J-Term at Hazen Union

Personalized, proficiency-based PBL or bust

three pillars of personalized learningDuring a faculty meeting in late December of 2016, educators and staff talked about the need to provide personalized learning options for students at their small, rural Vermont school. They wanted do so in a way that  honored the students’ need for passion-based, independent projects, as well as the desire of the faculty and staff to provide structured supports.

But what could that look like in action?
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Three Pillars in Practice: Team Extreme IDU

Every May for the past 10 years, Lamoille Union Middle School’s Team Extreme launches an integrated unit. This year found them shifting and building upon past successes to include the goal of giving students access to their growth and skills progression in a brand new way.

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How to win the VT Tech Bridge Building competition

It takes a combination of flexible pathways and student passion.

student-directed learningPeoples Academy Middle Level 6th graders Noble Beerworth, Josephine Simone, Anna Isselhardt, and Jacob Fougere won big at this year’s  VT Tech’s Bridge Building competition.  They built a bridge that withstood 1,089 pounds of pressure, but the story of how their school helped them get there is equally impressive.

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Build personal connections in teacher advisory

“Every student gets greeted at the start of every day.”

build personal connections in teacher advisoryAt Peoples Academy Middle Level, educators have taken the role of teacher advisory, or TA, to a whole new level. They conduct their advisory to build personal connections with their students. As a result, at PAML, advisory has become a very special thing.

But how can you build personal connections in advisory? Let’s find out.

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4 ways students can control the pace of content delivery

Deliver the goods!

tech-rich social studiesRather than creating a unit on the Civil War, imagine working with an individual student or small group on a topic that fully engages them, but might be something you know little about. First we looked at how to find resources in multiple formats, to meet students’ different learning needs and preferences.

Now, how do we deliver those materials in a way that responds to students’ needs and also gives them some choice in how, when, and where they learn?
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The tech-rich social studies classroom

Building a differentiation & personalization toolkit

tech-rich social studiesI was privileged recently to work with a number of pre-service teachers here at the University of Vermont. All were eager to gain access to tools and resources to help them respond to the variety of learners’ needs they will face in classrooms.

Using the Civil War as our (broad) topic, we developed a workflow for creating a tech-rich social studies unit responsive to different learners’ needs. And using ourselves as learners, we tested out our methods.

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Peer collaboration on PLPs

Peers partner on portfolios

peer collaboration on PLPsStudents at two Vermont schools have begun working together as “Portfolio Partners” to curate evidence, reflect on their growth, and prepare to share their learning with a wider audience.

Here’s how it works.

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Assessment in Proficiency-Based Classrooms

3 examples using blended learning

assessment in proficiency-based classroomsLet’s explore how some Vermont teachers are shifting their instruction and assessment practices to move all students toward proficiency. Three different educators have changed the way they assess proficiency in their classrooms. Each has created a way for students to have control over the pacing of instruction and have included students in monitoring progress and growth, using a blended learning environment.

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3 visualization exercises for proficiency-based learning

Outcomes, process and automaticity

proficiency-based teaching and learning in VermontI worked with a group of teachers this summer to re-think goal-setting with their students. We know it’s a key component to developing Personalized Learning Plans (PLP), but students reported little engagement in following through on and reflecting about their goals.

In our attempts to think differently about goal-setting and reflection, we decided to approach goal-setting as a visualization exercise. Each of us set a learning goal for ourselves and experimented with visualizing the end result of those goals.

So how can this work for students?

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Proficiency-based teaching and learning in Vermont: who, why and how

Two examples of implementing proficiency-based scales of learning

proficiency-based teaching and learning in VermontVermont educators and their students are on a journey. Let’s look at how one school is implementing proficiency-based learning in a way that ensures all learners have the opportunity to thrive.

When we clearly articulate learning targets both for and with learners, the end is clear to all and learning can proceed along a progression with multiple opportunities for demonstrating growth and mastery. 

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