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Making Choices about Programs/Approaches to Learning

by Fran

Personalized Learning categories

Continuum of Choice by Barbara Bray and Kathleen McClaskey is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Based on work at bit.ly/continuumchoice

Providing choice can be confusing. If learners are choosing from a set of pre-planned choices from a computer program or a list of options from the teacher, then the teacher is ultimately the one responsible for the learning not the learner. As learners increase responsibility around voice, teachers can also provide a process that builds ownership as learners move toward agency with choice.

Participant

The teacher or a computer program provides a menu of options for learners. These options are choices for learners to learn content through images, videos, text-based resources, audio, hands-on activities, or interactions with peers. These options allow learners to access information, engage with content, and express what they know and understand. The choices offered provide learners opportunities to showcase what they know from writing a paper to creating a performance.

Co-Designer

The teacher provides learning possibilities and then gets out of the way for learners to go on their own journey (via Jackie Gerstein). They invite input from learners to add to options of choices on how they would prefer or need to access information, engage with content, and express what they know. The teacher collaborates with the learner to brainstorm ideas for lesson design, assessment strategies and types of tools and resources to use with activities. Teachers and learners review and collaborate how to give more choice as they learn and demonstrate evidence of learning.

Designer

The learner chooses topics and direction for what they plan to design based on personal interests. They research topics based on questions generated individually or with peers. The learner acquires the skills they need to choose the appropriate tools and resources for developing and creating their design. Learners, individually or with peers, brainstorm and choose ideas using the design thinking process to create change or design new products:

Empathizeis where they talk to people and reflect on what they see.
Defineis where learners become aware of needs and how to make changes to meet needs.
Ideateis where learners brainstorm ideas and questions around changes.
Prototypecan be a sketch or model that conveys the product or idea for change.
Testis to determine what works, what doesn’t work and then modifies the prototype.

The learner can be part of a pathways program that guides the design of their learning. They find an advisor or mentor who can guide them as they explore their interests, talents and passions to discover their purpose. They can choose extended learning opportunities such as internships or apprenticeship to take their aspirations to another level.

Advocate

The learner chooses a challenge or problem that they are passionate about. This is where the learner wants to make a difference and perseveres to choose what will be their purpose of learning. When they identify the challenge or problem they then own an authentic voice with a clear purpose for the choices they will make to advocate for what they believe. They employ strategies and build a network of others who want to solve the challenge or problem to advocate for change. The group works strategically to develop an action plan to shape the change. When the learner has the experiences of advocacy working toward something they believe in, they are using the power of democracy and understand their part in the system.

Entrepreneur
The learner self-regulates, adjusts, and determines learning based on what they want to do with their lives. They take their ideas and passion to pursue an idea and possibly to create a business. Even young learners may invent or come up with an idea that improves a product or invent something that has never been done before. This is the driving force that becomes their purpose. They take the lead by driving the design process and advocating for what they believe is an important product or idea. They build a support system as their personal learning network (PLN) that helps guide them on their journey to learn, build, design, create, develop, and promote an idea or product. The learner understands the importance of being connected, branding who they are and pursuing their purpose for learning.

NO program I am aware of is without criticism. Educators must investigate and make choices. I recommend a Google Search to get a complete picture of any Program/Model of Individualized Instruction or Describing Individual Differences.

"Model" Individual Differences Uncategorized

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Learning Frameworks Focused on Individuals as Learners (6)

by Fran

There are at least 3 other “teaching/learning” frameworks that are relevant to Executive Functioning: Individualizing Learning, Learner “Characteristics” and Habits, and Executive Function/Metacognition. The first two–which address individual differences–will be the focus of this post.

INDIVIDUALIZING LEARNING as a framework comes in several different forms: Personalized Learning, Differentiated Instruction, Universal Design and Learning Styles. Each of these suggests that we need to understand individual learners and how learners differ.

Personalized Learning

”Personalized learning is happening now and will expand significantly worldwide in 2016. Yet there are still different definitions for personalized learning and even some have concerns about what it means for kids. We know the main focus of personalized learning is our kids. So we are focusing on three main concepts for these trends we see for 2016 starting with learners, the teachers, and pulling together everything with culture and community that encompass the 10 Trends

http://www.personalizelearning.com/2015/12/10-trends-to-personalized-learning-in.html

Posted below are excerpts that seem to be most closely related to “Learning How to Learn.”

