This presentation, delivered by Harwood Union High School teacher Lissa Fox at the 2016 Middle Grades Conference, describes an Action Research project that looked at the implementation of a one-semester 9th grade course focused on goal setting within Personal Learning Plans (PLPs).
Continue reading Teaching students how to set personal exploration goals
This screencast, from Crossett Brook Middle School, in Waterbury, Vermont, describes an action research project based on the premise that students would benefit if day-to-day classroom instruction reflected the choice and self-direction at the heart of Personalized Learning Plans (PLPs).
In addition to the positive response of students, one of the most exciting things about this project was the collaboration that took place behind the scenes.
I attended an event last week that was of huge personal and professional importance: a screening of the film Most Likely to Succeed followed by a facilitated conversation.
As a new community member, it was inspiring to see a transformative vision of schooling put forth by education leadership.
As a parent, it was energizing to talk with other parents about the future schools that we wanted for our children.
And as somebody working to support personalized learning, it was hugely encouraging to be reminded of the innovative schools that I am lucky enough to work with.
Continue reading How schools can conduct a community conversation
As a new year dawns, are you thinking about self improvement? A Personal Learning Plan (PLP) is a great way to plan and document your professional growth, provide a framework for reflection, and gain a better understanding of how to make PLPs most useful for your students.
Recently, the #vted Twitter chat focused on innovation, and the conversation brought a mix of practical tips, brilliant insight, and positive sentiment. The take-home message for me was that innovation thrives in an environment with a balance of risk-taking, moral support, and professional learning.
In my experience as a teacher and administrator, I noticed a pattern to goal-setting in my school and classroom. We would do some good goal-setting at the beginning of the year and then at some point during the dark depths of winter I would realize that I was too overwhelmed or embarrassed to try to resurrect them.
There were some notable instances when goals were powerful for students, though.
In those cases I saw the potential of goals to cultivate so many important things in my students: self-direction, a sense of efficacy, and a connection to schooling, to name a few.
Two weeks ago I attended the annual conference of the Association of Middle Level Educators (AMLE). I have been working in middle level education for most of my professional career, but this was my first time at the conference.
Overall, I had a fantastic AMLE experience. I was exposed to some interesting and important research. I was lucky to meet some incredible practitioners and heartened to hear about innovative practices being employed on behalf of young adolescents. I also spent some quality bonding time with my colleagues.
My generally positive experience, however, was slightly marred by what has become all-too-familiar at large education conference: disappointing keynotes.
Ah, reflection. It may bring to mind an introspective moment, perhaps gazing into the still waters of a mountain lake and seeing a slightly puzzled person staring back. That’s not the kind of reflection we are talking about here.
Reflection in a 21st Century learning sense is a key component of personalized learning.
Reflection allows students to construct knowledge, make personal connections, and ultimately become self-driven learners. More like a trailside break on a wilderness trek than a lazy lakeside afternoon. Continue reading R is for REAL Reflection
Just-in-time learning in its best form is “Just for me” learning. When you learn something because you yearn to understand it, precisely when you need to apply it, you will learn it deeply and joyfully. Your brain will soak it up because your heart is in it.
Now, how does that translate to providing just-in-time-teaching?
Our students live in technology-rich worlds, regardless of how much technology they are using in school on a day-to-day basis. Technology has all kinds of awesome educational benefits, but Uncle Ben’s advice to Spiderman is fitting here: “With great power comes great responsibility.” As educators we’re obliged to help students use technology appropriately and safely.
As I look at what I am reading and want to read this summer, it’s kind of all over the place. I’ll be reading about Vermont education, racial justice, and some fiction in the fantasy genre. Continue reading Good Stories and Hard Truths: Summer Reading
