THE FUTURE OF PERSONALIZED LEARNING IN … FUTURE OF PERSONALIZED LEARNING IN ELEMENTARY ......
Transcript of THE FUTURE OF PERSONALIZED LEARNING IN … FUTURE OF PERSONALIZED LEARNING IN ELEMENTARY ......
THE FUTURE OF PERSONALIZED LEARNING IN ELEMENTARY
SCHOOLS
Results from the Speak Up 2012 National
Research Project and Project Tomorrow
Julie Evans
CEO, Project Tomorrow
Chief Researcher, Speak
Up National
Research Project
www.tomorrow.org/speakup
Dr. Tim Hudson
Sr. Director of Curriculum Design
DreamBox Learning
www.dreambox.com
Presenters:
@DocHudsonMath
Nigel Green
Director of Personalization
DreamBox Learning
Speak Up Findings: our discussion
How are elementary students personalizing
learning already, both in school and out of
school?
What are their parents’ aspirations?
How well are today’s elementary schools
meeting the student & parent aspirations?
What is the teacher & principal point of view on
personalized learning with new tech tools?
What does personalized learning really mean?
“Personalized learning means to me that I
am teaching a child where they are and
what they need in order to be successful. It
means that I am not just teaching the
curriculum, but teaching a child.”
Elementary Teacher (NC)
Response to Speak Up 2012 Question
Annual national research project
Online surveys + focus groups
Open for all K-12 schools and schools of education
Institutions receive free report with their own data
Collect ideas ↔ Stimulate conversations
K-12 Students, Teachers, Parents, Administrators
Pre-Service Teachers in Schools of Education
Inform policies & programs
Analysis and reporting of findings and trends
Consulting services to help transform teaching and learning
Speak Up National Research Project
+ 3 million surveys since 2003
Learning & Teaching with Technology
21st Century Skills: Digital Citizenship & Global Awareness
Math and Science Instruction
Students’ Career Interests in STEM
Professional Development / Teacher Preparation
Internet Safety
Administrators’ Challenges
Emerging Technologies both in & out of the Classroom
Mobile Devices, Online Learning, Digital Content, E-textbooks
Educational Games, Social Media tools and applications
Flipped Classroom, Print to Digital, Online Assessments
Designing the 21st Century School
Speak Up survey question themes
K-12 Students 364,233
Teachers & Librarians 56,346
Parents (in English & Spanish) 39,713
School/District Administrators 6,011
About the participating schools & districts o 8,020 schools and 2,431 districts
o 30% urban / 43% rural / 27% suburban
o All 50 states + DC
Honor Roll of States with highest participation:
TX, CA, OH, IN, AL, NC, WI, AZ, FL, PA
National Speak Up 2012 Participation:
466,303
Digital Conversion
K-12 Digital Learner
Digital Conversion
K-12 Digital Learner
Personalized Learning
Personalized Learning
A shift in what we do, but
also in our attitudes and
values
Views of K-12
Students,
Parents,
Teachers &
Administrators
Speak Up 2012
National
Findings
Personalized Learning
(c) Project Tomorrow 2013
How do you use technology and the
Internet at home?
Students in grades 3-5:
Play online and video games 60%
Doing Internet research on things that interest me 47%
Watch TV shows online 42%
Participate in virtual worlds 30%
Text message family and friends 29%
Share photos 27%
Update a personal online profile 22%
Create videos to post online 19%
(c) Project Tomorrow 2013
18%
26%
12%
41% 40% 41%
30%
54%
Smartphone Tablet Digital Reader Laptop
K-2 Students Gr 3-5 Students
What personal access do you have
to these mobile devices?
(c) Project Tomorrow 2013
Every day 17%
A few days a week 54%
Thru a mobile device? 19%
How often do you access the Internet from
home to help you with your schoolwork?
Students in grades 3-5:
71%
(c) Project Tomorrow 2013
How do you use technology at school for
learning?
Play educational games 61%
Do Internet research for assignments 58%
Take tests online 42%
Complete writing assignments 39%
Create presentations 34%
Check grades 32%
Watch online videos 20%
Use online textbooks 14%
Email or text my teacher 13%
Students in grades 3-5:
(c) Project Tomorrow 2013
How important is the use of technology to your
child/student’s future?
Elementary
Schools
Middle
Schools
High
Schools
Parents Principals Parents Principals Parents Principals
Extremely
Important 54% 51% 57% 50% 58% 49%
Important 34% 42% 32% 42% 32% 43%
Somewha
t
Important
10% 6% 9% 7% 9% 8%
Not
Important 2% 1% 2% 1% 2% 1%
(c) Project Tomorrow 2013
What concerns do you have about technology
use at your child’s school?
