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Let Flexibility Lead To Alignment

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  In my previous school district, I was the only teacher teaching a physics course with set, district-wide learning outcomes. These same outcomes were also taught in physics classrooms at the other high school in our district. But at our school, I was one of the 2 physics teachers. The other teacher taught the AP-level physics courses. So, in many ways, I had opportunities to incorporate strategies I believed were best for learners and that I found worked best for them without being seen as out of alignment with anyone in our building. My amazing friend and one of my teaching philosophy goddesses, Katie Novak, stated the following misconception about alignment: All teachers must deliver instruction in the exact same way. True alignment, she says, is about shared goals, rigor, and outcomes. Thank you, Katie! Katie has taught me to truly believe that learner variability is the rule, not the exception. I encourage you to take 10 minutes to listen to Katie Novak explain it in the ...
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Personalized Learning is Visible Learning

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During a discussion on Personalizing Learning lead by Dr. James Rickabaugh, he recommended Visible Learning by John Hattie as good source for the research that went into some of the practice behind the personal learning framework.  I was able to read Visible Learning for Teachers by John Hattie over the weekend and was able to see how the data backed up many of the practices behind the personalized learning framework.  At the heart of it all though is that students take control of their own learning to greater degree.

I attempt to summarize my learning, I created the diagram below.  I want to use it as a guide for design and implementation of learning in my classroom.  I made it in a couple of hours so this is really just a first draft.  Any feedback would be appreciated!






Here's a more dynamic view of the Google Drawing:




What sticks out to me is that the student is identifying gaps, planning how to close those gaps, and monitoring progress towards meeting that goal.

The teacher is communicating outcomes and providing a variety of strategies to students to meet those outcomes.  Also, providing quality and relevant feedback about progress.  Also, the teacher uses assessment not to simply judge student progress, but to adapt the instruction.

As I move through the summer and redesign and improve my course design, I will be using this template to help guide my efforts.

But the data in John Hattie's book tells the story. Looking at the elements that have high effect are central to the personalized learning model.






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