8 free AI-powered tools that can save teachers time and enhance instruction
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3 principles for tackling the right problems in education
Personalized learning is more than an edtech marketing term. It requires good teachers.
What Lessons Does Special Education Hold for Improving Personalized Learning?
Different Definitions of Personalized Learning Conflict, Cause Confusion
What Putting Teachers in Charge of Personalized Learning Can Look Like
Personalized Learning: Mistakes, Moving Furniture and Making it Work
10 Ways To Start Shifting Your Classroom Practices Little By Little
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FM","link":"/"}},"mindshift_62462":{"type":"posts","id":"mindshift_62462","meta":{"index":"posts_1591205157","site":"mindshift","id":"62462","score":null,"sort":[1696327214000]},"guestAuthors":[],"slug":"8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction","title":"8 free AI-powered tools that can save teachers time and enhance instruction","publishDate":1696327214,"format":"standard","headTitle":"8 free AI-powered tools that can save teachers time and enhance instruction | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">With AI tools becoming increasingly accessible and advanced, many teachers are worried about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">\u003cspan style=\"font-weight: 400\">how to catch cheaters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Less attention, however, is paid to how teachers themselves can use AI tools to streamline lesson planning, generate classroom materials and personalize instruction. “With some of these tasks that we can use AI for, one would hope it would help alleviate some of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57568/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it\">\u003cspan style=\"font-weight: 400\">burnout\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teachers feel,” said \u003ca href=\"https://twitter.com/TeachBacon\">Allison Bacon\u003c/a>, the instructional technology coordinator at Ossining Union Free School District in New York. “We don’t need to be so perfect. [We can] use a tool that’ll pick up the things that we know how to do, but we don’t have the time.” She joked about how AI tools are like a personal assistant. “I’m looking at it as a tool to do my legwork,” said Bacon. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon cautioned that the companies that create AI tools may not be attuned to student privacy laws like \u003c/span>\u003ca href=\"https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">\u003cspan style=\"font-weight: 400\">FERPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa\">\u003cspan style=\"font-weight: 400\">COPPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so teachers should reach out to decision makers in their school district to ensure they are following \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">guidelines around third-party services and privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once teachers get the green light, there’s a lot to explore. Bacon identified eight free AI-powered tools that educators can experiment with to bring innovation and efficiency to their classrooms. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Enhance assessments with Conker AI and Question Well\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://conker.ai\">\u003cspan style=\"font-weight: 400\">Conker AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a system designed to help educators create an assessment or assignment based on an input, such as a reading or specific topic. Educators can choose what types of questions they want in the assessment, including read-and-response, multiple-choice, and drag-and-drop questions. Conker AI also provides the option to convert quizzes into Google Forms for automatic grading. “It gives you that framework that you start with. And then a teacher can go in and really make the modifications and make it specific to the students in front of them,” said Bacon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, \u003c/span>\u003ca href=\"https://www.questionwell.org/\">\u003cspan style=\"font-weight: 400\">QuestionWell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven platform that analyzes learning objectives and generates high-quality assessment questions in various languages. These tools could save teachers time while ensuring well-structured assessments.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Personalize learning with ChatGPT and Brisk\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://chat.openai.com/\">\u003cspan style=\"font-weight: 400\">ChatGPT\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven language model, meaning it generates human-like writing. “I think the first thing that people are getting wrong is that it is just a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">tool for cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Bacon, who believes ChatGPT has more to offer. For example, teachers have prompted students to use ChatGPT \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">\u003cspan style=\"font-weight: 400\">to generate project ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-students-use-ai-tools/\">\u003cspan style=\"font-weight: 400\">build critical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/using-ai-encourage-productive-struggle-math-chatgpt-wolfram-alpha\">\u003cspan style=\"font-weight: 400\">check their work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon, who previously was an English teacher, said these tools can also help teachers provide students with different examples and scaffolds. For example, if students are doing a unit on introductions, a teacher might provide examples of what a developing, grade level, and exceeding grade level introduction might look like. Instead of a teacher having to write all of the examples, the examples can be generated by ChatGPT.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another option is \u003c/span>\u003ca href=\"https://www.briskteaching.com/\">\u003cspan style=\"font-weight: 400\">Brisk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Google Chrome extension that adapts articles and other resources for students at different proficiency levels. “You can go to a news article and it’ll tell you the reading level and then you can say, ‘Can you give it to me like an 11th grade New York Times article?’ Or ‘can you give it to me at the sixth grade level in Spanish?'” said Bacon. Brisk will also come up with questions based on the resources so it can be used to make multiple choice quizzes too.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What is Brisk Teaching?\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/4ikGFxqYTTc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Simplify lesson planning with Twee and Curipod\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://app.twee.com/\">\u003cspan style=\"font-weight: 400\">Twee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is designed to help English teachers lesson plan. Educators can input a YouTube video link and Twee will provide questions about the video content to build students’ listening comprehension skills. Bacon suggested that teachers use Twee during interactive, whole-class activities with students. As an example, a teacher could present a video to the class and prompt students with the questions generated by Twee for classroom discussion. For students who struggle with listening comprehension skills, teachers can use Twee to generate transcripts for videos and work with small groups of students who need extra support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twee can also make writing prompts, multiple choice questions and fill-in-the blank exercises based on a specific topic for any learning level. Bacon explained that if the class is reading a book, Twee can offer recommendations for book-related activities, including vocabulary exercises, discussion prompts and supplementary readings.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://curipod.com\">\u003cspan style=\"font-weight: 400\">Curipod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> uses AI to simplify administrative tasks like creating course materials, schedules and assignments. Bacon recalled how different things are from when she started teaching nearly two decades ago. “We operated on paper. We would write things on chalkboards,” said Bacon. In today’s digital age, handwritten lesson plans have become less efficient. Curipod can save time by creating slide decks that teachers can customize as needed, whether it’s at the beginning of a new school year or mid-year to cater to evolving needs in the classroom. Additionally, Curipod will prompt teachers while they are creating slides to add interactive games like the ones found on the popular quiz platform Kahoot. Similar to interactive presentation platforms like Peardeck and Nearpod, Curipod offers ways for students to interact individually with the slides their teacher makes.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Refine student writing skills with Pressto\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.joinpressto.com/\">\u003cspan style=\"font-weight: 400\">Pressto\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-powered writing assistant. It’s different from language-focused AIs like ChatGPT in that it provides real-time feedback on grammar, style and clarity, helping students enhance their essays, reports and assignments. Pressto not only corrects errors but also explains the reasoning behind suggested changes. Bacon suggested that teachers project their screen while doing a writing demonstration and read the suggestions from Pressto so instruction is embedded. Bacon also noted that Pressto was willing to sign \u003ca href=\"https://www.nysenate.gov/legislation/laws/EDN/2-D\">Education Law 2-D\u003c/a> paperwork, which would make them compliant with New York’s student data privacy laws.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Welcome to Pressto\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/o8Z4j802sfM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While all of the AI tools Bacon recommended are free, she notes that these products may start to charge for use. New AI products are always coming out, however, so it’s likely that teachers can find a few that fit their needs. Bacon frequently scans Facebook and TikTok for groups and resources about new tools. “Things are coming out so fast, it is hard to keep up,” wrote Bacon in an email. She linked to yet another tool she recently discovered called \u003c/span>\u003ca href=\"https://www.magicschool.ai/\">\u003cspan style=\"font-weight: 400\">Magic School AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and described it as an exciting blend of all of the other products she recommended.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Have you heard of Conker AI? Question Well? Twee? Curipod? One educator recommends her favorite AI-powered tools to boost teacher efficiency and curb burnout.","status":"publish","parent":0,"modified":1696276918,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1109},"headData":{"title":"8 free AI-powered tools that can save teachers time and enhance instruction | KQED","description":"Have you heard of Conker AI? Question Well? Twee? Curipod? An educator recommends her favorite AI-powered tools to boost teachers' efficiency.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Have you heard of Conker AI? Question Well? Twee? Curipod? An educator recommends her favorite AI-powered tools to boost teachers' efficiency."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With AI tools becoming increasingly accessible and advanced, many teachers are worried about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">\u003cspan style=\"font-weight: 400\">how to catch cheaters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Less attention, however, is paid to how teachers themselves can use AI tools to streamline lesson planning, generate classroom materials and personalize instruction. “With some of these tasks that we can use AI for, one would hope it would help alleviate some of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57568/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it\">\u003cspan style=\"font-weight: 400\">burnout\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teachers feel,” said \u003ca href=\"https://twitter.com/TeachBacon\">Allison Bacon\u003c/a>, the instructional technology coordinator at Ossining Union Free School District in New York. “We don’t need to be so perfect. [We can] use a tool that’ll pick up the things that we know how to do, but we don’t have the time.” She joked about how AI tools are like a personal assistant. “I’m looking at it as a tool to do my legwork,” said Bacon. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon cautioned that the companies that create AI tools may not be attuned to student privacy laws like \u003c/span>\u003ca href=\"https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">\u003cspan style=\"font-weight: 400\">FERPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa\">\u003cspan style=\"font-weight: 400\">COPPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so teachers should reach out to decision makers in their school district to ensure they are following \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">guidelines around third-party services and privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once teachers get the green light, there’s a lot to explore. Bacon identified eight free AI-powered tools that educators can experiment with to bring innovation and efficiency to their classrooms. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Enhance assessments with Conker AI and Question Well\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://conker.ai\">\u003cspan style=\"font-weight: 400\">Conker AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a system designed to help educators create an assessment or assignment based on an input, such as a reading or specific topic. Educators can choose what types of questions they want in the assessment, including read-and-response, multiple-choice, and drag-and-drop questions. Conker AI also provides the option to convert quizzes into Google Forms for automatic grading. “It gives you that framework that you start with. And then a teacher can go in and really make the modifications and make it specific to the students in front of them,” said Bacon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, \u003c/span>\u003ca href=\"https://www.questionwell.org/\">\u003cspan style=\"font-weight: 400\">QuestionWell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven platform that analyzes learning objectives and generates high-quality assessment questions in various languages. These tools could save teachers time while ensuring well-structured assessments.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Personalize learning with ChatGPT and Brisk\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://chat.openai.com/\">\u003cspan style=\"font-weight: 400\">ChatGPT\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven language model, meaning it generates human-like writing. “I think the first thing that people are getting wrong is that it is just a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">tool for cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Bacon, who believes ChatGPT has more to offer. For example, teachers have prompted students to use ChatGPT \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">\u003cspan style=\"font-weight: 400\">to generate project ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-students-use-ai-tools/\">\u003cspan style=\"font-weight: 400\">build critical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/using-ai-encourage-productive-struggle-math-chatgpt-wolfram-alpha\">\u003cspan style=\"font-weight: 400\">check their work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon, who previously was an English teacher, said these tools can also help teachers provide students with different examples and scaffolds. For example, if students are doing a unit on introductions, a teacher might provide examples of what a developing, grade level, and exceeding grade level introduction might look like. Instead of a teacher having to write all of the examples, the examples can be generated by ChatGPT.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another option is \u003c/span>\u003ca href=\"https://www.briskteaching.com/\">\u003cspan style=\"font-weight: 400\">Brisk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Google Chrome extension that adapts articles and other resources for students at different proficiency levels. “You can go to a news article and it’ll tell you the reading level and then you can say, ‘Can you give it to me like an 11th grade New York Times article?’ Or ‘can you give it to me at the sixth grade level in Spanish?'” said Bacon. Brisk will also come up with questions based on the resources so it can be used to make multiple choice quizzes too.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What is Brisk Teaching?\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/4ikGFxqYTTc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Simplify lesson planning with Twee and Curipod\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://app.twee.com/\">\u003cspan style=\"font-weight: 400\">Twee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is designed to help English teachers lesson plan. Educators can input a YouTube video link and Twee will provide questions about the video content to build students’ listening comprehension skills. Bacon suggested that teachers use Twee during interactive, whole-class activities with students. As an example, a teacher could present a video to the class and prompt students with the questions generated by Twee for classroom discussion. For students who struggle with listening comprehension skills, teachers can use Twee to generate transcripts for videos and work with small groups of students who need extra support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twee can also make writing prompts, multiple choice questions and fill-in-the blank exercises based on a specific topic for any learning level. Bacon explained that if the class is reading a book, Twee can offer recommendations for book-related activities, including vocabulary exercises, discussion prompts and supplementary readings.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://curipod.com\">\u003cspan style=\"font-weight: 400\">Curipod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> uses AI to simplify administrative tasks like creating course materials, schedules and assignments. Bacon recalled how different things are from when she started teaching nearly two decades ago. “We operated on paper. We would write things on chalkboards,” said Bacon. In today’s digital age, handwritten lesson plans have become less efficient. Curipod can save time by creating slide decks that teachers can customize as needed, whether it’s at the beginning of a new school year or mid-year to cater to evolving needs in the classroom. Additionally, Curipod will prompt teachers while they are creating slides to add interactive games like the ones found on the popular quiz platform Kahoot. Similar to interactive presentation platforms like Peardeck and Nearpod, Curipod offers ways for students to interact individually with the slides their teacher makes.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Refine student writing skills with Pressto\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.joinpressto.com/\">\u003cspan style=\"font-weight: 400\">Pressto\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-powered writing assistant. It’s different from language-focused AIs like ChatGPT in that it provides real-time feedback on grammar, style and clarity, helping students enhance their essays, reports and assignments. Pressto not only corrects errors but also explains the reasoning behind suggested changes. Bacon suggested that teachers project their screen while doing a writing demonstration and read the suggestions from Pressto so instruction is embedded. Bacon also noted that Pressto was willing to sign \u003ca href=\"https://www.nysenate.gov/legislation/laws/EDN/2-D\">Education Law 2-D\u003c/a> paperwork, which would make them compliant with New York’s student data privacy laws.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Welcome to Pressto\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/o8Z4j802sfM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While all of the AI tools Bacon recommended are free, she notes that these products may start to charge for use. New AI products are always coming out, however, so it’s likely that teachers can find a few that fit their needs. Bacon frequently scans Facebook and TikTok for groups and resources about new tools. “Things are coming out so fast, it is hard to keep up,” wrote Bacon in an email. She linked to yet another tool she recently discovered called \u003c/span>\u003ca href=\"https://www.magicschool.ai/\">\u003cspan style=\"font-weight: 400\">Magic School AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and described it as an exciting blend of all of the other products she recommended.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction","authors":["11721"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_1023","mindshift_108","mindshift_21027","mindshift_739","mindshift_22","mindshift_962","mindshift_21294","mindshift_995","mindshift_421","mindshift_21398"],"featImg":"mindshift_62466","label":"mindshift"},"mindshift_62365":{"type":"posts","id":"mindshift_62365","meta":{"index":"posts_1591205157","site":"mindshift","id":"62365","score":null,"sort":[1694426439000]},"guestAuthors":[],"slug":"one-size-fits-all-math-homework-may-be-more-helpful-than-you-think","title":"One-size-fits-all math homework may be more helpful than you think","publishDate":1694426439,"format":"standard","headTitle":"One-size-fits-all math homework may be more helpful than you think | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p6\">In theory, education technology could redesign school from a factory-like assembly line to an individualized experience. Computers, powered by algorithms and AI, could deliver custom-tailored lessons for each child. Advocates call this concept “personalized learning” but this sci-fi idyll (or dystopia, depending on your point of view) has been slow to catch on in American classrooms.