Implementation in a Secondary Classroom (Articles) - 0 views
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give students choice
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brarykat on 08 Apr 18Giving students choices significantly changes the dynamics. The interview with these Finish educators was done in 2010, so eight year ago. I believe most of what they mentioned has been introduced to us in these AEA courses or through district pd. I'm glad to see our knowledge of how to implement has been nurtured even if we haven't had the opportunity to put it in action yet.
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they are getting away with less work and effort
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nto math class? It does fit
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Such a true opinion of Math not allowing students to easily make learning choices. I appreciate their examples of how it can work. I'd like to see more and in my age range.
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I am also glad the article showed an example of how to use in math. Reading some of the articles in this course, I have always been wondering how I could use PL in my math classes. I am glad this article gave and example. I too would also like to see more examples for how to use it with my students in Algebra 2.
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This would be the content area with the biggest frequency of teachers asking how they could embed technology into their specific content area. Glad to see examples!
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it makes for a less traditional- looking classroom
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purposeful design of instruction to combine face-to-face teaching, technology-assisted instruction and collaboration to leverage each student’s learning style and interests for deeper learning.
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It is a messier way to teach, though it takes more organization on the teacher’s part, not less.
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I can understand how it would take a teacher to be more organized when students are choosing their own way to present material. The teacher in a traditional setting would have all of the students use the same method or material for learning, where now each student can have a different way to learn the material and present it. The teacher would have to have some knowledge of the different types of ways students could use to learn and present.
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Agreed, I think that teachers would have to look for more characteristics of presentations rather than a specific set of measurable criteria. You could try to set up a rubric based on criteria, but I still think teachers would need to be open should a student show up and do something that meets learning standards yet defies the confines of a rubric.
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I think this is where teaches shut down. Teachers think that Flipped learning or Personalized learning is less work, in reality it is a lot more work. It'd be easier to keep track of 20-30 kids on exactly the same path.
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I use all of this data to inform adjustments
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Coming from an early childhood/elementary teaching background the idea of continual assessment makes sense. Checking for understanding during informal situations can lead to students getting help sooner. It might be just tweaking a thought or more in-depth reteach, but the student will have the opportunity to "get it" and move on compared to a final grade at the end of the unit and never understanding a portion or whole concept. That isn't providing our students the best learning environment.
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choices that promote feelings of control, purpose, and competence are likely to be more motivating than choices that do not.
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When students have a choice, it does make them feel like they are a part of their learning and not just having someone else tell them what they are to learn and how they are going to go about learning the material. It gives them a reason to do the lesson and feel powerful in doing it.
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Yes. Not just for kids. When I'm not micromanaged and feel that my support system supports my learning and interests, I am much more inclined to be engaged, productive, satisfied, etc.
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We experienced that in our Personalized Professional Development this year. We were able to select an area of interest, learn about it, then present what we learned. We had very positive feedback and pretty motivated on PD days!
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My next goal is to let them “test out”
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I think this is such a good idea. It would take an organized, dedicated teacher to be willing to take this step. How many behavior issues arise because students are bored because they already know the concept? Give these students the chance to be challenged with deeper level of the topic. The difficulty is it may take professional development, teacher willing to collaborate with global colleagues, and time. Baby steps are still better than no step at all.
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I mean it is easy for me to learn because I can pick assignments that let me do my best work
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people who believe that they have control tend to be more motivated
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A sense of purposefulness or meaningfulness is also heightened if the activity strengthens relationships with others.
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I think this sentiment is true for all of us. I am more motivated and engaged in assignments for these courses when I know the completed project has practical use with my students or staff. Not many of us appreciate busywork to my knowledge. We just don't have time for it.
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I am the same way.Time is precious and I want to spend time in things that are meaningful and that I can actually put to use in my classroom.
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It is less stressful to her and focuses the students on what they need to do to regain control.
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When I have students talking too much during class or "goofing around", I have had them choose who is going to move. Like the article says, it is less stressful for me and the students usually end up apologizing and gaining control of their situation. Again, they feel they are a part of it and are taking ownership instead of someone telling them exactly what to do.
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to use the students’ questions rather than her own to frame discussions,
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I do a middle school battle of the books requiring students to submit 2 questions from each book they read. They are expected to read a certain number of books to participate. It was a game-changer when I started using their own questions instead of mine. They were more engaged, listened for their questions, and teams were more excited about participating. It really works!
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Choices like this honor divergent ways of thinking a
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schools must provide appropriate professional development opportunities, both from within and beyond the school setting
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vision must pervade the organization, top to bottom
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this preparatory process
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This is not a method, but an art and a talent
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While choice can be a powerful motivator, on some occasions it can also have an adverse effect. In other words, not all choices have a positive effect on motivation and achievement. Therefore, it is helpful to consider a few factors that can help teachers design choices that have the potential to positively influence motivation and achievement.
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I think this is what concerns educators and the general public when considering the implementation of personalized learning practices. Left to their own devices, students may not select the most appropriate or rigorous activities/topics. The success of personalized learning will include the teacher's ability to challenge that process when necessary.
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Therefore, personalized teaching is not an isolated, or isolating, phenomenon. Instead, it combats the deadening effects on learning that result from teachers’ isolation and anonymity in large school settings.
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Completion rules also give me the freedom to have small-group or individual conferences to assess learning and make choices about future instruction.
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Not every program lends itself to choice, of course, but even then there are opportunities.
