personalized learning - my pearson training...1 personalized learning personalized learning is...

Personalized Learning

July 2016

Copyright © 2014 Pearson Education, Inc. or one or more of its direct or indirect affiliates. All rights reserved.

Pearson and The System are registered trademarks, in the U.S. and/or other countries of Pearson Education, Inc. or its affiliates.

BrainHoney is a trademark of Agilix Labs in the United States and other countries.

Other trademarks are the property of their respective owners.

Use of trademarks or company names implies no relationship, sponsorship, endorsement, sale, or promotion on the part of Pearson Education, Inc.

Table of Contents

1 Personalized Learning ........................................................................................................................ 1

Why consider Personalized Learning? ............................................................................................ 1

2 Platform Features ................................................................................................................................ 3

Digital Library ................................................................................................................................... 3

Student Choice ........................................................................................................................... 5

Student Self-Assessment ........................................................................................................... 6

Badges ........................................................................................................................................ 8

Project-based Learning ............................................................................................................... 8

Dashboards ................................................................................................................................. 9

Easy Grouping .......................................................................................................................... 10

Quick Intervention and Action ................................................................................................... 11

Communication Stream ............................................................................................................ 13

Copyright © 2016 Pearson Education, Inc. All Rights Reserved. Page 1

1 Personalized Learning

Personalized learning is intended to facilitate the academic success of each student by first determining the learning needs, interests, and aspirations of individual students, then providing learning experiences that are customized—to a greater or lesser extent—for each student. The experience is tailored to learning preferences and the specific interests of different learners. This approach is a major paradigm shift from the traditional “one-size-fits-all” approach to education in that teachers are facilitators in the learning process and can focus on building critical thinking skills crucial to independent learning. This model encourages teachers to be flexible and focus on the individual learner while encouraging learners to take ownership of their own learning. Learners engaged in personalized learning at their various paces are given access to tools and feedback that motivate them to capitalize on their unique skills and potential. Mobile devices and one-to-one personalized learning techniques are breaking the boundaries of education by delivering anytime/anywhere learning: turning the entire world into a potential classroom. Learning goals are the same for all students, but the method or approach of instruction varies according to the learning styles of each student. Source: iste.org handlers Product Attachment

Why consider Personalized Learning? By blending assessments with daily instruction, technology-based learning platforms can serve as the cornerstones of revolutionary educational change. These platforms have the potential to personalize the learning process, support teachers to enact the best teaching strategies, and help learners to meet learner outcomes. The customization of instruction represents an important paradigm shift because it recognizes that learners have varied interests and ability levels. Empowering students through personalization can engage students and excite them about their learning. With personalized learning, research, media skills and understanding are embedded throughout the Common Core standards. A successful personalized learning initiative has the following characteristics:

• Students’ interests and abilities are engaged in authentic, real-world activities to promote the learning of content area standards.

• Teachers take on the roles of facilitators and coaches in the classroom, rather than the dispensers of knowledge.

• Students take control over the learning paths they take to achieve established goals. • Technology enables students to have choices related to what they learn, how they learn, and how

they demonstrate their learning. • Formative assessment throughout the learning cycle, supported by digital tools, helps teachers

and students address weaknesses and build on strengths. • Progress through subject area content is measured by the demonstration of proficiency in

http://www.iste.org/handlers/ProductAttachment.ashx?ProductID=3122&Type=Download


identified skills and understanding. • Technology is integrated throughout teachers’ and students’ experiences and in the curriculum to

support learning. An example of how to use the system for Personalized Learning A high school science teacher uses the system as a one-stop shop for students to make choices about their learning, and to monitor student progress. In the system, he/she includes the following resources for a group project on DNA:

• Project requirements and group assignments using project-based templates • Wikis and collaborative documents for students to use in planning • Student choice for video resources and websites at different levels of difficulty and complexity • Self and peer assessments that students will complete during the project • Calendars and to-do lists to keep students on track; announcement reminders with a check on

last login date for each student • Task assignments for students to respond to required readings • Google drive integration for students to share their final projects • Wikis and discussion boards that track individual student participation and contributions to the

project • Announcement for final presentation date and venue

Source: iste.org handlers Product Attachment

http://www.iste.org/handlers/ProductAttachment.ashx?ProductID=3122&Type=Download


2 Platform Features

Digital Library Teachers can unleash the power of course customization with the addition of the digital library feature that includes access to online educational resources in addition to all courses in their purchased subscription. Sites can create and search their own digital libraries of professional learning materials for access to all teachers and administrators in the district, or can search open resource content from providers like Khan Academy and Gooru.

Teacher-authors can preview videos before adding them to their course.


Below is an example of how an online video added to a course can be viewed.

Teacher-authors can add videos to their courses so students can view the video in the platform, because of which view time is added to the time spent in the course. The student activity page will display the time spent viewing videos that are added to the course.

Integration to open education resources allows teachers to use multimedia instruction to reinforce concepts taught through the system content, or allows teachers to use the flipped classroom model. The flipped classroom intentionally shifts instruction to a learner-centered model in which class time is


dedicated to exploring topics in greater depth and creating meaningful learning opportunities, while educational technology such as online videos are employed to deliver content outside of the classroom.

Student Choice

Student choice activities enable your students to review approved activities and choose to complete the ones that best align with their interests and goals. The ability to easily allow students to choose where to focus their energy within guidelines is a powerful way to help them learn to take ownership of their own education and have a voice in their learning path. If student choice is enabled by the teacher, students can assign tasks to themselves so that teachers can see initiative they have taken in their learning.

If student choice is enabled at the module level, students will see the placeholder in the course as shown in the screen that follows.


