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Katy Fodchuk

mean-what-you-say-1.pdf - 2 views

#personalized learning #blended #competency-based

shared by Katy Fodchuk on 10 Aug 20 - No Cached
  • Personalized learning is tailoring learning for each student’s strengths, needs and interests — including enabling student voice and choice in what, how, when and where they learn — to provide flexibility and supports to ensure mastery of the highest standards possible.
    • Katy Fodchuk
      Katy Fodchuk on 10 Aug 20
       
      Personalized learning definition
  • What blended learning offers is a rational approach, focused on redesigning instructional models first, then applying technology, not as the driver, but as the enabler for high-quality learning experiences that allow a teacher to personalize learning and manage an optimized learning enterprise in the classroom.
    • Katy Fodchuk
      Katy Fodchuk on 10 Aug 20
       
      Blended Learning Definition
  • Horn and Staker’s blended learning definition asks the blended modality to enable the student to have increased control over time, place, path and pace. The difference between solely using technology in addition to teacher-centered instructional models and understanding the fundamental shift using blended learning implementations toward transformed, student-centered instructional models is getting clearer.
  • Katy Fodchuk on 10 Aug 20
     
    Overview and Definitions of competency-based, blended, personalized learning models
John Ross

Putting it Back Together Again: Reframing Education Using a Core Story Approach A Frame... - 2 views

frameworksinstitute.org/...page18.html

CommunicationsPlan TechPlanning

shared by John Ross on 08 Sep 17 - No Cached
  • Traps are often habits of a field or common media practices and, as such, can be difficult to notice and even harder to avoid.
  • Traps are eminently plausible ways of framing an issue that, upon investigation, fail to achieve the desired effect, or even turn out to do more harm than good.
  • 1. The Innovation Trap.
  • ...44 more annotations...
  • the idea prevails that innovative reforms can only happen outside of the traditional public school context.
  • They do so by painting a stark picture of public schools mired in bureaucracy and stuck in old models of education, and non-public or quasi-public institutions as incubators of reform.
  • Communicators should avoid falling into this trap by actively avoiding business and consumerist language like “efficiency.”
  • Most importantly, communicators should resist using analogies and comparisons between the public education system and private industry in discussions of reform.
  • 2. The Crisis Trap.
  • the education system as a system in crisis.
  • the education system is not providing students with the skills they need for employment.
  • Rather than appealing to crisis, communicators should be honest about the scope and scale of the problems facing the education system, but also put forth viable reforms and solutions that can address those problems.
  • 3. The Revolution Trap.
  • revolutionize, “blow up” or reinvent the education system
  • Such calls are likely to cue the strongly nostalgic views that make Americans resistant to changing the education system and likely to go “back to the basics” as the preferred solutions
  • To avoid this trap, communicators should replace calls for complete transformations, and dramatic statements about reinvention and revolution, with more measured language.
  • Communicators can also avoid this trap by recruiting frame elements such as Pragmatism, Ingenuity and Remodeling to establish change as significant, yet feasible.
  • 4. The Lack of Process Trap.
  • Communicators should not fall into the trap of leaving process invisible and focusing only on problem or solutions statements. Instead, they should provide clear explanations of how learning occurs, with Explanatory Metaphors such as Pollination Points, Cooking With Information and others.
  • readers looking to the news for an understanding of how children learn are left empty-handed.
  • 5. The Classroom Bubble Trap.
  • In the first type of story, the classroom is sealed in a bubble and separated from external factors
  • In the second type of story, administrative and policy aspects of the education system are politically motivated and transpire “downtown,” far removed from the everyday concerns of the classroom.
  • Communicators can avoid falling into this trap by connecting policies to instruction and vice versa. For instance, rather than painting a close-up portrait of a vibrant classroom and an inspiring teacher, “widen the lens” to include the professional development, curricular decisions and funding structures that made the effective instruction possible.
  • 6. The Technology Trap.
  • The public, however, has limited understandings of the role that technology can play in improving educational outcomes, and modeling digital resources as “faster, fancier” books reinforces the public’s understanding of passive instruction.
  • communicators should take care not to appeal to technology as a value, or assume that members of the public have clear understanding of the ways in which technology can be a part of improving education and learning. Instead, communicators should explain the pedagogical benefits of technology using the Explanatory Metaphors recommended in earlier sections.
  • 7. The Opening Up Schools Trap.
  • Erasing the boundaries between the learning that happens in the school and that which takes place in out-of-school settings violates the public’s dominant Compartmentalized Learning model.
  • Instead, communicators should focus conversations of learning space on learning rather than space. For example, the Pollination Points metaphor emphasizes that effective learning requires movement between places, and helps communicators lead with learning to set up considerations of space.
  • 8. The Flexibility Trap.
  • Communicators should be wary of extolling the virtues of flexible, student-centered classroom spaces without careful framing.
  • This trap can be avoided by framing different understandings of learning through the use of the metaphors described above before introducing ideas of student-centered learning.
  • 9. The Motivation Trap.
  • Communicators often talk about how education reform proposals should increase student motivation. Communicators should be aware that members of the public view motivation in a very different way than is often intended in these messages. For members of the public, motivation is an internal characteristic that is distinct from social context.
  • The metaphors above that highlight the role of context in effective learning — mainly Charging Stations and Pollination Points — can be used to avoid this trap.
  • 10. The Multiple Assessments Trap.
  • simply appealing to “multiple” assessments will trigger the public’s Every Child is Different model, which cues a hyper-individualized understanding of assessment that can lead to disengagement with the issue.
  • Also, without dislodging the understanding that assessment “is” summative assessment, calls for “multiple” assessments may inculcate support for adding even more summative assessments to school systems.
  • To stay out of this trap, communicators should focus on explaining the essential characteristics of an effective approach to assessment, and why these components are important; the Explanatory Metaphor Dashboard, Windows and Mirrors is helpful in this task.
  • 11. The Fairness Trap.
  • the public understands fairness in highly individualized terms. Standardized tests are fair because they treat everyone the same and allow for competition. Or, they are unfair because “every child is different” and has a different “learning style.”
  • To avoid this trap, use the value Human Potential, which pulls forth the public’s belief that all children deserve equal opportunity, but without the unproductive side effects of fairness frames.
  • Alternatively, use the value Fairness Across Places to establish fairness at a population level.
  • 12. The “Achievement Gap” Trap.
  • it does not explain to the public why and how disparities exist, nor how addressing education disparities benefits all stakeholders who comprise the system.
  • With this gap metaphor, the public interprets inequitable outcomes as the result of individual effort or achievement, and “closing the gap” becomes a threatening proposal that will unfairly benefit “underachievers.”
  • To avoid this trap, explain how structural inequities create different contexts, which then contribute to differential outcomes. The Charging Stations Explanatory Metaphor is helpful in this task.
  • John Ross on 08 Sep 17
     
