned. 


What could possibly be more important than their reading homework, right!? We gave them quizzes to motivate learners to complete their reading and be prepared for class. But a pattern emerged; the same learners failed and the same learners did well quiz after quiz. The quizzes were not serving any purpose other than to give out points.  And did these “points” really offer a true reflection of where a learner was at and what they knew? 

It would be different if we used the quizzes as a way to assess which learners were comprehending the reading and implementing strategies; or if we used them to create interventions or changes for those who were struggling.  But back when we taught in a more traditional format, there was not time for this, we kept everyone marching along at the same pace whether they were getting it or not.  Reading quizzes are about compliance, not about learning.

As we started to personalize our instruction we got rid of reading quizzes. First of all, creating quizzes that accurately assess a learner's reading comprehension can be difficult.  Many students could simply read Spark Notes and do well on the quizzes. Other learners, who had actually read the assignment, were unable to recall the details we chose to quiz them on because they had paid attention to other aspects of the story. 

We have since found a much better way to spend that first ten minutes of the class.  We actually let the students have the time to READ their books. Each day we mark or copy off a passage for learners to read during that first ten minutes of class.  This reading gives them the information needed to access the formative work for the day.  It can serve as a review for a learner who struggles to remember what they read the night before, a second close read for someone who is reading ahead, or a first read for a learner who was not able to complete the reading.  This practice has increased engagement, leaves no learner behind, and helps assure that for the 90 or 60 minutes we have them in our class they are going to be learning something.    

Learners have expressed that they find reading this way far more enjoyable.  The anxiety around trying to figure out what will be on the quiz and guessing what the teacher will think is important, vs being able to choose their own focus and pay attention to what strikes them feels more approachable to most learners.  This does not mean all required reading is done in class, learners are still assigned to read outside of class.  Nor does it mean that we don’t provide insight or direct instruction on the reading.

This brings us to the bigger issue that every teacher must ask themselves; what are we really assessing and why are we assessing it?  

We would much rather spend our time documenting a learner's ability to comprehend the novel and use reading strategies as evidence of their progress vs a reading quiz.  For each reading section we ask learners to think about and model a different strategy so they can not only practice, but also discover which strategies work best for them.  We use bookmarks for this process and instruct and model different ways to comprehend, connect, visualize, make inferences, and ask questions while reading. Monitoring the learner's bookmarks allows us to see who is reading, comprehending and executing reading strategies.  See below for some of the strategies we use with the reading bookmarks. 

Because our pacing map is a guide and not a mandate, there is also time to allow for interventions for learners who are struggling, and offer challenges for those learners moving at a faster pace. 

Once again we take this same thought process with all of our assessments.  What LEARNING are we assessing?  What are the different ways we can assess learning?  For every unit of study the learners complete formative work (daily work) that prepares them for summative work (final test, project, paper, presentation, etc).  All of the formative work is directly related to the summative, which can be linked back to standards.  Most formatives can be applied to different content as they are about skills and acquiring information vs completion or “doing”.  When it is not just about the content, personalized learning (self paced, related to passions/areas of interest, voice and choice, etc) is possible. 

Our English class learners can be at different places in the novel, but still complete the same formative work.  As teachers we give them ample feedback on their formative work so they learn from mistakes, vs all the feedback coming after the final test or paper when the learner cannot apply what they learn.  This allows for more than one opportunity to learn the skills or information so they can demonstrate their understanding on the summative.

 

All formative work is connected to standards

Essential Question Board

sample bookmark that is folded into 3 parts

a learner's sample bookmark

Bookmark Ideas:  We print off an image of the setting, learners fold in 3 folds,  and on the backside address one of the following ideas per section of reading.  

-print off an image of the setting:  examples; To Kill a Mockingbird we use this map: Maycomb

Lord of the Flies this map: Island

-For each chapter we ask them to make note of the focus for the next day, usually relating back to themes, example of courage, innocence, racism…

-Write down different connections, text to the world,text to  text, and text to self

-Make a prediction, look for examples of foreshadowing

-Look at last lines of the paragraphs and chapters, and analyze them

-Look for something that is repeated, a lesson learned by a character or a contradiction

-Find evidence of the character development: actions, inner thought and feelings, appearance, speech and what other’s say.

-Write three questions after each chapter

-Draw an image or story board after each section.

-Write down main idea and supporting details (nonfiction reading)

-Note types of conflict: person vs person, person vs self, person vs society

3 Pillars of Personalized Learning

Exciting times continue as we spread the love of Personalized Learning!  When recently sharing our work with a group of leaders in education, we were asked the following thought provoking question, “How did you get to your current mindset around Personalized Learning?”  What a great question to ask when considering how to get other educators to change their practices.  So, great in fact we decided to dedicate a post to it.

