Building and implementing a dynamic personalized curriculum
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To get students to the finish line in today’s dynamic digital world, where the average attention span of students is less than 20 minutes, districts must equip themselves with the right tools for success. The question we must ask ourselves has shifted. It is no longer why going digital is important (we’re already bought in), but how. This presentation covers real-world tips on how to successfully launch a personalized learning and OER program at your school or district.
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Building and implementing a dynamic personalized curriculum
- 1. BUILDING + IMPLEMENTING A DYNAMIC, PERSONALIZED LEARNING CURRICULUM: HOW TO IMPLEMENT, MEASURE + IMPROVE USING OER TECHNOLOGY #iNACOL16
- 2. Speakers Terry Nealon CEO, Fishtree Dr. Philip Hickman Superintendent, CMSD #iNACOL16
- 3. Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid. ~Albert Einstein
- 4. ALIGN Instructors can create courses, embed assessments + automatically align to any standard, competency or learning objective. LEARNING DNA Based on individual student’s profile; Fishtree continuously adapts to reflect changing learning needs. Personalization Content Individualized, personalized instruction dynamically aligned to each learner’s needs to improve performance and achievement. Automated processes save time and money, continually scale to meet school needs. Maximizes existing curriculum investments while aligning all content and assessments to any objective or competency – all in real time. CURATION Alignment of relevant and meaningful resources (including real-time) to any standards, competencies or objectives; personalized recommendations based on learner needs. Alignment What is Fishtree? #iNACOL16
- 5. Columbus Municipal School District 2015 #iNACOL16
- 6. Professional Development Instructional Model Infrastructure Technology Must start here which dictates the rest. Access should be available everywhere. Feedback -Involve staff in decision-making -If “going digital,” really go! -Includes vendors, providers, and district stakeholders -Celebrate success and address failures -Districtwide PD for staff, teachers, students + families -Challenge vendors to go beyond 5 Steps to Go Digital #iNACOL16
- 7. #iNACOL16
- 8. Columbus Municipal School District 2016 #iNACOL16
- 9. Professional Development should be… ONGOING Can not be effective in the short term; must be long-term oriented FOCUSED Short impactful sessions; establish a few key areas of focus and continually spiral Adults require training to model and reflect appropriate behavior INCLUDE DIGITAL CITIZENSHIP JOB- EMBEDDED PD should provide information to allow teachers to then receive training on the job Keep all stakeholders engaged in shared goals and collaborationSTAFF-LED #iNACOL16
- 10. BUILD INFRASTRUCTURE Access anytime, anywhere. 1. ACCESS – Routing Wi-Fi to parks, parking lots and buses. 2. PLATFORM TO SHARE –Teachers can feed assignments and content to any device. 3. DIGITAL MAP – Parents and students know where to access. #iNACOL16
- 11. Removed all textbooks and partnered with OER providers District curriculum leaders intentionally embed OER into curriculum to demonstrate value and encourage adoption Teachers incorporating OER into their own plans and sharing with others Selected as one of 6 ambassador districts helping others to “Go Open” #GoOpen Initiative #iNACOL16
- 12. Stakeholders Include • Staff • Teachers • Students • Families/Parents • Vendors Types of Feedback Variety of Outlets • Online Survey • Suggestion Boxes • Committees • Open Forums • Observations • Corrective actions • Select a group of educators to give feedback to vendors FEEDBACK LOOP #iNACOL16
- 13. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK LOOP #iNACOL16
- 14. #iNACOL16
- 15. Mean NWEA Measures of Academic Progress Scores 143 153 167 130 135 140 145 150 155 160 165 170 Grade 1 Fall 2014 Fall 2015 Spring 2016 161 167 180 150 155 160 165 170 175 180 185 Grade 2 Fall 2014 Fall 2015 Spring 2016 #iNACOL16
- 16. Expected & Actual Gains on STAR Assessment 144 123 177 153 100 120 140 160 180 Grade K Grade 1 Expected Actual #iNACOL16
- 17. Percentage of Scores by Literacy Classification Grade K Grade 1 Grade 2 Statistically significant gains across all grade levels. #iNACOL16
- 18. Dr. Philip Hickman Twitter: @PHickmanCMSD LinkedIn: Dr. Philip Hickman *Read Dr. Hickman’s latest book: “Stop Dribbling Footballs” Thank You! Get in Touch. Terry Nealon Twitter: @nealonter LinkedIn: Terry Nealon Email: terry.nealon@fishtree.com Learn how Fishtree can help your school or district personalize learning, visit fishtree.com. #iNACOL16
Editor's Notes
- Vendors – challenging vendors ongoing Focused – PD has to be job embedded, ongoing they take that information, they are being trained, Digital citizenship – need to be part of it, educate community as well, they are leaders for kids, more than just logging in, also empowering them to reflect appropriate digital citizenship, partnership with vendors – 1. professional development – show investment past , make a communitive to ongoing, coming back for training 2. make a commitment to their R&D, when they give us a tool, that is a tool that they developed, not necessarily fully baked, should be open to feedback loop for fine tuning and perfecting that tool so we can scale it up. Not just work in one place
- The curriculum – backwards design approach, originally our teachers were not raised to search for, even receive OER resources, but kids were raised to do that and so in order to marry both groups, we intentionally embedded tools/OER in curriculum, it fit the instructional model, intentionally embedded website, links on suggested homework to show the connection of the two, use the device in a productive way, also teachers see how to structure assignment to encourage any time anywhere learning. Then bring in teachers to develop LPs, building the plane while flying – feedback loop of teachers, then develop 9 more, more and more OER where we are at the point we wanted to be to release teachers to be on curriculum team.
- - Vendors ,staff, students, families, through committees, through online surveys as a start at all levels, representatives on committees to communicate in small group; open forum finally also suggestion boxes. All at each level allow opps for feedback and corrective actions. Work with select group of educators to give feedback to vendors.