The Next Generation of Differentiation: The Path to More Powerful Personalization
Download as PPTX, PDF1 like2,843 views
The document outlines a webinar focused on the path to personalized learning in education, featuring presenters Kelly Urlacher and Madeline Ahearn, who discuss strategies for tailoring education to individual student needs and interests. It emphasizes the importance of technology in enhancing pedagogical methods and providing personalized learning paths for K-8 students. The Eugene School District 4J example highlights the ongoing journey to implement personalized learning effectively, illustrating the shift from traditional instructional models to more engaging, individualized approaches.
The Next Generation of Differentiation: The Path to More Powerful Personalization
- 1. The Next Generation of Differentiation: The Path to More Powerful Personalization Thursday, June 22, 2017 Presented by Join the Blended Learning: Extending Classes Online community: www.edweb.net/blended Kelly Urlacher Senior Curriculum Designer DreamBox Learning @DreamBox_Learn Madeline Ahearn Curriculum Administrator Eugene School District 4J in Oregon @MathMaddy
- 2. • Close other applications that use bandwidth • For audio issues, you can “Switch to Phone” by clicking “More” at the top of the screen • For a larger view of the slides hover over the slides, then click the “Maximize” image • Please post your questions in the chat box • Tweet using #edwebchat Here are some edWebinar tips …
- 3. Join the community! Blended Learning: Extending Classes Online www.edweb.net/blended edWebinar recordings and slides Quizzes for CE Certificates Online discussions Free resources You’ll get all of the community resources – for free! Click on this image when you join
- 4. Thanks for Attending This Webinar! Presented by edWeb.net ___________________________________________________________________________ Name All requirements for this in-service program have been completed. Number of clock hours completed: 1 CERTIFICATE OF COMPLETION You’ll receive a certificate for this webinar within 24 hours! edWeb.net is a free professional social and learning network. edWeb.TV is a premium subscription service from edWeb. If you logged in live with your email address, a link to your CE Certificate will be emailed to you the next business day. If you joined by phone or if you’re watching the recording, you need to take the CE Quiz to get your CE Certificate. To get your CE Certificate… Join the community at www.edweb.net/blended Your edWebinar activity is now available on your edWeb homepage when you join! Then click on this image to find the CE Quiz.
- 5. Madeline Ahearn is the curriculum administrator in Eugene School District 4J in Oregon, where she oversees curriculum and instruction in mathematics, science, health and PE for grades K-12. Madeline has 11 years of education experience, with the majority in the secondary math classroom serving as a teacher and instructional coach. Follow Maddy on Twitter @MathMaddy Kelly Urlacher started her education career as a teacher in 2002. She has her National Boards and Masters in Technology and Curriculum Development. Kelly taught 6th grade for ten years and has a passion for math. Kelly is now a Senior Curriculum Designer for DreamBox Learning, where she has the opportunity to create lessons, develop technology-based teacher partnerships, and influence the way students learn math.
- 6. The Next Generation of Differentiation: The Path to More Powerful Personalization Kelly Urlacher Sr. Curriculum Designer DreamBox Learning® Math Madeline Ahearn Curriculum Administrator Eugene School District 4J
- 7. Agenda Personalized Learning: What is it? Beyond Basic Differentiation: Personal Learning Strategies Technology: Pedagogy and Curricular Enhancement Eugene SD J4: The Evolution of Personalization Through Innovative Technology
- 8. Personalized Learning “Tailoring learning for each student’s strengths, needs and interests–including enabling student voice and choice in what, how, when and where they learn–to provide flexibility and supports to ensure mastery of the highest standards possible.” - iNACOL
- 9. Attributes of Personalized Learning Allison Zmuda. Educational Consultant and author of Students at the Center: Personalized Learning and Habits of Mind (ASCD). http://www.learningpersonalized.com/broadening-the-dialogue-about-personalized-learning-inspired-by-dan-meyer/
- 10. Learning Principle “Understandings cannot be given; they have to be engineered so that learners see for themselves the power of an idea for making sense of things.” p. 113, Schooling by Design, Wiggins & McTighe, ©2007
- 12. Today’s Lesson: Fraction Operations
- 13. Today’s Lesson: Fraction Operations I haven’t learned anything new all year. This math class is boring. This is way too hard. It doesn’t make sense. I give up! This math class is just right for me – not too hard, not too easy.
- 14. Today’s Lesson: Fraction Operations
- 15. Today’s Lesson: Fraction Operations Why? Because these students were all born during the same 12-month window about 11 years ago.
- 16. Seat-time policies, pacing calendars, standardized testing schedules, age-based classrooms and weak competency-based tools make it difficult for me to personalize and differentiate.