    "In the following section, we identify communication habits that "trap" public thinking in unproductive evaluations and judgments. Traps are eminently plausible ways of framing an issue that, upon investigation, fail to achieve the desired effect, or even turn out to do more harm than good. "
Tony Borash

6 Principles of Game-Based Learning - Pt. 1 - YouTube - 0 views

www.youtube.com/watch

shared by Tony Borash on 11 Feb 22 - No Cached
  • Tony Borash on 11 Feb 22
     
    Minecraft six principles of game-based learning: The failure dynamic, fail early, fail often. Teach students to take risks in a safe environment- a game. The flexibility dynamic. Provide multiple paths to success. Old school video games had one way to win. Newer "sandbox" games are more open. The construction dynamic. Build something that matters. Students want to create things with a purpose. Minecraft lets them create something difficult and worthwhile. The situated meaning. Learn new ideas by experiencing them. Students learn vocabulary in real-time, as it pertains to playing with others in the game; or learn math as they understand construction. Systems thinking. Learn how all pieces can fit or be fitted. Games help players see how their actions fit into the bigger picture, not just the individual. Build empathy. Bring players together to learn a common goal. By communicating and working together, players build empathy through their avatars by raising awareness of local or global goals.
Gaynell Lyman

http://www.inacol.org/wp-content/uploads/2015/02/mean-what-you-say.pdf - 3 views

www.inacol.org/...mean-what-you-say.pdf

personalized personalized learning iNACOL blended_learning

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    The purpose of the personalized learning framework is to open student pathways and encourage student voice and choice in their education. Personalized learning is enabled by instructional environments that are competency-based. By tapping into modalities of blended and online learning using advanced technologies, personalized learning is enhanced by transparent data and abundant content resources flowing from redesigned instructional models to address the standards. By doing this, new school models can unleash the potential of each and every student in ways never before possible.
Katy Fodchuk

A new tool for putting the learning in digital learning - Christensen Institute : Chris... - 1 views

www.christenseninstitute.org/...ting-learning-digital-learning

#blended #districtimplementation

shared by Katy Fodchuk on 10 Aug 20 - No Cached
  • successful blended-learning environment for students is a process of innovation, not an event.
  • Schools that implement blended learning successfully are constantly re-evaluating their students’ and teachers’ needs, adapting their blended-learning models, and refining their rallying cry in order to create truly student-centered learning environments.
Tony Borash

NGLC - A Student's Most Important Lesson: Learning How To Learn - 4 views

nextgenlearning.org/...t-lesson-learning-how-to-learn

choice_and_voice criticalthinking personalizedlearning

shared by Tony Borash on 11 Jan 18 - No Cached
  • Tony Borash on 11 Jan 18
     
    "To prepare students for a lifetime of learning, empower them with choice in how they consume and learn content."
wheatleysnow

