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Author: Anthony Kim

The Personalized Learning Mindset

April 28, 2016 by

RocksThis post originally appeared at Education Elements on April 5, 2016. 

I recently attended Carolina Blends, an event which brings together educators from the region to tour schools and learn from each other. After touring three schools with about 50 educators, I came to believe that before you go on a school tour, you need the “PL Mindset.”

On the tours, I noticed a difference in the educators who already had a the PL Mindset. They understood that we were seeing one short snapshot of a classroom with the good, the bad and the ugly. They asked questions which helped them understand what happens in the classroom week after week. They asked how decisions about what happens in the classroom are made. They asked about how the school was different than before, and what changes they made year-over-year.

The educators without the PL Mindset often asked about which digital content was being used and if the content worked. They often criticized what was happening in the classrooms and said they were doing it better at their own schools. They said they couldn’t do this work because of bell schedules, resources, lack of infrastructure, etc. (more…)

Interested in Innovative School Models? What to Consider to Make Sure They Are Successful

June 10, 2014 by
Anthony Kim

Anthony Kim

In working with over 100 schools across the country on new approaches to integrating instruction and technology in order to personalize learning, we’ve learned a lot about school models.

For decades, many schools have looked to digital content and online instruction primarily as a way to move students on one axis, below grade level to at grade level or at grade level to above grade level. This is demonstrated by the proliferation of credit recovery programs as well as the massive use of programs like Khan Academy. Often, the use of these programs for individual students is geared towards having students start at one point and complete tasks at a level of proficiency to get to another point (Figure 1, click on images for larger view).

Figure 1

Figure 1

The blended learning approach and subsequent new school models start to look at two axes, with x-axis being the one we already discussed, levels of learning (and acceleration of learning content), and the y-axis being the depth of learning (Figure 2).  For example, we often show a three group rotational model and associate the potential of these rotations to focus on different levels of Bloom’s (Figure 3). You can also apply Webb’s Depth of Knowledge here, but in this example, we will use Bloom’s for consistency. The independent station is great for students to learn at their own pace to be introduced to or practice new skills using adaptive digital content,  which emphasizes the lower levels of Bloom’s Taxonomy – remembering and understanding.  At the small group instruction station, students receive instruction from the teacher to learn to apply and analyze skills. The project/collaboration station is great for students to work together on projects and develop mastery (evaluating and creating). [As a note, we can describe other models using the same approach, but I’m using the rotational model since it’s the easiest to describe.]

figure 2

Figure 2

figure 3

Figure 3

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