Focus on Learners includes the following topics: Discover the Learner, Learner Agency, Competency-Based and Kids Hacking School. Within this element of the framework, the following are most relevant to work on Executive Function.

Learner Agency: ” . It is about having a sense of ‘agency’ when we feel in control of things that happen around us; when we feel that we can influence events. This happens when teachers focus on learning as the goal by allowing flexibility in the pace at which learners are expected to learn. You will definitely be hearing more about “agency” in 2016.”

Hacking School: “Kids tend to be smarter than we give them credit. Since the system was created to encourage compliancy, many kids learn right from kindergarten to follow orders and do what the teacher tells them to do. However, because of the access to information on social media and conversations with their peers, they are learning to question, be curious, and even skeptical about “school”. They also are realizing with all that is available at their fingertips, they can teach themselves what they want to learn.”

Focus on Teachers Includes: Educator Competencies, Voice and Choice, and Blended Learning.

Voice and Choice: ” Providing choice can be confusing. If learners are choosing from a set of pre-planned choices from a computer program or a list of options from the teacher, then the teacher is ultimately the one responsible for the learning not the learner. As learners increase responsibility around voice, teachers can also provide a process that builds ownership as learners move toward agency with choice. 2016 will be the year we see more examples and strategies of learner voice and choice along the continuum around the world.”

Focus on Culture and Community includes: Common Language, Building Citizenship and Community as School.

Common Language: “….Personalized Learning is a culture shift. It is about transforming teaching school or district to Personalized Learning Environments, all stakeholders need to have a common language and understanding around personalized learning in conversations inside and outside of school…’

See also a related Model- The Institute for Personalized Learning: http://www.cesa1.k12.wi.us/institute/index.cfm

Differentiating Learning

Another framework that addresses the topic of individualizing learning is “Differentiated Learning.” This framework is so widely known that it will not be discussed at length here, but see: http://www.edutopia.org/article/differentiated-instruction-resources

I still find Tomlinson’s The Differentiated Classroom (1999) the best source for a basic understanding of this framework, especially the Appendix. The “Equalizer” offers concrete dimensions of learning to consider.

Universal Design for Learning

Universal Design for Learning is still another framework for understanding individual differences in learners. See: http://www.udlcenter.org/aboutudl/whatisudl This is UDL Center’s very detailed description of this framework with multiple print version options. The focus is on 3 principles of UDL: Recognition of the multiple means of representation, multiple means for students to express their learning, and multiple ways to stimulate interest and motivation.

Universal Design and Expert Learners http://www.udlcenter.org/aboutudl/expertlearners

Learning Style(s)

Learning Style. If you “google” learning styles,” you will get links that range from Multiple Intelligences to a Wikipedia inventory, including criticisms: See, for example: https://en.wikipedia.org/wiki/Learning_styles

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_199010_curry.pdf This concept requires considerable caution as many of the “learning style” models have not been researched or have not been found to be consistent with what we know about learning and learners.

LEARNER “CHARACTERISTICS” OR “HABITS”

These frameworks focus on particular learner “characteristics” or “habits” that are assumed to be central to a student’s ability, achievement, awareness, and/or approach to learning. You will see some/much overlap in these models. Some of the more current frameworks include.

Growth Mindset:

Recognizing and Overcoming False Growth Mindset | Edutopia

www.edutopia.org/blog/…overcoming-false-growth-mindset-carol-dweck

Examples of a false growth mindset include praising effort over progress, affirming students’ potential without enabling them, and blaming their mindset instead of …

Carol Dweck: The power of believing that you can improve …

www.ted.com/talks/carol_dweck_the_power_of_believing_that_you_can…

B Grit:

Grit: Angela Lee Duckworth: The key to success? Grit | TED Talk …

www.ted.com/talks/angela_lee_duckworth_the_key_to_success_grit?…

Video embedded · At the University of Pennsylvania, Angela Lee Duckworth studies intangible concepts such as self-control and grit to determine how they might predict

True Grit: The Best Measure of Success and How to Teach It …

www.edutopia.org/blog/true-grit-measure-teach-success-vicki-davis

Edutopia blogger Vicki Davis identifies the nature of grit, its necessity and value of grit in education, and ten ways of teaching students to develop their own grit.

Teaching Grit: How to Help Students Overcome Inner …

www.edutopia.org/blog/grit-help-students-overcome-inner-obstacles…

Video embedded · Teaching Grit Cultivates Resilience and Perseverance (Research Made Relevant Series) Amy: Kenny is a student that participated in my grit program

Habits of Mind identified by Costa and Kallick …

This model warrants consideration because it is well developed and widely used in school districts..