Student Self-Assessment

Students can provide a self-assessment of their interest, effort, and understanding of the course. This self-assessment is immediately available to teachers so they can understand how students perceive their learning in the course. Teachers can use that feedback to take action and provide personalized learning paths to help students progress and achieve learner outcomes.

Self-assessment will allow students to develop the habit of self-reflection. They learn how to step back from their work to assess their own efforts and feelings of accomplishment, and how to set personal goals. As teachers model, guide, and provide practice via curriculum and instruction, students learn that assessment is a collaboration between teachers and students, and an integral part of how they learn and achieve higher goals. A student can self-assess while in a course and privately submit their self-evaluation to teachers, as follows.


Self-assessment has four scales in each category as shown below:

1. Understanding: Lost (Red), OK (Yellow), Competent (Green), Expert (Blue)

2. Interest: Bored (Red), OK (Yellow), Interested (Green), Very interested (Blue)

3. Effort: Slacking (Red), OK (Yellow), Trying (Green), 100% (Blue)

Dashboards compile key metrics in a simple and easy-to-interpret interface so teachers can quickly and visually see how their students are performing.


Badges

Teachers can set precise targets that are important to their students, and students can earn a reward for hitting that target via a badge. Badges can easily be aligned to academic goals or associated with existing school awards. Teachers can award the badge electronically to a student once they accomplish a target. Students can track their results, compare their results to others, and work toward earning their next badge. Badges can be motivational and further drive students to take ownership of their learning.

When the student logs in, they will see the badge display on their homepage, as shown below.

Project-based Learning

Project-based learning is a dynamic approach to teaching in which students explore real-world problems


and challenges. With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they are studying and improve their attitudes toward learning. This type of learning is a fundamental shift from the traditional classroom model where students are actively engaged in learning, rather than passively listening to a teacher lecture. The system has new project-based templates that are based on feedback from top project-based learning leaders such as The Buck Institute. Collaborative tools like wikis and discussion boards can be quickly enabled, where teachers can evaluate students based on their collaboration in the project. Projects can be assigned and managed both individually or by group. Giving students the projects of their interest (aligned to curriculum) is another way to provide them with ownership of their own learning.

Dashboards

The People dashboard shows all students across all courses in one consolidated view. The data is real-time and sortable, the view can be customized, and it also displays student photos if available. The People tool displays a customizable list of indicators, including, but not limited to: • Self-Assessment shows students’ assessment of their own understanding, interest, and effort. • Online shows whether a student is currently logged into the system. • Performance shows how well a student has performed on assignments. • Late shows the number of late assignments a student has submitted. • Time shows the total amount of time a student has spent in a course. • Mastery shows the percentage of standards a student has mastered in a course. • Progress shows the percentage of a course a student has completed. Dashboards compile key metrics in a simple and easy-to-interpret interface so teachers can quickly and visually see how their students are performing.


When in a course, teachers can create and manage groups from the People view. Teachers can also add, drop, or invite students to a course. Invite Students generates a course code that – when provided to students – allows students to enroll in the courses they are interested in taking.

Easy Grouping Teachers can group students and create quick lists by level, not by grade, as shown below. These quick lists can be across courses and are not course-specific. Quick lists in the system can be created based on how certain students learn, how those students best demonstrate that learning and what teachers will do to help those students learn more effectively, allowing teachers to provide more personalized learning for groups of students. Quick lists can be created for groups based on performance, Individual Education Plans (IEPs), temporary, English Language Learner (ELL), projects, rotation stations etc. Quick lists can be created for students enrolled in any course for that teacher; groups are specific to students enrolled in a course.


Quick Intervention and Action Teachers can take rapid action in the system to personalize learning for their students. If teachers are not able to quickly intervene when needed, students can continue to lose interest and fall further behind their peers. This deficiency typically displays itself with behavior ranging from outbursts to poor self-confidence, increased absenteeism, and lack of interest in school. Once the deficiency is identified, the next step is to differentiate the instruction to address the need. Intervention can occur quickly by choosing or creating a group, sharing content from a library, adding items for those students, sharing badges, assigning tasks, and sending a message.

Student perspectives of learning activities also determines their engagement. When students pursue an activity because they want to learn and understand, rather than simply to obtain a good grade, look smart, or outperform peers, their engagement is more likely to be full and thorough. To assign supplemental activities to individuals or groups:

Using Clipboard Tasks is the quickest way to provide trackable intervention and interaction. Tasks are personalized, non-graded activities that you can quickly assign using the Clipboard. Tasks are more than “suggestions,” but less than “assignments.” They are similar to in-class exercises, where students may or may not report on their experience afterward, but the real value is in doing the task. The Tasks feature takes those experiences further by allowing you to easily personalize them for individuals or groups and follow up on them later. Teacher-authors can also electronically manage their classroom using the Tasks feature.


Students can click the For Me tab and view the tasks and activities assigned. Each student may have a different list that helps personalize learning based on individual learning needs.

Teachers can also send messages to students as another means to personalize learning.


Communication Stream Students can click on Stream in their course and view all course activities, including teacher interaction in the course. This provides a structured format for communication that facilitates better teacher-student collaboration in the course. Stronger collaboration contributes to student success. Positive teacher-student relationships draw students into the learning process and promote the desire to learn. This communication stream and its daily use is also a vital component for NCAA students since electronic teacher-student interaction is one of the requirements for NCAA approval. Teachers can view the communication stream for each student in the gradebook, as shown below. In the system, all communication information is consolidated in the Stream tab.


Students can view communication stream in the course, as shown below.

Teachers also have better tools to provide course announcements. Teachers can provide pertinent back-to-school information, required course materials etc., via an announcement.

personalized learning - my pearson training...1 personalized learning personalized learning is...

Documents