Personalized Learning � with Habits of Mind Bena Kallick @benakallick Allison Zmuda @allison_zmuda 1
Keeping You at the Center • Goal clarity • Playing and problem - solving • “ Just in time ” teaching • Co - creating and sharing 2
Vista USD Graduate Profile The mission of Vista USD is to inspire every student to persevere as a critical thinker who collaborates to solve real world problems . Students will exhibit the following characteristics : • Self Efficacy • Collaboration • Problem Solving 3
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Purposeful Interactions • Website : www . learningpersonalized . com / VISTA • Twitter #: – Add Vista Unified : @VistaBlueprint – Add Bena to the conversation : @benakallick – Add Allison to the conversation : @allison_zmuda • Mentimeter polling • Collaborative time : listen , examine , create 6
WHAT DO LYFT , GOLDIEBLOX , AND SCHOOL HAVE IN COMMON ? 7
Simon Sinek ’ s Golden Circle 8
“ A ride whenever you need one .” 9
Goldieblox 10
Current Why of Most Schools “ To graduate college and career ready citizens .” 11
Disrupting Efficiency Model 12
Disrupting Efficiency Model “ There ’ s no competitive advantage today in knowing more than the person next to you . The world doesn ’ t care what you know . What the world cares about is what you can do with what you know .” — Tony Wagner 13
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What Learners Don ’ t Want • We don ’ t want to remember , recall and regurgitate . • We don ’ t want to learn for the sake of tests . • We don ’ t want learning made easy ; rather , we want it to mean something . 15
Impact of Disengagement • Two out of three respondents (67% in each year ) are bored at least every day in class in high school . • Approximately half of the students (51% in 2007, 50% in 2008) are bored every day . • Approximately one out of every six students (16% in 2007, 17% in 2008) are bored in every class . • Only 2% in each year report never being bored . E . Yazzie - Mintz (2009). Engaging the Voices of Students 16
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Out of the Mouths of Students “ The only difference between me , the 95% student , and that guy “ Let me tell you what sitting in the back of school is like for me . the room , is I have Blah blah , blah blah . learned how to Test Friday .” remember , recall and — Grade 12 student regurgitate and he hasn ’ t , can ’ t or won ’ t .” — Grade 12 student 18
Real Engagement When students choose to invest ( and reinvest ) their attention and effort in the pursuit of a learning goal . 19
Learning in a Contemporary World Growing Making sense of intolerance for humanity and reflection human nature Struggling on what matters Dizzying amount of information Messy problems 20
What is the Why for Your School Community ? www . menti . com 19 51 23 21
PERSONALIZED LEARNING WITH HABITS OF MIND 22
Reimaging Our Schools Create a culture of relevant learning . 23
What Learners Do Want • We want to do work that makes a difference to us and to our world . • We want to do work that is relevant , meaningful and authentic . • We want to be engaged intellectually . • We want stronger relationships with our teachers , with each other and with our communities . • We want feedback in time to help us learn and in time do something about it . 24
Previous Genera-ons Genera-on Z/α Verbal Visual Sit and Listen Try and See Teacher Facilitator Job Security Flexibility Commanding CollaboraEng Curriculum-Centered Learner-Centered Closed Book Exams Open Book World Books and Paper Glass and Devices Effective Engagement excerpted Infographic � 25 from ABS , McCrindle ( Madden , 2014) �
Our Definition of � Personalized Learning “ Personalized learning is a progressively student - driven model where students deeply engage in meaningful , authentic , and rigorous challenges to demonstrate desired outcomes .” — Zmuda , Curtis and Ullman (2015) 26
How would you like your students , your peers , your faculty to be ? � www . menti . com 41 74 30 • What do you see them doing ? • What do you hear them saying ? • How are they feeling ? 27
Compare to Habits of Mind • Persisting • Thinking and communicating with • Managing impulsivity clarity and precision • Listening with • Gathering data through all understanding and senses empathy • Creating , imagining , • Thinking flexibly innovating • Thinking about thinking • Responding with • Striving for accuracy wonderment and awe • Questioning and posing • Taking responsible risks problems • Thinking interdependently • Applying past knowledge • Remaining open to to new situations continuous learning • Finding humor 28
