OLLIE Iowa

I think the key point here whether "personalization" or "personal" you are allowing students to learn to do for themselves. Forming habits that last through their life. Creating opportunities through exploration, goal setting, and problem solving. Again tech is not a main focus, but can enhance.

Perspective! I felt like I had a pretty good understanding of what I needed to work toward, but this makes me feel like I need to adjust my mindset a little more, to go a little deeper in my understanding. I know I need a lot more help (or learning on my own) about how to implement PL in my classroom, especially finding a balance with PL and structure for the younger students.

I have to say, I think technology has it's place and is an excellent tool and resource for students and teachers alike, but it should NOT be the only way that we find our students are engaged in learning. I feel that engagement should happen in connections in the community, should be active in their learning, and through collaboration with others. I worry that some may come too dependent on technology if that is what they come to expect as their only way of engagement to learning, rather than as a tool and resource for richer learning experiences.

I couldn't agree more with your post! I worry that with the huge push on technology and everyone sitting behind a screen, our ability to communicate and have an effective/respectful conversation/debate with someone in person will disappear. I already work with my first grade students about making eye contact and looking at someones face when you are talking with them!

I like the word "seductive" because often, when students are engaged in a personalized learning experience utilizing their passions and exploring their interests, they don't even realize they are actually learning!

For personalization to ensure results in learning, I'm thinking of how important it is to have a structured process for providing individual students with ongoing, specific feedback. As they make choices in how to tackle a problem, a process for feedback on how to improve performance would need to be a standard practice.

YES! A proactive practice before anything happens in the classroom would be to develop common language so everyone has the same context, same vision, same expectations, etc.

We have "arrived" as an educational system when personalized learning is not perceived as "one more thing on a teacher's plate" and instead is "just the way we do things around here," replacing old practices.

Personalized learning may help students become better problem solvers, innovative, and creative, however, will personalized learning help students know how to take standardized tests? Let's be honest...as much as we all dislike standardized testing it is still used for college entrance.

And to add on to that, colleges are still looking at class rank and GPA as well, which is often attained by "playing the game" by the rules, not being creative and innovative. Square peg in a round hole.

This makes me think of PURPOSE. Once the learning targets are determined, IF technology is considered for the lesson, what's its purpose? Why?

technology should simply be the icing on the cake...not the purpose for the lesson.

Amen. We all know they WANT the technology. They must know it as a tool we allow them to use to reach the learning target. Otherwise it's just a time filler, and they will happily do just that. :)

It is easy to be drawn to the "shiny new object" as the quick fix to raising student scores, so I appreciate this point of view in giving thoughtful consideration to goals and vision when considering what's next for improved practice.

I recently had a conversation with an educator that stated we should teach compliance because that is what will be expected in the workplace. Does personalization in the classroom hinder the reality of some jobs (labor jobs, military, etc.)?

That's a really interesting question---it almost seems like the pendulum is swinging the other way---this movement is really emphasizing creativity and problem-solving---great for those engineering/stem/arts jobs, but not necessarily so for some labor jobs. Although, I'd also argue that problem-solving is pretty necessary even for construction jobs, car/engine maintenance, etc. I'd say the military probably would not necessarily appreciate it as much, though.

I think there needs to be a balance. There's a need for compliance at every job, even construction where they must have a finished product by a deadline, but there is also a need for creativity and problem solving, too. How do we fit that balance in with personalized learning? Setting deadlines/meeting standards but they choose the method?

I worry a little about the lack of "structure" in personalized learning. Kids need to know how to develop self discipline to follow through on a task (project with deadline), and well as the ability to follow step by step instructions when needed--instead of throwing out the manual. An appropriate example here is that teachers must teach the CORE to assure that we are all not just exposing students to what we want them to learn. Can a student have "too much voice"? Won't many students unknowingly limit themselves to a strict palette of interests and skills if they only try want they want to try? How will they even know what they are missing if we don't require them to be exposed to what we as an education system have deemed worthy of note? Would any eighth grade choose to explore/tackle Shakespeare if not required? Have we shorted them if we don't require it? I supposed balance is the key. Shakespeare, even through a graphic novel or movie, is still Shakespeare, I suppose.

