PERSONALIZEDLEARNINGThree practical examples andthoughts about “what’s different”? Jordan Tinney
INTENTIONS Discuss three projects centred around a vision for personalized learning; Talk about what it took for these initiatives to be a success; Talk about what’s different – how these projects looked different than they would have 10 years ago; Talk about what’s different in terms of teacher and student learning; Give initial thoughts about “scaling up”. What does it take to have more than a few “pockets” of innovation. Talk much more about process than product.
THE FOCUS FOR THESEPROJECTS Environmental Stewardship As part of the core competencies Cross-curricular or interdisciplinary Of great interest to today’s youth The C’s Critical thinking Collaboration Communication Creativity
PROJECT 1 – GLOBAL JUNIOR Mayor of New York wrote to Mayor of Vancouver to ask for student participation in developing eco-friendly projects. A competition around the globe. Argentina Australia Brazil Canada China Czech Republic England Finland Germany Ghana Hungary India Ireland Israel Italy Mexico Peru Scotland Singapore United States
PROJECT 1 – GLOBAL JUNIOR Elementary project: - grades 4 to 7. Goal: to design and build an environmentally friendly street vendor cart. Task includes design, marketing, promotion and sales. Teamwork and the use of technology was an emphasis. Must be a realistic and viable option.
GETTING THE CONTENT Organized over Skype. Curriculum and supporting instructional materials delivered online. Regular “touch bases” via Skype. Final “competition closure” online via Skype with contesting schools from around the world. Students in Vancouver won international excellence awards in technology and in critical thinking for their efforts.
WHAT DID THEY DO? Communicated around the globe with students from other cultures. Shared projects, videos, and research. Research was on factors that make cities sustainable, fun and healthy. “Design a zero-impact street vendor cart that sells food inspired by a global city.” The design was to draw on themes that included density, efficiency, sustainable design and local foods. But first…of course
THEN Design, build, script, market, cook, and sell
SO WHAT’S DIFFERENT? Different role of teacher – vulnerable in some ways, expert in others. Teacher – we provided no materials, all via Skype and email from New York Different role of district staff (liaison) – dealing with and dismantling barriers over continents. Finding resources and continuing to provide technical expertise. - Really not much different from what we’ve done in the past. Role of students – very similar to many projects of the past with the exception that students reach out across the world to participate with other nations. Students able to share their creativity globally rather than just locally. Like an international science fair. Different role of students in culminating activity. Different role of the students in terms of their own initiative to teach themselves the tools they needed to be successful. It is about access and empowerment.
PERSONALIZED LEARNING IS… Access to information that… Inspires students to pursue topics of interest that… Motivates them to resolve and address issues/problems of interest to the community and to… Share their understanding through demonstrations of learning in various ways often fueled and facilitated by technology. This framework remains true for all three of the examples.