21st century learning

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21 ST CENTURY LEARNING Personalization, Mastery, and Blended Learning

Transcript of 21st century learning

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21ST CENTURY LEARNINGPersonalization, Mastery, and Blended Learning

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Opportunity by Design

Learners advance after demonstrating mastery of

explicit, measurable learning objectives that

empower students.

Learners own their learning and their learning process:

they therefore have choice and voice over what they learn,

how they learn, and how they show what they know.

Learning occurs in both face-to-face and online

experiences. Learners have at least some control over the time, place, path and pace of

their learning.

DEFINITIONS

Next Generation Learning: Carnegie Corp. Personalizing learning; comprehensive systems of learning supports; world-class knowledge and skills; performance-based learning; anytime, everywhere opportunities; authentic student voice.

--Council of Chief State School Officers http://carnegie.org/fileadmin/Media/News/press_releases/Next_Gen_Opportunity.pdf

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Opportunity by Design

Assessment is meaningful and a positive learning experience for learners. Failure…may be part of the learner’s learning curve, but it is not an outcome. Learners gain mastery in mastery-based programs.

Learners have a voice in how they show what they know.

Learning is a process, failure is a learning opportunity.

Assessment provides critical information about what one

still has to learn.The learning path “adapts” based on the

learner’s performance. Feedback is immediate and

concrete.

ASSESSMENT

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Opportunity by Design

Learners will master fewer—but considerably more complex—concepts, with significantly more depth. To master these concepts, learners will need to work with increasingly challenging “texts.” Mastery then becomes both the ability to understand at deep levels, AND the ability to demonstrate understanding in multiple ways for different audiences.

Learners own their own learning. Successful learners understand how they learn best. Learners

who own their own learning are intrinsically motivated to learn

and succeed.

Technology provides’ multiple pathways of access to the complex

concepts students must master. Teachers can now provide guidance and coaching on how to think deeply about complex concepts, and how to

use technological tools for demonstrating mastery.

THE COMMON CORE LEARNING STANDARDS

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Opportunity by Design

• What is Competency-Based Learning? http://competencyworks.pbworks.com/w/page/66734498/Welcome%20to%20the%20CompetencyWorks%20Wiki

• Proficiency-Based Instruction and Assessment: http://www.ode.state.or.us/superintendent/yat/meetings/proficiency-based-education-white-paper-oregon1-(2).pdf

• Personalize Learning:http://www.personalizelearning.com/p/home.html

• What is Personalized Learning? A Working Draft: http://maximize-potential.org/2013/08/06/what-is-personalized-learning/

• Blended Learning: http://en.wikipedia.org/wiki/Blended_learning

• Adaptive Learning: http://en.wikipedia.org/wiki/Adaptive_learning

• Blended Learning and the CCSS: http://educationelements.com/blog/blended-learning-and-the-common-core-state-standards

LEARN MORE: CITATIONS

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Opportunity by Design

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SCHOOLS PLAYING IN THS SAME SPACE

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SCHOOLS PLAYING IN THS SAME SPACE

http://www.carpediemschools.com/about-us

http://www.youtube.com/watch?v=-s_O65rWV10

http://www.educationnation.com/casestudies/carpediem/

An Education Nation Case Study: NBC News

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SCHOOLS PLAYING IN THS SAME SPACE

http://blogs.edweek.org/edweek/on_innovation/2013/09/summit_denali.html

http://www.summitps.org/

http://vimeo.com/47429811

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SCHOOLS PLAYING IN THS SAME SPACE

http://opportunityculture.org/wp-content/uploads/2013/07/Touchstone_Education_An_Opportunity_Culture_Case_Study-Public_Impact.pdf?utm_content=brayer%40touchstoneeducation.org&utm_source=VerticalResponse&utm_medium=Email&utm_term=Touchstone%20Education%3A%20New%20Charter%20With%20Experienced%20Leader%20Learns%20From%20%26nbsp%3BExtending%20Teachers%26rsquo%3B%20Reach&utm_campaign=Case%20study%3A%20New%20charter%20pays%20more%2C%20extends%20teachers%27%20reach%2C%20gets%20strong%20resultscontent

http://touchstoneeducation.org/

http://www.christenseninstitute.org/touchstone-education/

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SCHOOLS PLAYING IN THS SAME SPACE

http://www.youtube.com/watch?v=Ah-SmLEMgis

Matchbook Founder and CEO, Sajan George

http://www.matchbooklearning.com/case-studies/

http://www.christenseninstitute.org/a-l-holmes-elementary-middle-school/

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SCHOOLS PLAYING IN THS SAME SPACE

http://www.youtube.com/watch?feature=player_embedded&v=-c4okPYD8rE

http://www.nycischool.org/

http://newyork.cbslocal.com/2011/06/16/nyc-teacher-instructs-classes-at-2-schools-13-miles-apart-using-skype/

AP Teacher from the Bronx blends her class with a class at the iSchool (13 miles away)…using Skype.