"Learning loss" is problematic, but so are some of the solutions it's generating - Chri... - 0 views

www.christenseninstitute.org/...f-the-solutions-its-generating

learning loss solutions accelerated data informed

shared by wheatleysnow on 11 Jun 21 - No Cached
  • wheatleysnow on 11 Jun 21
     
    Excellent perspective and suggested solutions around how to proceed with student learning. The phrase "learning loss" is problematic for various reasons and also impacts the kinds of solutions that are generated. Excerpt: How we define problems shapes the solutions we develop to solve them. Casting the academic impacts of COVID as "learning loss" is no different. As Steve Holmes, superintendent at Sunnyside Unified School District, a high-poverty, urban district in Tucson, AZ, warned at a conference last month, "No one loses learning, but it becomes part of the narrative and rhetoric. It drives ideas, and more importantly it drives solutions."
Gaynell Lyman

Project Oriented Learning - YouTube - 0 views

www.youtube.com/watch

PBL projectbasedlearning video project learning

shared by Gaynell Lyman on 12 Feb 17 - No Cached
  • Gaynell Lyman on 12 Feb 17
     
    Sometimes it is as important to understand what something IS NOT. This animated video provides an overview of Project-Based Learning vs. Project-Oriented Learning.
Gaynell Lyman

138 Influences Related To Achievement - Hattie effect size list - 1 views

visible-learning.org/ect-sizes-learning-achievement

hattie visible_learning research achievement effectiveness influences

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    "John Hattie developed a way of ranking various influences in different meta-analyses according to their effect sizes. In his ground-breaking study "Visible Learning" he ranked those influences which are related to learning outcomes from very positive effects to very negative effects on student achievement. Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this 'hinge point', in order to find an answer to the question "What works best in education?""
Gaynell Lyman

The PBL Super Highway… Over 45 Links To Great Project Based Learning | 21 st ... - 2 views

21centuryedtech.wordpress.com/...o-great-project-based-learning

PBL project based learning projectbasedlearning resources projects ideas

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    "The PBL Super Highway… Over 45 Links To Great Project Based Learning"
Gaynell Lyman

Seesaw - 1 views

web.seesaw.me

portfolio journal eportfolios communication

shared by Gaynell Lyman on 24 Jun 16 - No Cached
  • Gaynell Lyman on 24 Jun 16
     
    "Seesaw empowers students of any age to independently document what they are learning at school. Students capture learning with photos and videos of their work, or by adding digital creations. Everything gets organized in one place and is accessible to teachers from any device. Student work can be shared with classmates, parents, or published to a class blog. Seesaw gives students a real audience for their work and offers parents a personalized window into their child's learning."
Gaynell Lyman

Online Labs | Go-Lab - 1 views

www.go-lab-project.eu/online-labs

labs science interactives virtual_lab

shared by Gaynell Lyman on 11 Nov 16 - No Cached
  • Gaynell Lyman on 11 Nov 16
     
    "The Go-Lab Portal aims at supporting teachers and students in their inquiry learning activities offering a wide range of online tools to work on scientific problems in a virtual environment. Using the Portal, teachers can utilize online laboratories and supporting learning applications to build Inquiry Learning Spaces customized for a certain class."
Gaynell Lyman

It's About Self-directed Learning | Blend My Learning - 5 views

www.blendmylearning.com/...s-about-self-directed-learning

blend learning blendedlearning goalsetting goals personalized advocacy agency

shared by Gaynell Lyman on 07 Oct 16 - No Cached
  • Gaynell Lyman on 07 Oct 16
     
    High level overview of goal setting and self-directed learning
Tony Borash

Blended PCBL : Home - 1 views

blendedpcbl.org

shared by Tony Borash on 11 Feb 22 - No Cached
  • Tony Borash on 11 Feb 22
     
    "Meeting the needs of each student through personalized, competency-based learning (PCBL) is more important than ever. Blended learning can help us achieve this vision. These free tools and resources are intended to support school and district leaders in implementing PCBL environments through blended learning. They may be the catalyst for an initial conversation or serve as a continuous improvement resource for those well down the path of the work. Explore definitions, reflect with your team, engage in a readiness assessment, and utilize curated resources to develop a blueprint for implementation and continuous improvement."
Tony Borash

Cooperative Learning - 0 views

www.utc.edu/...cooperative-learning.php

collaboration

shared by Tony Borash on 03 Nov 18 - No Cached
  • Tony Borash on 03 Nov 18
     
    Another dated resource (circa mid-90s) that offers solid strategies for engaging in cooperative learning.
lathamkendall

The 4 conditions that support deeper learning - 4 views

www.eschoolnews.com/...s-that-support-deeper-learning

deeperlearning learning educators personalize

shared by lathamkendall on 11 Apr 16 - No Cached
  • lathamkendall on 11 Apr 16
     
    Teachers must exchange their traditional instructor role for that of a "learning strategist" in order to achieve deeper learning outcomes, according to a new white paper from the nonprofit National Commission on Teaching and America's Future (NCTAF) and ConsultEd Strategists.
Gaynell Lyman

Seesaw: The Learning Journal on the App Store on iTunes - 1 views

itunes.apple.com/...id930565184

learning journal app iphone ipad portfolio

shared by Gaynell Lyman on 05 May 16 - No Cached
  • Gaynell Lyman on 05 May 16
     
    "Seesaw is a student-driven digital portfolio that empowers students of all ages to independently document and share what they are learning at school."
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