\u003c/p>\n\u003cp class=\"p8\">Meanwhile one piece of ed tech, called ASSISTments, takes the opposite approach. Instead of personalizing instruction, this homework website for middle schoolers encourages teachers to assign the exact same set of math problems to the entire class. One size fits all.\u003c/p>\n\u003cp class=\"p9\">Unlike other popular math practice sites, such as Khan Academy, IXL or ALEKS, in which a computer controls the content, ASSISTments keeps the control levers with the teachers, who pick the questions they like from a library of 200,000. Many teachers assign the same familiar homework questions from textbooks and curricula they are already using.\u003c/p>\n\u003cp class=\"p8\">And this deceptively simple – and free –\u003cspan class=\"Apple-converted-space\"> \u003c/span>tool has built an impressive evidence base and a following among middle school math teachers. Roughly 3,000 teachers and 130,000 students were using it during the 2022-23 school year, according to the husband and wife team of Neil and Cristina Heffernan who run ASSISTments, a nonprofit based at Worcester Polytechnic Institute in Massachusetts, where Neil is a computer science professor.\u003c/p>\n\u003cp class=\"p8\">After Neil built the platform in 2003, several early studies showed \u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-642-39112-5_122\">\u003cspan class=\"s3\">promising results\u003c/span>\u003c/a>, and then a large randomized control trial (RCT) in Maine, published in 2016, \u003ca href=\"https://journals.sagepub.com/doi/10.1177/2332858416673968\">\u003cspan class=\"s3\">confirmed them\u003c/span>\u003c/a>. For 1,600 seventh-grade students whose classrooms were randomly selected to use ASSISTments for math homework, math achievement was significantly higher at the end of the year, equivalent to an extra three quarters of a year of schooling, \u003ca href=\"https://ies.ed.gov/ncser/pubs/20133000/pdf/20133000.pdf\">\u003cspan class=\"s3\">according to one estimate\u003c/span>\u003c/a>. Both groups – treatment and control – were otherwise using the same textbooks and curriculum.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p8\">On the strength of those results, an MIT research organization \u003ca href=\"https://www.povertyactionlab.org/blog/9-5-17/exploring-promise-education-technology\">\u003cspan class=\"s3\">singled out ASSISTments\u003c/span>\u003c/a> as one of the rare ed tech tools proven to help students. The Department of Education’s What Works Clearinghouse, which reviews education evidence, said the research behind ASSISTments was so strong that it received the \u003ca href=\"https://ies.ed.gov/ncee/wwc/Study/86375\">\u003cspan class=\"s3\">highest stamp of approval:\u003c/span>\u003c/a> “without reservations.”\u003c/p>\n\u003cp class=\"p8\">Still, Maine is an unusual state with a population that is more than 90% white and so small that everyone could fit inside the city limits of San Diego. It had distributed laptops to every middle school student years before the ASSISTments experiment. Would an online math platform work in conditions where computer access is uneven?\u003c/p>\n\u003cp class=\"p8\">The Department of Education commissioned a \u003ca href=\"https://ies.ed.gov/funding/grantsearch/details.asp?ID=2058\">\u003cspan class=\"s3\">$3 million replication study\u003c/span>\u003c/a> in North Carolina, in which 3,000 seventh graders were randomly assigned to use ASSISTments. The study, set to test how well the students learned math in spring of 2020, was derailed by the pandemic. But a private foundation salvaged it. Before the pandemic, Arnold Ventures had agreed to fund an additional year of the North Carolina study, to see if students would continue to be better at math in eighth grade. (\u003ci>Arnold Ventures is among the many funders of The Hechinger Report.\u003c/i>)\u003c/p>\n\u003cp class=\"p8\">Those longer-term \u003ca href=\"https://www.wested.org/wp-content/uploads/2023/07/ASSISTments-Long-Term-Effects-_07-11-23_FINAL-ADA.pdf\">\u003cspan class=\"s3\">results were published in June 2023\u003c/span>\u003c/a>, and they were good. Even a year later, on year-end eighth grade math tests, the 3,000 students who had used ASSISTments in seventh grade outperformed 3,000 peers who hadn’t. The eighth graders had moved on to new math topics and were no longer using ASSISTments, but their practice time on the platform a year earlier was still generating dividends.\u003c/p>\n\u003cp class=\"p8\">Researchers found that the lingering effect of practicing math on ASSISTments was similar in size to the long-term benefits of Saga Education’s intensive, in-person tutoring, which costs $3,200 to $4,800 per year for each student. The cost of ASSISTments is a tiny fraction of that, less than $100 per student. (That cost is covered by private foundations and federal grants. Schools use it free of charge.)\u003c/p>\n\u003cp class=\"p8\">Another surprising result is that students, on average, benefited from solving the same problems, without assigning easier ones to weaker students and harder ones to stronger students.\u003c/p>\n\u003cp class=\"p8\">How is it that this rather simple piece of software is succeeding while more sophisticated ed tech has often shown mixed results and failed to gain traction?\u003c/p>\n\u003cp class=\"p8\">The studies aren’t able to explain that exactly. ASSISTments, criticized for its \u003ca href=\"https://www.commonsense.org/education/reviews/assistments\">\u003cspan class=\"s3\">“bland” design and for sometimes being “frustrating,”\u003c/span>\u003c/a> doesn’t appear to be luring kids to do enormous amounts of homework. In North Carolina, students typically used it for only 18 minutes a week, usually split among two to three sessions.\u003c/p>\n\u003cp class=\"p8\">From a student’s perspective, the main feature is instant feedback. ASSISTments marks each problem immediately, like a robo grader. A green check appears for getting it right on the first try, and an orange check is for solving it on a subsequent attempt. Students can try as many times as they wish. Students can also just ask for the correct answer.\u003c/p>\n\u003cp class=\"p8\">Nearly every online math platform gives instant feedback. It’s a well established principle of cognitive science that students learn better when they can see and sort out their mistakes immediately, rather than waiting days for the teacher to grade their work and return it.\u003c/p>\n\u003cp class=\"p8\">The secret sauce might be in the easy-to-digest feedback that teachers are getting. Teachers receive a simple data report, showing them which problems students are getting right and wrong.\u003c/p>\n\u003cp class=\"p8\">ASSISTments encourages teachers to project anonymized homework results on a whiteboard and review the ones that many students got wrong. Not every teacher does that. On the teacher’s back end, the system also highlights common mistakes that students are making. In surveys, teachers said it changes how they review homework.\u003c/p>\n\u003cp class=\"p8\">Other math platforms generate data reports too, and teachers ought to be able to use them to inform their instruction. But when 30 students are each working on 20 different, customized problems, it’s a lot harder to figure out which of those 600 problems should be reviewed in class.\u003c/p>\n\u003cp class=\"p8\">There are other advantages to having a class work on a common set of problems. It allows kids to work together, something that motivates many extroverted tweens and teens to do their homework. It can also trigger worthwhile class discussions, in which students explain how they solved the same problem differently.\u003c/p>\n\u003cp class=\"p8\">ASSISTments has drawbacks. Many students don’t have good internet connections at home and many teachers don’t want to devote precious minutes of class time to screen time. In the North Carolina study, some teachers had students do the homework in school.\u003c/p>\n\u003cp class=\"p8\">Teachers are restricted to the math problems that Heffernan’s team has uploaded to the ASSISTments library. It currently includes problems from three middle school math curricula:\u003cspan class=\"Apple-converted-space\"> \u003c/span>Illustrative Mathematics, Open Up Resources and Eureka Math (also known as EngageNY). For the Maine and North Carolina studies, the ASSISTments team uploaded math questions that teachers were familiar with from their textbooks and binders. But outside of a study, if teachers want to use their own math questions, they’ll have to wait until next year, when ASSISTments plans to allow teachers to build their own problems or edit existing ones.\u003c/p>\n\u003cp class=\"p8\">Teachers can assign longer open-response questions, but ASSISTments doesn’t give instant feedback on them. Heffernan is currently testing how to use AI to evaluate students’ written explanations.\u003c/p>\n\u003cp class=\"p8\">There are other bells and whistles inside the ASSISTments system too. Many problems have “hints” to help students who are struggling and can show step-by-step worked out examples. There are also optional “skill builders” for students to practice rudimentary skills, such as adding fractions with unlike denominators. It is unclear how important these extra features are. In the North Carolina study, students generally didn’t use them.\u003c/p>\n\u003cp class=\"p8\">There’s every reason to believe that students can learn more from personalized instruction, but the research is mixed. Many students don’t spend as much practice time on the software as they should. Many teachers want more control over what the computer assigns to students. Researchers are starting to see \u003ca href=\"https://www.kqed.org/mindshift/61543/how-can-tutors-reach-more-kids-researchers-look-to-ed-tech-paired-with-human-tutors\">\u003cspan class=\"s3\">good results in using differentiated practice\u003c/span>\u003c/a> work in combination with tutoring. That could make catching up a lot more cost effective.\u003c/p>\n\u003cp class=\"p8\">I rarely hear about “personalized learning” any more in a classroom context. One thing we’ve all learned during the pandemic is that learning has proven to be a profoundly human interaction of give and take between student and teacher and among peers. One-size-fits-all instruction may not be perfect, but it keeps the humans in the picture.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p8\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-value-of-one-size-fits-all-math-homework/\">\u003cspan class=\"s3\">\u003ci>ASSISTments\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s3\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":"Research on ASSISTments, a digital math learning tool, suggests it is one of the rare ed tech tools proven to help students.","status":"publish","parent":0,"modified":1694806450,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1504},"headData":{"title":"One-size-fits-all math homework may be more helpful than you think | KQED","description":"Research on ASSISTments, a digital math learning tool, suggests it is one of the rare ed tech tools proven to help students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Research on ASSISTments, a digital math learning tool, suggests it is one of the rare ed tech tools proven to help students."},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62365/one-size-fits-all-math-homework-may-be-more-helpful-than-you-think","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p6\">In theory, education technology could redesign school from a factory-like assembly line to an individualized experience. Computers, powered by algorithms and AI, could deliver custom-tailored lessons for each child. Advocates call this concept “personalized learning” but this sci-fi idyll (or dystopia, depending on your point of view) has been slow to catch on in American classrooms.\u003c/p>\n\u003cp class=\"p8\">Meanwhile one piece of ed tech, called ASSISTments, takes the opposite approach. Instead of personalizing instruction, this homework website for middle schoolers encourages teachers to assign the exact same set of math problems to the entire class. One size fits all.\u003c/p>\n\u003cp class=\"p9\">Unlike other popular math practice sites, such as Khan Academy, IXL or ALEKS, in which a computer controls the content, ASSISTments keeps the control levers with the teachers, who pick the questions they like from a library of 200,000. Many teachers assign the same familiar homework questions from textbooks and curricula they are already using.\u003c/p>\n\u003cp class=\"p8\">And this deceptively simple – and free –\u003cspan class=\"Apple-converted-space\"> \u003c/span>tool has built an impressive evidence base and a following among middle school math teachers. Roughly 3,000 teachers and 130,000 students were using it during the 2022-23 school year, according to the husband and wife team of Neil and Cristina Heffernan who run ASSISTments, a nonprofit based at Worcester Polytechnic Institute in Massachusetts, where Neil is a computer science professor.\u003c/p>\n\u003cp class=\"p8\">After Neil built the platform in 2003, several early studies showed \u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-642-39112-5_122\">\u003cspan class=\"s3\">promising results\u003c/span>\u003c/a>, and then a large randomized control trial (RCT) in Maine, published in 2016, \u003ca href=\"https://journals.sagepub.com/doi/10.1177/2332858416673968\">\u003cspan class=\"s3\">confirmed them\u003c/span>\u003c/a>. For 1,600 seventh-grade students whose classrooms were randomly selected to use ASSISTments for math homework, math achievement was significantly higher at the end of the year, equivalent to an extra three quarters of a year of schooling, \u003ca href=\"https://ies.ed.gov/ncser/pubs/20133000/pdf/20133000.pdf\">\u003cspan class=\"s3\">according to one estimate\u003c/span>\u003c/a>. Both groups – treatment and control – were otherwise using the same textbooks and curriculum.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">On the strength of those results, an MIT research organization \u003ca href=\"https://www.povertyactionlab.org/blog/9-5-17/exploring-promise-education-technology\">\u003cspan class=\"s3\">singled out ASSISTments\u003c/span>\u003c/a> as one of the rare ed tech tools proven to help students. The Department of Education’s What Works Clearinghouse, which reviews education evidence, said the research behind ASSISTments was so strong that it received the \u003ca href=\"https://ies.ed.gov/ncee/wwc/Study/86375\">\u003cspan class=\"s3\">highest stamp of approval:\u003c/span>\u003c/a> “without reservations.”\u003c/p>\n\u003cp class=\"p8\">Still, Maine is an unusual state with a population that is more than 90% white and so small that everyone could fit inside the city limits of San Diego. It had distributed laptops to every middle school student years before the ASSISTments experiment. Would an online math platform work in conditions where computer access is uneven?\u003c/p>\n\u003cp class=\"p8\">The Department of Education commissioned a \u003ca href=\"https://ies.ed.gov/funding/grantsearch/details.asp?ID=2058\">\u003cspan class=\"s3\">$3 million replication study\u003c/span>\u003c/a> in North Carolina, in which 3,000 seventh graders were randomly assigned to use ASSISTments. The study, set to test how well the students learned math in spring of 2020, was derailed by the pandemic. But a private foundation salvaged it. Before the pandemic, Arnold Ventures had agreed to fund an additional year of the North Carolina study, to see if students would continue to be better at math in eighth grade. (\u003ci>Arnold Ventures is among the many funders of The Hechinger Report.\u003c/i>)\u003c/p>\n\u003cp class=\"p8\">Those longer-term \u003ca href=\"https://www.wested.org/wp-content/uploads/2023/07/ASSISTments-Long-Term-Effects-_07-11-23_FINAL-ADA.pdf\">\u003cspan class=\"s3\">results were published in June 2023\u003c/span>\u003c/a>, and they were good. Even a year later, on year-end eighth grade math tests, the 3,000 students who had used ASSISTments in seventh grade outperformed 3,000 peers who hadn’t. The eighth graders had moved on to new math topics and were no longer using ASSISTments, but their practice time on the platform a year earlier was still generating dividends.\u003c/p>\n\u003cp class=\"p8\">Researchers found that the lingering effect of practicing math on ASSISTments was similar in size to the long-term benefits of Saga Education’s intensive, in-person tutoring, which costs $3,200 to $4,800 per year for each student. The cost of ASSISTments is a tiny fraction of that, less than $100 per student. (That cost is covered by private foundations and federal grants. Schools use it free of charge.)\u003c/p>\n\u003cp class=\"p8\">Another surprising result is that students, on average, benefited from solving the same problems, without assigning easier ones to weaker students and harder ones to stronger students.\u003c/p>\n\u003cp class=\"p8\">How is it that this rather simple piece of software is succeeding while more sophisticated ed tech has often shown mixed results and failed to gain traction?\u003c/p>\n\u003cp class=\"p8\">The studies aren’t able to explain that exactly. ASSISTments, criticized for its \u003ca href=\"https://www.commonsense.org/education/reviews/assistments\">\u003cspan class=\"s3\">“bland” design and for sometimes being “frustrating,”\u003c/span>\u003c/a> doesn’t appear to be luring kids to do enormous amounts of homework. In North Carolina, students typically used it for only 18 minutes a week, usually split among two to three sessions.\u003c/p>\n\u003cp class=\"p8\">From a student’s perspective, the main feature is instant feedback. ASSISTments marks each problem immediately, like a robo grader. A green check appears for getting it right on the first try, and an orange check is for solving it on a subsequent attempt. Students can try as many times as they wish. Students can also just ask for the correct answer.\u003c/p>\n\u003cp class=\"p8\">Nearly every online math platform gives instant feedback. It’s a well established principle of cognitive science that students learn better when they can see and sort out their mistakes immediately, rather than waiting days for the teacher to grade their work and return it.\u003c/p>\n\u003cp class=\"p8\">The secret sauce might be in the easy-to-digest feedback that teachers are getting. Teachers receive a simple data report, showing them which problems students are getting right and wrong.\u003c/p>\n\u003cp class=\"p8\">ASSISTments encourages teachers to project anonymized homework results on a whiteboard and review the ones that many students got wrong. Not every teacher does that. On the teacher’s back end, the system also highlights common mistakes that students are making. In surveys, teachers said it changes how they review homework.\u003c/p>\n\u003cp class=\"p8\">Other math platforms generate data reports too, and teachers ought to be able to use them to inform their instruction. But when 30 students are each working on 20 different, customized problems, it’s a lot harder to figure out which of those 600 problems should be reviewed in class.\u003c/p>\n\u003cp class=\"p8\">There are other advantages to having a class work on a common set of problems. It allows kids to work together, something that motivates many extroverted tweens and teens to do their homework. It can also trigger worthwhile class discussions, in which students explain how they solved the same problem differently.\u003c/p>\n\u003cp class=\"p8\">ASSISTments has drawbacks. Many students don’t have good internet connections at home and many teachers don’t want to devote precious minutes of class time to screen time. In the North Carolina study, some teachers had students do the homework in school.\u003c/p>\n\u003cp class=\"p8\">Teachers are restricted to the math problems that Heffernan’s team has uploaded to the ASSISTments library. It currently includes problems from three middle school math curricula:\u003cspan class=\"Apple-converted-space\"> \u003c/span>Illustrative Mathematics, Open Up Resources and Eureka Math (also known as EngageNY). For the Maine and North Carolina studies, the ASSISTments team uploaded math questions that teachers were familiar with from their textbooks and binders. But outside of a study, if teachers want to use their own math questions, they’ll have to wait until next year, when ASSISTments plans to allow teachers to build their own problems or edit existing ones.\u003c/p>\n\u003cp class=\"p8\">Teachers can assign longer open-response questions, but ASSISTments doesn’t give instant feedback on them. Heffernan is currently testing how to use AI to evaluate students’ written explanations.\u003c/p>\n\u003cp class=\"p8\">There are other bells and whistles inside the ASSISTments system too. Many problems have “hints” to help students who are struggling and can show step-by-step worked out examples. There are also optional “skill builders” for students to practice rudimentary skills, such as adding fractions with unlike denominators. It is unclear how important these extra features are. In the North Carolina study, students generally didn’t use them.\u003c/p>\n\u003cp class=\"p8\">There’s every reason to believe that students can learn more from personalized instruction, but the research is mixed. Many students don’t spend as much practice time on the software as they should. Many teachers want more control over what the computer assigns to students. Researchers are starting to see \u003ca href=\"https://www.kqed.org/mindshift/61543/how-can-tutors-reach-more-kids-researchers-look-to-ed-tech-paired-with-human-tutors\">\u003cspan class=\"s3\">good results in using differentiated practice\u003c/span>\u003c/a> work in combination with tutoring. That could make catching up a lot more cost effective.