This is my "ah-ha" moment. What teacher doesn't want better student achievement? At the least, teachers should be willing to explore and dabble in personalization.

I agree, we all want better student achievement for our students. With Personalization in the classroom I think students will be so much more willing to learn as they are able to work on what interests them.

I feel like this is where I am at now. I think that it is hard for educators to give over some of that control to the students.

Ouch!

I think this is sometimes where I struggle with personalized learning. It's overwhelming at times to start students on a project, and they want lots of resources to help them get started....I have to balance that line of giving them something to start so they aren't frustrated, but also giving them the opportunity to figure out how to find those resources themselves through research and choosing reputable resources.

This is so key, and where students who know nothing but traditional struggle. They are used to "sit and get", and the world just is not like that. This gives students the opportunity to explore, to try, to fail, and to reflect.

Couldn't agree more. Just this morning I was chatting with a neighbor kid who was telling me about how he and his dad are breaking a mare (training a horse to be ridden) for a friend of theirs. He said it was going pretty well but would take the rest of the summer before she got used to the reins instead of just the lead rope. Then he added, "I wish school didn't start again soon. I don't really like school. It can get boring." And of course I had an AHA moment right then, with this course to thank. I couldn't help but think, this kid COULD LOVE school if he was able to bring his interests and experiences to the table and use those as a springboard for learning -- allowing him to decide (within reason) what was necessary for him to learn so that he could grow as a learner and a horse trainer. Of course a red flag also arose in my mind -- wait, let's not pigeon hole him into a career in horse-training just yet. So here's where the teachers step in to help him connect his interests and experiences with those of others, and help him see the value in those as well. Grow and challenge the whole person, so to speak. This is how I would like to develop more as a teacher-- I'm hungry for ideas on how to do so!

I hear this a lot in my district---it's all about what technology we can get into students' hands. Yes, technology is great, and I do think it's a huge part of being able to personalize a class of 32 kids, but I also think it's not mandatory for personalized learning.

I feel that a lot in our district, too. I'm in agreement that it's not required for personalized learning but can be very helpful for management purposes with such large class sizes.

I think having technology in the hands of our students is a great resource for them to further and deepen their learning. However, I do feel like the technology can be abused at times. In my opinion students shouldn't be staring at the screen all day, students need to interact with one another, and do hands on learning as well. A lot of learning can be done through actual books and conducting experiments of their own.

So many students have difficulty with problem solving and decsion making on their own...could traditional teaching be part of the cause?

Traditional teaching could be part of the cause but I also wonder if students today have difficulty problem solving because parents are impatient and are quick to give in to help their child. For example, when students are learning to tie their shoes. It can take a long time to figure out where the shoes laces go and how to move them around to make a knot. It's easier, more convenient, and takes less time if the parent/guardian does it. Maybe that has some role in difficulty problem solving as well?

Yes, very much a paradox. How is it possible to let students have choice in how they learn content and yet they all need to fill in the same bubble when testing time comes around. That's a LOT of balls to juggle at once. This is frustrating for teachers like ourselves who want to give choice and thus keep kids engaged, but who also know that scores will be what validates our success as content teachers.

Ha very true-- IF test scores are what matters, we could strap each kid to a computer to get them there. But I don't know any teachers that became teachers for the numbers. ;) Do better scores make better people? Do they make happier people? A great argument for "personal" learning vs. personalized learning. But again, it has to be a balance. We can't ask them to make of map of places they've never been. Thus we have the CORE. A tricky marriage of ideas!

Isn't this one of our ultimate goals?

Right? No matter what approach one takes, I believe this is always an ultimate goal.

"Ah-ha" moment for me: so a PLE (a term with which I was previously unfamiliar) is basically a collection of resources that is organized and available to everyone, and one that everyone can contribute to? Great idea, as opposed to a teacher providing everything for the student.

I also think PLE's could be useful for small/large group projects as far as sharing resources. Group participants can share articles and they could use Diigo to share thoughts and ideas! I wish I knew about these things when I was in college!

am I missing a link? I'd like to see this

I think Symbaloo will be easy for all students to use.

