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Pl tinney39
- 1. PERSONALIZED LEARNING Three practical examples and thoughts about “what’s different”? Jordan Tinney
- 2. 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.
- 3. THE FOCUS FOR THESE PROJECTS 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
- 4. 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
- 5. 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.
- 6. 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.
- 7. THREE SCHOOLS – THREE RESULTS
- 8. 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
- 9. ROAD TRIP!
- 10. THEN Design, build, script, market, cook, and sell
- 11. 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.
- 13. 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.
Editor's Notes
- This isn’t a “road map” it is just some ideas about how learning is changing, what we mean by personalized learning and how can we move forward in substantial ways.Note – huge thanks to Audrey, Zhi and Rick – this isn’t “my” work. This is their work and we simply felt it was worth sharing.And, it’s a couple of examples, we have lots to learn but we hope the information sparks some interest.A little bit of drinking from the fire hose as time is short.
- Emphasis – it’s all about learning in the 21st Century which is about relevance and connectedness to the broader community and world. The “imagine” section of the recent Ministry’s interactive guide to personalized learning is a good framework which identifies the types of activities and questions which can guide projects and curriculum. The “should-be’s” act as a guide for what types of activities can be developed and supported.As we look at the projects – we’ve chosen to highlight environmental stewardship.
- In 2010 - 2011, 20 countries and more than 25 cities participated in this project. Canadian participation: Toronto 4 schools and in Vancouver 3 schools – our VSB students loved connecting with kids in other countries
- Choose not to go into details about the project but more about what allowed it to happen and what is different from 10 years ago.Project like many going on in many districts. Differences, an international conversation over Skype and email. Students had chances to meet their competition, to compare projects. To be part of the ceremony.Students needed – guidance, equipment, mentorship for the C’s – creativity, collaboration, communication and critical thinking. Sustain the focus. Help with collaboration – teacher expertise.Teacher needed – technical support – hardware – district support for a no-fail option.District needed – to keep connections open with New York. To sustain communication with the teacher to provide assistance, and to help with technical issues. District need – To support the final product and to celebrate their successes with them.
- Queen ElizabethSimon FraserBegbie
- Good ApplesTasty to the Core100 Mile Smoothies
- Teachers are coaches which try to get the most out of their players. Butch Harmon doesn’t play on the pro tour – he is an analyzer, and organizer, a motivator, a mentor – he isn’t world #1.
- Students conducted research and worked on projects to learn about other cities. They posted and read one another's messages on an internet forum. Students gained valuable insights into global cities while developing their cultural sensitivity.In addition to creating drawings and models, students learned how to use GoogleSketch-Up to create 3-D digital renderings of their design…students at Begbie learned this program on their own and designed both the inside and outside of their cart complete with a rain barrel and a system to harness solar energy.Students came up with the idea of using online resources at the very beginning of the project. They discovered from the criteria that they should advertise with the least amount of waste possible and immediately thought of using a Youtube, Facebook and Twitter. They quickly realized how flexible it was to edit the info.Aside from online advertising, the students created a sandwich board (reusable whiteboard) and decided to advertise the locations and hours of the cart. Thestudents chose three different locations, due to activity on the street. 7:30am – 12:00pm: Vancouver City Centre Canada Line Station (on W Georgia St. and Granville St.) 12:30pm – 4:00pm: The corner of Bute St. and Robson St. - 4:30pm – 7:00pm: The corner of Granville St. and Davie St.Simon Fraser grade 5/6 class proud of their project…sharing it at an assembly and sold their creation as a fundraiser…Students formed teams:1. Poster Production Crew2. Commercial Production Crew The Poster Production Team met to design and craft a poster to promote the Caramel and Chocolate Apples. They decided not to create a flyer as they wanted to save paper. They used photos from the Internet and brainstormed the slogan – “Tasty to the Core!”The Commercial Production Team met frequently to discuss the commercial. After lots of brainstorming, they decided to craft a short commercial using an idea that one of their members shared with us called the Annoying Orange http://www.youtube.com/watch?v=ZN5PoW7_kdAAfter they came up with the idea of the “talking apple and fruit”they invited a Graphic Arts student to assist us with the production of the commercial. He gave the marketing group tips on how to create the commercial and guided them through the process. They used a program called Gimp and downloaded a 30 day trial of Adobe After Effects. At first the students found it complicated, but worked as a team to learn how to craft the video they wanted. If the video doesn’t play, it is saved here: http://www.youtube.com/watch?v=3GgpT3Ua744Students blogged, connected with UBC and their project. The Think and Eat Green at School Project explores reconnecting people with food and the environment … more on website http://www.landfood.ubc.ca/ As well as using the organic apples, the class decided to use minimal packaging including biodegradable wooden sticks and napkins.They created facebook pages, youtube videos and maintained a twitter feed.Perhaps bottom line…all 3 schools want to participate again and want 9 schools next year.
- So when we think of these projects and learning opportunities, what do we believe is a framework for personalized learning?When we consider such learning opportunities, we don’t see them driven by a dictated standard curriculum, we see the learning driven by student inspiration and motivation to “do something” about the world and to share their learning with others. However, whatever the projects and learning events, we see the themes of critical thinking, collaboration, creativity, communication woven throughout.To get to the projects we provide students with access to information…..inspiration, motivation, share.This is what we believe is different and each of the three examples will show how we feel this gives us a framework. The importance of a framework rather than a dictated curriculum is that we need common ground on which to focus and reflect. This focus and reflection is on powerful learning and preparations for the future.