\u003c/p>\n\u003cp class=\"p8\">I rarely hear about “personalized learning” any more in a classroom context. One thing we’ve all learned during the pandemic is that learning has proven to be a profoundly human interaction of give and take between student and teacher and among peers. One-size-fits-all instruction may not be perfect, but it keeps the humans in the picture.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-value-of-one-size-fits-all-math-homework/\">\u003cspan class=\"s3\">\u003ci>ASSISTments\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/\">\u003cspan class=\"s3\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cspan class=\"s3\">\u003ci>Proof Points\u003c/i>\u003c/span>\u003c/a>\u003ci> and other \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s3\">\u003ci>Hechinger newsletters\u003c/i>\u003c/span>\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62365/one-size-fits-all-math-homework-may-be-more-helpful-than-you-think","authors":["byline_mindshift_62365"],"categories":["mindshift_21504","mindshift_193"],"tags":["mindshift_21785","mindshift_962","mindshift_21294","mindshift_563","mindshift_392","mindshift_421","mindshift_21413"],"featImg":"mindshift_62366","label":"mindshift"},"mindshift_61369":{"type":"posts","id":"mindshift_61369","meta":{"index":"posts_1591205157","site":"mindshift","id":"61369","score":null,"sort":[1686709852000]},"guestAuthors":[],"slug":"3-principles-for-tackling-the-right-problems-in-education","title":"3 principles for tackling the right problems in education","publishDate":1686709852,"format":"standard","headTitle":"3 principles for tackling the right problems in education | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Hess, F. M. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/the-great-school-rethink\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Great School Rethink\u003c/span>\u003c/a> (\u003cspan style=\"font-weight: 400\">p. 11-15)\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The easiest thing in the world to do is talk about improvement. It’s vastly tougher to actually do it. But, if you’re busy doing it without thinking long and hard about what you’re doing and why, mammoth efforts can yield meager gains. As the British philosopher Bertrand Russell once put it, “In all affairs, it’s a healthy thing now and then to hang a question mark on the things you have long taken for granted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll try to put this more plainly. Think of a scrum of little kids building a sandcastle at the ocean’s edge. They can shovel, scoop, hustle, and hurry, only to see their project be repeatedly washed away.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61423 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">Don’t get me wrong. Hard work matters. Careful execution matters. Elbow grease matters. But, if we think about that sandcastle, the big problem is that the kids are building it in the wrong spot. If they paused and moved 20 feet up the beach, the exact same effort would deliver a much more satisfying result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rethinking isn’t an alternative to the hard work of improving curriculum, instruction, educator morale or student well-being. It’s a way to facilitate those efforts. Three principles help make this a practical exercise rather than a theoretical one.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Retire the One-Stop-Shop Schoolhouse\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once upon a time, communication and transportation imposed harsh limits on schooling. Back in the 1980s (much less the 1880s!) students really needed to be in the same room as a teacher to learn from them. For students to read a book in class, schools needed sets of printed copies. Students could only be mentored or tutored by adults who lived within driving distance and had the time and means to meet them at school or the local library.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools operated as buildings that provided a sprawling array of services to students who lived in a geographic area. It made sense, but was also a lot to ask. After all, it’s hard for any organization to do many different things, much less do them all well. Advances in technology have made it so that schools no longer need be one-stop shops for everything. It’s now possible for students to access books, tutoring, courses and even telehealth online, creating an extraordinary opening to ask how schools should be organized.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, school staff have to juggle all manner of tasks. Being a “teacher” means being an evaluator, remediator, lesson designer, hallway monitor, counselor, computer troubleshooter, secretary, coffeemaker and more. Maybe it doesn’t have to be this way. Are there better ways to organize the work that schools and teachers do, so as to empower educators while making their jobs more manageable? A good way to think about this is as “unbundling,” as in whether it’s possible to tease apart the many tasks schools have bundled together and then assemble them in more fruitful ways.22 This means asking what schools and educators should do by themselves, or when and how they might be better off tapping today’s vibrant ecosystem of nonschool resources and programs. Instead of lamenting how much schools and teachers are expected to do today, Rethinkers ask what we should expect them to do.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Take Personalization Seriously\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education is full of flowery talk about personalization. That’s fine. I sure don’t know anyone who says, “Schools should be less personal and more industrial.” In practice, though, school improvement efforts billed as “personalized” can have the opposite effect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember that annual state testing was promoted, in part, as a way to be sure that individual students didn’t get overlooked. Yet the biggest complaint about annual assessment may be the way it can turn schools into impersonal test-prep factories. Education technology is touted as a tool of radical personalization. Yet, as we saw during the pandemic, remote instruction and classrooms of tablet-fixated kids can too easily feel dreary and soulless.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students a Chromebook or an iPad is not personalization. The personalization resides in how these tools are used. Think of it this way: 50 years ago, if you wanted to listen to your favorite song, you’d buy a record, go home, put it on your record player and listen to the album one side at a time. The same applied to every person who wanted to hear that song. Personalizing your music wasn’t easy. Digital music technology has changed all that. Today, any listener has easy access to intricate algorithms that pick among millions of songs to create customized playlists that reflect personal preferences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, personalization requires asking how tools and policies can be used to meet the varied needs of every learner. Expanded choices can better allow students at a given school to access courses, instructors, and programs that would otherwise be unavailable. New options may make it possible for bullied students to find a healthier, more welcoming environment or for parents to work more closely with their child on an array of school assignments. New technologies can allow one-size-fits-all curricula to be reconceived as more individualized playlists. But moving any of this from theory to practice is no easy thing.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Know What Problem You’re Solving\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education has a “fire, ready, aim” problem. Fueled by the high hopes of advocates and the expectation that every new superintendent will show up with novel solutions, education cycles through scads of reforms at an alarming pace. This makes it tough to be sure that the proposed fix is a good match for the problem — or even that we know exactly what the problem is.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before leaping on some new program or practice, rethinkers first seek to define the problem they’re trying to solve. Anything else can do more harm than good, with the serial embrace of reflexive solutions turning into a convenient distraction from the real work at hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I talk about distractions, I’m thinking of the district that moved to digital textbooks and a digital curriculum before ensuring that the devices would work as needed. The superintendent got cheered as an innovator, but students and teachers wound up worse off. Books and resources took forever to load, turning 10-minute assignments into marathon sessions. Kids found it tough to do homework on the bus or on the way to soccer since they couldn’t get reliable access to online assignments. And that’s all separate from the frustrations of teachers who struggled with glitchy portals and forgotten passwords. The heralded “solution” created more problems than it solved.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new SEL initiative might help if middle schoolers are disengaged, but probably not if their disinterest is due to confusing math instruction. Knowing whether an intervention will help requires knowing what the problem is. Which kids are struggling? Why? How do we know? Be skeptical of those who offer surefire solutions before getting those answers. Programs and policies should be the final step of rethinking, not the first.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/rickhess99\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61370 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg\" alt=\"Headshot of Rick Hess\" width=\"164\" height=\"230\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot.jpg 1500w\" sizes=\"(max-width: 164px) 100vw, 164px\">Frederick M. Hess\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a senior fellow and the director of Education Policy Studies at the American Enterprise Institute (AEI), where he works on K–12 and higher education issues. The author of Education Week’s popular blog “Rick Hess Straight Up,” Dr. Hess is also an executive editor of Education Next and a senior contributor to Forbes. He is the founder and chairman of AEI’s Conservative Education Reform Network. An educator, political scientist, and author, Dr. Hess has published in popular outlets including the New York Times, USA Today, the Wall Street Journal, and the Washington Post. Dr. Hess started his career as a high school social studies teacher and has since taught at colleges including Rice, Harvard, Georgetown, and the University of Virginia. His books include “The Great School Rethink,” “Spinning Wheels,” “Letters to a Young Education Reformer,” “Cage-Busting Leadership,” and “A Search for Common Ground.” Dr. Hess has an MA and a PhD in government, in addition to an MEd in teaching and curriculum, from Harvard University.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"In his new book “The Great School Rethink,” Frederick M. Hess explains how rethinking the organization of schools can help improve curriculum, instruction, educator morale and student well-being.","status":"publish","parent":0,"modified":1686710238,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":1413},"headData":{"title":"3 principles for tackling the right problems in education | KQED","description":"In “The Great School Rethink,” Frederick M. Hess offers ideas to improve curriculum, instruction, educator morale and student well-being.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In “The Great School Rethink,” Frederick M. Hess offers ideas to improve curriculum, instruction, educator morale and student well-being."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/61369/3-principles-for-tackling-the-right-problems-in-education","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>\u003cspan style=\"font-weight: 400\">Adapted with permission from Hess, F. M. (2023). \u003c/span>\u003ca href=\"https://hep.gse.harvard.edu/hep-home/books/the-great-school-rethink\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">The Great School Rethink\u003c/span>\u003c/a> (\u003cspan style=\"font-weight: 400\">p. 11-15)\u003c/span>\u003cspan style=\"font-weight: 400\">. \u003ca href=\"https://www.hepg.org/hep-home/home\" target=\"_blank\" rel=\"noopener\">Harvard Education Press\u003c/a>. \u003c/span>\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The easiest thing in the world to do is talk about improvement. It’s vastly tougher to actually do it. But, if you’re busy doing it without thinking long and hard about what you’re doing and why, mammoth efforts can yield meager gains. As the British philosopher Bertrand Russell once put it, “In all affairs, it’s a healthy thing now and then to hang a question mark on the things you have long taken for granted.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I’ll try to put this more plainly. Think of a scrum of little kids building a sandcastle at the ocean’s edge. They can shovel, scoop, hustle, and hurry, only to see their project be repeatedly washed away.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-61423 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg\" alt=\"\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/great-school-rethink.jpeg 200w\" sizes=\"(max-width: 160px) 100vw, 160px\">Don’t get me wrong. Hard work matters. Careful execution matters. Elbow grease matters. But, if we think about that sandcastle, the big problem is that the kids are building it in the wrong spot. If they paused and moved 20 feet up the beach, the exact same effort would deliver a much more satisfying result.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rethinking isn’t an alternative to the hard work of improving curriculum, instruction, educator morale or student well-being. It’s a way to facilitate those efforts. Three principles help make this a practical exercise rather than a theoretical one.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Retire the One-Stop-Shop Schoolhouse\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Once upon a time, communication and transportation imposed harsh limits on schooling. Back in the 1980s (much less the 1880s!) students really needed to be in the same room as a teacher to learn from them. For students to read a book in class, schools needed sets of printed copies. Students could only be mentored or tutored by adults who lived within driving distance and had the time and means to meet them at school or the local library.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Schools operated as buildings that provided a sprawling array of services to students who lived in a geographic area. It made sense, but was also a lot to ask. After all, it’s hard for any organization to do many different things, much less do them all well. Advances in technology have made it so that schools no longer need be one-stop shops for everything. It’s now possible for students to access books, tutoring, courses and even telehealth online, creating an extraordinary opening to ask how schools should be organized.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Today, school staff have to juggle all manner of tasks. Being a “teacher” means being an evaluator, remediator, lesson designer, hallway monitor, counselor, computer troubleshooter, secretary, coffeemaker and more. Maybe it doesn’t have to be this way. Are there better ways to organize the work that schools and teachers do, so as to empower educators while making their jobs more manageable? A good way to think about this is as “unbundling,” as in whether it’s possible to tease apart the many tasks schools have bundled together and then assemble them in more fruitful ways.22 This means asking what schools and educators should do by themselves, or when and how they might be better off tapping today’s vibrant ecosystem of nonschool resources and programs. Instead of lamenting how much schools and teachers are expected to do today, Rethinkers ask what we should expect them to do.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Take Personalization Seriously\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education is full of flowery talk about personalization. That’s fine. I sure don’t know anyone who says, “Schools should be less personal and more industrial.” In practice, though, school improvement efforts billed as “personalized” can have the opposite effect.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Remember that annual state testing was promoted, in part, as a way to be sure that individual students didn’t get overlooked. Yet the biggest complaint about annual assessment may be the way it can turn schools into impersonal test-prep factories. Education technology is touted as a tool of radical personalization. Yet, as we saw during the pandemic, remote instruction and classrooms of tablet-fixated kids can too easily feel dreary and soulless.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Giving students a Chromebook or an iPad is not personalization. The personalization resides in how these tools are used. Think of it this way: 50 years ago, if you wanted to listen to your favorite song, you’d buy a record, go home, put it on your record player and listen to the album one side at a time. The same applied to every person who wanted to hear that song. Personalizing your music wasn’t easy. Digital music technology has changed all that. Today, any listener has easy access to intricate algorithms that pick among millions of songs to create customized playlists that reflect personal preferences.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In education, personalization requires asking how tools and policies can be used to meet the varied needs of every learner. Expanded choices can better allow students at a given school to access courses, instructors, and programs that would otherwise be unavailable. New options may make it possible for bullied students to find a healthier, more welcoming environment or for parents to work more closely with their child on an array of school assignments. New technologies can allow one-size-fits-all curricula to be reconceived as more individualized playlists. But moving any of this from theory to practice is no easy thing.\u003c/span>\u003c/p>\n\u003ch2>\u003cspan style=\"font-weight: 400\">Know What Problem You’re Solving\u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Education has a “fire, ready, aim” problem. Fueled by the high hopes of advocates and the expectation that every new superintendent will show up with novel solutions, education cycles through scads of reforms at an alarming pace. This makes it tough to be sure that the proposed fix is a good match for the problem — or even that we know exactly what the problem is.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Before leaping on some new program or practice, rethinkers first seek to define the problem they’re trying to solve. Anything else can do more harm than good, with the serial embrace of reflexive solutions turning into a convenient distraction from the real work at hand.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When I talk about distractions, I’m thinking of the district that moved to digital textbooks and a digital curriculum before ensuring that the devices would work as needed. The superintendent got cheered as an innovator, but students and teachers wound up worse off. Books and resources took forever to load, turning 10-minute assignments into marathon sessions. Kids found it tough to do homework on the bus or on the way to soccer since they couldn’t get reliable access to online assignments. And that’s all separate from the frustrations of teachers who struggled with glitchy portals and forgotten passwords. The heralded “solution” created more problems than it solved.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A new SEL initiative might help if middle schoolers are disengaged, but probably not if their disinterest is due to confusing math instruction. Knowing whether an intervention will help requires knowing what the problem is. Which kids are struggling? Why? How do we know? Be skeptical of those who offer surefire solutions before getting those answers. Programs and policies should be the final step of rethinking, not the first.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/rickhess99\" target=\"_blank\" rel=\"noopener\">\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"wp-image-61370 alignleft\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg\" alt=\"Headshot of Rick Hess\" width=\"164\" height=\"230\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-800x1120.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1020x1428.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-160x224.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-768x1075.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1097x1536.jpg 1097w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot-1463x2048.jpg 1463w, https://ww2.kqed.org/app/uploads/sites/23/2023/04/Hess_Frederick-Headshot.jpg 1500w\" sizes=\"(max-width: 164px) 100vw, 164px\">Frederick M. Hess\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a senior fellow and the director of Education Policy Studies at the American Enterprise Institute (AEI), where he works on K–12 and higher education issues. The author of Education Week’s popular blog “Rick Hess Straight Up,” Dr. Hess is also an executive editor of Education Next and a senior contributor to Forbes. He is the founder and chairman of AEI’s Conservative Education Reform Network. An educator, political scientist, and author, Dr. Hess has published in popular outlets including the New York Times, USA Today, the Wall Street Journal, and the Washington Post. Dr. Hess started his career as a high school social studies teacher and has since taught at colleges including Rice, Harvard, Georgetown, and the University of Virginia. His books include “The Great School Rethink,” “Spinning Wheels,” “Letters to a Young Education Reformer,” “Cage-Busting Leadership,” and “A Search for Common Ground.” Dr. Hess has an MA and a PhD in government, in addition to an MEd in teaching and curriculum, from Harvard University.