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I think it's important to remember that flexibility and adaptability are important during implementation of personalized learning. Not everything will fit neatly and work flawlessly. If viewed as an opportunity or a challenge rather than a problem, the chances for success greatly improve. It always comes back to finding that right mix and balance of instructional practice and processes.
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If you have the opportunity to test this out in a face to face classroom I think it is important to not force this idea just because it's the new thing you learned about. If you want it to be successful it needs to make sense within the classroom and it needs to be authentic.
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You really have to be on top of things to allow the students choice since now there is more than one “right” way of doing something in the classroom
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I agree that you have to be more on top of things, but I really think that it helps to ensure good communication with students. Those quiet students are less likely to fall through the cracks. Plus, if we weren't checking in on the students and their choices, we would be nagging them to get what they have not interest in doing done.
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I decided to “release” one piece of the assignment at a time in an effort to control students’ pathway through the materia
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I really like the idea of starting small. It's the best way to do any transformation, but we often think we have to change all things at once. It's a nice reminder that we don't have to. A little at a time. :)
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I like the term they used a release because for this to be successful it is what the teacher has to do. They have to release control of the learning.
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creating a website, or writing a script for a video that they then record.
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students receive a digital review of the research proce
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Okay. Here’s a list of choices. Choose one. As long as you follow the steps in my rubric, you’re fine.’”
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“One of the things I had to learn recently was to let go and allow the kids to experience the consequences of their choices.
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What happens if a student does not work on the project? If the project takes a long period of time and they wasted too much time then They may not have time to finish it. I understand how student's might fail and that is part of learning. Middle School students need some time management help when keeping on track. It would be difficult to totally let go.
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I think this is where my hold up would be on a project. It's hard for me to see my students fail. Especially when the student is actively trying to succeed. Failure is a part of real life but I think I'd try to do too much of the work for the student so ensure success.
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I'm with you guys here. Real life has deadlines ... and consequences for not meeting those deadlines. Personal(ized) learning requires a total growth mindset from both the student and the teacher. I'm not sure I'm there yet. Can't relinquish that control totally. I've tried blending my instruction and that's not going the best. Turning them loose completely scares me.
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they liked it because it was what they picked.
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One of you needs to move. You decide.
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Interesting idea, I would love to see a video of this in action. The teacher must have taught conflict resolution skills. Many students do not have the skills to complete this task. Maybe with the help of a peer mentor, on their own would be difficult depending on the age of the students.
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This is a cool idea. I would also like to know more about how this works in class. I think putting the uncomfortableness on the students might help improve the behavior more quickly.
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Learn from others. I won’t lie. The journey from old school to new learning paradigm was bumpy at first. I tried blended lessons that took less time than planned, had technology failures, chose the wrong method of delivery for various types of content or skills, and generally made every mistake you can imagine. But I didn’t give up, and eventually I had more successes than failures. My students’ input and further pedagogical study helped me refine my lesson planning until I got it right.
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Let students make choices. When I first embarked on this mission, I decided to “release” one piece of the assignment at a time in an effort to control students’ pathway through the material. Since then, I have learned that a more personalized approach to assignments — which is also aligned to the ISTE Standard for Teachers addressing digital age learning experiences and assessments
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One strategy that many teachers use to foster higher levels of interest and engagement is choice. However, research in the past decade has revealed that choice is not necessarily a cure-all for lack luster motivation. While choice can be a powerful motivator, on some occasions it can also have an adverse effect. In other words, not all choices have a positive effect on motivation and achievement. Therefore, it is helpful to consider a few factors that can help teachers design choices that have the potential to positively influence motivation and achievement.
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This is something I struggle with. I might have an amazing class setup, but if the student is not motivated by what I have setup how do I reach them? The struggle is real!
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Lately I've been studying some of the culturally responsive pedagogy discussion protocols that we'll learn more about next year, and the biggest factor that I see repeating is not only should the content be engaging, but some students need support in getting started. Some students need discussion protocols in order to feel like they have a valid voice. I think engagement and inclusion go hand in hand.
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When you want to give students choice, it is often optimal to give them a limited number of options, but be as flexible as possible. Since motivation depends upon an individual’s perceptions of control, purpose, and competence, students may perceive the same set of options differently. For example, when a teacher assigns a research project, some students will prefer to have a broad range of topics, others will prefer a small list of options, and yet others will prefer to be told what to do. Giving students a short list of topics with an option to create their own topic, with the teacher’s approval, often works well.
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math had a purpose in relation to something they cared about.
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collecting data
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This flipped learning setup frees up my students to use classtime to practice their skills.
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I have tried this two years in a row now and just can't get the kids and parents to buy in. In today's day and (digital) age one would think kids would rather watch videos on their favorite device as 'homework' and do their 'homework' at school where there are under lock down anyway. Why can't I get my kids to buy into this concept?
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lack of motivation among students
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Units of study in each learning community are planned around the “big ideas” in each subject area and often have interdisciplinary ramifications.
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For those of you non-elementary folk (of which I am now a part of) this reminds me of the dreaded end of program thematic unit from the late 90's early 2000's. In order to graduate I had to produce a multi week, multi subject area unit covering math science social studies and language arts. Now I think that's easier to pull off when you are the sole teacher. Trying to incorporate something like this in a middle, or god forbid a high school, would be extremely challenging. But I have an idea that centers around baseball if anyone wants to join forces :-) An idea like this has lifelong learning implications.
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believe they will succeed during challenging activities tend to be more motivated
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who, what, when, where, and how questions.