Of the 16 “Habits” the following seem particularly relevant to Executive Functioning and Independent Learning: Persistence, Managing Impulsivity, Thinking Flexibly, Thinking About Thinking, Thinking Interdependently, Remaining Open to Continuous Learning, Questioning and Posing Problems, Applying Past Knowledge to New Situations, Creating, Imagining and Innovating, and Taking Responsible Risks.

www.ccsnh.edu/sites/default/files/content/documents/CCSNH MLC

The Self-…Models There are several models with the title “self—something”.

Agency: http://www.personalizelearning.com/2015/10/learner-voice-demonstrates-commitment.html

Self-Regulated Learning: These models are particularly relevant to social learning issues.

Barry Zimmerman Discusses Self-Regulated Learning …

archive.sciencewatch.com/dr/erf/2011/11decerf/11decerfZimm

Barry Zimmerman Discusses Self-Regulated Learning Processes; Emerging Research Front commentary from the field of Social Sciences, general.

Self-Regulated Learning: http://www.rhartshorne.com/fall-2012/eme6507-rh/cdisturco/eme6507-eportfolio/documents/zimmerman.pdf

Self-Directed Learning:

http://classroom-aid.com/2013/03/23/self-directed-learning-well-explained/

and http://www.ciera.org/library/archive/2001-04/0104prwn.pdf

Self-Efficacy: http://www.uky.edu/~eushe2/Bandura/BanEncy.html This model by Bandura is a behavioral/social model that offers an important perspective on

http://www.theoryfundamentals.com/bandura.htm on Observational learning

Looking across these frameworks it is possible to see that we expect students to become increasingly independent as learners. How well they can/will become independent learners depends on what learners know about learning in general and their own learning in particular. And that will depend at least in part on their teacher(s) and the learning environment.

Next the focus will shift to resources specific to “Executive Function” as it applies in general, in the classroom, and for students who struggle with learning.

Beliefs About Learning Foundational Beliefs Individual Differences Learning How to Learn Metacognition Voices and Choices

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4 Dimensional Learning

by Fran

I really like the idea of a 4 dimensional perspective from Personalized Learning. Here I’m highlighting 1 element from each of the 4 dimensions.

Learning Culture: Shared Belief System

Learning Environment: Flexible Learning Spaces

Partners in Learning: Teacher and Learner Partnership

Deeper Learning: Assessment as Learning

For a detailed graphic:

http://www.personalizelearning.com/2015/01/infographic-10-trends-to-personalize.html?utm_source=Personalize+Learning+List&utm_campaign=4ec1233b9a-Personalize_Learning_Updates5_17_2012&utm_medium=email&utm_term=0_11294c02bb-4ec1233b9a-307067653

Classrooms and Context Frameworks/Research Metacognition

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The Teacher’s Role in Metacognitive Learning

by Fran

Helping students become more effective and more independent as learners means being explicit about where they are in a learning task/ process. Here are some excerpts about formative assessment that addresses building that kind of student knowledge.

From Edutopia by Andrew Miller

Formative Assessment Is Transformational!

February 3, 2015

http://www.edutopia.org/blog/formative-assessment-is-transformational-andrew-miller

”Teachers use formative assessment to let students know where they are in the learning journey. Assessment is no longer a surprise! Student learning becomes transparent and also personalized. In addition to just-in-time learning, students get just-in-time feedback. Teachers rely on formative assessment to give students specific, actionable feedback that they can use to refine their work, seek out resources, and engage in learning that is specific to their needs. Because of this, all students increase their capacity for success….”

…….

“Another big transformation that occurs when teachers practice formative assessment is a classroom of empowerment. Students are empowered to take ownership of the learning process. They know where they are and can set goals for next steps. They are given the power to “fail forward” and know that it’s never too late to learn…”

Classrooms and Context Learning How to Learn Metacognition Teacher Suggestions, Stories, Qs

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And Still More About Hearing Children’s Voices (about Learning)

by Fran

Personalized Learning and Query Books
DECEMBER 11, 2014
Cathy Knutson An excerpt

“My interest in personalized learning and Genius Hour began changing how I worked with students, as I created opportunities for them to choose the way they demonstrate their learning, and provided choices for collaboration. I focused them on creating and sharing with their own voice.
An obstacle became immediately apparent as students began to direct their own learning. When allowed to choose which interests to pursue, many of my students didn’t know where to begin! They were not accustomed to this responsibility and didn’t consider their own ideas to be as valuable as those provided by others.