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/61369/3-principles-for-tackling-the-right-problems-in-education","authors":["4354"],"categories":["mindshift_192","mindshift_21491","mindshift_21579"],"tags":["mindshift_21027","mindshift_21403","mindshift_722","mindshift_962","mindshift_20598","mindshift_421","mindshift_199","mindshift_943","mindshift_21398"],"featImg":"mindshift_61378","label":"mindshift"},"mindshift_60110":{"type":"posts","id":"mindshift_60110","meta":{"index":"posts_1591205157","site":"mindshift","id":"60110","score":null,"sort":[1671101712000]},"guestAuthors":[],"slug":"personalized-learning-is-more-than-an-edtech-marketing-term-it-requires-good-teachers","title":"Personalized learning is more than an edtech marketing term. It requires good teachers.","publishDate":1671101712,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Copyright© 2022 by Susan Linn. This excerpt originally appeared in “\u003c/span>\u003c/i>\u003ca href=\"https://thenewpress.com/books/whos-raising-kids\">\u003ci>\u003cspan style=\"font-weight: 400\">Who's Raising the Kids?: Big Tech, Big Business, and the Lives of Children\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">,” published by The New Press. Reprinted here with permission.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Marketers are notoriously good at identifying societal trends or movements and co-opting the words used to describe them to attract buyers for whatever they’re selling. Take the word “green,” which was adopted by environmentalists in the early 1970s as shorthand for relating to or supporting the natural world. As the environmental movement gained traction, marketing experts began warning corporations that they’d better win “the loyalty of the growing legions of green consumers.” Green morphed into a common marketing buzzword employed even by fossil fuel companies and airlines, which are notorious for their harmful impact on the environment. Green was such a misused descriptor that in 1986 an environmental scientist named Jay Westerveld coined the term greenwashing: the practice of companies advertising their products and practices as environmentally beneficial when they verifiably are not.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright wp-image-60179\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/whos_raising_the_kids_final.jpg\" alt=\"Who's Raising the Kids? book cover\" width=\"240\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/whos_raising_the_kids_final.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/whos_raising_the_kids_final-160x240.jpg 160w\" sizes=\"(max-width: 240px) 100vw, 240px\">I found myself thinking a lot about greenwashing as I researched edtech products and kept encountering the term “personalized learning” in their marketing. It’s currently a tagline used to market edtech programs like Prodigy [a math game] that are designed for kids to use on their own without input from teachers. The term is used to maximize the use of digital technologies in children’s learning. In doing so, it minimizes, and even dismisses, the central importance of teachers to the learning process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, research shows that teachers are essential to effective “personalized,” or “personal,” learning — whether kids are using edtech materials or not. As Alfie Kohn, author of Punished by Rewards and other books about education, said in Psychology Today: “[true personal learning requires] the presence of a caring teacher who knows each child well” and “works with each child to create projects of intellectual discovery that reflect his or her unique needs and interests.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In reality, “personalized” or “personal” learning predates edtech by decades. Like the word green, it’s been corrupted by the marketing industry’s practice of exploiting a social movement — in this instance, the theories and practices of progressive education — and using it to sell products that have little to do with and are antithetical to the original meaning of the term. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The meaning of “personalized learning” is rooted in research and practice pointing to the following conclusions: Children have an innate drive to learn, and how they learn best varies from child to child. Kids are not passive, empty vessels waiting to be filled with facts but rather active, innately curious explorers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two concepts connected with progressive education’s version of personalized learning are particularly intriguing to me. One is “constructing knowledge” and the other is “making meaning.” The phrase “constructing knowledge” evokes a vision of kids actively participating in learning and that what they’ve learned serves as a foundation on which to build their understanding of new information they encounter. Meanwhile, the term “making meaning” describes the human drive to understand, make sense of, and relate to whatever they encounter. In education, making meaning suggests that real, usable learning occurs when children grasp a concept so deeply that they can actively apply what they learn in one context to challenges that arise in another context.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you want to experience children constructing knowledge and making meaning, you might want to hang out for a while with newly verbal young children as they encounter the world. They often narrate thought processes that older children have learned to keep internal. When my daughter was a toddler, for instance, she encountered a black olive for the very first time. After studying it a while, she looked up and announced, “This is not a grape!” She’d encountered something new (the olive) and, on her own, felt compelled to understand what it was. She searched through her twenty-two or so months of life experience for clues to make sense of it until she found one. While she did not know what it was (an olive), she at least knew what it was not (a grape)! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My understanding of personalized learning also comes from teaching in a play-based preschool. And my daughter’s experience attending a play-based preschool reinforced my belief in its value. In each instance, kids had access to materials like books, art supplies, blocks, sand, water, dress-up clothes, and special projects that, for the most part, they could explore in their own time, depending on their interests. Children’s involvement with the materials was driven by their interests and inclinations, but teachers were always available to join in, advise, supervise, stand back, observe, or help kids reflect on their experience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A 2019 report from the National Education Policy Center at the University of Colorado is a sweeping condemnation of the edtech version of personalized learning. It found “questionable educational assumptions embedded in influential programs, self interested advocacy by the technology industry, serious threats to student privacy, and a lack of research support.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thinking about the “questionable educational assumptions” embedded in Prodigy leads me directly to the popular phenomenon of gamification, or gamified learning, which applies some of the more addictive features of video games to subjects taught in school. These can include badges, levels, digital prizes, competition, and variable rewards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gamified edtech products are a lucrative business these days. Globally, game-based learning is expected to garner $29.7 billion in 2026, up from $11 billion in 2021. The rationale proponents often give for gamifying education is that kids like video games and sustain their interest in them for hours at a time. It makes sense, the reasoning goes, to transfer the gaming features that keep kids glued to screens to classroom teaching and learning. And, since these products are games, and games connote play, it also makes marketing sense to link these products to the robust evidence that play is the foundation of intellectual exploration and crucial life-enriching abilities such as problem-solving, reasoning, literacy, social skills, creativity, and self-regulation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One obvious difference is that when products lean heavily on external motivations like competition and virtual prizes, they teach kids to dismiss the value of experience and they promote the value of acquisition. In contrast, the kind of play that facilitates children’s learning, growth, and development is its own reward. It’s a deeply satisfying experience in and of itself. Opportunities for actual play-based learning help kids learn that the world is an intriguing place and that exploring it and figuring things out are both interesting and valuable in and of themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s understandable that when the pandemic forced schools all over the world to rush headlong into educating children remotely, decisions about edtech were made without much time to think them through. But, under normal circumstances, it’s in the best interest of children that we all, including teachers, administrators, and school boards, approach edtech offerings with healthy skepticism. And, like any materials used in schools, edtech programs, platforms, and devices should be free of any features that exploit kids for profit. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60161\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-60161\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-800x568.jpg\" alt=\"Susan Linn\" width=\"250\" height=\"178\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-800x568.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-1020x725.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-160x114.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-768x546.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-1536x1091.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-2048x1455.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-1920x1364.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Susan Linn\u003c/figcaption>\u003c/figure>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/DrSusanLinn\">\u003cspan style=\"font-weight: 400\">Susan Linn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a psychologist, award-winning ventriloquist, and a world-renowned expert on creative play and the impact of media and commercial marketing on children. She was the Founding Director of Campaign for a Commercial-Free Childhood (now called Fairplay) and is currently research associate at Boston Children’s Hospital and lecturer on psychiatry at Harvard Medical School. She is the author of Consuming Kids, The Case for Make Believe, and Who’s Raising the Kids? Her website is \u003c/span>\u003ca href=\"https://www.consumingkids.com\">\u003cspan style=\"font-weight: 400\">https://www.consumingkids.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"After the pandemic fueled edtech purchases, teachers and school leaders need to think critically about the products being used, writes psychologist Susan Linn in her book, \"Who's Raising the Kids?\"","status":"publish","parent":0,"modified":1671206214,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":1347},"headData":{"title":"Personalized learning is more than an edtech marketing term. It requires good teachers. - MindShift","description":"After the pandemic fueled edtech purchases, schools need to think critically about the products being used, writes psychologist Susan Linn.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/60110/personalized-learning-is-more-than-an-edtech-marketing-term-it-requires-good-teachers","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">Copyright© 2022 by Susan Linn. This excerpt originally appeared in “\u003c/span>\u003c/i>\u003ca href=\"https://thenewpress.com/books/whos-raising-kids\">\u003ci>\u003cspan style=\"font-weight: 400\">Who's Raising the Kids?: Big Tech, Big Business, and the Lives of Children\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">,” published by The New Press. Reprinted here with permission.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Marketers are notoriously good at identifying societal trends or movements and co-opting the words used to describe them to attract buyers for whatever they’re selling. Take the word “green,” which was adopted by environmentalists in the early 1970s as shorthand for relating to or supporting the natural world. As the environmental movement gained traction, marketing experts began warning corporations that they’d better win “the loyalty of the growing legions of green consumers.” Green morphed into a common marketing buzzword employed even by fossil fuel companies and airlines, which are notorious for their harmful impact on the environment. Green was such a misused descriptor that in 1986 an environmental scientist named Jay Westerveld coined the term greenwashing: the practice of companies advertising their products and practices as environmentally beneficial when they verifiably are not.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg class=\"alignright wp-image-60179\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/whos_raising_the_kids_final.jpg\" alt=\"Who's Raising the Kids? book cover\" width=\"240\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/whos_raising_the_kids_final.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/whos_raising_the_kids_final-160x240.jpg 160w\" sizes=\"(max-width: 240px) 100vw, 240px\">I found myself thinking a lot about greenwashing as I researched edtech products and kept encountering the term “personalized learning” in their marketing. It’s currently a tagline used to market edtech programs like Prodigy [a math game] that are designed for kids to use on their own without input from teachers. The term is used to maximize the use of digital technologies in children’s learning. In doing so, it minimizes, and even dismisses, the central importance of teachers to the learning process. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In fact, research shows that teachers are essential to effective “personalized,” or “personal,” learning — whether kids are using edtech materials or not. As Alfie Kohn, author of Punished by Rewards and other books about education, said in Psychology Today: “[true personal learning requires] the presence of a caring teacher who knows each child well” and “works with each child to create projects of intellectual discovery that reflect his or her unique needs and interests.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In reality, “personalized” or “personal” learning predates edtech by decades. Like the word green, it’s been corrupted by the marketing industry’s practice of exploiting a social movement — in this instance, the theories and practices of progressive education — and using it to sell products that have little to do with and are antithetical to the original meaning of the term. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The meaning of “personalized learning” is rooted in research and practice pointing to the following conclusions: Children have an innate drive to learn, and how they learn best varies from child to child. Kids are not passive, empty vessels waiting to be filled with facts but rather active, innately curious explorers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Two concepts connected with progressive education’s version of personalized learning are particularly intriguing to me. One is “constructing knowledge” and the other is “making meaning.” The phrase “constructing knowledge” evokes a vision of kids actively participating in learning and that what they’ve learned serves as a foundation on which to build their understanding of new information they encounter. Meanwhile, the term “making meaning” describes the human drive to understand, make sense of, and relate to whatever they encounter. In education, making meaning suggests that real, usable learning occurs when children grasp a concept so deeply that they can actively apply what they learn in one context to challenges that arise in another context.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If you want to experience children constructing knowledge and making meaning, you might want to hang out for a while with newly verbal young children as they encounter the world. They often narrate thought processes that older children have learned to keep internal. When my daughter was a toddler, for instance, she encountered a black olive for the very first time. After studying it a while, she looked up and announced, “This is not a grape!” She’d encountered something new (the olive) and, on her own, felt compelled to understand what it was. She searched through her twenty-two or so months of life experience for clues to make sense of it until she found one. While she did not know what it was (an olive), she at least knew what it was not (a grape)! \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">My understanding of personalized learning also comes from teaching in a play-based preschool. And my daughter’s experience attending a play-based preschool reinforced my belief in its value. In each instance, kids had access to materials like books, art supplies, blocks, sand, water, dress-up clothes, and special projects that, for the most part, they could explore in their own time, depending on their interests. Children’s involvement with the materials was driven by their interests and inclinations, but teachers were always available to join in, advise, supervise, stand back, observe, or help kids reflect on their experience. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A 2019 report from the National Education Policy Center at the University of Colorado is a sweeping condemnation of the edtech version of personalized learning. It found “questionable educational assumptions embedded in influential programs, self interested advocacy by the technology industry, serious threats to student privacy, and a lack of research support.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thinking about the “questionable educational assumptions” embedded in Prodigy leads me directly to the popular phenomenon of gamification, or gamified learning, which applies some of the more addictive features of video games to subjects taught in school. These can include badges, levels, digital prizes, competition, and variable rewards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Gamified edtech products are a lucrative business these days. Globally, game-based learning is expected to garner $29.7 billion in 2026, up from $11 billion in 2021. The rationale proponents often give for gamifying education is that kids like video games and sustain their interest in them for hours at a time. It makes sense, the reasoning goes, to transfer the gaming features that keep kids glued to screens to classroom teaching and learning. And, since these products are games, and games connote play, it also makes marketing sense to link these products to the robust evidence that play is the foundation of intellectual exploration and crucial life-enriching abilities such as problem-solving, reasoning, literacy, social skills, creativity, and self-regulation. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One obvious difference is that when products lean heavily on external motivations like competition and virtual prizes, they teach kids to dismiss the value of experience and they promote the value of acquisition. In contrast, the kind of play that facilitates children’s learning, growth, and development is its own reward. It’s a deeply satisfying experience in and of itself. Opportunities for actual play-based learning help kids learn that the world is an intriguing place and that exploring it and figuring things out are both interesting and valuable in and of themselves. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s understandable that when the pandemic forced schools all over the world to rush headlong into educating children remotely, decisions about edtech were made without much time to think them through. But, under normal circumstances, it’s in the best interest of children that we all, including teachers, administrators, and school boards, approach edtech offerings with healthy skepticism. And, like any materials used in schools, edtech programs, platforms, and devices should be free of any features that exploit kids for profit. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_60161\" class=\"wp-caption alignleft\" style=\"max-width: 250px\">\u003cimg class=\"wp-image-60161\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-800x568.jpg\" alt=\"Susan Linn\" width=\"250\" height=\"178\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-800x568.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-1020x725.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-160x114.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-768x546.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-1536x1091.