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When we think of "real world," we often think of careers or work; however, part of real-world learning also relates to the fact that we all bring unique abilities and experiences that impact our learning. As educators, we must be focused on supporting students to know themselves as learners and create learning opportunities that span a wide spectrum of diversity among them. Digital Promise has created a navigation tool through their Learner Variability Project (LVP) work to support teachers in finding resources and strategies that engage, empower and promote excitement in learning for all students.
We chose the LVP Navigator as this month's resource because of the synthesized amount of research by Digital Promise and the offer of great strategies to help us engage the full diversity of learners. The added bonus is that they organized everything in an easy-to-search navigation experience.
Overview
To find strategies to meet the needs of your diverse learning population, after you open the navigator, choose a model. Next explore different factors such as learner background, social-emotional learning, cognition, etc.. that LVP has aggregated to help you hone in on targeted areas. Then find curated strategies and resources to use immediately!
We chose the LVP Navigator as this month's resource because of the synthesized amount of research by Digital Promise and the offer of great strategies to help us engage the full diversity of learners. The added bonus is that they organized everything in an easy-to-search navigation experience.
Overview
To find strategies to meet the needs of your diverse learning population, after you open the navigator, choose a model. Next explore different factors such as learner background, social-emotional learning, cognition, etc.. that LVP has aggregated to help you hone in on targeted areas. Then find curated strategies and resources to use immediately!
| Here’s an example A 7th grade Science teacher has a series of readings that students need to engage with as a part of the learning process. To take into account learner variability, she chooses the “model” 7-12th Grade Literacy in the navigator tool.  | She’s interested in factors related to “disciplinary literacy,” so she selects this factor,  which brings up research about this factor and a curated list of resources and strategies she can use in the classroom. For example, one strategy she’s interested in is “advanced graphic organizer” She pulls up the strategy, reviews it, and adds it to her lesson. |
Recommendations
Don’t Forget!
- There’s so much here in the navigator! We recommend spendings some time just pursuing the factors alone. They can help us think through different variabilities in learners' situations that we may not have considered or tend to forget about.
- Intermediate or High School content area teacher? Use the literacy models to support all disciplines!
- Do you work with adult learners through professional development? In addition to math and literacy models, there is one for adult learners.
- Learn more about Learner Variability Learner Variability Is the Rule, Not the Exception.
Don’t Forget!
- After you use the LVP Navigator, tell us what you think here in the comments below.
 | It’s no secret that we are big fans of identifying your “WHY?” when it comes to shifting to blended, personalized learning. Anything that is worth doing takes effort and when our teacher tanks run low we can go back to what motivates us! |
Most of us who are shifting do so because we know that our modern learners have different needs, technology and experiences that shape their lives. Embracing and leveraging these tools helps us to meet the needs of our learners and supports them in developing skills to effectively use technology
Enter AI Chatbots!! (Click to learn more)
You can run away, stick your head in the sand, try to catch every student who uses the Chatbot to write (wow, that sounds exhausting) OR you can think differently!
We have an opportunity. How can we leverage AI Chatbots to be part of our assignments and classroom experiences to increase engagement and develop skills learners will need beyond school?
Let us remind you that it wasn’t too long ago we were having the discussion about students being able to “Google” the answer… how did we pivot? We shifted our assessments and assignment to questions that are not able to be Googled…performance tasks, PBL, discussion, creating, etc. More thinking and applying using content AND it increases student engagement because they have a purpose in learning!!!
Below you will find an excerpt from “Embrace the Bot in the Classroom.” As you read, find a small step that you might be able to take to “Embrace the Bot” in your classroom to support student engagement and learning. We would love to hear your ideas in the comments!!
“The potential impact that these technologies can have on the classroom is truly exciting. I am currently in the process of redesigning assignments and making sure my students are required to learn, taking into account the ways in which AI chatbots can be utilized to enhance the learning experience. Furthermore, I am considering incorporating more in-class assignments rather than relying solely on homework, as I believe that this approach can lead to more interactive and engaging learning experiences for students.