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OTHERS PLAYING IN THS SAME SPACE

http://www.bacademy.org/

http://www.jff.org/publications/education/aligning-competencies-rigorous-standards/1489

https://sites.google.com/site/competencybasedpathways/home/innovative-examples/school-models/boston-day-and-evening-academy

http://vimeo.com/20481898

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PERSONALIZATION

Learners own their learning and their learning process:

they therefore have choice and voice over what they learn,

how they learn, and how they show what they know.

Learners have a voice in how they show what they know.

Learning is a process, failure is a learning opportunity.

Successful learners understand how they learn best. Learners

who own their own learning are intrinsically motivated to learn

and succeed.

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PERSONALIZATION

Personalized Learning Adjusting the pace (individualization), adjusting the approach (differentiation), and connecting to the learner's interests and experiences. Personalization is broader than just individualization or differentiation in that it affords the learner a degree of choice about what is learned, when it is learned and how it is learned.

-National Educational Technology Plan, US Dept. of Education

2 Sides of the Personalization Coin--http://www.competencyworks.org/tags/mastery-based/

Everyone is a genius: but if you judge a fish by its ability to climb a tree, it will live its whole life believing that it’s stupid.

--Einstein

10 Expectations Learners Havehttp://www.youtube.com/watch?feature=player_embedde

d&v=K96c-TGnSf4

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PERSONALIZATION

Personalized Learning Adjusting the pace (individualization), adjusting the approach (differentiation), and connecting to the learner's interests and experiences. Personalization is broader than just individualization or differentiation in that it affords the learner a degree of choice about what is learned, when it is learned and how it is learned.

-National Educational Technology Plan, US Dept. of Educationhttp://en.wikipedia.org/wiki/Personalized_learning

http://www.slideshare.net/bbray/personalizedlearninchart

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• Successful learners understand how they learn best. • An abundance of resources are available now to make learning personal. • Universal Design for Learning (UDL) is the framework to make learning

personal for ALL learners. • Technology levels the playing field by removing barriers to learning. • Learners learn best in a creative, flexible environment. • Use the term “learners” instead of referring to them as “students." • Learners have a choice in how they acquire information and knowledge. • Learners have a voice in how they express what they know and understand. • Learners who own their learning are intrinsically motivated to learn and

succeed. • The community can be the school. • Everyone is a learner and a teacher. • Learning is a process and failure is a learning opportunity. • Everything can be a teachable moment. • Making learning personal is a cost-effective way to teach and learn.

PERSONALIZATION

http://www.scoop.it/t/personalized-learning-plearning

http://www.personalizelearning.com/p/home.html#sthash.5dXjVdjd.dpuf

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What is Personalized Learning? A working draft. In a Personalized Learning environment, students’ learning experiences – what they learn, and how, when, and where they learn it – are tailored to their individual developmental needs, skills, and interests. Although where, how, and when they learn might vary according to their needs, students also develop deep connections to each other and their teachers and other adults.

Furthermore, each of the following are essential attributes of a personalized learning model:

• Learner Profiles: Captures individual skills, gaps, strengths, weaknesses, interests & aspirations of each student.

• Personal Learning Paths: Each student has learning goals & objectives. Learning experiences are diverse and matched to the individual needs of students.

• Individual Mastery: Continually assesses student progress against clearly defined standards & goals. Students advance based on demonstrated mastery.

• Flexible Learning Environment: Multiple instructional delivery approaches that continuously optimize available resources in support of student learning.

--Scott BensonNext Generation Learning Models, Gates Foundation

PERSONALIZATION

http://maximize-potential.org/2013/08/06/what-is-personalized-learning/

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xxxThe Inquiry Hub: Ontariohttp://www.inquiryhub.org/

The Sands School, UKhttp://www.youtube.com/watch?v=-SM2r4Q3mFM&feature=related

North Star Center for Self-directed Learning & Community-Based Education, Hadley MAhttp://northstarteens.org/overview

SOME HIGHLY PERSONALIZAED LEARNING ENVIRONMENTS

The WAY School, Detroit MIhttp://www.wayprogram.net/pro_faqs.php

City as School, NYChttp://www.cityas.org/

Global Village Schoolhttp://www.globalvillageschool.org/

http://www.innovationunit.org/sites/default/files/The%20shape%20of%20things%20to%

20come.pdf

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MASTERY

Learners advance after demonstrating mastery of

explicit, measurable learning objectives that

empower students.Assessment is meaningful and a positive learning experience for learners. Failure…may be part of the learner’s learning curve, but it is not an outcome. Learners gain mastery in mastery-based programs.

