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Stephen Downes

Knowledge, Learning, Community
Notes from:
Personalizing 21st Century Education: A Framework for Student Success Dan Domenech, Morton Sherman, John L. Brown Jossey-Bass, a Wiley Brand. 2016 Personalizing Learning - the vision - reviewing notes at home - in school - no grades     - director of learning gives them activities     - independent, small groups, one-on-one, larger sessiions     - mastery learning; lessons     - ongoing evaluation, adaptive learning Driverless cars What is a personalized 21st century education     - personalized education plan (developed by teacher)     - adaptive learning via assessment     - grouping by proficiency, not age     - teacher = director of learning     - cf Kettering Foundation, Individually Guided Education Ten Building Blocks     - creating a vision for personalization     - dealing with diversity (SD: vs embracing diversity)     - identifying benchmarks and exemplars of schools already personalizing     - transforming curriculum and programs of study     - personalizing teaching ang learning, focus on needs and strengths     - accountability - making assessment meaningful     - maximize impact of technology     - personalizing leadership and governance - new approaches for decision-making     - personalizing health, social and psychological services     - cultivating paret, community, institutional partnerships Demographics     - minority needs     - preparing students for the world of work     - is the best education for the high achiever the best education for all?     - making multilingualism a resource     - low socioeconomic status students - special needs Personalized Curriculum     - Discoverty Elementary School in Arlington:         - idea of curriculum as an immersive experience         - physical plant reflects this - classrooms named for environment     - Innovations Early College High School in Salt Lake City         - no bells, no schedules         - curriculum based on proficiency     - curriculum vs standardization         - today - curriculum defined as what students should know, based on test-prep         - but research speaks against this - five points:             - learning is holistic - all authetic learning is experiential (Dewey)             - transmission approach inadequate and misinformed (Friere)             - learning is brain centered, need to emphasize executive function             - creativity and self-expression as a biological necessity             - we express our intelligence differently and personally     - vision for 21st century curriculum - organic and integrated system, aligned to achieve maximum learning outcomes, not just cognitive, created collaboratively, focused and realistic but ambitious, student-centered Teaching and Learning     - PISA, TIMNS - suggest great teaching is mediated by instructor, not presented through lecture     - need for instructors to employ research-based principles of learning     - case studes - a few top picks:         - curriculum compacting - acceleration where possible, coaching where needed         - tiered lesson and learning centers         - complex instruction - variety of learning structures         - learning contracts         - orbital studies - student-generated extension projects         - independent study options         - interest centres and interest groups         - reflective journals and think logs (SD: tlogs?)         - RAFT assignments - roles, audiences, formats, topics         - capstone projects         - cooperative learning structures eg. peer teaching Assessment     - be clear about what tey are expected to learn and why     - create a roadmap or visual organizer     - personal goal setting and strategic planning     - metacognition     Some recommended changes for consideration:     - select big-idea and conceptually challenging standards or goals     - organize outcomes around concepual bands or themes     - outcomes should reflect full range of student development     - comprehensive K-12 delineation of what students are expected to learn     - staff become true data experts     - move beyond traditional data collection     - build a data management platform     - students take on active and ongoing role in their own data management     - personalize data management and assessment     - involve all stakeholders     Meaningful, authentic and lifelong learning outcomes     - work ethic, integrity, teamwork, self-representation, diversity awareness         conflict resoltion, creativity     - professional knowledge skills - speaking and listening, job acquistion         customer service     See also: www.wiley.com/go/personalizing21

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Stephen Downes Stephen Downes, Casselman, Canada
stephen@downes.ca

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