In addition to this, I am also designing more meaningful in-class activities that focus on creating an experience-based learning environment, which I believe can lead to more effective and efficient learning. However, I am also looking into ways in which students can use AI to make their homework more fun and memorable. By incorporating AI chatbots into homework assignments, students can have a more interactive and engaging experience, which in turn can lead to a more effective retention of the material.
Some innovative ways that other teachers are using chatbots in the classroom, and I’m feeling inspired by their creativity. Instead of just soliciting questions from a class of unenthused students, some teachers are using chatbots like ChatGPT as a teachable moment by asking the bot for its thoughts and then openly debating the answers. It’s like having a virtual class debate partner that never sleeps.
I’ve been hearing some horror stories about teachers playing the “gotcha” game with students who are using chatbots to do their homework and, let me tell you, that is not a game I want to be a part of. I understand the concern of cheating, but I believe that the approach some teachers are taking of requiring rough drafts and closer monitoring is missing the point. It’s like putting band-aids on a broken leg, it’s not really solving the problem. This approach is essentially policing and not giving students any incentive to engage in a hard learning experience. I, on the other hand, am trying to find ways to reach my students and make learning more enjoyable for them. Instead of punishing them for trying to avoid the lame assignments I give them, I am trying to find ways to make the material more interesting and relatable to them.”
Enter AI Chatbots!! (Click to learn more)
You can run away, stick your head in the sand, try to catch every student who uses the Chatbot to write (wow, that sounds exhausting) OR you can think differently!
We have an opportunity. How can we leverage AI Chatbots to be part of our assignments and classroom experiences to increase engagement and develop skills learners will need beyond school?
Let us remind you that it wasn’t too long ago we were having the discussion about students being able to “Google” the answer… how did we pivot? We shifted our assessments and assignment to questions that are not able to be Googled…performance tasks, PBL, discussion, creating, etc. More thinking and applying using content AND it increases student engagement because they have a purpose in learning!!!
Below you will find an excerpt from “Embrace the Bot in the Classroom.” As you read, find a small step that you might be able to take to “Embrace the Bot” in your classroom to support student engagement and learning. We would love to hear your ideas in the comments!!
“The potential impact that these technologies can have on the classroom is truly exciting. I am currently in the process of redesigning assignments and making sure my students are required to learn, taking into account the ways in which AI chatbots can be utilized to enhance the learning experience. Furthermore, I am considering incorporating more in-class assignments rather than relying solely on homework, as I believe that this approach can lead to more interactive and engaging learning experiences for students.
In addition to this, I am also designing more meaningful in-class activities that focus on creating an experience-based learning environment, which I believe can lead to more effective and efficient learning. However, I am also looking into ways in which students can use AI to make their homework more fun and memorable. By incorporating AI chatbots into homework assignments, students can have a more interactive and engaging experience, which in turn can lead to a more effective retention of the material.
Some innovative ways that other teachers are using chatbots in the classroom, and I’m feeling inspired by their creativity. Instead of just soliciting questions from a class of unenthused students, some teachers are using chatbots like ChatGPT as a teachable moment by asking the bot for its thoughts and then openly debating the answers. It’s like having a virtual class debate partner that never sleeps.
I’ve been hearing some horror stories about teachers playing the “gotcha” game with students who are using chatbots to do their homework and, let me tell you, that is not a game I want to be a part of. I understand the concern of cheating, but I believe that the approach some teachers are taking of requiring rough drafts and closer monitoring is missing the point. It’s like putting band-aids on a broken leg, it’s not really solving the problem. This approach is essentially policing and not giving students any incentive to engage in a hard learning experience. I, on the other hand, am trying to find ways to reach my students and make learning more enjoyable for them. Instead of punishing them for trying to avoid the lame assignments I give them, I am trying to find ways to make the material more interesting and relatable to them.”
“Classroom culture, routines & procedures support a growth mindset and student ownership.” There’s just something about starting a brand new year. So maybe when you turned your calendar to 2023, you established some goals, made some resolutions, or, at the very least, felt some sense of a fresh start.