In thinking back to early conversations in our district around formative (daily work) and summative (“final”) assessments, and debating whether or not learners should be able to reassess (take tests/quizzes again and revise papers), we remember having hesitations.  Our concerns came from considering reassessments through a more “traditional lens” in education where the system was designed around compliance.  We considered whether allowing learners to retest would negatively impact individual responsibility. In seeking an answer to this question we began to shift our thinking.  As we gathered insight one thing came up repeatedly.  Trying to fit all students into a “one size fits all” approach is ineffective and unjustified.

Consider this analogy, offered by James Rickabaugh.  “If one is building a house and the builder is a week behind or the builder needs to tear down the framework in order to make the new house solid and well built, would you say that’s unacceptable?”  The answer, no.  We would want the builder to ensure his or her best work and that might mean extending a promise date or redoing an element in the plans.  The same goes for the learners in our classrooms.  To us it became a “no brainer” that we wanted to help our learners portray their best work.  In turn it was clear that would allow us to accurately report a learner’s true competency around a skill.   After all, the point is to learn and acquire skills (competencies).  It isn’t a race to see who grasps the concepts fastest.  Grades needn’t be based on when one is able to acquire the competency but IF one acquires them.

At the same time, our district eliminated leveled English courses at the 9th and 10th grades (grouping students by like abilities).  Knowing learners with a wide range of skills would all be in one class, we had to move away from a “traditional” one way fits all philosophy.  Our mindset shifted from being married to the content to being focused on the skill behind the standard/competency.  When the content becomes a vehicle to achieve learning vs teaching to the content, the options for personalized learning begin to grow. Individuals learn to learn and can apply their newfound skills to future content areas.  We don’t suggest that learning the content isn’t important.  But the point isn’t to recall, to our dying day, each detail of a book we’ve read.  It’s to apply the skills we learn to everything we read, in English class, in other classes, in life.  The foundation of our mindset shift around how we construct learning experiences revolves around three pillars of personalized learning: voice and choice/multiple pathways, standards/competencies, and learning profile/learner reflection.

Pillars/Instruction on Demand

There are elements from each of these pillars in all our units of study and they help guide our planning.  When designing and planning for a new unit we begin with the standard(s) that will be addressed.  Next we outline which assessments will be used to measure learner’s ability to meet the standard(s).  When it comes to assessments, we have a balance of  “required” assessments that all learners will complete, paired with learner choice assessments.  

Next, we design a pacing map that includes all the formative (daily work) work that will prepare learners for summative (“final”) assessments.  This organization allows for learners to follow their own pace, create multiple pathways, and have voice and choice in how they want to access, engage, and express the information they are learning.  Classes always start and end together, and we still include direct instruction, but during the formative work time learners choose to participate in a teacher seminar, work independently or collaborate with others.  Their choices can change from day to day.

Finally, we plan for and allow learner reflection both at the beginning and end of every unit.  At the start, after discussing the “why” behind the unit and the standards to meet, learners write personal learning goals.  At the close of the unit, we meet and discuss with each individual learner.  The meetings address how an individual sees growth in specific skills, such as reading and writing.  We also discuss how each person feels they learn best.

         We have heard the criticism (concern) voiced that personalized learning removes responsibility and accountability.  These are also skills students must learn and practice as they advance through school so that they can demonstrate them in life.  Contrary to reducing the expectation that students meet these criteria, we find students are even more responsible and accountable with this system.

With this system they are choosing how they might best learn.  They become accountable not just to the teacher but to themselves.  They don’t opt out using the excuse that one size fits all learning doesn’t help or engage them.  They begin to focus on the answer to the age old question students ask “what good will this do me?”  Learners realize what they stand to gain by mastering the standards and how they will be able to use those skills to better their lives in future.

    We find this dynamic creates highly engaged students.  And students are still learning to complete their work and their projects on time using parameters that are well established and understood.  Students gain a sense of control over their learning and demonstrate a high level of pride in their accomplishments. Students who formerly drifted through class, or were disruptive, become engaged and excited about learning.

As we dig deeper into Personalized Learning, the learning opportunities change and evolve organically as we take on new standards.  By offering “instruction on demand” the learning in the classroom becomes much more meaningful, relevant and enjoyable for all.

**Here is the actual document that the screen shots are taken from: https://docs.google.com/document/d/1QRuMbmgBBjoVmNuWAcHwFWjr45fVkBusGY5KwOJIC7g/edit