Transcending the Transcript: Student Personalized Learning and Self-Assessment

Innovation Matters TeamR2i2

From a Student Perspective...

● 62% state they somewhat enjoy school.● Only 25% feel motivated to learn through their classroom lessons. ● 12.5% believe their grades and coursework reflect their actual level of knowledge.● 62.5% state they are only intrinsically motivated to learn in school. ● Only 50% feel they are encouraged to follow their interests/talents within their

coursework.● 50% state that their lessons outcomes do not help maximize their potential.● 37.5% believe some of their coursework will help them achieve their goals after

high school.

(Fall 2017 survey results)

How might we redesign the learning experience for students to bridge the gap between abilities and perceived abilities?

Meaningful Assessments:● Currently use

competency-based assessment with multiple opportunities for success

● Self-assessment○ Digital portfolios○ Authentic learning

experiences with mentors

Results

January 2018

Students in pilot classes identify interests and establish portfolios.

NEED TECHNICAL ASSISTANCE WITH HELPING STUDENTS ESTABLISH PORTFOLIOS.

● Ran into issues with students not being able to identify interests○ Need to create a comprehensive interest

inventory ○ Prior knowledge and experiences having a

direct correlation with how we personalize their learning at R2i2

● Students had a difficult time separating graded assignments vs portfolio building vs completing smaller parts of a bigger picture

Results:

February-April

Students work on personalized projects with mentors and use portfolio to post work and self-assessments.

NEED MENTORS TO COMMIT TO BIWEEKLY MEETINGS WITH STUDENTS

● Becoming comfortable with self-assessment● Need scaffolding of self-assessments for

reflection● Finding time to work with mentors within a

semester course

Personalized Projects

● Through product testing and reflection, student changed her project mid-stream without disrupting her learning

● Confidence grew the further she got into her business concept● She was intrinsically motivated along the way working on her

product outside of class time and finishing work early so she could work on making a better product.

CAT Grant Internship at R2i2

● Personalizing the learning experience (students who were not able to schedule courses at R2i2 but wanted a hands-on internship)

● Students were given an option of six projects to start with- every one of them changed their initial interests after completing the first segment of their internship.

● Seeking more nontraditional methods to allow students to develop skills.

Hybrid Course Option

● Student met graduation requirements Fall 2017

● Wanted to return to R2i2 to gain additional certifications and work on R2i2 Think Tank project

● Obligation to work to help with expenses

● Hybrid course piloted to fit both educational goals and financial obligations

● Face-to-face 2 days a week

Sustainable Food and Energy Solutions

● Collaboration grant from Richland County Conservation District for both classes to focus on composting, bioenergy, and eating locally

● Student interest shifted focus in both classes to preventing food waste and educating larger community about sustainable gardening practices.

Authentic Learning Experience with Industry Partners

● Applied knowledge in authentic ways

● Students planned menu

● Calculated contribution margin, break-even and set a target profit level of sales

● Conducted food sales while problem solving along the way only given guidance from Chef James of Sodexo or instructor when they seeked it

Proposed Timeline and Needs:

May-July

Evaluate and revise model based on student, mentor, and industry feedback.NEED EXTERNAL REVIEWERS FOR BEST PRACTICES

● Gather feedback from students and industry partners● Planning multiple ways for students to pursue interests and gain

skills next fall○ Project PANOPTES (robotic telescope build)○ MIT InvenTEAMS (invention and global design)○ Blended Next Energy classes of half credit and whole credit

to allow more students to explore energy engineering and physics. (Piloted this semester)

○ Increase industry partnerships to create authentic learning experiences

R2i2 from a Student Perspective...

● 100% state they enjoyed coming to R2i2 quite a bit.● Almost 86% felt their classes at R2i2 were motivating.● 71% felt that their work at R2i2 reflected their level of knowledge and abilities of the course.● 100% stated they valued the classroom environment of how they were able to learn at R2i2. ● 71% stated expectations of R2i2 teachers were extremely high while 29% stated the teachers had

somewhat high expectations.● 100% felt they were encouraged often to follow their interests/talents at R2i2.● 100% stated that their lesson outcomes helped them maximize their potential.● 100% felt that R2i2 considers the individual needs of all students.● 86% believe their R2i2 coursework will help them achieve their goals after high school. ● 100% felt they had control in how they were able to show their knowledge of their coursework.

(Spring 2018 survey based on R2i2 coursework)

Proposed Timeline and Needs:

2018-2019 School Year

Scale up revised system to all R2i2 classes.

CONTINUED NEED FOR MENTORS AND TECHNICAL ASSISTANCE (STANDARDS-BASED GRADING)

January 2018

Students in pilot classes identify interests and establish portfolios.

NEED TECHNICAL ASSISTANCE WITH HELPING STUDENTS ESTABLISH PORTFOLIOS.

February-April

Students work on personalized projects with mentors and use portfolio to post work and self-assessments.

NEED MENTORS TO COMMIT TO BIWEEKLY MEETINGS WITH STUDENTS

May-July

Evaluate and revise model based on student, mentor, and industry feedback.NEED EXTERNAL REVIEWERS FOR BEST PRACTICES