Definition of Habits of Mind Characteristics of what intelligent people do when they are confronted with problems , the resolutions to which are not immediately apparent . — Costa and Kallick (2008) 29
How They Fit Together If personalized learning is the organizational frame and pedagogical structure for learning , then explicit thinking behaviors are required : Habits of Mind . 30
Growing Capacity by Design 31
• In what ways do you invite students to express their thoughts and opinions ? • In what ways do you create an Related Dispositions environment of safety for students to respectfully disagree • Listening with with one another ( and you )? understanding and empathy • In what ways do you give • Questioning and problem students the opportunity to posing advocate for a position ? • Thinking and • In what ways do you encourage communicating with clarity students to raise questions that and precision are skeptical or out of the box ? 32
• To what extent do you provide choice for students in WHAT they can pursue ? • To what extent do you provide choice for students in HOW they can pursue it ? • To what extent do you provide Related Dispositions choice to students for HOW they demonstrate learning ? • To what extent do you provide the • Creating , imagining , and opportunity for students to innovating develop checkpoints and monitor progress in relation to their goal ? • Thinking flexibly • To what extent do you create • Persisting exhibitions for student performances or products that focus on what they learned — about the topic and about themselves ? 33
• In what ways do you encourage students to seek others to help give their work more meaning ? • In what ways do you offer opportunities for students to Related Dispositions seek outside of the expertise that is within the • classroom ? • Taking responsible risks • In what ways to you provide • Gathering data students with the opportunities to test their ideas and see • Thinking whether they hold up interdependently • to the scrutiny of other ’ s perspectives ? 34
• In what ways do you provide students with the opportunity to reflect on their learning and how it affects who they are becoming as a learner ? • In what ways do you provide the Related Dispositions opportunity for students to know more about the ways that they learn best ? • Applying past knowledge to • In what ways do you provide the new situations opportunity for students to see the growth of their work over • Thinking about your time ? thinking • To what extent do you create exhibitions for student • Responding with performances or products that wonderment and awe focus on what they learned — about the topic and about themselves ? 35
“ The future belongs to a very different kind of person with a very different kind of mind — creators and empathizers , pattern recognizers and meaning makers .” — Daniel Pink 36
Growing Capacity by Design 37
How To Reimagine Teaching and Learning Relevant Learning Perceived Clarity AuthenEcity Capacity to Succeed 38
How To Reimagine Teaching and Learning Relevant Learning Perceived Clarity AuthenEcity Capacity to Succeed 39
Short Term , Long Term Clarity Quiet questions in the mind of the student : • What are you asking me to do ? • Why are you asking me to do it ? 40
How To Reimagine Teaching and Learning Relevant Learning Perceived Clarity AuthenEcity Capacity to Succeed 41
Power of Authenticity ü Authentic problems , challenges , issues , ideas ü Authentic opportunities to network , monitor progress , determine next steps ü Authentic forms for performance ü Authentic audiences for presentation and refinement 42
How To Reimagine Teaching and Learning Relevant Learning Perceived Clarity AuthenEcity Capacity to Succeed 43
Student Perception : Balancing Act 44
Teacher Perception : � Honoring Students by Design • Who is in front of me ? • What is it that you need ? • How can we design work specifically for you to help you reach the learning goal ? 45
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Playlist • Audio : Eric Chagala and Meghan Offer • Reinventing 3 rd Grade • Blueprint Program • Playbook at CMS • Habits of Mind Institute • David Russo • Laura Stott • Kristen Wright and Erin Cordova • Videos : Roller Coaster and STEM 54
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