- 17. What are you ready to learn? What do you think about it? When were you born? What did someone else tell you to think? Personalized (Relational) Impersonal (Industrial) Schooling What adults do Learning What students do
- 18. What are you ready to learn? What do you think about it? When were you born? What did someone else tell you to think? Personalized (Relational) Impersonal (Industrial) Schooling What adults do Learning What students do
- 19. What are you ready to learn? What do you think about it? When were you born? What did someone else tell you to think? Personalized (Relational) Impersonal (Industrial) Schooling What adults do Learning What students do
- 20. What are you ready to learn? What do you think about it? When were you born? What did someone else tell you to think? Personalized (Relational) Impersonal (Industrial) Schooling What adults do Learning What students do
- 21. What are you ready to learn? What do you think about it? When were you born? What did someone else tell you to think? Personalized (Relational) Impersonal (Industrial) Schooling What adults do Learning What students do
- 22. Today’s Lesson: Fraction Operations Math is boring. Every math class is the same: Lecture, practice, lecture, practice, quiz, test. It’s not engaging, or authentic. I know how to win at school. I just wait for the teacher to show me how to solve familiar problems. I feel like it makes sense when my teacher shows it in class, but I’m lost when I get home.
- 26. Personalized Schooling Personali zed Learning School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Industrial Learning Personalized (Relational) Impersonal (Industrial) Schooling What adults do
- 27. School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Personali zed Learning School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Industrial Learning Personalized (Relational) Impersonal (Industrial) Schooling What adults do
- 28. School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Personalized Learning School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Industrial Learning Personalized (Relational) Impersonal (Industrial) Schooling What adults do Learning What students do
- 29. School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Personalized Learning School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” Someone Else’s Ideas (Rote Knowledge) Personalized (Relational) Impersonal (Industrial) Schooling What adults do Learning What students do
- 30. School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” Someone Else’s Ideas (Rote Knowledge) Personalized (Relational) Impersonal (Industrial) Schooling What adults do Learning What students do
- 31. School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” Someone Else’s Ideas (Rote Knowledge) Personalized (Relational) Impersonal (Industrial) Schooling What adults do Learning What students do Blended Blended
- 32. Is there an app for this? Is there an app for this? Is there an app for this? Is there an app for this? School Policies & Structures are Designed for Students as Unique Individuals. Strategic & Varied Schedules, Locations, Paths & Paces Empowering Learning Experiences, Critical Thinking, Creativity, Exploration. Students “Think & Do” using Their Own Intuitive Ideas School Policies & Structures are Designed for Efficiency, Economy & Scale. Fixed Schedule, Location, Path & Pace Age-Based Pacing Calendars Traditional Lesson Paradigm of Mass Instruction Teach, Practice, Test Students “Sit & Get” Someone Else’s Ideas (Rote Knowledge) Personalized (Relational) Impersonal (Industrial) Schooling What adults do Learning What students do Blended Blended
- 33. Fullan: Alive in the Swamp Fullan & Donnelly, Alive in the Swamp: Assessing Digital Innovations in Education, © July 2013, www.nesta.org/uk “Technology–enabled innovations have a different problem, mainly pedagogy and outcomes. Many of the innovations, particularly those that provide online content and learning materials, use basic pedagogy – most often in the form of introducing concepts by video instruction and following up with a series of progression exercises and tests. Other digital innovations are simply tools that allow teachers to do the same age-old practices but in a digital format.” (p. 25) Fullan & Donnelly, Alive in the Swamp: Assessing Digital Innovations in Education, © July 2013, www.nesta.org/uk
- 40. .pdf on an iPad
- 41. .pdf on an iPad
- 42. “True virtual manipulatives allow more than simply a viewing of objects on the computer screen. They allow increased engagement, forcing the user to interact with dynamic objects. Through this interaction students have opportunities to make meaning and see relationships as a result of their own actions. And it is this interactive engagement with a dynamic representation that is the key to the knowledge construction process.” *From Virtual Manipulatives In The K-12 Classroom, Moyer, Bolyard, Spikell, 2002
- 43. A District Example: the Path to Personalization Madeline Ahearn Curriculum Administrator Eugene School District 4J
- 44. Background: Eugene School District 4J, Oregon 17,000 students 18 Elementary School Programs 8 Middle Schools 4 Comprehensive High Schools + 1 Alternative High School
- 45. The Journey: Eugene School District 4J Identifying the problem
- 46. The Journey: Eugene School District 4J Identifying the problem Evaluation of potential solutions
- 47. The Journey: Eugene School District 4J Identifying the problem Evaluation of potential solutions Implementation with fidelity
- 48. The Journey: Eugene School District 4J Identifying the problem Evaluation of potential solutions Implementation with fidelity Results and Reflection
- 49. The Journey: Eugene School District 4J Identifying the problem Evaluation of potential solutions Implementation with fidelity Results and Reflection Next Steps
- 50. Your Turn: Q&A Kelly Urlacher Sr. Curriculum Designer DreamBox Learning® Math Madeline Ahearn Curriculum Administrator Eugene School District 4J
- 51. DreamBox Learning® K–8 Math Available in English & Spanish
- 52. What We Do: Reimagine K-8 Math for Learners and Learning Guardians • Eliminate the wall between Instruction & Assessment • Build Conceptual Understanding & Fluency • Incorporate gaming protocols in 3 age-appropriate motivational frameworks to build confidence • Use dynamic, continuous, and real-time data to create personalized learning paths • Empower students with ownership of their own learning and teachers with powerful instructional data • Create deeper home-to-school connections to facilitate more meaningful interactions for educators and families
- 53. Efficacy: Independent Validation from Harvard and SRI, and 40+ Industry Awards Learn more and see how it works: www.DreamBox.com/request-a-demo See all of our awards at dreambox.com/awards
- 54. DreamBox Lessons & Virtual Manipulatives Intelligently adapt & individualize to: • Students’ own intuitive strategies • Kinds of mistakes • Efficiency of strategy • Scaffolding needed • Response time 2,000+ Lessons available in English and Spanish!
