Personalized Learning Getting in the Game Donna Krasovich - PowerPoint PPT Presentation

Personalized Learning Getting in the Game Donna Krasovich Math/Computer Science Teacher Nathan Hale High School West Allis, Wisconsin

Questions, Comments, Feedback  http://padlet.com/krasovichd/WMCpersonali zation  Leave a comment with your name, where you teach and what, if any experience you have with personalization.  Contact me: krasovichd@wawm.k12.wi.us

T eacher Background Donna Krasovich  Retired Computer Programmer Analyst  Certified to teach Secondary Math-2012  West Allis Resident and Tax Payer  T wo daughters attend West Allis Schools  T each Geometry and Computer Science Courses  West Allis West Milwaukee Alumni

District Background West Allis West Milwaukee School District  Growing more diverse each year ◦ Non-white rose 9% to 40% last 18 years  Free and Reduced Lunch: 57%  Students with Disabilities: 14.5%  12 th largest Wisconsin School District ◦ Enrollment of 9800 for 2013-14  2 nd year of a district wide one-to-one Ipad Initiative

School Background Nathan Hale High School  1750 Students ◦ Minority Enrollment: 26% ◦ Free/Reduced Lunch: 41% ◦ Students with Disabilities: 10%  7 Period Conventional Bell Schedule  Algebra-Geometry-Algebra 2-Pre Calc ◦ Remedial/Intermediate courses ◦ Intervention Support ◦ AP Calculus AB and AP Calculus BC

Course Background Geometry  T ext: University of Chicago School Mathematics Project 2 nd  4 Part Lesson Plan Model ◦ Launch-Explore-Summarize-Assess  Balanced Instruction ◦ Whole Group/Small Group/Conferring  9 th /10 th /11 th with an occasional 12 th  Curriculum is Standards Based and in continuous collaborative development

Understanding Personalization  What is it?  How does it compare to differentiation?  What resources do I need to implement it?  What resources do I have access to?  How do I implement it?  How do I monitor success for myself and my students?  Can this be done inside of a reasonable work schedule?

Areas of Focus

Areas of Focus  Rapid Cycle Feedback ◦ Daily In-class demonstration/practice problems ◦ Daily Homework Assignments ◦ Increase quantity, quality and speed of delivery ◦ Building relationships with students  Customized Responsive Instruction ◦ Instantly assign problem sets for homework and in-class that address needs outside of the chose differentiated assignment ◦ Academic and psychological needs

Daily Feedback - Before (Formative-Not Graded)  Includes student-to-teacher and teacher- to-student  Mostly comprised of verbal exchanges during class ◦ Answering questions ◦ Checks for understanding ◦ Observing student work  Also Included samples of student work ◦ Bell Ringers and Exit Tickets

Daily Feedback – Before (Formative – Graded)  Daily Practice Assignments  Selected Problems reviewed as a class  Completion reviewed at the beginning of class, work stamped if sufficient quality/quantity.  Assignments collected weekly, reviewed more thoroughly, written feedback provided, graded

Daily Feedback - Problems  Students would only complete work when I was in close proximity  Practice was not being completed outside of class  Students who would get stuck would often stop and wait for direction.  Paper copies would get lost, or would not get turned in because they were incomplete.  Students would not ask for help

Rapid Cycle Feedback – Daily Formative Assessments (Non-Graded)

ClassKick Formative Assessment Tool

ClassKick Formative Assessment Tool

ClassKick Formative Assessment Tool

ClassKick Formative Assessment Tool  Free Ipad App ◦ Similar to Socrative and other quiz type assessment tools, but students can write on it to complete math problems ◦ Learning curve for teacher and students is low ◦ Teacher view can see all students completing work in progress ◦ Teacher can write on all student pages or only one student page ◦ Students can ask for help in the app ◦ Students can help each other ◦ Student work can instantly be projected and shared

Positive Changes from ClassKick  Increased student participation with demonstration practice problems  More students are willing to have their work displayed on the projector  More students are willing to explain their reasoning to others.  More students are providing help to each other  Students are getting more feedback from the teacher and each other  Teacher can answer questions after the student leaves the room  Improvements are always being made  Higher confidence on daily assignments

Minor Issues from ClassKick  Handwriting Editor is not the best, but is improving  Requires WiFi to access completed work  Storage for past assignments is limited  Organization is limited ◦ Old assignments are stored by last used date or alphabetically

Rapid Cycle Feedback – Daily Formative Assessments (Graded)

Showbie – Daily Formative Assessments (Graded)

Showbie – Daily Formative Assessments (Graded)

Showbie – Daily Formative Assessments (Graded)

Showbie – Daily Formative Assessments (Graded)

Showbie – Daily Formative Assessments (Graded)

Showbie – Daily Formative Assessments (Graded)

Showbie Formative Assessment and Dynamic Assignment Tool  Free Ipad App (Subscription with upgrades for a low fee) ◦ Assignments are paperless ◦ PDFs, video links, photos can be uploaded ◦ Work can be downloaded and printed ◦ Students can write on assignments digitally ◦ Students and teachers can leave comments, voice and text ◦ Work is always turned in ◦ Teachers have instant access to work in progress ◦ Work can be graded inside the app and exported to a pdf

Positive Changes from Showbie  Increase in attempted and completed assignments  Students are getting feedback for assignments in progress  T eacher can answer questions after the student leaves the room  Personalized work can be dynamically assigned  No time used in class to distribute/collect paperwork  No lost assignments  Less time to grade and records work  Improvements are always being made

Minor Issues from Showbie  Handwriting Editor is smooth, but takes getting used to  Requires WiFi to access completed work  Free version has limited features and storage

Other Personalization Efforts  Students Set Learning Goals ◦ MAP data, past performance, etc.  Standards Based Curriculum ◦ Ongoing Curriculum Evaluation and Update  Balanced Instruction

Next Steps for Personalization  Participation in WisMaths Project ◦ High Cognitive Demand Tasks  Online Curriculum ◦ Coordinated effort with District Curriculum Coordinator  Proficiency Based Progress ◦ What does it mean? ◦ How does it reconcile with spiraling?

T each, Reflect, Learn “I am still learning.” ~Michelangelo Donna Krasovich Nathan Hale High School West Allis, Wisconsin krasovichd@wawm.k12.wi.uw