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-2048x1455.jpg 2048w, https://ww2.kqed.org/app/uploads/sites/23/2022/11/linn_susan-1920x1364.jpg 1920w\" sizes=\"(max-width: 250px) 100vw, 250px\">\u003cfigcaption class=\"wp-caption-text\">Susan Linn\u003c/figcaption>\u003c/figure>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"https://twitter.com/DrSusanLinn\">\u003cspan style=\"font-weight: 400\">Susan Linn\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a psychologist, award-winning ventriloquist, and a world-renowned expert on creative play and the impact of media and commercial marketing on children. She was the Founding Director of Campaign for a Commercial-Free Childhood (now called Fairplay) and is currently research associate at Boston Children’s Hospital and lecturer on psychiatry at Harvard Medical School. She is the author of Consuming Kids, The Case for Make Believe, and Who’s Raising the Kids? Her website is \u003c/span>\u003ca href=\"https://www.consumingkids.com\">\u003cspan style=\"font-weight: 400\">https://www.consumingkids.com\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60110/personalized-learning-is-more-than-an-edtech-marketing-term-it-requires-good-teachers","authors":["4354"],"categories":["mindshift_21491","mindshift_195"],"tags":["mindshift_21294","mindshift_20678","mindshift_21502","mindshift_21501","mindshift_421"],"featImg":"mindshift_60424","label":"mindshift"},"mindshift_57291":{"type":"posts","id":"mindshift_57291","meta":{"index":"posts_1591205157","site":"mindshift","id":"57291","score":null,"sort":[1611652346000]},"guestAuthors":[],"slug":"what-lessons-does-special-education-hold-for-improving-personalized-learning","title":"What Lessons Does Special Education Hold for Improving Personalized Learning?","publishDate":1611652346,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/Zo5GCOYZQziNogWotExyBT?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>IEPs \u003c/i>\u003c/a>\u003ci>was produced by\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/pfwrCPNYRAu0q2pqT0zP2Z?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> The Hechinger Report\u003c/i>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/4a0ECQWOVBTXmK0mUMmpzp?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> Hechinger newsletter here\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>On a shelf in her Chicago classroom, third grader Arianna has a thick binder that details her achievements, strengths and goals as a student, along with some revealing information about her personality. It describes her love of guitar and singing and notes that she wants to advance to a higher level in reading and grasp math concepts more quickly. Her sister, Alanni, an eighth grader, has a binder too. It discusses her grades and standardized test scores, as well as her academic goals: to speak up more frequently in math class and read texts more closely.\u003c/p>\n\u003cp>The binders resemble, to a degree, the individualized education programs, or IEPs, that are at the heart of education for students with disabilities. But Arianna and Alanni aren’t special education students. Every child at their pre-K-8 school, Belmont-Cragin, has one of these so-called individual learner profiles. The profiles are part of the school’s embrace of personalized learning, which centers on the belief that a teacher lecturing at the front of a classroom is a bad fit for today’s students. Instead, the thinking goes, students must be encouraged to learn at their own pace, with lessons tailored to their specific aptitudes and needs, often with the aid of technology.\u003c/p>\n\u003cp>Personalized learning has, in recent years, become one of the most talked-about trends in education. Fueled by donations from Silicon Valley philanthropists, the instructional approach has spread to classrooms around the country and more than \u003ca href=\"https://www.ncld.org/personalized-learning/state-landscape\">40 states are exploring it in some form\u003c/a>. As education leaders cast about for solutions to the performance gaps exacerbated by the coronavirus pandemic, some are hitting upon the idea that more personalized methods could help schools better serve students who’ve had wildly different experiences with education this year. In the process, they are finding inspiration in special education, which, since the 1975 passage of what’s now known as the federal Individuals with Disabilities Education Act, has promised students with disabilities special services and accommodations to help them learn at their full potential.\u003c/p>\n\u003cp>“Can you imagine the power of an individualized education plan for every student?” Richard Carranza, New York City’s education chancellor, \u003ca href=\"https://ny.chalkbeat.org/2020/12/10/22168384/nyc-schools-covid-learning-loss\">said recently\u003c/a> in discussing his agency’s plans for new tools to help students recover the learning they’ve lost during school closures. “Just think about identifying the explicit skills that students need to work on and the plan that we have to help them achieve a mastery of that explicit skill.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But there are plenty of reasons to be cautious. If anything, special education demonstrates the vast challenges of individualizing education. Tailoring learning to students’ exact needs takes significant resources, teacher training and, ideally, close collaboration with families — something many schools struggle to pull off. While there are limits to comparisons between the two educational approaches — special education is legally mandated and personalized learning is a loosely defined pedagogical philosophy that takes many forms — some of the cracks that have appeared in personalized learning are not unlike those facing special education. Both types of education, for example, require significant resources and trained staff — but often don’t get either. Schools introducing personalized learning have faced criticism for relying on technology to help kids learn at different paces within the same classroom as districts avoid having to drastically scale up their staff; staff shortages have long been \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT.pdf\">endemic in special education\u003c/a>. Meanwhile, for all the hype around personalized learning, evidence of its success remains scant.\u003c/p>\n\u003cp>“School systems and schools have struggled to deliver on the promise of special education,” said Betheny Gross, associate director of the nonprofit Center on Reinventing Public Education. “It isn’t just a matter of taking the principles of special education and doing them at scale.”\u003c/p>\n\u003cfigure id=\"attachment_57300\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57300\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Students at CICS West Belden often work in small groups or with the help of technology prior to the COVID-19 pandemic. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At present, roughly 7 million students, or \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">14 percent\u003c/a> of public schoolchildren, are enrolled in special education nationwide. As personalized learning advocates push forward with plans to roll out their approach to many more of the nation’s schoolchildren, it’s worth considering how lessons from 45 years of educating students with disabilities might help shape this latest educational experiment.\u003c/p>\n\u003cp>One morning in 2019, close to 40 educators gathered in a commercial building on the Chicago riverfront that houses the offices of LEAP Innovations. LEAP is a nonprofit organization that trains schools and teachers to use personalized learning in their classrooms. The day’s professional development for these Chicago Public Schools teachers, alumni of the program, was a refresher, a way to strengthen their teaching practice, share ideas and return to the classroom newly inspired.\u003c/p>\n\u003cp>Chicago has embraced personalized learning in a big way. In early 2018, Chicago Public Schools and LEAP received $14 million in grants from the Chan Zuckerberg Initiative (CZI) to train teachers and principals on personalizing learning. (CZI is one of The Hechinger Report’s many donors.) The grant funding provided 35 city schools with two-and-a-half years of professional development and instructional coaching through LEAP, plus technology and classroom resources, via the school district’s \u003ca href=\"https://practices.learningaccelerator.org/artifacts/the-chicago-public-schools-elevate-program\">Elevate Program\u003c/a>, which aims to bring personalized learning to 150 Chicago schools by the end of 2021. Concurrently, a portion of the funding went to LEAP to help train principals and teachers at more than 100 Chicago-area schools on personalized learning.\u003c/p>\n\u003cp>After a morning of workshops on topics like helping students puzzle through problems, working in teams and designing learning goals, teachers broke for lunch that day in 2019, gathering around large tables to chat. At one table, the conversation turned to the growing pains of changing course from the traditional “sage on a stage” teaching model, where a teacher holds forth at the front of the classroom while students listen, to a student-focused, personalized model.\u003c/p>\n\u003cp>“We started this process five years ago and all I could think was: ‘Oh my god, this is going to be a nightmare!’ Because I thought this would mean that, on top of everything I was already doing, I’d be creating an IEP for every single student,” said Kathleen Bourret, a teacher at R.H. Lee Elementary, a Pre-K-8 school on Chicago’s southwest side. “I didn’t have the mindset to make this shift. I’ve been teaching for 30 years, and now you’re gonna make me do what?”\u003c/p>\n\u003cp>Bourret’s learning curve when it came to personalized learning is pretty typical for teachers, said Chris Liang-Vergara, who was then serving as LEAP’s chief of learning innovation. And it’s something the people at LEAP try to alleviate by bringing in past cohorts, like that day’s group, to mingle and continue sharing ideas and inspiration.\u003c/p>\n\u003cp>“It’s definitely not always rainbows and sunshine,” said Liang-Vergara. “Keeping that honest and real is important. You don’t say: ‘I’m going to do personalized learning and it’s going to be beautiful.’ There’s a real shift that happens with you as a professional, with your kids in the classroom, and that change process takes time.”\u003c/p>\n\u003cfigure id=\"attachment_57298\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg class=\"size-full wp-image-57298\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1.jpeg\" alt=\"\" width=\"1536\" height=\"1152\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Colleen Collins, school director at CICS West Belden, works with students prior to the COVID-19 pandemic. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The shift in mindset involves moving away from a teaching model that is centered on curriculum and meeting benchmarks toward being student-centered in ways that demand differentiated instruction based on a child’s interests, strengths, weaknesses and background. Students often work in small groups, with help from a co-teacher, or one-on-one, with lessons fitted to their skills and abilities. In theory, their progress is tracked closely, with their goals and assignments updated continually to meet their needs.\u003c/p>\n\u003cp>Much of this may sound familiar to teachers of special education. As part of their jobs, special education teachers assess students and develop teaching plans based on each student’s skill levels. They teach students as a class and one-on-one or in small groups. They collaborate with school-based service providers such as occupational, physical and speech therapists, in order to cull reams of information and write IEPs that, often, run more than ten double-sided pages, and ideally provide detailed documentation of a child’s strengths, weaknesses and goals.\u003c/p>\n\u003cp>But teachers often come unprepared to do this work, and don’t get the support they need from their schools and districts, in part because special education is \u003ca href=\"https://www.edweek.org/teaching-learning/why-the-feds-still-fall-short-on-special-education-funding/2020/01\">chronically underfunded\u003c/a>. They may struggle to assess students’ abilities and needs, education researchers say, and \u003ca href=\"https://iris.peabody.vanderbilt.edu/module/tchr-ret/cresource/q1/p01/\">turnover\u003c/a> for special education teachers tends to be high. The paperwork involved can be overwhelming. All of this suggests that if personalized learning is to succeed, it must emphasize supporting teachers and investing in their professional development, say education experts.\u003c/p>\n\u003cp>“When you get a master’s degree in special education, do you come out knowing how to teach every single child with every singly kind of disability? Absolutely not,” said Megan Benay, senior national director of data systems and strategy at Great Oaks Charter Schools, a network of charter schools that focuses on preparing kids for college through personalized tutoring. “As far as I see it, the only path forward is to figure out how to invest in our people and invest in the kind of ongoing professional learning that provides practical, applicable research-infused training into the daily practice of our educators. This is hard because the reality of teaching is that you’re on every hour of the day, you’re lesson-planning, you’re calling parents, you’re writing curriculum. Oh, and then you have to figure out how to fit in eating lunch somewhere in there.”\u003c/p>\n\u003cp>Ace Parsi, senior consultant with Equity Journey Partners and the former director of innovation for the National Center for Learning Disabilities, said that if school districts don’t invest in teachers while making the shift to personalized learning, they are bound to fail. “It’s not that educators don’t want to try personalized learning. But it’s a vulnerable feeling when you’re trying to implement this new thing and you’re like: ‘Oh my god, how do I approach this for these students, I just don’t have the skill set to do this’,” he said. “It’s really incumbent on school districts and states to create a professional learning system that meets the educators and empowers them to actually implement personalized learning for all kids.”\u003c/p>\n\u003cfigure id=\"attachment_57296\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57296\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Stacy Stewart, principal of Belmont-Cragin Elementary School seen here before the COVID-19 pandemic, credits personalized learning for helping to improve student engagement. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stacy Stewart, principal of Belmont-Cragin, the school on Chicago’s northwest side that Alanni and Arianna attend, has heard teachers make comparisons between personalized learning and the IEPs that drive special education. “My teachers say: ‘It’s almost like all our students have an IEP’ — not formally, of course, but they each do have an individualized plan,” said Stewart. “It’s always evolving; it’s a very living document.”\u003c/p>\n\u003cp>Stewart, though, cautions against drawing too-direct parallels between IEPs and the individual learner profiles her school uses, also known as personalized learning plans. IEPs are rigid legal documents, written not for students so much as for teachers, parents and lawyers. Individual learner profiles, she said, aim to involve parents in their children’s learning but also give students more control over their own education. At her school, students lead learner meetings at least twice a year where they give a presentation to their parents about their progress, goals and challenges. That’s different from IEP meetings, which are led by adults.\u003c/p>\n\u003cp>Stewart embraced personalized learning even before the Chicago school district began to do so. A few years after joining Belmont-Cragin in 2010, she turned to the approach to help close achievement gaps at her school, where the student body is predominantly Hispanic and low-income, and roughly \u003ca href=\"https://schoolinfo.cps.edu/schoolprofile/schooldetails.aspx?SchoolId=609922\">68 percent\u003c/a> of students are English language learners.\u003c/p>\n\u003cp>So far, the results are good. Between the 2015-16 and 2018-19 school years, attainment levels for third through eighth graders on the standardized Measures of Academic Progress test rose from 35 to 65 percent in reading and from 30 to 66 percent in math. Student growth in reading and math was far above average: in the 95th and 98th percentiles, respectively. Between the 2014-15 and 2017-18 school years, teacher retention grew from 60 to 90 percent.\u003c/p>\n\u003cp>At the school, personalized learning has many facets, some of which are reminiscent of special education. One is to involve families in their children’s learning. In special education, under legal mandates, parental input and the recommendations of educators and therapists must receive \u003ca href=\"https://www.understood.org/en/school-learning/special-services/ieps/playing-a-role-in-the-iep-process\">equal consideration\u003c/a>. Stewart said she has found that parental involvement has been key to her students’ learning, because it gives teachers greater insight into their students’ needs and turns parents into partners in their children’s education. But she doesn’t limit it to scheduled meetings in an office.\u003c/p>\n\u003cp>One weekday morning before the pandemic shuttered school buildings, students gathered in an ageing auditorium for their daily morning assembly. One student read morning announcements in English and her partner made the same announcements in Spanish. The audience, a raucous, cheerful gathering of the entire school’s elementary-age students, plus more than a dozen parents, some with toddlers or babies scooting around nearby, greeted each announcement with cheering and hollering.\u003c/p>\n\u003cfigure id=\"attachment_57297\" class=\"wp-caption alignnone\" style=\"max-width: 1200px\">\u003cimg class=\"size-full wp-image-57297\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1.jpeg\" alt=\"\" width=\"1200\" height=\"900\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Before the pandemic, students at Belmont-Cragin often lead morning assemblies, part of an effort by the school to give young people more control over their own learning. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stewart and her team began encouraging parents to join the morning assemblies a few years ago. Her colleagues also started “bring your parent to school” days in which parents were invited into the classroom to see how their kids learned; they created a parent leadership team and trained parent mentors who visited students in classrooms. Before the pandemic, Belmont-Cragin also sent teachers out on “empathy walks,” when they spent an entire day joining students at their homes early in the morning, and traveling with them to school and then back home again to see how evenings unfolded. This was important, Stewart explained, because it helped teachers get a stronger sense of what motivated students and thus, how to better guide them into meaningful learning.\u003c/p>\n\u003cp>Even the classrooms at Belmont-Cragin are personalized to students’ needs. Some have gentler lighting — twinkling holiday lights in lieu of flickering overhead lights. Seating options range from bean bags to structured armchairs; students can choose to study alone in quiet workspaces near a lava lamp or a bubbling fish tank, or in groups at clusters of desks and tables.\u003c/p>\n\u003cp>Gross, of the Center on Reinventing Public Education, said one way in which special education goes awry is by becoming too compliance-oriented, with teachers struggling simply to fulfill the system’s legal and paperwork requirements. “The compliance requirements are intense and numerous and it’s very easy to fall into a compliance mindset,” she said. The schools that succeed in educating kids with disabilities are engaged not simply in following the legal rules but in finding the best way to serve each student; that same spirit will be key to tackling personalized learning, she said.\u003c/p>\n\u003cp>Meanwhile, educators around the country are finding that it’s virtually impossible to do personalized instruction without relying heavily on technology — for good or ill. Otherwise, the burden of having kids learning at different paces within one classroom is too great. “I find it difficult to find a district doing personalized learning where tech is not the top two or three things they’re doing,” said Sean J. Smith, professor of special education at the University of Kansas.\u003c/p>\n\u003cp>“Ideally every student would have a teacher, but that’s simply not a possibility,” said John Pane, a senior scientist at the research organization RAND who has studied personalized learning. “It would be way too costly.” And that’s where tech tools come in, by making it easier for kids to learn at different paces, and focus on different goals, within a single class.\u003c/p>\n\u003cfigure id=\"attachment_57301\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57301\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">CICS West Belden uses Summit, an online learning platform that has drawn criticism from some parents who worry about excessive screen time. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>CICS West Belden, a pre-K-8 school not far from Stewart’s elementary that is part of the Chicago International Charter School network, began rethinking its teaching model some six years ago. The school started with an initial push into blended learning, a teaching approach that aims to integrate online with traditional face-to-face learning, said Colleen Collins, the school director. Since then, Collins and her teachers — after receiving several grants, including a $100,000 technology planning grant and a Breakthrough Schools Next Generation Learning Challenges personalized learning grant — began working with LEAP to start personalized learning for each grade level.\u003c/p>\n\u003cp>In an eighth grade science class well before the pandemic hit, students were grouped at a variety of workstations. Some were seated on stools around tall desks, some worked at regular-height tables with traditional classroom chairs, others were on their feet working at standing desks. Each student was bent over a Dell Chromebook using Summit Learning software, a widely used online learning platform developed by the charter network Summit Public Schools with help from Facebook software engineers.