Transcending the Transcript: Student Personalized Learning ...
Transcript of Transcending the Transcript: Student Personalized Learning ...
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Transcending the Transcript: Student Personalized Learning and Self-Assessment
Innovation Matters TeamR2i2
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From a Student Perspective...
● 62% state they somewhat enjoy school.● Only 25% feel motivated to learn through their classroom lessons. ● 12.5% believe their grades and coursework reflect their actual level of knowledge.● 62.5% state they are only intrinsically motivated to learn in school. ● Only 50% feel they are encouraged to follow their interests/talents within their
coursework.● 50% state that their lessons outcomes do not help maximize their potential.● 37.5% believe some of their coursework will help them achieve their goals after
high school.
(Fall 2017 survey results)
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How might we redesign the learning experience for students to bridge the gap between abilities and perceived abilities?
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Meaningful Assessments:● Currently use
competency-based assessment with multiple opportunities for success
● Self-assessment○ Digital portfolios○ Authentic learning
experiences with mentors
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Results
January 2018
Students in pilot classes identify interests and establish portfolios.
NEED TECHNICAL ASSISTANCE WITH HELPING STUDENTS ESTABLISH PORTFOLIOS.
● Ran into issues with students not being able to identify interests○ Need to create a comprehensive interest
inventory ○ Prior knowledge and experiences having a
direct correlation with how we personalize their learning at R2i2
● Students had a difficult time separating graded assignments vs portfolio building vs completing smaller parts of a bigger picture
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Results:
February-April
Students work on personalized projects with mentors and use portfolio to post work and self-assessments.
NEED MENTORS TO COMMIT TO BIWEEKLY MEETINGS WITH STUDENTS
● Becoming comfortable with self-assessment● Need scaffolding of self-assessments for
reflection● Finding time to work with mentors within a
semester course
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Personalized Projects
● Through product testing and reflection, student changed her project mid-stream without disrupting her learning
● Confidence grew the further she got into her business concept● She was intrinsically motivated along the way working on her
product outside of class time and finishing work early so she could work on making a better product.
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CAT Grant Internship at R2i2
● Personalizing the learning experience (students who were not able to schedule courses at R2i2 but wanted a hands-on internship)
● Students were given an option of six projects to start with- every one of them changed their initial interests after completing the first segment of their internship.
● Seeking more nontraditional methods to allow students to develop skills.
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Hybrid Course Option
● Student met graduation requirements Fall 2017
● Wanted to return to R2i2 to gain additional certifications and work on R2i2 Think Tank project
● Obligation to work to help with expenses
● Hybrid course piloted to fit both educational goals and financial obligations
● Face-to-face 2 days a week
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Sustainable Food and Energy Solutions
● Collaboration grant from Richland County Conservation District for both classes to focus on composting, bioenergy, and eating locally
● Student interest shifted focus in both classes to preventing food waste and educating larger community about sustainable gardening practices.
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Authentic Learning Experience with Industry Partners
● Applied knowledge in authentic ways
● Students planned menu
● Calculated contribution margin, break-even and set a target profit level of sales
● Conducted food sales while problem solving along the way only given guidance from Chef James of Sodexo or instructor when they seeked it
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Proposed Timeline and Needs:
May-July
Evaluate and revise model based on student, mentor, and industry feedback.NEED EXTERNAL REVIEWERS FOR BEST PRACTICES
● Gather feedback from students and industry partners● Planning multiple ways for students to pursue interests and gain
skills next fall○ Project PANOPTES (robotic telescope build)○ MIT InvenTEAMS (invention and global design)○ Blended Next Energy classes of half credit and whole credit
to allow more students to explore energy engineering and physics. (Piloted this semester)
○ Increase industry partnerships to create authentic learning experiences
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R2i2 from a Student Perspective...
● 100% state they enjoyed coming to R2i2 quite a bit.● Almost 86% felt their classes at R2i2 were motivating.● 71% felt that their work at R2i2 reflected their level of knowledge and abilities of the course.● 100% stated they valued the classroom environment of how they were able to learn at R2i2. ● 71% stated expectations of R2i2 teachers were extremely high while 29% stated the teachers had
somewhat high expectations.● 100% felt they were encouraged often to follow their interests/talents at R2i2.● 100% stated that their lesson outcomes helped them maximize their potential.● 100% felt that R2i2 considers the individual needs of all students.● 86% believe their R2i2 coursework will help them achieve their goals after high school. ● 100% felt they had control in how they were able to show their knowledge of their coursework.
(Spring 2018 survey based on R2i2 coursework)
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Proposed Timeline and Needs:
2018-2019 School Year
Scale up revised system to all R2i2 classes.
CONTINUED NEED FOR MENTORS AND TECHNICAL ASSISTANCE (STANDARDS-BASED GRADING)
January 2018
Students in pilot classes identify interests and establish portfolios.
NEED TECHNICAL ASSISTANCE WITH HELPING STUDENTS ESTABLISH PORTFOLIOS.
February-April
Students work on personalized projects with mentors and use portfolio to post work and self-assessments.
NEED MENTORS TO COMMIT TO BIWEEKLY MEETINGS WITH STUDENTS
May-July
Evaluate and revise model based on student, mentor, and industry feedback.NEED EXTERNAL REVIEWERS FOR BEST PRACTICES