When I have used it in the past it has been easier for students to use on Chromebooks than iPads (atleast in my experience). I am excited to learn more about Symbaloo and hopefully learn some helpful tips/tricks to help better my usage of it in the classroom.

I teach first grade and have used symbaloo previously, however I am not sure if my students would benefit from having their own PLE's via symbaloo. In the past I have logged into my symbaloo on their ipads so they can access the resources (kahoot, myOn, pbsKids, etc) I want them too. I need a major "make-over" to my symbaloo, it isn't very student friendly.

I think this is extremely appealing to students, you can have the symbaloo page set as the home screen on computers and all of the websites/resources that are approved would be right at the disposal for the students.

Truly an empowering and exciting way to guide students to collect information and demonstrate their learning. My kids ask to get on their symbaloo pages at home after school to show me what they are learning. If parents have access to the symbaloo pages too, they can actively be a part of their child's learning for that class.

Another idea generated for me! As each student team is working on a particular Orbis project, I'm thinking each project could have it's own symbaloo dashboard.

This is great reminder that while students are technology natives, we have a responsibility to teach them positive, professional behaviors.

This has generated an idea for me to use Symbaloo in Orbis as a way for students to create individual portfolios showcasing evidence of their growth in the 3 key outcomes of Orbis: collaboration, problem-solving, and leadership.

I'm thinking about how valuable a resource like Symbaloo could be for students, especially as they contribute to it, for them to use it far beyond the scope of the classroom, after the class/course has ended.

Agreed. This is how we continue to be learners as adults too. We all have our resources we regularly check in with to learn based on our interests and needs. Guiding students to learn to use technology in this way is truly opening the door to life-long learners.

It is humbling and yet exciting to shift from the "sage at the stage" role to the "guide at the side". I feel that students will also feel a greater sense of support from teachers, whose job is to help them utilize tools to stretch their learning beyond what they alone can offer the student.

I love that this is included as valuable-- sites that student groups can visit for peer collaboration. Important to remember that so many students are social learners and may acquire their deepest learning by collaborating with other students as opposed to individual exploration.

That is the problem I am seeing as I read through these articles. I know our school has only 5 iPads OR laptops per classroom, not nearly enough for each student to have one. This past year they did have enough ipads for ONE class set that the whole school had to share, which amounted to being once, maybe twice, a week for an hour to use. There is also a computer lab, but that too, is shared among the whole school. Further, many of our families are lower income and do not have access to computers outside of school so there is a gap in what technology can support for our students. My question would be how I can utilize adaptive technology most successfully with the limited resources our school has at this point?

I agree with this mindset! Technology is an excellent resource and a great tool, especially to be used in adaptive ways. I believe we should be embracing the good it can bring to our teaching in and out of the classroom, but I also feel like so many look at technology as replacing the teacher. For example, even though this class is strictly online, I still need the guidance and feedback from the instructor, sometimes even wishing for the opportunity for more direct instruction, in person instruction. Teachers should be growing and embracing the advances in technology without fear of being replaced by it.

My students use Lexia Core5 and Dreambox, and I do agree that these programs do a great job providing supplemental instruction!!

Yes, they do!! They also allow kids to work at the pace and level they need to be working on!

The crazy thing is not only will it not go away (which I don't want it to), but I feel like technologies in general move so quickly in the advancement and new websites that it is hard to keep up if you're not given a list of things to try.

I don't see why you would be worried about being "replaced" by a machine. The machine can help you be a better teacher!!

Wouldn't that be amazing!

I can see where this could be a great resource to inform a teacher of how to respond instructionally... a balance of data retrieved from technology, then the teacher support with instruction and reinforces the relationship component of learning.

I can envision more one on one time with students to conference, set goals and assess. It would allow more time for working with groups.

This would be a great benefit because I know I can't always check papers quickly and get them back. They can know immediately if they're ready to move on or need to go back.

As a learner now, I appreciate being able to do it when I can. I could see where this would be especially helpful to high schoolers with extra curricular activities, jobs and other responsibilities.

If you don't have buy in from staff, administrators or parents, then you go nowhere and waste a lot of money.

I think it is very important to have parents involved and on board, making sure they understand the purpose of the adaptive program..not just a computer game.