Parents of elementary students: Not enough computers for every child to use 41%
Technology use is too dependent upon 31%
individual teachers
Students don’t have access to technology 20%
(c) Project Tomorrow 2013
Cell phone without Internet
access
Smartphone Tablet computer
Parents – 2008
90% 32% 5%
Parents – 2012
35% 73% 49%
Increased interest in digital learning?
Growth in mobile device access by parents
(c) Project Tomorrow 2013
Elementary School Parents
Middle School Parents
High School Parents
Communicating via text messages
86% 86% 86%
Maintaining a social networking site
62% 55% 52%
Watching online videos 40% 36% 34%
Streaming online TV shows
37% 34% 32%
Playing online or mobile app games
30% 28% 25%
Using Twitter 14% 13% 13%
Use of social media by parents, also.
Digital preferences for school to home
communications
25%
24%
23%
17%
14%
13%
36%
39%
38%
Parents of Students K-5
Parents of Students Gr 6-8
Parents of Students Gr 9-12
Text messaging Facebook Mobile app
(c) Project Tomorrow 2013
(c) Project Tomorrow 2013
What’s waking up our administrators in the
middle of the night?
0% 10% 20% 30% 40% 50% 60%
Test scores
Funding
Achievement gap
Parent communications
Adequate technology
High School Principals Middle School Principals
Elementary School Principals
“Children learn best when they are engaged with the content, can manipulate it so that their learning is flexible, and when learning is social- in that they share and exchange
ideas about their learning within real world applications. Technology can bring into the classroom the real world and help learning
become alive and real in time.”
School Principal (NY) Response to Speak Up 2012 Question
(c) Project Tomorrow 2013
What are the benefits of using digital content
within instruction?
Elementary school principals say:
Increases student engagement and motivation 69%
Personalizes learning 51%
Improves quality of instructional materials 44%
Increases relevancy of instructional materials 43%
Improves teacher productivity 44%
(c) Project Tomorrow 2013
But, why the particular interest in intelligent
adaptive software?
Elementary school principals say:
Providing “just right” instruction 67%
Differentiating instruction within large classes 66%
Enabling self-directed learning 65%
Supporting teachers with real time reporting 54%
Increasing the effectiveness of using technology 46%
(c) Project Tomorrow 2013
Looking to the future
What experiences/skills do you think pre-service
teachers should have within their teacher prep
programs? Elementary principals say:
How to differentiate instruction using technology 65%
How to source and use digital content tools 58%
How to implement intelligent adaptive software 55%
How to leverage educational games within 41%
instruction
(c) Project Tomorrow 2013
Teachers’ use of digital content
Type of Digital Content Elementary Teachers
Videos found online 48%
Games 44%
Real time data 24%
Online curriculum 21%
Online textbooks 19%
Animations 19%
Self-created videos 6%
Intelligent adaptive software 5%
(c) Project Tomorrow 2013
Teachers’ use of digital content
Type of Digital Content Elementary Teachers
Videos found online 48%
Games 44%
Real time data 24%
Online curriculum 21%
Online textbooks 19%
Animations 19%
Self-created videos 6%
Intelligent
adaptive software
5%
Growth of
69% since
2008
(c) Project Tomorrow 2013
Teachers’ use of intelligent adaptive software
Amongst teachers who are using intelligent adaptive
software, what are their goals?
Collect meaningful assessment data 71%
Create a learning centric classroom 70%
Facilitate student collaborations 69%
Help student visualize difficult concepts 69%
Practice or reinforce skills 68%
Introduction of new concepts 66%
Address different learning styles 64%
Increase student engagement 63%
Imagine you are designing the ultimate
school for today’s students,
what digital tools and resources would
have the greatest impact on learning?
Do we have a shared vision?
(c) Project Tomorrow 2013
Creating more personalized learning
environments
0% 10% 20% 30% 40% 50% 60% 70% 80%
Games
Online textbooks
Tablets
Schoolwide Internet
Intelligent Adaptive Software
Elementary Principals Elementary Teachers
Elementary Parents Students Gr 3-5
Targeted and thematic reports Online learning trends Mobile learning & social media Print to digital migration Social learning Intelligent adaptive software New digital parent series
Presentations, podcasts and webinars
Research reports: digital content, mobile learning, 21st century skill
development, professional development
(c) Project Tomorrow 2013
For more Speak Up data and reports
“If I was a teacher, I would make learning fun with smartphones, tablets, and websites by
letting everyone bring their own to school. In
my class, we would have textbooks on tablets
so there would be no cutting down trees. Kids
in my class would have everything on their
smartphones, tablets, and they could
download apps for science, math and
reading. It would be a lot of fun if there were
smartphones, tablets, and websites at school.
The kids in my class would really love it.” Fifth Grade Boy (PA)
Response to Speak Up 2012 Question
Thank you.
Let’s continue this conversation.