\u003c/p>\n\u003cp>Students David Diaz and Emani Torres had been using Summit software at CICS West Belden since sixth grade. They sat side-by-side at a two-person desk facing a bulletin board on the far side of the classroom, each working through different lessons at their own pace. A small yellow rubber duck sat on the desk between them, a stress-buster toy for whenever students need to work out some energy by squeezing something cute. Torres and Diaz described their feelings about using Summit learning software as a sort of love-hate relationship.\u003c/p>\n\u003cp>“I like working independently and I can really go above and beyond,” said Diaz, his eyes glued to his laptop where an article titled “Creating Dramatic Tension” filled the screen.\u003c/p>\n\u003cp>Torres, on the other hand, said she misses a more traditional way of learning. “This is stressful, honestly. It’s so many deadlines and a lot more work,” she said, biting her lower lip. “But, I guess it does keep you engaged.”\u003c/p>\n\u003cp>Alanni, the eighth grader at Belmont-Cragin, which also uses Summit and other online platforms, said she tired of all the time spent in front of a computer. “I do prefer working on paper just because it really hurts my eyes and it makes you sleepy and less motivated when you are on the computer for such a long time,” she said. Alanni said teachers would sometimes accommodate her by printing out lesson plans from the computer program and allowing her to complete the lessons offline.\u003c/p>\n\u003cp>In recent years, Summit has drawn protests from parents and students in places like \u003ca href=\"https://www.ksn.com/news/local/mcpherson-students-protest-against-summit-learning-platform-tuesday-afternoon/\">Kansas\u003c/a>, \u003ca href=\"https://www.washingtonpost.com/education/2018/12/20/why-parents-students-are-protesting-an-online-learning-program-backed-by-mark-zuckerberg-facebook/\">New York City\u003c/a> and \u003ca href=\"https://www.washingtonpost.com/education/2018/11/17/students-protest-zuckerberg-backed-digital-learning-program-ask-him-what-gives-you-this-right/\">Connecticut\u003c/a> who worry about excessive screen time, among other concerns. It remains to be seen how much the pandemic and remote learning will influence students’ and educators’ appetite for screen time and new tech tools that might help students who’ve fallen behind catch up. Smith and other researchers say tech can be good or bad, depending on how schools choose to use it. Technology should supplement, not supplant, the teacher, he said.\u003c/p>\n\u003cp>At CICS West Belden, director Collins said the school never introduces students to new concepts through technology. “The best experience a child will have each day is the interaction with their teachers in small groups tailored to who they are,” she said. “Tech makes a lot of personalized learning possible, it helps us keep a close eye on progress, but it shouldn’t be the main experience students have each day.”\u003c/p>\n\u003cp>Meanwhile, despite the parallels between personalized learning and special education, educators are still trying to unravel how the new approach can effectively serve students with disabilities. The hope is that individualizing education across the board would bring big benefits for students served by special education. By helping educators recognize that there is no such thing as an “average” or “typical” student, and that brain differences are normal, personalized learning could de-stigmatize, and improve, education for students with disabilities, education experts say.\u003c/p>\n\u003cp>“It’s a reframing that the general inclusion movement for students with disabilities has been trying to accomplish for some time now,” said Laura Stelitano, an associate policy researcher at RAND. “But simply saying that all students with disabilities need to be included is a little different from saying all students have unique ways of learning and that learning needs to be tailored. It maybe takes inclusion a step forward.”\u003c/p>\n\u003cp>At some schools, this appears to be happening. Brooklyn Laboratory Charter School, which serves middle school and high school students in New York, has embraced personalized learning. At the same time, it is gaining a reputation for serving kids with disabilities well — unusual among charter schools, which are frequently \u003ca href=\"https://www.edweek.org/leadership/charter-schools-more-likely-to-ignore-special-education-applicants-study-finds/2018/12\">criticized\u003c/a> for pushing out students with complex learning needs.\u003c/p>\n\u003cp>“As somebody whose own profile as a learner was pretty darn jagged, I’m a big believer that we need to design and run schools in a way that leverages what special education has to offer,” said Eric Tucker, the Brooklyn school’s co-founder. “That means thinking through how we process information, how we learn, how we fill in language acquisition and processing gaps, while pushing for a level of rigor and inclusion for all young people that reflects what they’re really capable of.”\u003c/p>\n\u003cp>At the school, for example, every student, regardless of academic standing, receives small-group instruction for two hours a day. This has the dual benefit of helping students who are behind without making it obvious to their peers, while also enabling teachers to help high-achieving students go farther and deeper into the curriculum. It’s a leveler, of sorts, and a confidence-builder for children with disabilities who’ve traditionally been either pulled out of the classroom for special services or received “push-in” support in the classroom from therapists and special education teachers, according to Tucker.\u003c/p>\n\u003cp>And yet personalized learning has a long way to go when it comes to living up to the promise of improving education for kids with disabilities. Parsi, the consultant who formerly worked for the National Center for Learning Disabilities, said that children with disabilities have often been overlooked as states implement personalized learning. When the NCLD \u003ca href=\"https://www.ncld.org/research/personalized-learning/state-landscape\">examined how personalized learning was being developed in three states\u003c/a> — Colorado, North Carolina and New Hampshire — researchers found that “there was a lot of retrofitting happening,” he said. “They would say, ‘We’re doing personalized learning for all,’ and then they would implement it in a most generic way. And then they would realize, ‘Oh my god, our kids with disabilities aren’t doing any better, they’re actually struggling more.’”\u003c/p>\n\u003cp>Parsi said that goes back to the idea that schools and school systems aren’t spending enough time ensuring that general education teachers have the skills to meet students’ individual needs, including the kids with disabilities. Meanwhile, he added, “The special educators don’t get training to do this type of more personalized, deeper approach to learning. And the two don’t collaborate.”\u003c/p>\n\u003cp>It’s concerning, to be sure. Still, advocates for personalized learning and researchers hope that the best models will proliferate, and that the personalized approach could ultimately avoid some of the pitfalls of special education while lifting learning for all. “If we have a system that is set up to individualize [education] for all students, we’re more likely to get quality special education,” said Stelitano of RAND. “The system just requires the right resources and the right training for teachers.”\u003c/p>\n\u003cp>\u003cem>Caroline Preston contributed reporting. \u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/Zo5GCOYZQziNogWotExyBT?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>IEPs \u003c/i>\u003c/a>\u003ci>was produced by\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/pfwrCPNYRAu0q2pqT0zP2Z?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> The Hechinger Report\u003c/i>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/4a0ECQWOVBTXmK0mUMmpzp?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> Hechinger newsletter here\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"As educators seek to help students recover learning lost in the pandemic, they are turning to more personalized methods and finding inspiration in special education. But if anything, special education demonstrates the challenges of individualizing instruction. How can we apply lessons from special education, such as the use of Individual Education Programs, or IEPs, to personalized learning?","status":"publish","parent":0,"modified":1611652465,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":50,"wordCount":4264},"headData":{"title":"What Lessons Does Special Education Hold for Improving Personalized Learning? - MindShift","description":"As educators seek to help students recover learning lost in the pandemic, they are turning to more personalized methods and finding inspiration in special education. But if anything, special education demonstrates the challenges of individualizing instruction. How can we apply lessons from special education, such as the use of Individual Education Programs, or IEPs, to personalized learning?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57291 https://ww2.kqed.org/mindshift/?p=57291","disqusUrl":"https://ww2.kqed.org/mindshift/2021/01/26/what-lessons-does-special-education-hold-for-improving-personalized-learning/","disqusTitle":"What Lessons Does Special Education Hold for Improving Personalized Learning?","nprByline":"\u003ca href=\"https://hechingerreport.org/\">Sarah Gonser, The Hechinger Report\u003c/a>","path":"/mindshift/57291/what-lessons-does-special-education-hold-for-improving-personalized-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/Zo5GCOYZQziNogWotExyBT?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>IEPs \u003c/i>\u003c/a>\u003ci>was produced by\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/pfwrCPNYRAu0q2pqT0zP2Z?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> The Hechinger Report\u003c/i>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/4a0ECQWOVBTXmK0mUMmpzp?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> Hechinger newsletter here\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>On a shelf in her Chicago classroom, third grader Arianna has a thick binder that details her achievements, strengths and goals as a student, along with some revealing information about her personality. It describes her love of guitar and singing and notes that she wants to advance to a higher level in reading and grasp math concepts more quickly. Her sister, Alanni, an eighth grader, has a binder too. It discusses her grades and standardized test scores, as well as her academic goals: to speak up more frequently in math class and read texts more closely.\u003c/p>\n\u003cp>The binders resemble, to a degree, the individualized education programs, or IEPs, that are at the heart of education for students with disabilities. But Arianna and Alanni aren’t special education students. Every child at their pre-K-8 school, Belmont-Cragin, has one of these so-called individual learner profiles. The profiles are part of the school’s embrace of personalized learning, which centers on the belief that a teacher lecturing at the front of a classroom is a bad fit for today’s students. Instead, the thinking goes, students must be encouraged to learn at their own pace, with lessons tailored to their specific aptitudes and needs, often with the aid of technology.\u003c/p>\n\u003cp>Personalized learning has, in recent years, become one of the most talked-about trends in education. Fueled by donations from Silicon Valley philanthropists, the instructional approach has spread to classrooms around the country and more than \u003ca href=\"https://www.ncld.org/personalized-learning/state-landscape\">40 states are exploring it in some form\u003c/a>. As education leaders cast about for solutions to the performance gaps exacerbated by the coronavirus pandemic, some are hitting upon the idea that more personalized methods could help schools better serve students who’ve had wildly different experiences with education this year. In the process, they are finding inspiration in special education, which, since the 1975 passage of what’s now known as the federal Individuals with Disabilities Education Act, has promised students with disabilities special services and accommodations to help them learn at their full potential.\u003c/p>\n\u003cp>“Can you imagine the power of an individualized education plan for every student?” Richard Carranza, New York City’s education chancellor, \u003ca href=\"https://ny.chalkbeat.org/2020/12/10/22168384/nyc-schools-covid-learning-loss\">said recently\u003c/a> in discussing his agency’s plans for new tools to help students recover the learning they’ve lost during school closures. “Just think about identifying the explicit skills that students need to work on and the plan that we have to help them achieve a mastery of that explicit skill.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But there are plenty of reasons to be cautious. If anything, special education demonstrates the vast challenges of individualizing education. Tailoring learning to students’ exact needs takes significant resources, teacher training and, ideally, close collaboration with families — something many schools struggle to pull off. While there are limits to comparisons between the two educational approaches — special education is legally mandated and personalized learning is a loosely defined pedagogical philosophy that takes many forms — some of the cracks that have appeared in personalized learning are not unlike those facing special education. Both types of education, for example, require significant resources and trained staff — but often don’t get either. Schools introducing personalized learning have faced criticism for relying on technology to help kids learn at different paces within the same classroom as districts avoid having to drastically scale up their staff; staff shortages have long been \u003ca href=\"https://learningpolicyinstitute.org/sites/default/files/product-files/A_Coming_Crisis_in_Teaching_REPORT.pdf\">endemic in special education\u003c/a>. Meanwhile, for all the hype around personalized learning, evidence of its success remains scant.\u003c/p>\n\u003cp>“School systems and schools have struggled to deliver on the promise of special education,” said Betheny Gross, associate director of the nonprofit Center on Reinventing Public Education. “It isn’t just a matter of taking the principles of special education and doing them at scale.”\u003c/p>\n\u003cfigure id=\"attachment_57300\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57300\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED9_2492-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Students at CICS West Belden often work in small groups or with the help of technology prior to the COVID-19 pandemic. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At present, roughly 7 million students, or \u003ca href=\"https://nces.ed.gov/programs/coe/indicator_cgg.asp\">14 percent\u003c/a> of public schoolchildren, are enrolled in special education nationwide. As personalized learning advocates push forward with plans to roll out their approach to many more of the nation’s schoolchildren, it’s worth considering how lessons from 45 years of educating students with disabilities might help shape this latest educational experiment.\u003c/p>\n\u003cp>One morning in 2019, close to 40 educators gathered in a commercial building on the Chicago riverfront that houses the offices of LEAP Innovations. LEAP is a nonprofit organization that trains schools and teachers to use personalized learning in their classrooms. The day’s professional development for these Chicago Public Schools teachers, alumni of the program, was a refresher, a way to strengthen their teaching practice, share ideas and return to the classroom newly inspired.\u003c/p>\n\u003cp>Chicago has embraced personalized learning in a big way. In early 2018, Chicago Public Schools and LEAP received $14 million in grants from the Chan Zuckerberg Initiative (CZI) to train teachers and principals on personalizing learning. (CZI is one of The Hechinger Report’s many donors.) The grant funding provided 35 city schools with two-and-a-half years of professional development and instructional coaching through LEAP, plus technology and classroom resources, via the school district’s \u003ca href=\"https://practices.learningaccelerator.org/artifacts/the-chicago-public-schools-elevate-program\">Elevate Program\u003c/a>, which aims to bring personalized learning to 150 Chicago schools by the end of 2021. Concurrently, a portion of the funding went to LEAP to help train principals and teachers at more than 100 Chicago-area schools on personalized learning.\u003c/p>\n\u003cp>After a morning of workshops on topics like helping students puzzle through problems, working in teams and designing learning goals, teachers broke for lunch that day in 2019, gathering around large tables to chat. At one table, the conversation turned to the growing pains of changing course from the traditional “sage on a stage” teaching model, where a teacher holds forth at the front of the classroom while students listen, to a student-focused, personalized model.\u003c/p>\n\u003cp>“We started this process five years ago and all I could think was: ‘Oh my god, this is going to be a nightmare!’ Because I thought this would mean that, on top of everything I was already doing, I’d be creating an IEP for every single student,” said Kathleen Bourret, a teacher at R.H. Lee Elementary, a Pre-K-8 school on Chicago’s southwest side. “I didn’t have the mindset to make this shift. I’ve been teaching for 30 years, and now you’re gonna make me do what?”\u003c/p>\n\u003cp>Bourret’s learning curve when it came to personalized learning is pretty typical for teachers, said Chris Liang-Vergara, who was then serving as LEAP’s chief of learning innovation. And it’s something the people at LEAP try to alleviate by bringing in past cohorts, like that day’s group, to mingle and continue sharing ideas and inspiration.\u003c/p>\n\u003cp>“It’s definitely not always rainbows and sunshine,” said Liang-Vergara. “Keeping that honest and real is important. You don’t say: ‘I’m going to do personalized learning and it’s going to be beautiful.’ There’s a real shift that happens with you as a professional, with your kids in the classroom, and that change process takes time.”\u003c/p>\n\u003cfigure id=\"attachment_57298\" class=\"wp-caption alignnone\" style=\"max-width: 1536px\">\u003cimg class=\"size-full wp-image-57298\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1.jpeg\" alt=\"\" width=\"1536\" height=\"1152\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1.jpeg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED7_2509-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1536px) 100vw, 1536px\">\u003cfigcaption class=\"wp-caption-text\">Colleen Collins, school director at CICS West Belden, works with students prior to the COVID-19 pandemic. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>The shift in mindset involves moving away from a teaching model that is centered on curriculum and meeting benchmarks toward being student-centered in ways that demand differentiated instruction based on a child’s interests, strengths, weaknesses and background. Students often work in small groups, with help from a co-teacher, or one-on-one, with lessons fitted to their skills and abilities. In theory, their progress is tracked closely, with their goals and assignments updated continually to meet their needs.\u003c/p>\n\u003cp>Much of this may sound familiar to teachers of special education. As part of their jobs, special education teachers assess students and develop teaching plans based on each student’s skill levels. They teach students as a class and one-on-one or in small groups. They collaborate with school-based service providers such as occupational, physical and speech therapists, in order to cull reams of information and write IEPs that, often, run more than ten double-sided pages, and ideally provide detailed documentation of a child’s strengths, weaknesses and goals.\u003c/p>\n\u003cp>But teachers often come unprepared to do this work, and don’t get the support they need from their schools and districts, in part because special education is \u003ca href=\"https://www.edweek.org/teaching-learning/why-the-feds-still-fall-short-on-special-education-funding/2020/01\">chronically underfunded\u003c/a>. They may struggle to assess students’ abilities and needs, education researchers say, and \u003ca href=\"https://iris.peabody.vanderbilt.edu/module/tchr-ret/cresource/q1/p01/\">turnover\u003c/a> for special education teachers tends to be high. The paperwork involved can be overwhelming. All of this suggests that if personalized learning is to succeed, it must emphasize supporting teachers and investing in their professional development, say education experts.\u003c/p>\n\u003cp>“When you get a master’s degree in special education, do you come out knowing how to teach every single child with every singly kind of disability? Absolutely not,” said Megan Benay, senior national director of data systems and strategy at Great Oaks Charter Schools, a network of charter schools that focuses on preparing kids for college through personalized tutoring. “As far as I see it, the only path forward is to figure out how to invest in our people and invest in the kind of ongoing professional learning that provides practical, applicable research-infused training into the daily practice of our educators. This is hard because the reality of teaching is that you’re on every hour of the day, you’re lesson-planning, you’re calling parents, you’re writing curriculum. Oh, and then you have to figure out how to fit in eating lunch somewhere in there.”