As you implement blended, personalized learning, necessary routines, expectations, and norms become clearer. Some you are prepared for, and some you aren’t. You might find yourself mid-year thinking, “I wish I would have…” We know it’s several months away, but before this fresh start feeling fades, we decided to focus your thinking on Back To School by sharing the concept of a “Unit 0!”
Overview
What is Unit 0?
Unit 0 is designed specifically for learning, co-constructing, and practicing classroom routines and expectations. In addition, students are introduced and become familiar with tools for pacing, tracking learning, check-ins and more.
Design this unit like any other.
1. Know “The Point” of your unit
ie.. The purpose of this unit is-understanding, co-constructing, practicing and using expectations, routines, tools and norms in a blended, personalized classroom.
2. Establish learning goals and desired outcomes, including how and what you want to communicate with parents
3. Begin with the end in mind. What evidence will show you that students understand?
4. Curate and create information, lessons, and activities needed
5. Reflect
After the unit consider what worked, and what needs tweaking. How will students continue using what is learned in Unit 0 throughout the year?
What goes in Unit 0? Some initial ideas...
Some templates to get you started!
Unit 0: Slide Development Template Modern Classroom Project
Classroom Communication Toolkit Modern Classroom Project
Sample Unit 0 organized in LMS from https://ohiobc.org/
Recommendations
As you implement blended, personalized learning, necessary routines, expectations, and norms become clearer. Some you are prepared for, and some you aren’t. You might find yourself mid-year thinking, “I wish I would have…” We know it’s several months away, but before this fresh start feeling fades, we decided to focus your thinking on Back To School by sharing the concept of a “Unit 0!”
Overview
What is Unit 0?
Unit 0 is designed specifically for learning, co-constructing, and practicing classroom routines and expectations. In addition, students are introduced and become familiar with tools for pacing, tracking learning, check-ins and more.
Design this unit like any other.
1. Know “The Point” of your unit
ie.. The purpose of this unit is-understanding, co-constructing, practicing and using expectations, routines, tools and norms in a blended, personalized classroom.
2. Establish learning goals and desired outcomes, including how and what you want to communicate with parents
3. Begin with the end in mind. What evidence will show you that students understand?
4. Curate and create information, lessons, and activities needed
5. Reflect
After the unit consider what worked, and what needs tweaking. How will students continue using what is learned in Unit 0 throughout the year?
What goes in Unit 0? Some initial ideas...
- Describe the classroom environment - “day in the life of”
- Debunk myths (students are on screens all day long)
- What tools are used, why, when, and how
- Where and how to access and share materials
- What is the teacher doing? How is it different from traditional settings?
- Activities for co-constructing norms
- Activities for practicing protocols and procedures for independent, small group and large-group time
- Activities to build relationships
Some templates to get you started!
Unit 0: Slide Development Template Modern Classroom Project
Classroom Communication Toolkit Modern Classroom Project
Sample Unit 0 organized in LMS from https://ohiobc.org/
Recommendations
- Start working on your Unit 0 now, or at the very least, keep track of what you want in it as the year progresses.
- Calendar checkpoints throughout the school year to reflect on how it’s going. What’s working? What needs more practice?
- Add plenty of time for practicing routines and procedures. Don’t assume even the oldest students know how to do what you ask.
- If students are struggling, stop and regroup- ask them for feedback. What’s not working? Why? What would help it go better?
- If a particular behavior issue arises during the year, try a 1:1 conference with a student using the materials from Unit 0.
- Share your ideas about what you would include in Unit 0 in the comments below!
| Personalized learning requires continual, embedded assessment. It helps support students in growth and ownership while engaging students in reaching their learning goals. Think of embedded assessment as using the work that students are doing as the actual evidence of learning. A simple way to get started is to modify the learning tasks you are already using so that you and your students end up with some evidence of learning. |  |
Get started with this “Grab-n-Go” strategy:
The Muddiest Point is a simple exit ticket strategy that can be used in any content area and any grade level.
Simply have students say or write the answer to “Whats’ the Muddiest Point (or most challenging point) for you in (something they were learning/doing that day)?”