“They were not accustomed to this responsibility and didn’t consider their own ideas to be as valuable as those provided by others. Many struggled with the act of being curious or with pondering their own questions. They simply hadn’t given it much thought and couldn’t just flip a switch for instant illumination. As fourth and fifth grade students, they were used to adults telling them what to do rather than asking them to pursue their own ideas and interests — especially in an educational setting. They needed extra time to focus on and mull over their options. You cannot develop passion projects if you have no passion or haven’t really considered what those passions are. They had to first think through what piqued their interest. What would they like to know more about? What everyday problems have they noticed that need solutions? If they had never thought about it, they needed to reexamine their world with their eyes open to problems and their minds eager to find solutions.”

http://www.edutopia.org/blog/personalized-learning-and-query-books-cathy-knutson

Learner Stories (Self-Management} Learning How to Learn Lesson Planning Uncategorized Voices and Choices

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Meta Learning Foundation 4: Know Me

by Fran

Learning is most successful when I addresses both the strengths and challenges of individual learners.

Teaching is a very challenging profession. When faced with 25 (elementary) or 50+ (middle school) or 100+ (high school) students a day, we ask teachers to address individual differences, strengths and challenges. We need suggestions about how to do that, but we need to make those suggestions with humility and empathy. There are several frameworks that attempt to show ways to address individual differences in learners: Personalized Learning, Differentiated Instruction, Diagnostic Teaching, Zone of Proximal Development, Multiple Intelligences, and “Learning Style.”
But I’d like to recommend another way of addressing the individuality of learners. Listen to their stories. Sometimes they will call attention to their stories; sometimes they won’t, but they will have a story about who they are, what they care about, what they think, how they feel—about lots of things, including learning.
Here are some ways other educators have addressed student individuality through their stories:

Kids Telling Their Stories
http://main.zerotothree.org/site/PageServer?pagename=ter_key_language_storytelling
The Emergence of Story Telling During the First Three Years

By Susan Engel
Bennington College, Bennington, Vermont

Edited from the Zero to Three Journal, December 1996/January 1997. To browse or order the Zero to Three Journal, click here.
“My 2 1/2 year old son, Sam, eagerly begins to tell a story he has heard and told several times before. He tells it to one of his brothers, who already knows the story. “When I was a born baby? (voice goes up as if asking a question) Jake was carrying me down the stairs and he, and he, he… (he turns to me) Mom, you tell the rest.” At 2 1/2 Sam is already a budding raconteur, eager to share experiences from his past.”

You Matter by Angela Maier

Student Choices
http://dbassett.blogspot.com/2014/09/as-we-move-forward-trying-to-support.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+ReflectionsOnMeta-cognition-ForEducatorsByEducators+%28Reflections+on+Meta-cognition+-+For+Educators+by+Educators%29
“As we move forward, trying to support each student as they move towards success, we need to think about building on interests – not only for engagement – but also due to the strategies students accomplish around their areas of interest. This is a great article. Enjoy. Courtesy of ASCD.”

Student choice helps educators differentiate instruction
Students’ interests can help educators develop differentiated learning experiences, education consultant John McCarthy writes in this blog post. He highlights the advantages of student choice, tools teachers can use to tap into student interests and tips to manage student-driven assignments. Edutopia.org/Differentiated Instruction blog (8/25)

Frameworks/Research Learning How to Learn Metacognition Teacher Suggestions, Stories, Qs Voices and Choices Worth Learning (Purpose, Action)

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On the Road to Learning

by Fran

I’m just getting started with this blog, and I already know that I have a lot to learn. I’m planning to reach at least a middle school level of blogging expertise! Perhaps my experience at creating wikis will be helpful.

I’m passionate about “learning how to learn” and hope to create/revise a wiki that will be useful to middle school teachers. I started a “Learning How to Learn” wiki (Explorience1) last year as part of Wiki Camp and will be working on revising it this year.

My background includes student teacher supervision, learning specialist, speech/language pathologist, developmental psychologist, classroom researcher.

I’d love to have suggestions from classroom teachers and learning specialists:

What are your looking for?

What suggestions to you have?

How do your students talk about learning? What do they struggle with as learners?

Has you school instituted any “learning how to learn” (self-directed learning, personalized learning, self-regulated learning, etc.) courses, workshops, classes?

