Mass Customized Learning and School Counselors

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Mass Customized Learning and School CounselorsNovember 2, 2013Lake AreaTechnical InstituteAn enlarged understanding of the concept of Mass Customized Learning.An…
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Mass Customized Learning and School CounselorsNovember 2, 2013Lake AreaTechnical InstituteAn enlarged understanding of the concept of Mass Customized Learning.An increased awareness of how intrinsic motivation is critical in the development of self-directed learners. An exchange of perspectives about how Mass Customized Learning will impact the roles and responsibilities of school counselors.As school counselors, what are three main things you do on a regular basis?The capacity to routinely customize products and services to meet the specific needs and/or desires of individuals without adding significantly to the cost of the product or service.Mass CustomizationINDUSTRIAL AGE SCHOOLSINFORMATION AGE SCHOOLSAnyonecan learnAnythingfromAnywhereatAnytimeinAnywayfrom World Wide ExpertsSpecific Studentscan learnSpecific SubjectsinSpecific Classroomson a Specific Schedulein aSpecific Wayfrom aSpecific TeacherWeight Bearing Walls (WBWs)Grade LevelsCourses/CurriculumClass Periods/Bell ScheduleStudents Assigned to ClassroomsTextbooks Paper and Pencil OrientationABC Grading System/Student EvaluationReport Cards/Informing ParentsLearning Happens in Schools/Use of SpaceNine Month School Year/Agrarian CalendarPattern of Disruptive Innovations . . .Adapted from Is K-12 Blended Learning Disruptive? by Christensen, Horn, and Staker (2013)An Example of the PatternDisruption: Hydraulics TechnologyNon-consumers: Small, Independent SubcontractorsConsumers:Big Construction FirmsPattern of Disruptive Innovations . . .SoWhat?The Inevitable Pathway of EducationMass Customized Learning
  • A learner-centered perspective.
  • (readiness level, learning style, and personal interests)
  • Technology integration to serve the needs of learners and educators.
  • Replacement, or at a minimum, significantly altered structures of Industrial Age schools.
  • Where We’ve Been
  • 2011-2012
  • Inevitable(Schwan & McGarvey) book study completed by all staff and school board
  • Strategic Planning nights w staff, students, board, and community
  • TIE office In-Service w/all staff
  • TIE board presentation
  • TIE joint work w/West Central administrators
  • 2012-2013
  • Visit Gray-New Gloucester School District in Gray, Maine to observe their system
  • More consensus building through strategic planning events
  • Financing in summer 2013 to change MS and HS math. HS math will now be Math I, Math II, Math III, Tech Math, and College Prep Math
  • Where We’re Going
  • 2013-2014
  • Implementation of new 7-12 Mathematics model
  • All staff will begin work on Learning Targets and Progressions.
  • Development of “Empower” web portal and work with Lindsay Unified on ELA standards (Pending)
  • All staff book study of The One World Schoolhouse (Kahn)
  • Funding for all elementary, 5th, and 9th grade teachers to work on curriculum during the summer of 2014
  • Where We’re Going
  • 2014-2015
  • Training and implementation of “Empower” web portal (Pending)
  • K-4 transitions to all multi-age, blended classrooms
  • Customized learning implementation in 5th grade (Math and ELA only)
  • Customized learning implementation in 9th grade (Math and ELA only)
  • EmpowerEmpowerEmpowerMass Customized Learning
  • A learner-centered perspective.
  • (readiness level, learning style, and personal interests)
  • Technology integration to serve the needs of learners and educators.
  • Replacement, or at a minimum, significantly altered structures of Industrial Age schools.
  • Questions about Mass Customized Learning?Examples that you know of or have heard about?Blended LearningBlended learning is any time a student learns at least in part at a supervised brick-and-mortar location away from home and at least in part through online delivery with some element of student control over time, place, path, and/or pace.TimePlacePathPaceBlended Learning for Alliance School TransformationBLASTSchool of One learns about the specific academic needs of every student and then accesses a large bank of carefully reviewed educational resources, using sophisticated technology to find the best matches among students, teachers, and resources.School of One’s learning algorithm helps to ensure each student is learning in his or her educational “sweet spot.” As it collects data, it learns more about the students and becomes more effective at predicting the playlist that will be most effective for each.New ClassroomsWhat kinds of “blended learning” are occurring in your schools?The Inevitable Pathway of EducationInformation AgeSchoolsIndustrial AgeSchools“Messy Schools”An Example of a Hybrid HybridCharacteristics . . .Adapted from Is K-12 Blended Learning Disruptive? by Christensen, Horn, and Staker (2013)An Example of a Hybrid . . . A Hybrid Example . . .Adapted from Is K-12 Blended Learning Disruptive? by Christensen, Horn, and Staker (2013)Is the Prius more of a sustaining innovation or more of a disruptive innovation?An Example of a Hybrid . . . A Hybrid in Education . . .Is a modern textbook more of a sustaining innovation or more of a disruptive innovation?BeingStrategic and Honestabout Interventions . . . As you think about interventions/innovations in your school, would you judge those efforts as more “sustaining” or more “disruptive?” Why?Fieldbook Pages 6-7 . . .
  • Leadership
  • Teaching and Learning
  • Human Resources
  • Technology Resources
  • www.tie.net“Learner-Centered”engaging and empowering learnersby understanding and supporting intrinsic motivation“Learner Motivation: Do We Really Get It?” by Bea McGarvey; page 93Should we be telling kids they’re smart?(or talented?)(Activity #1 on page 94)
  • Individual reflection: Thinking about yourself, not learners or school, but YOU:
  • What are the conditions that need to exist for YOU to be highly motivated?(Not just to get the lawn mowed, but to be in the zone of motivation—you forget the time, or skip a meal because you are so engaged in what you are doing.)2. In small groups, share your list of conditions. As your tablemates are sharing, note when they share a condition that you agree with and add it to your list. And, note those that would not make your list.3. Large group discussion, generalizing from the lists, and making connections to the research.Mindsetby Carol S. DweckRead page 42 and first half of page 43 of Dweck’s article titled The Secret to Raising Smart Kids.Reflection Questions:Where and how have you experienced the concept of fixed and growth mind-set in your interactions with students and colleagues? How would you characterize your own mind-set?Dweck in a “nutshell”Read “A for Effort” in the box on top of page 44 of Dweck’s article titled The Secret to Raising Smart Kids.Reflection Question:How does the concept of mindset affirm and/or shift your thinking about praise for learners?Drive: The Surprising Truth about What Motivates Usby Daniel PinkResearch shows that:Mechanical Skills: Pay increases performanceCognitive Skills: Pay decreases performanceMAPMastery: the urge to get better at somethingAutonomy: the desire to be self-directedPurpose: the challenge of making a contributionMotivation 2.0 and 3.0 with Dan PinkReflection Questions:What strikes you about Daniel Pink’s perspective about motivation? How does his thinking affirm and/or stretch your thinking about learner motivation?Should we be telling kids they’re smart?(or talented?)Strategies to encourage intrinsic motivationTeach learners about growth mindsets and design ways to track their effort3-2-13 things I learned today…2 ways it will impact my role as a school counselor…1 thing I will do as a result of this workshop…“The greatest danger for most of us is not that our aim is too high and we miss it…but that it is too low and we reach it.”Michelangelo
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