Learners will master fewer—but considerably more complex—concepts, with significantly more depth. To master these concepts, learners will need to work with increasingly challenging “texts.” Mastery then becomes both the ability to understand at deep levels, AND the ability to demonstrate understanding in multiple ways for different audiences.

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MASTERY

ENRICH-MENT

“CORRECT-IVES”

FORM-ATIVE

ASSESS-MENT

ENRICH-MENT

“CORRECT-IVES”

FORM-ATIVE

ASSESS-MENT

WHOLE GROUP

INSTRUCTION

The concept of Mastery Learning was first articulated by

Benjamin Bloom in 1974. Rejecting the notion of the Bell curve,

Bloom believed that 90% of students could achieve mastery of

challenging concepts if given 3 things: time, customized

curriculum, and 1:1 and small group support, all aligned to the

specific areas where students are struggling.

i.e. achievement is not about student intelligence and capacity, it’s about instruction, curriculum and assessment.

The Hope Foundation: All our Children Learning: Benjamin Bloom’s Mastery Learning http://www.hopefoundation.org/all-our-children-learning-benjamin-blooms-mastery-learning/

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MASTERY BASED CLASSROOMS

http://www.youtube.com/watch?v=RmjjeqNyxMQ&feature=youtu.be

Shane Donovan, Washington DC

Jessica Addison, Todd County Kentucky

https://www.edsurge.com/n/2013-09-25-spotting-schools-version-of-bigfoot

Bloom’s Mastery Learning in the 21st Century: Low-tech style

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MASTERY

Competency education isn't a classroom practice or an add-on program. Building upon state standards, it is a re-engineering of our education system around learning—a re-engineering designed for success in which failure is no longer an option. Competency-based approaches require alignment around five key elements. • Students advance upon mastery.• Competencies include explicit, measurable, transferable

learning objectives that empower students.• Assessment is meaningful and a positive learning experience

for students.• Students receive timely, differentiated support based on their

individual learning needs.• Learning outcomes emphasize competencies that include

application and creation of knowledge, along with the development of important skills and dispositions.

--Chris Sturgis, CompetencyWorks--Susan Patrick, iNACOL

• http://competencyworks.pbworks.com/w/page/66734498/Welcome%20to%

20the%20CompetencyWorks%20Wiki• http://www.inacol.org/cms/wp-content/uploads/2012/09/iNACOL_Success

OnlyOptn_ExecSumm.pdf

http://www.youtube.com/watch?v=nPUqKp-n_hs&list=PL9C489399B851C548

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MASTERY BASED ASSESSMENT

“In a proficiency system, failure or poor performance may be part of the student’s learning curve, but it is not an outcome.”

– Proficiency-Based Instruction and Assessment, Oregon Education Roundtable

http://www.youtube.com/watch?v=JFHf7jAfJlg

Developing a culture of formative assessment: the role of immediate & concrete feed-back

http://www.youtube.com/watch?v=jduiAnm-O3w

“What’s the point of school if you can’t learn from your mistakes?”

http://www.youtube.com/watch?v=CkFWbC91PXQ

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MASTERY-BASED ASSESSMENT

Traditional ScoringMastery-Based Scoring

Jose’s Quiz #1 on Ratio/Proportions, Number Sense, & Geometry

6/10=60%D-

6RP1: 50%6.RP.2: 50%6NS2: 100%

6G3: 0%

Feedback: You don’t seem to

understand the material very

well.

Most of this quiz was on standard 6NS2, and you demonstrated a

perfect understanding of this. You need a bit more work on 6RP1 &2.

Let’s work on G3 together.

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MASTERY-BASED ASSESSMENT

The “Grades” of 4 Students using the traditional average system

Traditional Feedback: 77%.

Too bad about the 2nd quiz: what happened?

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MASTERY-BASED ASSESSMENT

Jose’s “Grades:” Ratio/Proportions, Number Sense, & Geometry

Traditional Feedback: 77%.

Too bad about the 2nd quiz: what happened?

You have a solid understanding of RP1 & 2.

Let’s look for patterns in the errors you are making to see if there is a way to consolidate your mastery.

We haven’t been working on G3 as long,

you need some additional opportunities to gain mastery here.

Your understanding here is very strong. The error

you made on the test was computational, not

conceptual.

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MASTERY-BASED ASSESSMENT

Jose’s “Grades:” Ratio/Proportions, Number Sense, & Geometry

Schools have to define what their mastery scale is. In Jose’s school, 75% on a standards is considered mastery. So, for Jose, he hit mastery of RP1 &2 on the test, and on NS2 on quiz 2 and the Test. G3 would be the only standard he would continue to need work on. (Using a traditional averaging approach, Jose would continue to have a gap on G3).