- 55. Empower Educators with DreamBox Learning FlexPD™ • Designed to enhance instructional practice • Aligned with instructional goals • Customized to fit the needs of busy educators >>NEW! Introducing MyFlexPD™, revolutionary just-in-time professional development that’s relevant and immediately actionable
- 56. We value your feedback! Let us know how we’re doing: www.surveymonkey.com/r/GC6ZCM7
- 57. Thank you to our presenters! Learn more about DreamBox Learning at www.dreambox.com Kelly Urlacher Senior Curriculum Designer DreamBox Learning @DreamBox_Learn Madeline Ahearn Curriculum Administrator Eugene School District 4J in Oregon @MathMaddy
- 58. Thanks for Attending This Webinar! Presented by edWeb.net ___________________________________________________________________________ Name All requirements for this in-service program have been completed. Number of clock hours completed: 1 CERTIFICATE OF COMPLETION You’ll receive a certificate for this webinar within 24 hours! edWeb.net is a free professional social and learning network. edWeb.TV is a premium subscription service from edWeb. If you logged in live with your email address, a link to your CE Certificate will be emailed to you the next business day. If you joined by phone or if you’re watching the recording, you need to take the CE Quiz to get your CE Certificate. To get your CE Certificate… Join the community at www.edweb.net/blended Your edWebinar activity is now available on your edWeb homepage when you join! Then click on this image to find the CE Quiz.
- 59. Join the community! Blended Learning: Extending Classes Online www.edweb.net/blended edWebinar recordings and slides Quizzes for CE Certificates Online discussions Free resources You’ll get all of the community resources – for free! Click on this image when you join
Editor's Notes
- #2: Replace title, subtitle (if necessary), date, presenter name, presenter byline, community name, community URL, headshot, logo
- #4: Replace community screenshot, community name, community URL, logo
- #5: Replace certificate screenshot, community URL and logo
- #10: Differntiation
- #22: “Learning is not accomplished by putting thoughts into a mind, but rather by empowering a mind to generate thoughts.” - Dr. Tim Hudson, VP of Learning, DreamBox Learning
- #32: Add slide to say “Is there an app for that?”
- #33: Add slide to say “Is there an app for that?”
- #44: The Evolution of Personalization Through Innovative Technology
- #52: DreamBox Learning provides a new class of intelligent adaptive learning technology is the true game changer in education. Combines 3 essential elements 1) Mathematics- CCSSM & Standards for Mathematical Practice- unlike other programs that provide drill and practice DreamBox builds both conceptual understanding and procedural fluency 2) Motivating (persist and progress) 3) Powerful intelligent adaptive learning engine providing millions of personalized learning paths—each one—tailored to a student’s unique needs. Notes: DreamBox curriculum aligns with these Common Core Standards: Counting and Cardinality, Comparing, Operations and Algebraic Thinking, Number and Operations in Base Ten, and Number and Operations in Fractions.
- #55: Truly Adaptive Learning Technology requires dynamic content that is built from the ground up to invite, analyze and respond to a learner’s initial conceptions and support their developing ideas.
- #56: Truly Adaptive Learning Technology requires dynamic content that is built from the ground up to invite, analyze and respond to a learner’s initial conceptions and support their developing ideas.
- #58: Replace title, subtitle (if necessary), date, presenter name, presenter byline, community name, community URL, headshot, logo
- #59: Replace certificate screenshot, community URL and logo
- #60: Replace community screenshot, community name, community URL, logo