\u003c/p>\n\u003cp>Ace Parsi, senior consultant with Equity Journey Partners and the former director of innovation for the National Center for Learning Disabilities, said that if school districts don’t invest in teachers while making the shift to personalized learning, they are bound to fail. “It’s not that educators don’t want to try personalized learning. But it’s a vulnerable feeling when you’re trying to implement this new thing and you’re like: ‘Oh my god, how do I approach this for these students, I just don’t have the skill set to do this’,” he said. “It’s really incumbent on school districts and states to create a professional learning system that meets the educators and empowers them to actually implement personalized learning for all kids.”\u003c/p>\n\u003cfigure id=\"attachment_57296\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57296\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED5_2478-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">Stacy Stewart, principal of Belmont-Cragin Elementary School seen here before the COVID-19 pandemic, credits personalized learning for helping to improve student engagement. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stacy Stewart, principal of Belmont-Cragin, the school on Chicago’s northwest side that Alanni and Arianna attend, has heard teachers make comparisons between personalized learning and the IEPs that drive special education. “My teachers say: ‘It’s almost like all our students have an IEP’ — not formally, of course, but they each do have an individualized plan,” said Stewart. “It’s always evolving; it’s a very living document.”\u003c/p>\n\u003cp>Stewart, though, cautions against drawing too-direct parallels between IEPs and the individual learner profiles her school uses, also known as personalized learning plans. IEPs are rigid legal documents, written not for students so much as for teachers, parents and lawyers. Individual learner profiles, she said, aim to involve parents in their children’s learning but also give students more control over their own education. At her school, students lead learner meetings at least twice a year where they give a presentation to their parents about their progress, goals and challenges. That’s different from IEP meetings, which are led by adults.\u003c/p>\n\u003cp>Stewart embraced personalized learning even before the Chicago school district began to do so. A few years after joining Belmont-Cragin in 2010, she turned to the approach to help close achievement gaps at her school, where the student body is predominantly Hispanic and low-income, and roughly \u003ca href=\"https://schoolinfo.cps.edu/schoolprofile/schooldetails.aspx?SchoolId=609922\">68 percent\u003c/a> of students are English language learners.\u003c/p>\n\u003cp>So far, the results are good. Between the 2015-16 and 2018-19 school years, attainment levels for third through eighth graders on the standardized Measures of Academic Progress test rose from 35 to 65 percent in reading and from 30 to 66 percent in math. Student growth in reading and math was far above average: in the 95th and 98th percentiles, respectively. Between the 2014-15 and 2017-18 school years, teacher retention grew from 60 to 90 percent.\u003c/p>\n\u003cp>At the school, personalized learning has many facets, some of which are reminiscent of special education. One is to involve families in their children’s learning. In special education, under legal mandates, parental input and the recommendations of educators and therapists must receive \u003ca href=\"https://www.understood.org/en/school-learning/special-services/ieps/playing-a-role-in-the-iep-process\">equal consideration\u003c/a>. Stewart said she has found that parental involvement has been key to her students’ learning, because it gives teachers greater insight into their students’ needs and turns parents into partners in their children’s education. But she doesn’t limit it to scheduled meetings in an office.\u003c/p>\n\u003cp>One weekday morning before the pandemic shuttered school buildings, students gathered in an ageing auditorium for their daily morning assembly. One student read morning announcements in English and her partner made the same announcements in Spanish. The audience, a raucous, cheerful gathering of the entire school’s elementary-age students, plus more than a dozen parents, some with toddlers or babies scooting around nearby, greeted each announcement with cheering and hollering.\u003c/p>\n\u003cfigure id=\"attachment_57297\" class=\"wp-caption alignnone\" style=\"max-width: 1200px\">\u003cimg class=\"size-full wp-image-57297\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1.jpeg\" alt=\"\" width=\"1200\" height=\"900\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1.jpeg 1200w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED6_2471-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1200px) 100vw, 1200px\">\u003cfigcaption class=\"wp-caption-text\">Before the pandemic, students at Belmont-Cragin often lead morning assemblies, part of an effort by the school to give young people more control over their own learning. \u003ccite>(Sarah Gonser for The Hechinger Report)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Stewart and her team began encouraging parents to join the morning assemblies a few years ago. Her colleagues also started “bring your parent to school” days in which parents were invited into the classroom to see how their kids learned; they created a parent leadership team and trained parent mentors who visited students in classrooms. Before the pandemic, Belmont-Cragin also sent teachers out on “empathy walks,” when they spent an entire day joining students at their homes early in the morning, and traveling with them to school and then back home again to see how evenings unfolded. This was important, Stewart explained, because it helped teachers get a stronger sense of what motivated students and thus, how to better guide them into meaningful learning.\u003c/p>\n\u003cp>Even the classrooms at Belmont-Cragin are personalized to students’ needs. Some have gentler lighting — twinkling holiday lights in lieu of flickering overhead lights. Seating options range from bean bags to structured armchairs; students can choose to study alone in quiet workspaces near a lava lamp or a bubbling fish tank, or in groups at clusters of desks and tables.\u003c/p>\n\u003cp>Gross, of the Center on Reinventing Public Education, said one way in which special education goes awry is by becoming too compliance-oriented, with teachers struggling simply to fulfill the system’s legal and paperwork requirements. “The compliance requirements are intense and numerous and it’s very easy to fall into a compliance mindset,” she said. The schools that succeed in educating kids with disabilities are engaged not simply in following the legal rules but in finding the best way to serve each student; that same spirit will be key to tackling personalized learning, she said.\u003c/p>\n\u003cp>Meanwhile, educators around the country are finding that it’s virtually impossible to do personalized instruction without relying heavily on technology — for good or ill. Otherwise, the burden of having kids learning at different paces within one classroom is too great. “I find it difficult to find a district doing personalized learning where tech is not the top two or three things they’re doing,” said Sean J. Smith, professor of special education at the University of Kansas.\u003c/p>\n\u003cp>“Ideally every student would have a teacher, but that’s simply not a possibility,” said John Pane, a senior scientist at the research organization RAND who has studied personalized learning. “It would be way too costly.” And that’s where tech tools come in, by making it easier for kids to learn at different paces, and focus on different goals, within a single class.\u003c/p>\n\u003cfigure id=\"attachment_57301\" class=\"wp-caption alignnone\" style=\"max-width: 1024px\">\u003cimg class=\"size-full wp-image-57301\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1.jpeg\" alt=\"\" width=\"1024\" height=\"768\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1.jpeg 1024w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-800x600.jpeg 800w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-1020x765.jpeg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-160x120.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2021/01/GonserSPED10_2499-scaled-1-768x576.jpeg 768w\" sizes=\"(max-width: 1024px) 100vw, 1024px\">\u003cfigcaption class=\"wp-caption-text\">CICS West Belden uses Summit, an online learning platform that has drawn criticism from some parents who worry about excessive screen time. \u003ccite>(Sarah Gonser for The Hechinger Report )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>CICS West Belden, a pre-K-8 school not far from Stewart’s elementary that is part of the Chicago International Charter School network, began rethinking its teaching model some six years ago. The school started with an initial push into blended learning, a teaching approach that aims to integrate online with traditional face-to-face learning, said Colleen Collins, the school director. Since then, Collins and her teachers — after receiving several grants, including a $100,000 technology planning grant and a Breakthrough Schools Next Generation Learning Challenges personalized learning grant — began working with LEAP to start personalized learning for each grade level.\u003c/p>\n\u003cp>In an eighth grade science class well before the pandemic hit, students were grouped at a variety of workstations. Some were seated on stools around tall desks, some worked at regular-height tables with traditional classroom chairs, others were on their feet working at standing desks. Each student was bent over a Dell Chromebook using Summit Learning software, a widely used online learning platform developed by the charter network Summit Public Schools with help from Facebook software engineers.\u003c/p>\n\u003cp>Students David Diaz and Emani Torres had been using Summit software at CICS West Belden since sixth grade. They sat side-by-side at a two-person desk facing a bulletin board on the far side of the classroom, each working through different lessons at their own pace. A small yellow rubber duck sat on the desk between them, a stress-buster toy for whenever students need to work out some energy by squeezing something cute. Torres and Diaz described their feelings about using Summit learning software as a sort of love-hate relationship.\u003c/p>\n\u003cp>“I like working independently and I can really go above and beyond,” said Diaz, his eyes glued to his laptop where an article titled “Creating Dramatic Tension” filled the screen.\u003c/p>\n\u003cp>Torres, on the other hand, said she misses a more traditional way of learning. “This is stressful, honestly. It’s so many deadlines and a lot more work,” she said, biting her lower lip. “But, I guess it does keep you engaged.”\u003c/p>\n\u003cp>Alanni, the eighth grader at Belmont-Cragin, which also uses Summit and other online platforms, said she tired of all the time spent in front of a computer. “I do prefer working on paper just because it really hurts my eyes and it makes you sleepy and less motivated when you are on the computer for such a long time,” she said. Alanni said teachers would sometimes accommodate her by printing out lesson plans from the computer program and allowing her to complete the lessons offline.\u003c/p>\n\u003cp>In recent years, Summit has drawn protests from parents and students in places like \u003ca href=\"https://www.ksn.com/news/local/mcpherson-students-protest-against-summit-learning-platform-tuesday-afternoon/\">Kansas\u003c/a>, \u003ca href=\"https://www.washingtonpost.com/education/2018/12/20/why-parents-students-are-protesting-an-online-learning-program-backed-by-mark-zuckerberg-facebook/\">New York City\u003c/a> and \u003ca href=\"https://www.washingtonpost.com/education/2018/11/17/students-protest-zuckerberg-backed-digital-learning-program-ask-him-what-gives-you-this-right/\">Connecticut\u003c/a> who worry about excessive screen time, among other concerns. It remains to be seen how much the pandemic and remote learning will influence students’ and educators’ appetite for screen time and new tech tools that might help students who’ve fallen behind catch up. Smith and other researchers say tech can be good or bad, depending on how schools choose to use it. Technology should supplement, not supplant, the teacher, he said.\u003c/p>\n\u003cp>At CICS West Belden, director Collins said the school never introduces students to new concepts through technology. “The best experience a child will have each day is the interaction with their teachers in small groups tailored to who they are,” she said. “Tech makes a lot of personalized learning possible, it helps us keep a close eye on progress, but it shouldn’t be the main experience students have each day.”\u003c/p>\n\u003cp>Meanwhile, despite the parallels between personalized learning and special education, educators are still trying to unravel how the new approach can effectively serve students with disabilities. The hope is that individualizing education across the board would bring big benefits for students served by special education. By helping educators recognize that there is no such thing as an “average” or “typical” student, and that brain differences are normal, personalized learning could de-stigmatize, and improve, education for students with disabilities, education experts say.\u003c/p>\n\u003cp>“It’s a reframing that the general inclusion movement for students with disabilities has been trying to accomplish for some time now,” said Laura Stelitano, an associate policy researcher at RAND. “But simply saying that all students with disabilities need to be included is a little different from saying all students have unique ways of learning and that learning needs to be tailored. It maybe takes inclusion a step forward.”\u003c/p>\n\u003cp>At some schools, this appears to be happening. Brooklyn Laboratory Charter School, which serves middle school and high school students in New York, has embraced personalized learning. At the same time, it is gaining a reputation for serving kids with disabilities well — unusual among charter schools, which are frequently \u003ca href=\"https://www.edweek.org/leadership/charter-schools-more-likely-to-ignore-special-education-applicants-study-finds/2018/12\">criticized\u003c/a> for pushing out students with complex learning needs.\u003c/p>\n\u003cp>“As somebody whose own profile as a learner was pretty darn jagged, I’m a big believer that we need to design and run schools in a way that leverages what special education has to offer,” said Eric Tucker, the Brooklyn school’s co-founder. “That means thinking through how we process information, how we learn, how we fill in language acquisition and processing gaps, while pushing for a level of rigor and inclusion for all young people that reflects what they’re really capable of.”\u003c/p>\n\u003cp>At the school, for example, every student, regardless of academic standing, receives small-group instruction for two hours a day. This has the dual benefit of helping students who are behind without making it obvious to their peers, while also enabling teachers to help high-achieving students go farther and deeper into the curriculum. It’s a leveler, of sorts, and a confidence-builder for children with disabilities who’ve traditionally been either pulled out of the classroom for special services or received “push-in” support in the classroom from therapists and special education teachers, according to Tucker.\u003c/p>\n\u003cp>And yet personalized learning has a long way to go when it comes to living up to the promise of improving education for kids with disabilities. Parsi, the consultant who formerly worked for the National Center for Learning Disabilities, said that children with disabilities have often been overlooked as states implement personalized learning. When the NCLD \u003ca href=\"https://www.ncld.org/research/personalized-learning/state-landscape\">examined how personalized learning was being developed in three states\u003c/a> — Colorado, North Carolina and New Hampshire — researchers found that “there was a lot of retrofitting happening,” he said. “They would say, ‘We’re doing personalized learning for all,’ and then they would implement it in a most generic way. And then they would realize, ‘Oh my god, our kids with disabilities aren’t doing any better, they’re actually struggling more.’”\u003c/p>\n\u003cp>Parsi said that goes back to the idea that schools and school systems aren’t spending enough time ensuring that general education teachers have the skills to meet students’ individual needs, including the kids with disabilities. Meanwhile, he added, “The special educators don’t get training to do this type of more personalized, deeper approach to learning. And the two don’t collaborate.”\u003c/p>\n\u003cp>It’s concerning, to be sure. Still, advocates for personalized learning and researchers hope that the best models will proliferate, and that the personalized approach could ultimately avoid some of the pitfalls of special education while lifting learning for all. “If we have a system that is set up to individualize [education] for all students, we’re more likely to get quality special education,” said Stelitano of RAND. “The system just requires the right resources and the right training for teachers.”\u003c/p>\n\u003cp>\u003cem>Caroline Preston contributed reporting. \u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/Zo5GCOYZQziNogWotExyBT?domain=hechingerreport.org\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>IEPs \u003c/i>\u003c/a>\u003ci>was produced by\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/pfwrCPNYRAu0q2pqT0zP2Z?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> The Hechinger Report\u003c/i>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003c/i>\u003ca href=\"https://protect-us.mimecast.com/s/4a0ECQWOVBTXmK0mUMmpzp?domain=urldefense.proofpoint.com\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci> Hechinger newsletter here\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57291/what-lessons-does-special-education-hold-for-improving-personalized-learning","authors":["byline_mindshift_57291"],"categories":["mindshift_21358"],"tags":["mindshift_21344","mindshift_21343","mindshift_358","mindshift_20935","mindshift_421","mindshift_20934"],"featImg":"mindshift_57299","label":"mindshift"},"mindshift_52536":{"type":"posts","id":"mindshift_52536","meta":{"index":"posts_1591205157","site":"mindshift","id":"52536","score":null,"sort":[1542400805000]},"guestAuthors":[],"slug":"different-definitions-of-personalized-learning-conflict-cause-confusion","title":"Different Definitions of Personalized Learning Conflict, Cause Confusion","publishDate":1542400805,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>If you do a Google image search for \"classroom,\" you'll mostly see one familiar scene: rows or \u003ca href=\"https://www.google.com/search?biw=1340&bih=687&tbm=isch&sa=1&ei=wcCzW9fEGsO0_Aa7waqgCw&q=classroom&oq=classroom&gs_l=img.3..35i39j0i67l2j0j0i67j0j0i67l2j0l2.2586.3508..3726...0.0..0.58.472.9......1....1..gws-wiz-img.N2J3HsobZNs\">groups of desks\u003c/a>, with a spot at the front of the room for the teacher.\u003c/p>\n\u003cp>One teacher, many students: It's basically the definition of school as we know it, going back to the earliest days of the Republic. \"We couldn't afford to have an individual teacher for every student, so we developed a way of teaching large groups,\" as John Pane, an education researcher at the RAND Corporation, puts it.\u003c/p>\n\u003cp>Pane is among a wave of education watchers getting excited by the idea that technology may finally offer a solution to the historic constraints of one-to-many teaching.\u003c/p>\n\u003cp>It's called personalized learning: What if each student had something like a private tutor, and more power over what and how they learned?\u003c/p>\n\u003cp>Pane is the lead author of one of the \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2042.html\">few empirical studies \u003c/a>to date of this idea, published late last year. It found that schools using some form of personalized learning were, on average, performing better ( there were some wrinkles we'll talk about later on).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"In a personalized system,\" he says, \"students are receiving instruction exactly at the point where they need it.\"\u003c/p>\n\u003cp>It's a concept grounded in the psychology of motivation, learning science and growing technologies like artificial intelligence (AI). And the hype around it is blowing up. Personalized learning is the No. 1 educational technology priority around the country, according to a recent survey by the Center for Digital Education, a news service that promotes ed-tech. More than nine out of 10 districts polled said they were directing devices, software and professional development resources toward personalized learning.\u003c/p>\n\u003cp>Personalized learning is also a major priority of the Bill & Melinda Gates Foundation (which is a supporter of NPR's education coverage) and the Chan Zuckerberg Initiative. The \u003ca href=\"http://www.attoreassociates.com/news/chan-zuckerberg-push-ambitious-new-vision-personalized-learning/\">commitment \u003c/a>by the Facebook founder's philanthropy is expected to run into the hundreds of millions of dollars per year.\u003c/p>\n\u003cfigure id=\"attachment_52538\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52538\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Competency-based education. \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But there's already a backlash to the idea: it's drawn teacher, parent and student protests--even walkouts--in several states.\u003c/p>\n\u003cp>So what is personalized learning, exactly? The term has buzz, for sure. But it's also a bit — or more than a bit — baggy.\u003c/p>\n\u003cp>In fact, in speaking about it with more than a dozen educators, technologists, innovation experts and researchers, I've developed a theory: \"Personalized learning\" has become a \u003ca href=\"https://macaulay.cuny.edu/eportfolios/purves17/2017/09/03/janus-faced-trickster/\">Janus-faced \u003c/a>word, with at least two meanings in tension:\u003c/p>\n\u003col>\n\u003cli>The use of software to allow each student to proceed through a pre-determined body of knowledge, most often math, at his or her own pace.