Julie Evans
Project Tomorrow
949-609-4660 x15
Twitter: JulieEvans_PT
Copyright Project Tomorrow 2013
This work is the intellectual property of the author. Permission is granted for this material
to be shared for non-commercial, educational purposes, provided that this copyright
statement appears on the reproduced materials and notice is given that the copying is by
permission of the author. To disseminate otherwise or to republish requires written
permission from the author.
One View of Personalization
• Content Delivery: Making
recommendations for lessons, videos,
readings, or assignments to do next (often
“crowd-sourced” & using “big data”)
• Assessment: Giving a
student slightly
harder or easier
problems next
Another View of Personalization
Personalized Learning?
Will County, Illinois One-Room Schoolhouse, http://polarbearstale.blogspot.com/
Personalized Learning?
Learning to Drive a Manual Transmission
Future of Personalization
“In the Moment”
Track, Analyze & Respond to Everything
Answers
Strategies
Specific Mistakes
Interactions, Investigations
Lessons Built Specifically to be Adaptive
Responding Similar to How a Professional
Educator would in a 1-1 situation
IMPROVE LEARNING THROUGH PERSONALIZATION. NOT PRESCRIPTION.
Plan Backwards
“Contemporary school reform efforts…
typically focus too much on various
means: structures, schedules, programs,
PD, curriculum, and instructional
practices (like cooperative learning).”
[or personalized learning].
Certainly such reforms serve as the fuel
for the school improvement engine, but
they must not be mistaken as the
destination…[which is] improved
learning.”
p. 234-235, Wiggins & McTighe, © 2007
LEARNING IS INTENSELY PERSONAL
Goal: Improved Learning
Personalization
o A strategy to achieve learning goals for all students
o Honor each student’s ideas
o Enable sense-making
o Support transfer of learning
o Levels of achievable challenge
o Curriculum matters
o Pedagogy matters
o Enhanced by technology
Learning is Not Linear
© Rovio
Learning is Not Linear
Learning Theory
“The notion that learning comes about by the
accretion of little bits is outmoded learning
theory. Current models of learning based on
cognitive psychology contend that learners
gain understanding when they construct their
own knowledge and develop their own
cognitive maps of the interconnections
among facts and concepts.” (pp. 5–6)
Shepard, L. A. (1989, April). Why we need better assessments. Educational Leadership, 46(7)
quoted in Schooling by Design, Wiggins & McTighe, © 2007 p. 46
Personalization shouldn’t be linear.
Typical “adaptive” programs
DreamBox Learning: Intelligent Adaptive Learning Engine
Personalization Requires Differentiation
Teachers have a responsibility to ensure that all of their students master important content.
Teachers have to make specific and continually evolving plans to connect each learner with key content.
Differences profoundly impact how students learn and the nature of scaffolding they will need at various points in the learning process.
Teachers should continually ask, “What does this student need at this moment in order to be able to progress with this key content, and what do I need to do to make that happen?”
Leading and Managing a Differentiated Classroom
by C.A. Tomlinson & M.B. Imbeau, ASCD, © 2010, pp. 13-14
Formative, Personalized Feedback
What incorrect answers would we expect on 29 + 62 = ? 19 Student adds all four digits
33 Student believes this is a subtraction problem
81 Student does not regroup to the tens place
92 Arithmetic error in ones place
811 Student adds each column independently
2962 Student combines digits
• How would you “score” each error?
• How would you respond to each error?
• What lesson(s) need to come before & after?
• Which of these errors are “naturally occurring?”
Honoring Students’ Ideas
Learning Principles
“An understanding is a learner realization about the power of an idea.”
“Understandings cannot be given; they have to be engineered so that learners see for themselves the power of an idea for making sense of things.”
p. 113, Schooling by Design, Wiggins & McTighe, ©2007
Engineered for exploration
Engineered for realizations
Engineered for understanding
Curriculum & Pedagogy Matter
Single Linear Sequence
Learning Objectives Narrow, Behavioral
Isolated Knowledge
Low-Level Skills
“Giving” Understandings
Students as Listeners
Weak Progressions
Lacking Connections
Millions of Pathways
Learning Objectives
Big Ideas, Sense-Making
Conceptual Frameworks
Strategic Skills
Authentic Conceptions
Students as Doers
Consistent Progressions
Coherent Connections
Prescription Personalization
What Are Students Doing?
Acquire Knowledge Watching & Listening
Practicing (problems like the examples they just saw)
Make Meaning Manipulating, Exploring
Testing Ideas
Transfer Independently Strategizing amidst Complexity
Solving Open Ended Problems with no Scaffolding
Support educators with real-time data to help personalize instruction
Support educators with real-time data to help personalize instruction
Adapt continuously to individualize the learning path for each unique mind
Q & A
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