The great thing is that I have realized through this class is that there are so many types of "transformative" adaptive learning technologies out there with tutors and coaches!

This reminds me of the CSM Learn website I decided to investigate. It is an awesome way to mimic and give students what they need when they need it and assess their learning, problem solving skills and even their perseverance/frustration level.

Kids always remember when they are up and doing thing rather than just sitting in their seats listening.

When reading this I agree and truly believe this is essential, however with a large group (90+) students how do you get the time to spend on learning every student's PLP? This seems overwhelming...

I have had to re-read this paragraph over about 5 different times. First because it is overwhelming to read how many abbreviated terms there are, remembering what they are and then really trying to understand them. Am I the only one feeling this way?

This whole thinking is exactly how I feel when students need or want help. I want to help and I need to remember that I need for them to help themselves by also asking a question to help their learning process. I also have an old mindset though of feeling like I've let my student/class down by not helping.

I looked into these Thinking Maps and I love them! So much that I would like to use them, however you have to go through a whole school process. Does anyone know how to get these without doing that?

In my opinion, any graphic organizer would be beneficial to use for those visual thinkers. It looked like to me that it was exactly as you said...a whole school process, but you can still see the eight maps and possibly tailor it to your student learning.

Powerful statement that I need to continue to repeat to myself in order to best serve students and even my children at home as well.

I think graphic organizers are important to use for students so that they can see examples of how to organize the information, as well as a "picture" of their learning to remember.

I can completely see how not allowing students time to "play" is taking away social skills, language development, critical thinking, and self monitoring skills.

So, whether it's online or face-to-face, it's 1) what we're asking students to do, and, 2) believing they can do it that makes a difference. They need higher cognitive learning experiences (i.e. Revised Blooms Taxonomy) and engaging activities that connect with who they are as individuals. If we truly believe they can be successful, then we'll put things into place to engage them. In other words, it's our collective efficacy that sets the stage for online learning AND face-to-face learning.

This is such an important role for the principal (or any adult working with the classroom teacher). Sometimes, students don't know how to advocate for themselves, or they are in a situation where an adult needs to intervene. By partnering with the classroom teacher in an instructional coaching role, the principal can provide support that will ultimately benefit the student. In other words, when teachers are learning at high levels, students learn at high levels.

This makes sense because we are starting with the student's strengths and interests instead of what gaps exist. It's focusing on what the student CAN do, not can't.

Words that come to mind as I read this paragraph are authentic, future, real, and personalized.

This is one thing I love about voice and choice in terms of literature circles. Once a student has chosen the text they are most interested in reading, they have a role and a responsibility to their group members to be an active reader. I've found that student generated questions are often some of the best--in terms of the meaning the middle schooler can draw from a text that an adult teacher may not consider.

As long as those standards are laid out and understandable for students, they can choose whatever pathway they want to go to showcase their work and proficiency.

I'd definitely call it organized chaos. I'm just learning how this works, so I'm assuming it's messier than usual in my classroom, but I have teachers who are VERY traditional who can't handle watching some of the things I do.

This ends up taking more time overall, but ends up with deeper learning. So teachers need to be okay with giving up some material in favor of that.

This is probably my biggest roadblock, and though I'm making it work, it's tough. we are also not 1:1, and though many kids can use their phones, I can't depend on that. However, we have computer laptop carts that we can check out, so I do that almost every day. However, the only reason why I can make this work is because I teach with some very traditional colleagues who still only use computers to type papers. So while I can make it work in my classroom, there isn't enough technology for others to do the same.

This was something I struggled with understanding as well---I didn't see the difference in why you'd do that aside from just using technology. now that I know a bit more about blended learning, I can see the balance.

I need to utilize this more. We use the platform Canvas, which isn't the easiest to create these on, but you can usually make it work.

This is my favorite part about personalized learning---there's a lot of front-loading, but once that's done teaching itself is much easier and less "on the stage".

I put this into practice last year, and while the students seemed to like it, I had way more students than I'd like to wait until the very last minute to turn things in, which put a lot of pressure on me to assess and they didn't get much feedback. I need to figure out a better way to structure that.

