This is the second post in a two-part series from Eastern Carver County Schools. Read the first here.
Simplifying and expanding
The strategic planning process from 2012 to 2014 laid the foundation for the development in 2015 of Eastern Carver County’s five-point personalized learning star. This addressed the uncertainty and variability we experienced in the earlier planning process. The visual aid tied together all of the pieces of work. The star includes key questions for school teams to answer.
- Purposeful Learning: How do learners find relevancy and make connections between themselves and their learning?
- Engagement with Learning Tools: How do learners purposefully select tools to support their learning?
- Collaborative Environment: How do learners leverage their environment to maximize their learning?
- Learner Voice and Choice: How do learners design and take ownership of their learning?
- Purposeful Instruction, Assessment and Feedback: How do learners leverage relevant learning targets and authentic learning opportunities that meet their needs? How do learners use evidence and feedback to further their learning?
The district developed a website, wearepersonalizedlearning.org to provide resources and support to teachers, parents, and the community.
Using these five points, questions were posed to building level administrators at a monthly district leadership meeting. It was the last question — how do learners leverage relevant learning targets and authentic learning opportunities that meet their needs? — that was the most tantalizing and seemed to be the lever that propelled buildings toward full-scale implementation of personalized learning. The change in culture encourage educators to think differently about our work motivated many buildings to deepen their engagement in this work. Buildings sought out their pioneers and met this innovation mindset challenge by asking these same questions of staff. In one building, staff collaborated to integrate curriculum and standards around learning themes and tie their curriculum to these themes. Language around content changed to language around learning. By linking the learning together, teachers became facilitators of learning rather than teachers of content. Classrooms and hallways were transformed to create learning spaces with specific purposes and learners were consulted on what environment they needed for different learning opportunities. Bell schedules were tossed out in favor of student-driven schedules based on their needs. Teacher desks were moved to storage so classrooms could be transformed into learning environments each with unique purposes to support student learning. Time became more flexible with opportunities for learners to flex their time where they need for their learning. Teachers embraced informal learning time for student support and conferencing. Every nook and cranny in buildings became prime learning real estate. Is a student done with her learning in math, great! Now, flex out to open space to collaborate with other learners on science, or flex into a lesson with your world language teacher for more guidance. In one high school, teachers needing to be absent could opt out of a substitute teacher and use that time for tutoring, independent learning or group work. Bottom line: do what you need to do for your learning. (more…)