PERFORMANCE ASSESSMENT OF STUDENTS USING INSTRUCTIONAL OBJECTIVES
Opening Session ·...
Transcript of Opening Session ·...
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Opening Session David Jackson
GELP Personalized Learning study visit April 2nd – 4th 2014
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Objectives
• To identify practices and strategies usable in home jurisdictions
• To learn from and contribute the work of the host location • To study the potential of an iZone as a system
transformation strategy • To bring all this together for the wider GELP community
in San Francisco
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Overarching Questions
• What is happening in the realization of personalised learning?
• What are the innovation strategies being employed? • What are the school and system conditions supportive of
personalised learning? • What is the potential for (and strategies for) diffusion and
scaling?
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Linking the two study visits: Learning from NYC’s Innovation Zone
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After remaining nearly flat for 10 years, NYC’s graduation rate has increased by 33% since 2002
Percent of Students in a Cohort Gradua3ng from High School in 4 Years
Class of
1992-‐2002 + 0%
2005-‐2009 City Method:
+ 17%
State Method: + 27%
2002-‐2009 + 33%
NYC Calcula3on Method NY State Calcula3on Method
62.7
NYC TRADITIONAL CALCULATION METHOD
NY State Calcula3on Method with August Graduates Notes: NYC tradi.onal calcula.on includes Local and Regents Diplomas, GEDs, Special Educa.on diplomas, and August graduates. It does not include disabled students in self-‐contained classrooms or District 75 students. The NYS calcula.on, used since 2005, includes Local and Regents Diplomas and all disabled students. It does not include GEDs and Special Educa.on diplomas.
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Incremental changes to a 150-year-old instructional model will not prepare students for successful lives in the 21st century
WHERE WE STAND NOW
Student-‐centric mastery model
Personalizing learning plans to accelerate each student’s progress toward college and career standards
Con3nued improvement of exis3ng Children First reforms
150-‐year old classroom model
College gradu
a3on
an
d career success
HS Gradu
a3on
Dropp
ing
Out
Post-‐Secon
dary Success
Improved 150-‐year-‐old classroom model
PAST PRESENT FUTURE
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What is the iZone?
• NYC iZone is the Development and Research (D & R) hub for New York City schools
• It consLtutes a community of innovaLve NYC schools commiMed to personalizing learning to the needs, moLvaLons, and strengths of individual students
• Within it are incubated new school components, pla+orms and models of 21st Century learning, developed in service of the enLre school system.
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TRADITIONAL CLASSROOM-‐CENTERED MODEL PERSONALISED MASTERY MODEL
Classroom-‐centered tradiLonal learning
Test-‐centric standards not Led to college or career ready
outcomes
Standard curriculum with
limited differenLaLon
Standardized tests for all given at fixed intervals to determine progress.
Generic teacher role not aligned to teacher talents or student needs
Time, place, and pace of learning are constant and learning varies
Barriers to
Cha
nge
Innova3on Zone: Engages networks and schools in a structured innovaLon process for
transiLoning to personalised mastery learning
NYC’s innova3on strategy will support schools to move from a tradi3onal classroom-‐centered model to student-‐centered mastery learning
Personalised Mastery Learning
Personalized Learning Pathways
Globally CompeLLve Standards & Real World
Skills
Performance-‐Based Learning Assessments
‘Every student above average’
New Staff and Student Roles
MulLple Learning ModaliLes
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Guiding Principles
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Innovation Zone
iZone Creates new school designs around the needs,
moLvaLons, and strengths of individual students
iZone360
The D&R ‘community of pracLce’ for the integraLon
of components and pla]orms into new whole school models of highly successful 21st Century
learning
InnovateNYC
The Ecosystem work, the D&R capacity for school component innova3on on
behalf of the system.
InnovaLon disciplines, challoenges and user-‐
centred design methodologies
iLearnNYC
The D&R pla_orm for the collaboraLve development
and exchange of technology-‐enabled and
enhanced learning
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26 Lab schools clustered within 5 networks across NYC
12
360
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Reflection Tool: Design Pathway for Scaling
Personalized Learning Aylon Samouha, Lighthouse Academies,
Formerly Rocketship Schools
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Feed-in from starter activity in NYC
Q: What would you NOT like to see in a school seeking to make learning more personalized?
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Feed-in from starter activity in NYC
Q: What would you NOT like to see in a school seeking to make learning more personalized?