Tip: Try using a Google Form and everyone's responses will be in one place- easy to review and access!
Add a twist!
Use student reflection question to get more informative data. For example,
Up your game!
When students come in the next day- put them in groups according to their muddiest points. Provide them with resources to support their gaps and have them work together to clear their muddiest point. This gives them ownership of their learning and an opportunity to build skills. You role is to be a coach--listen, ask questions and support their thinking.
The Muddiest Point is a simple exit ticket strategy that can be used in any content area and any grade level.
Simply have students say or write the answer to “Whats’ the Muddiest Point (or most challenging point) for you in (something they were learning/doing that day)?”
Tip: Try using a Google Form and everyone's responses will be in one place- easy to review and access!
Add a twist!
Use student reflection question to get more informative data. For example,
- How have you tried to clear up your muddiest point?
- What resources are available that might help you to clear your muddiest point?
- What question might you ask to help you clear up your muddiest point?
Up your game!
When students come in the next day- put them in groups according to their muddiest points. Provide them with resources to support their gaps and have them work together to clear their muddiest point. This gives them ownership of their learning and an opportunity to build skills. You role is to be a coach--listen, ask questions and support their thinking.
|  |
This month, YOU are the student in this Look For taken from our Personalized Learning Components and Look Fors resource. As this calendar year closes, we encourage you to reflect on your professional growth.
Overview:
Choose from the following questions and find a place to write, type or sketch your thoughts.
- What changes did you make in your practice this calendar year that supported the shift to personalized learning?
- Did you see an increase in student ownership this calendar year? Where? How? If not, why?
- Based on your interest and readiness, what goal(s) will you set for the rest of the school year? Use the Personalized Learning Components and Look Fors resource to help you define your next steps.
- Who do you need or want to talk to, connect or collaborate with in the new year to help meet your goal(s)?
- Based on your learning style, what resources will you be most interested in this year? Podcasts, videos, white papers, other?
Want to take this exercise to the next level? Get student feedback!
Create a simple Google or Microsoft Form and ask your students to share feedback to influence your growth. Page 36 and 37 (we are referencing the page numbers on the actual document, if viewing page numbers on side bar they line up with page 38/39 from that view) of Informing Progress Personalized Learning from Next Generation Learning Challenges, has some great questions that can be used/modified in a student survey to elicit informative feedback. Here are some additional reflection prompts or questions you can pair with a student survey.
- The most surprising information from the student survey was…
- Which two takeaways do you most agree with and why?
- Which two takeaways do you most disagree with and why?
- How will this information impact the goal(s) you set for the remainder of the school year regarding personalized learning?
Don't Forget!!
- Share your student surveys, podcasts, video learning resources, recommended white papers, etc., and your reflections in the comments below!
Overview:
As you shift your classroom to allow for students to have some control over the pace of their learning, building in accountability and embedded assessments are essential for two reasons.
1. Your students need to know you are holding them accountable for engaging in and understanding learning experiences- not just going through the motions.
2. You need evidence that students are actually learning, making progress, and mastering learning goals so you can personalize.
We get the “retake” question often.
Giving students multiple attempts to show mastery is important. It promotes growth mindset, learning as a process, and motivates students to continue learning. Traditional one-shot, end of unit assessments leave many students feeling defeated and further unmotivated.
Here are 4 keys to setting up your assessments and retakes to promote learning & student ownership instead of compliance:
1. Analyze your assessments
Your evidence of learning is only as good as your assessments. (Remember we are collecting formative assessment data as students are learning so we can personalize)
2. Use a pre-assessment
Pre-assessment gives you and the student information about where students start in a lesson block or unit
3. Build in accountability
Avoid the retake “game” (ie....I will keep taking this assessment until odds are I get the right answers- we have all had that experience!!)
Set parameters such as students can not retake a check-in/assessment until they have engaged in additional learning. (They have to put forth some effort and time!)
For example, after each check-in have students complete a google form (This will give you an ongoing spreadsheet to manage student progress) Here are some sample questions:
4. Don't give the same assessment for retake.
Students quickly learn that it is important to engage in learning vs just getting and giving the right answer.
