Sunday, November 11, 2018

3 Shifts to Make Learning Personal

In education, a lesson makes or breaks a learner’s experience in a classroom.  Planning takes time. I remember many nights and weekends that I spent countless hours developing a variety of activities that would keep my students engaged while also following the scope and sequence of the curriculum based on the standards that needed to be addressed.  When it is all said and done, it is more about the experience than the lesson, but the latter is necessary to create the former.  The key to strengthening learning and instruction consists of the right balance of two main components:

  1. Instruction (what the teacher does)
  2. Learning (what the student does)

Balance surely is important. There is a time for direct instruction, but many learners would tell you outright that this component of a lesson is not what they really crave or find meaningful. In Learning Transformed Tom Murray and I examined research and evidence to conclude that kids want a learning experience that is personal while educators want alignment with the real expectations placed on schools across the world.  Finding common ground in this area at times poses quite the challenge.  Any personalization necessitates a move from “what” to the “who” to emphasize ownership of learning.  Sounds simple enough right?  Getting everyone on board becomes the challenge.

Make the shift to personal learning goes right back to finding the right balance between instruction and learning.  Success in this area requires a shared vision, language, and expectations that not only make sense, but also jive with curriculum, standards, and assessment.  Enter the Rigor Relevance Framework.  Now I am not going to rehash the details of this tool as I have been writing about it for years, but I will provide an image of it below. The essence of the framework is quite simple as it allows for a lens for teachers and administrators to determine the level of thinking and relevant application that kids demonstrate while engaged in the process of learning. Instilling a purpose of learning while challenging all kids in the learning process is at the heart of a more personal approach.



Solid instruction should lead to great learning where kids are in the proverbial driver’s seat.  The Rigor Relevance Framework unearths three critical shifts in practice that can lead to personal learning experiences for kids.  As I love using images to articulate ideas and concepts, I will frame each shift with a question that will then be described in more detail using an associated image.

Shift 1: Are learners telling us what they know or showing that they actually understand?



Shift 2: Who is doing the work and thinking?



Shift 3: Who is asking the questions?



There is obviously more to consider when embracing and implementing the shifts listed above.  A personal learning experience doesn’t sacrifice higher-level thinking and application just for the sake of relevance and meaning.  Sound pedagogy lays the foundation with an added emphasis on scaffolding, innovative assessment, and improved feedback.   Student agency and technology both play a huge role throughout by empowering learners through choice, voice, and advocacy.  When these are combined to create effective blended learning activities in flexible spaces, the added elements of path, pace, and place further influence the personalization that will help kids flourish regardless of zip code or label.

However, it is the third shift that tells the tale as to whether a lesson or task supports rigorous and relevant learning to create a more personal experience for kids.  If kids see and understand the purpose while being challenged, then they will be asking the questions.  Better outcomes rely on transforming practice in a way that kids of the present and future can relate.  Making learning personal is a means to this end. 

Sunday, November 4, 2018

What Learners Really Need

A great deal has changed since I began writing this blog back in 2009. For starters, my primary device to connect on Twitter was a Blackberry.  I didn’t even have a Facebook page until a year later.  Additionally, my views on education regarding teaching, learning, and leadership were beginning to evolve in ways that would eventually help my school experience innovative success while also pushing my professional practice into a whole new dimension.  As my thinking shifted so did my views as to how education had to change to better prepare learners to survive and thrive in a disruptive world.  The same old thinking typically leads to the same old results, which does not benefit anyone.

When it comes to education, I now view it through two distinct lenses. On the one hand, there is my professional lens as I work with schools, districts, and organizations from all over the world. By looking at the rapid pace of change due in large part to advances in technology, past and present research on what actually works, and evidence of the impact that purposeful innovation can have on learning outcomes, has given me valuable insight on what learners genuinely need.  Then there is my parent lens. It is here where I try my best to look at the world through the eyes of my two children who are both in middle school. It is impossible to predict what type of career path they will pursue at this point, which is why it is essential that their education helps them to develop critical competencies needed for success in an unknown world. 

As I reflect more and more on this, I am always drawn to an image created by MMI independent educational consultancy. The premise of the image aligns with work that I help facilitate in that there has to be a focus on sound pedagogy while creating a culture that truly prepares learners with the qualities they need now and well into the future.  We call this Quad D learning based on the Rigor Relevance Framework. It is here where learners have the competence to think in complex ways and to readily apply the knowledge and skills they have acquired. Even when confronted with perplexing unknowns, learners can use extensive knowledge and expertise to create solutions and take action that further develops their skills and knowledge. What I really like about the MMI image is not only how it aligns to Quad D learning, but also how it lists the qualities, outcomes, and dispositions that present and future learners really need.


Image credit and more info

I have taken the liberty of writing out each of the descriptions on the outermost part of the image.  The innermost circle represents knowledge taxonomy, the second key verbs, and the third sample activities that can be linked to each. As MMI explains, the categories on the periphery are added as an independent external wheel which can be applied to any section of the taxonomy.
Creative thinkers think creatively by generating and exploring ideas making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value. 
Reflective learners evaluate their strengths and limitations, setting themselves realistic goals with criteria for success. They monitor their performance and progress, inviting feedback from others and making changes to further their learning. 
Team workers work confidently with others, adapting to different contexts and taking responsibility for their own part. The listen to and take account of different views. They form collaborative relationships, resolving issues to reach agreed outcomes. 
Self-managers organize themselves, showing personal responsibility, initiative, creativity, and enterprise with a commitment to learning and self-improvement. They actively embrace change, responding positively to new priorities, coping with challenges and looking for opportunities. 
Effective participators actively engage with issues that affect them and those around them. They play a full part in the life of their school, college, workplace, or wider community by taking responsible action to bring improvements for others as well as themselves. 
Independent enquirers process and evaluate information in their investigations, planning what to do and how to go about it. They take informed and well-reasoned decisions, recognizing that others have different beliefs and attitudes.
As someone who has transitioned from the public to the private sector, I can tell you without hesitation that the qualities and outcomes listed above are critical to my current role. A strong case can also be made that our learners would benefit greatly if these were emphasized across the curriculum.  Standardized tests, standards, and curriculum do not hold anyone back from focusing on what kids really need. If it is important, then a way will be found. If not, then an excuse will be made. Our learners are relying on us to provide them with an education that will withstand the test of time.

Think about where you are with each of these, but more importantly where you want to be. How does learning in your classroom, school, or district help learners become creative thinkers, reflective learners, team workers, self-managers, effective participators, independent enquirers? Where is there an opportunity for growth?

It is also important to remember how these qualities and outcomes are just vital to you as well.  As you reflect think about where you can grow in these areas to benefit professionally and personally.