• Rigid assessment and curriculum • Content-based, and knowledge pre-determined • Passive students • Learning limited to classrooms • Teacher-centred • Inflexible timetable drives time • Uniformity of environment
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What would you hope to see? One framework for describing key elements of personalized learning
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NYC iZone Guiding Principles
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Common Ground: 1. Student ownership and
engagement (both) 2. Flexible learning environments
(both) + real world (iZone) 3. Personalized learning plans (iZone)
or learner profiles 4. Next generation assessment
(iZone) or competency-based progression
5. Unique learner goals (iZone) or personalized learning paths
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In jurisdiction pairs/with a neighbour
If you were to create a framework for your jurisdiction - • Would you add anything? Or take anything away? • Would you change any of the language?
Refer to your notes on your pathway tool if helpful
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An Introduction to Education in London
David Albury, Director, Innovation Unit Global Education Leaders’ Program
GELP Personalized Learning study visit April 2nd – 4th 2014
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Some policy context Free schools and academies: freedoms and constraints
The growth of chains and federations
Tensions in national policies: means and ends
OFSTED: its power, and hostility to ‘child-led learning’
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Some policy context Free schools and academies: freedoms and constraints
The growth of chains and federations
Tensions in national policies: means and ends
OFSTED: its power, and hostility to ‘child-led learning’
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Some policy context Free schools and academies: freedoms and constraints
The growth of chains and federations
Tensions in national policies: means and ends
OFSTED: its power, and hostility to ‘child-led learning’
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Some policy context Free schools and academies: freedoms and constraints
The growth of chains and federations
Tensions in national policies: means and ends
OFSTED: its power, and hostility to ‘child-led learning’
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Some London context Similar story to NYC: London Challenge leveraged up performance, though still great inequalities and variation
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Some London context
The Mayor, and the Greater London Authority (GLA): power and influence
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Some London context
London: a great 21st century global city, but does it have a great 21c education system? And what is the problem if not?
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The Panel
Caroline Boswell Head of Education and Youth, Greater London Authority
Rushanara Ali, MP for Bethnal Green & Bow Labour Shadow Minister for Education
Ben Rogers Director, Centre for London
Philip Colligan Deputy Chief Executive and Executive Director, Innovation Lab, NESTA
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The Panel
! Not educationalists or education experts
! Need to make the case to them that personalization increases attainment
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1. Why are the schools seeking to introduce personalized learning? What outcomes do they hope to achieve? What skills and competences are they seeking to develop? What is their theory of change?
2. What has helped and supported schools in introducing and embedding personalized learning? What has hindered or got in the way?
3. What strategies and approaches would enable the diffusion and scaling of successful innovative (personalized learning) practices and models?
The Challenges
Drawing on
What you see and discuss over the next
couple of days
Your own jurisdictional (and GELP) experience
What was seen and discussed in NYC
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The Presentations
• Remember panel not education experts, and not necessarily converts to personalized learning
• Great and beautiful, max 10 minute presentations
• Clarity and impact (media) of messages, and evidence/data base
• Me back Friday morning but text, phone or email in meantime +44 7976 205970 [email protected]
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The London Ecocystem
GELP Personalized Learning study visit April 2nd – 4th 2014
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Conversation cycles
Group 1 (w/ Amelia): A New Direction, XP School, Eos Group 1b (w/ Ellie): Teaching Leaders, Eos, Whole Education
Group 2 (w/ David J): Whole Education, A New Direction, XP School
Group 3a (w/ Louise): Eos, Teaching leaders, A New Direction Group 3b (w/ Alex): XP School, Whole Education, Teaching Leaders
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Questions we are bringing
1. Why are the schools seeking to introduce personalized learning? What outcomes do they hope to achieve? What skills and competences are they seeking to develop? What is their theory of change?
2. What has helped and supported schools in introducing and embedding personalized learning? What has hindered or got in the way?
3. What strategies and approaches would enable the diffusion and scaling of successful innovative (personalized learning) practices and models?
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Preparing for site visits
GELP Personalized Learning study visit April 2nd – 4th 2014
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Preparing for site visits
In your presentation groups –
• Who would you like to speak to?
• What questions would you like to ask?
• What artefacts might you try to collect?
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Questions we are bringing
1. Why are the schools seeking to introduce personalized learning? What outcomes do they hope to achieve? What skills and competences are they seeking to develop? What is their theory of change?
2. What has helped and supported schools in introducing and embedding personalized learning? What has hindered or got in the way?
3. What strategies and approaches would enable the diffusion and scaling of successful innovative (personalized learning) practices and models?