As you shift your classroom to allow for students to have some control over the pace of their learning, building in accountability and embedded assessments are essential for two reasons.
1. Your students need to know you are holding them accountable for engaging in and understanding learning experiences- not just going through the motions.
2. You need evidence that students are actually learning, making progress, and mastering learning goals so you can personalize.
We get the “retake” question often.
Giving students multiple attempts to show mastery is important. It promotes growth mindset, learning as a process, and motivates students to continue learning. Traditional one-shot, end of unit assessments leave many students feeling defeated and further unmotivated.
Here are 4 keys to setting up your assessments and retakes to promote learning & student ownership instead of compliance:
1. Analyze your assessments
Your evidence of learning is only as good as your assessments. (Remember we are collecting formative assessment data as students are learning so we can personalize)
- What evidence of learning are you collecting?
- Does it reflect the depth of the standard or learning target?
- Will the results provide students with information about what they know and still need to learn?
2. Use a pre-assessment
Pre-assessment gives you and the student information about where students start in a lesson block or unit
- If students already know the content or have mastered a skill, they can then engage in a learning experience that requires them to transfer and apply in a more complex way. If a student needs remediation, you will have the evidence and can meet with them in a small group to close the gaps.
3. Build in accountability
Avoid the retake “game” (ie....I will keep taking this assessment until odds are I get the right answers- we have all had that experience!!)
Set parameters such as students can not retake a check-in/assessment until they have engaged in additional learning. (They have to put forth some effort and time!)
For example, after each check-in have students complete a google form (This will give you an ongoing spreadsheet to manage student progress) Here are some sample questions:
- What do you still need to learn?
- What will you do to learn this? (You may give ideas here- students usually need to go back and reengage in their notes/resources, practice or meet with the teacher)
- What questions do you have?
- Would you like to retake the check-in after learning more?
4. Don't give the same assessment for retake.
Students quickly learn that it is important to engage in learning vs just getting and giving the right answer.
- Create a couple of versions of a check-in/assessment with different scenarios or questions in different order focused on the same learning targets.
- And/or use embedded assessment by modifying a learning task to give evidence of learning.
A student-centered, teacher-supported learning environment is a critical component of personalized learning. This environment supports students to become actively engaged in THEIR learning through various methods like;
- setting learning goals
- suggesting or making important learning choices
- reflecting, and modifying learning paths based on needs, readiness, growth, progress, and more.
Student ownership requires a shift of less and less direction from teachers are more self-direction from students.
Overview:
Self-direction is a growing expectation of daily living, a necessary skill in today’s fast-paced, information-filled world.* A student who practices the skill of self-direction over time eventually feels confident to “draw on experience, long-term goals, and aspirations to analyze learning opportunities and initiate collaborative approaches, to maximize their learning and development.”*
Whether you are just beginning or need a nudge to take your next steps to support students in self-direction, we have some great resources to get you started. This month, we have curated 5 strategies For Self-Directed Learning To Support Student Ownership. Open the link to the image to interact and explore the resources.
What strategies do you use to support students to be self-directed learners? Share your thoughts, goals, links, resources, and ideas in the comments below!
Whether you are just beginning or need a nudge to take your next steps to support students in self-direction, we have some great resources to get you started. This month, we have curated 5 strategies For Self-Directed Learning To Support Student Ownership. Open the link to the image to interact and explore the resources.
What strategies do you use to support students to be self-directed learners? Share your thoughts, goals, links, resources, and ideas in the comments below!
Don't Forget!!
•Essential Skills and Dispositions
- Students won't be equipped (and sometimes aren't too thrilled) to be suddenly self-directed. Talk with them about why it's important and how you will support them to do this shift over time.
- With honesty, no matter how much we educators agree that self-direction is important, we don't always feel equipped for this change. Set some goals, and make a simple plan. Try, Reflect, and Modify. Share with students your reservations, challenges, and goals in making this shift. Discuss ways you can respectfully hold one another accountable.
- Share your strategies in the comments!
•Essential Skills and Dispositions