This article reminds of of the "a day in the life" assignment we are working on.

yes...the tools and the time to collaborate.

I wholeheartedly believe this! I know it is not so easy to incorporate play into every aspect of a school day and some schools don't allow it, but like this article states, "the benefits are too vital to overlook" so it is something to strive to provide the best one can within their classroom.

Sometimes even starting with a simple adjustment to the plan to allow for some simple movement can be just what the students need to learn the material better and control their body instead of being expected to sit and learn it. This is something I have been trying very hard to incorporate in anything I plan for the students, for the sake of all of us!

We are seeing this at our school as well. In the afternoon our first graders do not have a recess. I have started having brain breaks in the afternoon and usually do "Go Noodle" to get the kids moving.

This is interesting to me! I never thought of the brain research involved in playtime.

This is such an important lifelong skill. this type of practice is so important for children!

I may need to share some of this research with my building principal!

This brings up a very important point...for our students who are struggling to get their work completed because they are distracted or are unsure about what they are doing--are having to miss recess to complete their work. Pros/cons?Keeping a student inside for recess in my opinion is the last resort. We need to remember that this kids are just that, kids; and they need to be given times to play and interact with their peers.

Having this free play time to interact with other students is extremely important, especially in today's society when so many of our students are sitting behind screens far too often.

I wish I could highlight this whole article, wow! I have been struggling with this mindset, how am I going to makes this work for my 20-28 students in my classroom. This article had so many great and great ideas to try and start out with. One step at a time!

This activity is very engaging. It assists with the "buy-in" that is necessary for student learning. I like how she poses questions in such a way that the students begin to "wonder" about the tasks as well.

What is most exciting here is that the students theorize, test, analyze, experiment, and share result without realizing it. This is not a lecture course where students are listening, taking notes, and memorizing all of these scientific methods. Since the students are "doing science" they are more likely to remember this scientific process!

I have set up a "math with a partner" rotation during my math block. The students LOVE it! It is structured and students are taught how to play (being fair, taking turns, etc.). I think that one reason games are so engaging is because very few play board games or card games with their families at home. This is a new experience for them. Most importantly they are learning and practicing what they have learning without even knowing it!

TIME...always an issue, right??

These are great tips. As I read through the articles I was thinking; how can I get to know 24 students (their interests, learning styles, etc.) in a way that is efficient. I enjoyed reading these tips. These 5 minute and 5 day activities could be used at the beginning of the school year to help determine some ways to differentiate in the classroom.

In the facilitation course, I learned that collaboration is essential to learning, so this standard is a high priority

Collaborative group work is very important in online courses. I may not be one that looks for this in a course that I take (I am often an independent learner), however the value of that interaction and possibly the challenges to an individual's thinking is important (especially for adult learners) to really grow and learn.

I believe collaborative learning should be done to a certain extent. I have had more students within the last couple of years opt for independent learning. I think they are tired of relying on others for their potential grade. So, how does this equate to online learning?

Interesting statements, I teach science classes and collaboration falls easily into my curriculum; however, I feel like students either rely completely on their partner to be successful or the higher achieving partner gets tired of being the one to earn the grade too as mentioned above. I struggle with collaboration always being the answer. Competition is good too - its what got us to the moon.

I like this idea and work to do this in my current classroom. I feel it may be even easier to accomplish in an online class.

It's critical that we as instructors know how to use the technology and can help our students learn how to use it. That's foundational for learning content and interacting with others in the course.

With technology changing so rapidly, we as instructors must work continuously to stay on top of all the new content that is being created.

I want my courses to be vibrant vehicles for learning, and the design is integral to that.

After reading the article on access and equity I think this is very important as we design our courses to make sure we keep all students in mind.

I so agree with Amanda on this one, and I can't highlight the same one she does. (I wanted to test diigo to see if it would let me, and nope!) The teacher's commitment to the students and to creating a positive environment makes learning fun and engages students.

It's important to know the goal in advance!

It's important to know the goal in advance!

I love using screen castify for this. Course overviews should be as visual as possible.

I think I need to share this with my admin to make sure we are following these guidelines! :/ This would be great for our teachers to follow and make sure we are creating an online course that meets the states expectations.