Deliver the goods!
Rather 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?
Building a differentiation & personalization toolkit
I 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.
Peers partner on portfolios
Students 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.
3 examples using blended learning
Let’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.
Feedback, feedback, feedback!
As educators, it’s absolutely critical that we reflect on our practices, especially new ones. As schools around the state finish with parent-teacher conferences this fall, I’d like to take a look at how to evaluate student-led conferences in particular, by checking in on how one school built feedback metrics into the process from the start.
As Emeril Lagasse would say: BAMS!
Students themselves tell the best stories of their learning
We wish we could hand you the one right way for students to reflect on their personal learning, on a silver platter. It sure would make the rest of the year a lot easier, right? But there are as many ways for students to reflect on their PLPs as there are students, so the best we can do is show up with these SIX SPECTACULAR STUDENT EXAMPLES.
Student-led conferences are for students
Student-led conferences are a key strategy in personalized, student-centered educational practices.
And they’re even more important and potentially powerful in a proficiency-based system.
Outcomes, process and automaticity
I 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?
8th grade scientists tackle carbon emissions at a busy traffic circle
This past year, Shelburne Community School middle grades students took part in Idle-Free VT‘s ongoing efforts to reduce carbon emissions from idling cars near schools.
The students’ outreach efforts led to a 79% measured reduction in carbon emissions at the school’s traffic circle, while an unanticipated response from drivers led the students to initiate a change in the study’s protocol.
Katy’s 2016 Summer Reading
Something about this book title and summer reading fits perfectly. The open ocean, pirates, and fierce independence. I’m hoping you have a bit of time to settle into some reading for fun and some that inspires you in the classroom to have students take on more leadership and develop their own independence.