Mo Physics Mo Problems

Over the past 4 years I’ve been experimenting with options for student summative assessments related to unit outcomes. It’s been going quite well for the most part, but I’m trying something a little bit different this time to help with some of the logistics. I am always amazed at the options that I fail to explore in some of the tech tools I am using. But like every good tool it doesn’t make sense to use these features until you have a purpose beyond novelty. I currently teach 3 blocks of physics with 80 students total. My first block is co-taught and ⅓ of our students have an identified learning disability. We are intentional about the supports we provide to learners with IEPS, but also the entire population in terms of strengths and challenges. To address this, we moved away from using Google Docs as templates to Google Slides . I have been using Doctopus for ages to distribute the same templates to all learners and it has been working wonderfully. (FYI we use an LMS the

This post is part 2 of my constellation construction. Read part 1 here. Once I had a vision for my classroom , or the why for my classroom, the next step was to consider what it would look like in the classroom. The Institute calls these “learner look fors”. I have a vision, but what evidence would I look for from a the perspective of an outside observer. Students propose and engage in different forms of learning- modes, methods- based on their needs Students' interests and strengths drive their connection to the content Feedback drives next steps of learning and conferring is happening face to face and digitally  The vision and look fors are things we are working towards. The next part of the “what” is  what elements would be considered key parts achieving that vision in my classroom. After determining the “look fors”the next step is to find elements that align with the look fors. The honeycomb has many elements that are considered part of a learner c

Any meaningful change in the classroom starts with a why and has a plan for implementation.  I recently began a process constructed by the I nstitute for Personalized Learning called Constellation Creation for intentional innovation in the classroom. It is a process designed to not simply craft a vision, but to craft a vision with steps for immediate implementation. I plan on writing a series of posts about the process I am being guided through with my friend and specialist at the institute Kate Sommerville . The Constellation is a multi-step process where you go from a sea of stars To a series of manageable elements that include learning, relationships, and structures. It is filled with a series of guided steps that I'm currently working through with Kate. It begins with finding your North Star. That vision that will guide you. It is the constant. What you look up to set your course by and correct your course to.  Here’s my vision. When I think about

I started the year with a grand plan for portfolios. But like most plans, it got changed dramatically.  But, I do like that I am iterating the work we are doing in class to match a purpose. At the beginning of the year I had a plan to have a portfolio page per unit that would contain List of outcomes for the unit Reflections on formative quizzes Unit reflection with presentation of summative assessment As we are moving towards adopting Next Generation Science Standards (NGSS), I’ve been using science practices as overarching outcomes in assessing student work.  So, these same outcomes are addressed across multiple units. This along with a conversation with some people at state ASCD convention, led me to rethink the portfolio design. The portfolio still has a home page, passion page (where they embed YouTube videos that represent their interests and aspirations) , and “Me as a Learner” page (where the learner profile/preferences are housed).   But, I’ve cha

As this IMMOOC season comes to an end, I wanted to share some of the great insights I pulled from great bloggers. I’ve learned so much from the great episodes. But I still need to do a better job at reaching out to those in the community to connect rather than just put my thoughts out. I hope to be a better voice to reflect and celebrate the voices I am hearing in the community other than just my own. If you get inspired by a quote, click on the image to follow that author on Twitter.

I was able to give a thank you speech today at the Convening on Personalized Learning to thank all of those who support my vision of transforming learning in the classroom. It was going to be a longer speech but I am very shy and cut out my little reaction to the misunderstandings that exist around personalized learning.  I am much braver in print on my blog, so here it goes: There is no one way to personalize learning for every student. There is no average student. There is no average classroom. There is no average school. So by definition, there is no single template or single tool to personalize for every student, every classroom, or every school. The same wand won’t produce magic for every wizard. But, we can all have the same goal for our system.  Nudging the locus of control of learning towards the learner. Allowing learners more ownership of learning through connections to the content and ownership over the process. Personalized Learning is not Laissez Faire learni

One of the great stories of Innovation shared in Innovator's Mindset is that of Blockbuster and Netflix . A part of the story that I’d like to reflect on is the failure of Netflix. Most of us didn’t know about it because we didn’t have a personal interest in Netflix, yet. The graph below is taken from a series that Derek Bennington did at Chief Innovator .  As you can see Netflix was not an instant success. They lost money for years before they began to grow. In a meeting four years ago, our assistant superintendent for teaching and learning Dr. Dana Monogue began by drawing a curve on the board similar to this: She noted that the gains in our district had flatlined. Yes we were one of the highest performing district in the state now, but we weren’t preparing learners for tomorrow.  She put forth the challenge that we needed to change our model before we lost touch with the workplace of tomorrow and saw negative gains. She next drew a second curve that represen