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We know we have a language problem in competency education because each state has developed their own specific terms: • New Hampshire & Iowa are “competency-based”; • Maine, Oregon, & Colorado are “proficiency-based”; • Connecticut & Michigan’s Education Achievement Authority are mastery-

based. --Chris Sturgis, CompetencyWorks

http://www.competencyworks.org/?s=making+mastery+work&x=-1126&y=-161

Maine Center for Best Practice: http://maine.gov/doe/cbp/index.html ME: https://sites.google.com/site/competencybasedpathways/home/policy-frameworks/state-policy/maine Transformation: Redefining Public Ed. For the 21st Century: NHhttp://www.schooltube.com/video/275530ce9e16d0500ea6/Transformation-Redefining-Public-Education-for-the-21st-Century NH Course Level & Cross-Cutting Competencieshttp://www.education.nh.gov/innovations/hs_redesign/competencies.htm NH: https://sites.google.com/site/competencybasedpathways/home/policy-frameworks/state-policy/new-hampshire OR: Proficiency-Based Instruction and Assessment: http://www.ode.state.or.us/superintendent/yat/meetings/proficiency-based-education-white-paper-oregon1-(2).pdf

MASTERY AT THE STATE LEVEL

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Which districts are mastery-based front-runners?

• The early adopters: Adams50, CO; Chucach, AK• The 2nd generation: Pittsfield NH, MSAD15, Lindsey, CA

• Adams50 Wiki: http://www.youtube.com/watch?v=RmjjeqNyxMQ&feature=youtu.be • Chugach: http://www.amazon.com/Delivering-Promise-The-Education-Revolution/dp/1934009423 • Pittsfield, NH: Competency-based Reporting and Assessment System:

http://pittsfield-nh.com/pmhs/wp-content/uploads/2012/03/Competency-Based-Reporting-and-Assessment-System.pdf

• MSAD15: http://msad15performancebasededucation.wikispaces.com/home• Lindsey,CA:

http://www.edweek.org/dd/articles/2012/10/17/01competency.h06.html?tkn=OMOF9MY816b90U29Buyhh6kOLiKVCBixNeVS&cmp=ENL-EU-NEWS1&intc=es

MASTERY AT THE DISTRICT LEVEL

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Which schools have well-developed mastery-systems?

• Young Women’s Leadership Academy, Chicago, IL • Casco Bay High School, Portland, ME• MC2 Charter School: Monadnock Region, NH

• Young Women’s Leadership Academy: http://www.ywlcs.org/ YWLA White Paper: http://www.aypf.org/documents/ANewModelofStudentAssessmentforthe21stCentury.pdf • Casco Bay High School: http://cbhs.portlandschools.org/ https

://sites.google.com/site/competencybasedpathways/home/resources/making-mastery-work/expeditionary-learning

• MC2 Charter School: http://www.mc2school.org/ ; Wiki: http://mc2school.wikispaces.com/

MASTERY AT THE SCHOOL LEVEL

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ANYWHERE/ANYTIME / BLENDED LEARNING

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Learning occurs in both face-to-face and online

experiences. Learners have at least some control over the time, place, path and pace of

their learning.

Assessment provides critical information about what one

still has to learn.The learning path “adapts” based on the

learner’s performance. Feedback is immediate and

concrete.

Technology provides’ multiple pathways of access to the complex

concepts students must master. Teachers can now provide guidance and coaching on how to think deeply about complex concepts, and how to

use technological tools for demonstrating mastery.

ANYWHERE/ANYTIME / BLENDED LEARNING

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ANYWHERE/ANYTIME / BLENDED LEARNING

http://www.knewton.com/blended-learning/

Blended refers to a mix of online and face-to-face learning. The mix of each is up to an individual school. Blended learning programs look to leverage the best of face-to-face learning (interaction, caring relationships with adults, personalization, “just-in-time” coaching) with the best of online (personalization, adaptive curriculum, bringing the world to the student).

http://www.christenseninstitute.org/blended-learning-model-definitions/

http://www.christenseninstitute.org/blended-learning-universe/

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ANYWHERE/ANYTIME / BLENDED LEARNING

http://www.christenseninstitute.org/blended-learning-model-definitions/ http://www.christenseninstitute.org/blended-learning-universe/

Blended Learning Models in Action: Blended Learning Universe

• Rotation Model: Carpe Diem Collegiate, Summit Public Schools• Flex Model: Cactus Shadows High School, Quest to Learn• A la Carte: Danville High School, Kentucky; Michigan Virtual• Enriched Virtual Model: Riverside Virtual, Albuquerque eCADEMY

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Opportunity by Design

DEFINITIONS

Next Generation Learning: Carnegie Corp. Personalizing learning; comprehensive systems of learning supports; world-class knowledge and skills; performance-based learning; anytime, everywhere opportunities; authentic student voice.

--Council of Chief State School Officers http://carnegie.org/fileadmin/Media/News/press_releases/Next_Gen_Opportunity.pdf

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Antonia [email protected]://www.redesignu.org