How do your struggling learners “learn how to learn?”

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On the Road to Learning: I am a learner, too!

by Fran

On the Road to Learning

Tuesday November 15th 2011, 7:27 pm Edit This Tagged starting
Filed under: Uncategorized | Leave a Comment

I’m passionate about “learning how to learn” and hope to create/revise a wiki that will be useful to middle school teachers. I started a “Learning How to Learn” wiki (Explorience1: http://explorience1.pbworks.com/w/page/27792494/Front%20Page) last year as part of Wiki Camp and will be working on revising it this year.

My background includes student teacher supervision, learning specialist, speech/language pathologist, developmental psychologist, classroom researcher.

I’d love to have “Learn to Learn” suggestions from classroom teachers and learning specialists:

What are your looking for–information, ideas, research, links, activities…?

What suggestions do you have?
How do your students talk about learning?
What do they struggle with as learners?
Has you school instituted any “learning how to learn” (self-directed learning, personalized learning, self-regulated learning, etc.) courses, workshops, classes?
How do your struggling learners “learn how to learn?”

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Comparison of Individual Differences Models

by Fran

Individual Differences “Characteristics” Across Models

Individual Differences Frameworks Focused on Cognitive and Affective^ “Characteristics” ^In Red

Developmental	Popular Single Factor Models	Habits of Mind	“IQ”/Cognitive Tests	Differentiated Instruction/CAST	CARENOTES
Piaget Sensory Motor Preoperational Concrete Operational Formal Operational	GRIT	Persistence	WISC-V	Concrete/Abstract D	Conceptualization
	Growth Mindset	Managing Impulsivity	Verbal Digit Span Information Similarities Vocabulary Comprehension Arithmetic	Simple/Complex D	Abstraction
	Mindfulness	Taking Respnbl Risks			Representation
	Agency*/Self-Direction	Finding Humor		Smaller Leaps to Greater Leaps D	Engagement
Vygotsky Zone of PD Level of analysis Problem solving Organizing info…mental schema Interaction w partners Cultural influences					Number (Working Memory
		Listening with understanding and empathy	Performance Pix Completion Coding Pic Arrangement Block Design Object Assembly Symbol Search Mazes	Few Facets to Multi Facets D	Other(s)
		Thinking interpedently		More Structured to More Open D	Tentativeness
	Personalized Learning Agency Voice Choice http://wanttolearn. edublogs.org/ 2016/04/05/ learning-frameworks-focused-on-individuals-as-learners-6/	Thinking & Communicating with Clarity and Precision ———————— Striving for Accuracy ——————————- Creating, Imagining and Innovating —————————– Responding with wonderment and awe ——————————- Creating, imagining and innovating ——————————-	Woodcock J-IV COG Standard Battery Oral Vocabulary Number Series Verbal Attention Letter pattern matching Phonological Matching Story Recall Visualization General Information Concept Formation Number Reversed Concept Formation Number Reversal	Recruiting Interest C Sustained Interest and Persistence C ————————— Self-Regulation C Executive Function C	The Process of Understanding a Learner’s Strengths and Challenges

"Model" Individual Differences Uncategorized

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Choosing and Using Frameworks for Understanding “individual differences”

by Fran

I have lots of questions!

If we count each framework separately we arrive at 4 Developmental Frameworks (Piaget, Vygotsky, Flavell, Sternberg), 4 Popular Single Factor Framework, (Grit, Growth Mindset, Mindfulness and Agency/Self-Direction), 1 Multiple “characteristics” framework (Habits of Mind), 2 Intelligence/Cognitive Tests (WISC-V and SJV COG), Two Curriculum Based Frameworks (Differentiated Instruction and CAST), 1 “Personalized Learning” framework, and my earlier framework (CARE NOTES).

How might we compare and choose a framework? Is it doable? valuable? context dependent? Where might such analysis/comparison take us? How does a teacher or school focus on one or more of these frameworks in order to more specifically and effective address the strengths and challenges of individual students? What role do parents play in choosing a way to describe their child?

Where might we start?

Is the framework easily understood?

Is it possible that some frameworks overlap with other frameworks?

How is a framework chosen?

…on the basis of teacher/school purpose;

…on the basis of ease of understanding and implementing the framework;

…on the basis of evidence of the framework’s effectiveness;

…on the basis of ease of implementing;

…on the basis of family and child input.

Are there examples of the frameworks use? Effectiveness?

Individual Differences Student Voices

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