\u003c/li>\n\u003cli>A whole new way of doing school, not necessarily focused on technology, where students set their own goals. They work both independently and together on projects that match their interests, while adults facilitate and invest in getting to know each student one-on-one, both their strengths and their challenges.\u003c/li>\n\u003c/ol>\n\u003cp>Which vision of personalization will prevail? Pace alone, or \"Personalize it all\"? And what proportion of the hype will be realized?\u003c/p>\n\u003cp>\u003cstrong>At your own pace \u003c/strong>\u003c/p>\n\u003cp>The first version of personalization is less radical and, by that token, already more common. It's the selling point of software programs, primarily in math, that are already found in millions of classrooms around the country. Two examples are McGraw Hill's ALEKS and Khan Academy.\u003c/p>\n\u003cp>In a traditional 3rd grade classroom, the teacher may give a test one Friday on adding and subtracting numbers up to a thousand.\u003c/p>\n\u003cp>Let's say you don't quite get it, and you bomb that test. On the following Monday, the teacher will introduce multiplication. What are the chances that you're going to grasp the new concept? And what about the student sitting next to you? She already learned her multiplication tables over the summer. She's doodling in her notebook and passing notes during the lesson.\u003c/p>\n\u003cp>Sal Khan, the founder of Khan Academy, defines personalization by pace. He tells me: \"It's about every student getting to remediate if necessary, or accelerate if they can.\"\u003c/p>\n\u003cp>Khan Academy is a giant online library, viewed by tens of millions of people worldwide, of multiple-choice practice exercises and short instructional videos, with the strongest offerings in STEM disciplines.\u003c/p>\n\u003cp>In theory, it's possible to follow Khan's roadmap \u003ca href=\"https://www.khanacademy.org/exercisedashboard\">step-by-step\u003c/a>, node by node, from simple counting all the way through AP calculus. Students, parents or teachers can keep track of progress using a dashboard.\u003c/p>\n\u003cp>When it comes to the transformation of education, \"I strongly believe the biggest lever is moving from fixed-pace to mastery-based education,\" Khan says.\u003c/p>\n\u003cp>What he means by \"mastery-based,\" is that students move on to the next topic only when they are ready. It's simple in concept, yet it's not the way school usually works.\u003c/p>\n\u003cp>In our example of a third grader using Khan or another software system, you'd get the chance to keep doing practice problems and watching videos on addition and subtraction. You wouldn't move on until you'd answered a certain number of problems correctly. Your teacher would be put on notice that you haven't quite grasped the concept \u003cem>before \u003c/em>you bombed a test, so she could give you extra help. Meanwhile, your friend could move from multiplication on to division and beyond.\u003c/p>\n\u003cfigure id=\"attachment_52544\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52544\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85.jpg\" alt=\"Proficiency vs. mastery\" width=\"800\" height=\"398\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-160x80.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-768x382.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-240x119.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-375x187.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-520x259.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Proficiency vs. mastery \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>With Khan Academy, you can show \"mastery\" by getting a certain number of questions right in a row. Khan Academy has recently introduced more assessments, so that more of the exercises in their free library can be used in this way.\u003c/p>\n\u003cp>So there you have it. Personalized learning: a cost-effective, efficient way to improve direct instruction through pacing, while giving young people a little more autonomy. What's not to love?\u003c/p>\n\u003cp>Jade Davis has thoughts about that. She's an expert in emerging technologies in education, and the director of digital project management at Columbia University Libraries. When she thinks of personalized learning, \"I think of kids with machines that have algorithms attached to them that move them through learning at the pace where the student is.\"\u003c/p>\n\u003cp>Does that excite her?\u003c/p>\n\u003cp>\"No, it doesn't,\" she answers. \"Because learning is a collaborative process. When you take away the ability for people to make things together, I think you lose something.\"\u003c/p>\n\u003cp>And, she adds, there's another issue. Many recent critics have pointed out how biases, such as racial biases, can be baked into all kinds of algorithms, from search engines to credit ratings. Davis argues that educational software is no exception. \"It's going to sort students. It's going to stereotype, put up roadblocks and make assumptions about how students should be thinking.\" In other words, what's sold as \"personalization\" can actually become dehumanizing.\u003c/p>\n\u003cp>Teachers, I point out, can and do show biases as well. Point taken, she says. But, \"teachers can attempt to remedy their bias ... teachers are learners in the space, too, but software is not.\"\u003c/p>\n\u003cp>Equating personalized learning simply with pacing is \"a fairly large problem,\" according to Susan Patrick, the president and CEO of the International Association for K-12 Online Learning. She says part of the issue is that personalization has become a flimsy marketing term, with\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>software vendors putting a sticker on a product because there's variation in pacing.\" That, she says, \"does not equal a truly personalized approach.\"\u003c/p>\n\u003cp>I also talked to Ted Dintersmith. He's a technology venture capitalist who has visited schools in all 50 states. He presents himself as an expert, not in education, but in innovation, and is the author of \u003cem>What School Could Be, \u003c/em>which features teachers talking about the promise of education.\u003c/p>\n\u003cp>For Dintersmith, the at-your-own-pace model falls well short of what personalization could be.\u003c/p>\n\u003cp>\"If it's plopping down some obsolete or irrelevant curriculum on a laptop and letting every kid go at their own pace, It's hard to get excited about that,\" he says. \"If it's giving students more voice, helping them find their own talents in distinct ways, that's better.\"\u003c/p>\n\u003cp>When it comes to software like Khan Academy, \"I think it's a fair criticism to say most of what's on Khan has kids listening to lectures and practicing and taking multiple-choice tests to get good at some low-level procedure\" — such as multiplication, say — \"that the device they're working on does perfectly, instantly.\"\u003c/p>\n\u003cfigure id=\"attachment_52540\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52540\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Interest-driven education. \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That's not good enough for the demands of the 21st century, Dintersmith adds. \"Being pretty good — even very good — at the same thing that everyone else is pretty good to very good at doesn't get you anywhere. You really want bold, audacious, curious, creative problem-solving kids that embrace ambiguity.\"\u003c/p>\n\u003cp>He believes letting students choose more about what, and how, they learn is the way to awaken those qualities: letting them go off-roading, not merely letting them move at their own pace through a \"closed course\" of facts and skills that's already been set up for them.\u003c/p>\n\u003cp>\u003cstrong>Learn what you want\u003c/strong>\u003c/p>\n\u003cp>When you leave behind the narrow path of personalization simply as a matter of pacing, you enter a world that is broader. To some people that's more exciting, but it's also more difficult to sum up.\u003c/p>\n\u003cp>\"At the beginning of a fad there's a naming problem,\"Rich Halverson says. He's an education professor at the University of Wisconsin-Madison who has spent the last few years traveling around the country to see personalized learning in action at public schools.\u003c/p>\n\u003cp>He's found that, \"what schools call personalized varies considerably,\" and also that \"a lot of schools are doing personalized learning, but don't call it that.\"\u003c/p>\n\u003cp>Still, he's managed to identify some key common elements:\u003c/p>\n\u003cp>At the schools he's studied, students meet regularly, one on one, with teachers. They set individual learning goals, follow up and discuss progress. All of this may be recorded using some simple software, like a shared Google Doc. It's kind of like a schoolwide version of special education, with an IEP — an individualized education program — for every student.\u003c/p>\n\u003cp>This sounds simple, but face-to-face interaction is \"expensive,\" says Halverson. Think 28 meetings of 15 minutes each — that's a full day of a teacher's time, somewhere between once a week and once a month. In fact, the entire school day, week, year may need to be reconfigured to allow for it.\u003c/p>\n\u003cp>Some schools Halverson has studied, especially charter schools with more freedom, have remade the curriculum to emphasize group projects and presentations, where students can prove the necessary knowledge and skills while pursuing topics that interest them. Students are grouped by ability and interest, not age, and may change groups from subject to subject or day to day. Scheduling and staffing is necessarily fluid; even the building may need to be reconfigured for maximum flexibility.\u003c/p>\n\u003cp>\u003cstrong>\"I love school!\"\u003c/strong>\u003c/p>\n\u003cp>James Murray is the principal of Waukesha STEM Academy, a K-8 charter school in Wisconsin that is one of Halverson's exemplars. It has elements of at-your-own-pace, software-enabled learning: In middle school, students have the ability to take whatever math they need, from 4th grade through calculus.\u003c/p>\n\u003cp>There's also flexible scheduling, with Tuesday and Thursday \"flex time\" blocks for whatever students want to do, Murray said. On any give day, a student can say, \" 'If I need to work on a science lab, I go do that. When I'm done, I go to another class.'\"\u003c/p>\n\u003cp>Murray says a lot of parents will ask, \" 'Well what if my kid just takes gym class every day?' \" The answer is, with guidance and feedback, \"They really start to advocate for themselves and they start to understand what they need to do and why.\"\u003c/p>\n\u003cp>By middle school, his students propose their own long-term \"capstone\" projects, which range from raising money for a women's shelter to sharing their love of go-kart racing.\u003c/p>\n\u003cfigure id=\"attachment_52541\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52541\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Self-efficacy \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sounds like fun. And indeed, a common element to personalized learning schools, Halverson has found, is that \"when it's done well, there's a lot of parent and teacher enthusiasm.\"\u003c/p>\n\u003cp>Amy Bigelow is one of those enthusiastic parents. Her daughter started this fall at Murray's school, Waukesha STEM Academy. She's says she's seeing her daughter \"thrive\" and grow in self-confidence.\u003c/p>\n\u003cp>\"She can think outside the box, and be creative and work with her hands,\" Bigelow says. \"She has classes with seventh-graders, eighth-graders. It allows her to be with people on the same level, not based off age or grade, and that's been a refreshing outlook, too.\"\u003c/p>\n\u003cp>Last year, when her daughter was in fifth grade, Bigelow said, \"she would come home from school just in a funk at the end of the day.\" But now? \"She came home the first week and she said, 'Mom — I'm learning, but it doesn't feel like I'm learning.' \"\u003c/p>\n\u003cp>John Pane, the researcher at Rand, says this enthusiasm comes from two places. The first is that students care more about their learning when they have an element of choice and agency.\u003c/p>\n\u003cp>Amy Bigelow agrees: \"There are so many opportunities ... for her to be able to be empowered and take her schooling into her own hands.\"\u003c/p>\n\u003cp>The second point, Pane says, is that students care more about learning when they feel that teachers know them personally. And that happens through those regular one-on-one meetings, and through kids having the chance to share their passions.\u003c/p>\n\u003cp>It's what Halverson calls, \"an effort to build the instruction on a personal relationship: 'What do you need to know and how can I guide you to get there?' \"\u003c/p>\n\u003cp>\u003cstrong>\"It's hard to implement.\"\u003c/strong>\u003c/p>\n\u003cp>So there you have it. Personalized learning: a transformative, labor-intensive approach giving students ownership over their learning. What's not to love?\u003c/p>\n\u003cp>Well, Sal Khan, for one, is a bit dismissive of what he calls this 'flavor' of interest-driven personalization. \"We're all learning about factoring polynomials,\" he says, \"but you're doing it in a context of something that interests you, say soccer, and I'm doing it in the context of something that interests me, say architecture. Or maybe there's instruction in different modalities. That's not the type that we focus on. There's not evidence it's effective, and it's hard to implement.\"\u003c/p>\n\u003cp>The research by Pane and his colleagues bears this view out, to a point. Their study of charter networks that were early adopters of personalized learning found large average effects on student achievement.\u003c/p>\n\u003cp>But a second study by Pane, with a more diverse set of schools, found a smaller average positive effect, which included negative impacts on learning at \"a substantial number\" of schools.\u003c/p>\n\u003cp>\"So that, to me, is a warning sign that personalized learning appears not to be working every place that people are trying it,\" says Pane. \"While conceptually they are good ideas, when you come down to analyzing it there are potential pitfalls.\"\u003c/p>\n\u003cp>One emerging issue is that, as the \"fad\" spreads, teachers may not always be getting the supports they need.\u003c/p>\n\u003cfigure id=\"attachment_52545\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003cimg class=\"size-full wp-image-52545\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85.jpg\" alt=\"Differentiation\" width=\"600\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-240x144.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-375x225.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-520x312.jpg 520w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">Differentiation \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For a \u003ca href=\"https://www.crpe.org/publications/personalized-learning-crossroads\">report published in 2018\u003c/a> by the Center on Reinventing Public Education, researchers interviewed and surveyed hundreds of teachers at schools that had received funding from the Gates Foundation to design and implement personalized learning. They found that, while many teachers were wildly enthusiastic, they were often left on their own.\u003c/p>\n\u003cp>They had little guidance to set meaningful learning outcomes for students outside the state frameworks of standardized tests. And, they had little support at the school- or district-level to change key elements of school, like age-based grouping or all-at-once scheduling. So personalization efforts often didn't spread beyond pilot classrooms.\u003c/p>\n\u003cp>The case of Summit Learning is another example of personalized learning's growing pains. It's a personalized learning platform that originated at a California-based charter school network called Summit Public Schools. After investments from the Chan Zuckerberg Initiative and some work from Facebook engineers, the platform and curriculum, plus training, was offered up for free, and has been adopted by almost 400 schools around the country.\u003c/p>\n\u003cp>Summit Learning is different from single-subject systems like ALEKS. It's been advertised more like a whole-school personalized learning transformation in a box: from mentoring sessions with teachers to \"playlists\" of lessons in every subject. The company says that participating schools are reporting academic gains for students who start out behind, as well as \"greater student engagement, increased attendance, better behavior.\"\u003c/p>\n\u003cp>But not everyone loves the program. It's drawn teacher, parent and student protests in \u003ca href=\"https://www.edsurge.com/news/2017-12-20-connecticut-school-district-suspends-use-of-summit-learning-platform\">Cheshire, CT\u003c/a>; \u003ca href=\"https://www.cincinnati.com/story/news/2017/03/06/facebook-program-school-causes-controversy/97711414/\">Boone County, KY\u003c/a>; \u003ca href=\"https://www.ipetitions.com/petition/remove-the-summit-personalized-learning-program\">Fairview Park City\u003c/a> in Ohio; \u003ca href=\"https://www.indianagazette.com/news/directors-vote-to-scale-back-summit-learning-program/article_b3bc086a-e4d1-11e7-8c95-57ffb928e16e.html\">Indiana Area School District\u003c/a> in Indiana, PA; \u003ca href=\"http://www.clearwatertribune.com/news/top_stories/summit-learning-under-fire-gains-attention-and-lots-of-criticism/article_da14721a-74b2-11e8-8a35-33a44ea23f1d.html\">Clearwater County, ID\u003c/a>, and recently in \u003ca href=\"https://nypost.com/2018/11/10/brooklyn-students-hold-walkout-in-protest-of-facebook-designed-online-program/amp/?fbclid=IwAR2ATi_LGGl4QS1Y9OS1VaPMbbttTdwO9hCJRh6rkDekZbswldqfdzHtBn0&__twitter_impression=true\">New York City\u003c/a>.\u003c/p>\n\u003cp>Some have privacy concerns about students' personal data reportedly being shared with Microsoft, Amazon and other companies. Some object to the quality of the curriculum and supplementary materials. Some say students are getting distracted by working on the laptop or merely Googling for answers to quizzes. Some just don't want to learn on their own at their own pace.\u003c/p>\n\u003cp>\"It's annoying to just sit there staring at one screen for so long,\" Mitchel Storman, a ninth grader at the Secondary School for Journalism in Brooklyn, told the\u003ca href=\"%20the%20Secondary%20School%20for%20Journalism%20in%20Park%20Slope\">\u003cem> New York Post\u003c/em> \u003c/a>at a student walkout earlier this month. \"You have to teach yourself.\"\u003c/p>\n\u003cp>Summit shared with NPR a letter from Andrew Goldin, the Chief Program Officer of Summit Learning, to the principal of the Secondary School for Journalism, Livingston Hilaire. Goldin stated that the school lacked enough laptops, Internet bandwidth, and teacher training to successfully implement the program, and recommended that they suspend it immediately for 11th and 12th graders.\u003c/p>\n\u003cp>\u003cstrong>Backlash to the backlash\u003c/strong>\u003c/p>\n\u003cp>Is personalized learning, aided by computers, destined to be just another ed reform flash-in-the-pan? Will it have a narrow impact in just a few subjects? Or will it be transformative, and is that a good thing?\u003c/p>\n\u003cp>As the Gates Foundation experience suggests, the future of personalized learning may hinge on what kinds of supports are offered teachers. The experience of the state of Maine is instructive here too.\u003c/p>\n\u003cp>In 2012, Maine became the first state to adopt what's called a \"proficiency-based diploma.\" The idea behind it was that instead of needing to pass a certain set of classes to graduate, students in Maine now had to show they were \"proficient\" in certain skills and subjects.\u003c/p>\n\u003cp>To comply with the new law, many districts adopted \"proficiency-based learning.\" The new system shared elements of personalized learning, like students being allowed to re-do assignments and work at their own pace. Yet schools received little funding or guidance on how to implement these changes, leaving some teachers lost and overwhelmed.\u003c/p>\n\u003cp>Heather Finn, a veteran math teacher at a high school in central Maine, told NPRit was \"impossible ... so, so frustrating.\"\u003c/p>\n\u003cp>\"It works really well, like, the first month,\" Finn says. Then, students started to progress at different speeds.\u003c/p>\n\u003cp>\"So I have the kids who are on pace, and I have the kids who are perpetually, always behind. And it got to the point where I had 20 kids in 20 spots.\"\u003c/p>\n\u003cp>This past April, Maine lawmakers heard complaints from parents and teachers, as well as the statewide teachers union. Three months later, Gov. Paul LePage \u003ca href=\"https://www.pressherald.com/2018/07/20/bill-to-roll-back-proficiency-based-diplomas-becomes-law/\">signed a bill \u003c/a>to make \"proficiency-based diplomas\" optional. Some districts have already declared that they're leaving the new system behind and will return to a more traditional education style.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Some districts, though, like Kennebec Intra-District Schools in Maine, aren't going back. Kaylee Bodge, a fourth-grader at Marcia Buker Elementary School, says the appeal is simple. \"We get to make choices instead of the teacher choosing. If you like something and you want to do that first, you get to do that first.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Future+Of+Learning%3F+Well%2C+It%27s+Personal&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Personalization is a huge ed-tech buzzword, but not everyone agrees on what that means or if it's a good thing.","status":"publish","parent":0,"modified":1542400805,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":85,"wordCount":3388},"headData":{"title":"Different Definitions of Personalized Learning Conflict, Cause Confusion | KQED","description":"Personalization is a huge ed-tech buzzword, but not everyone agrees on what that means or if it's a good thing.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52536 https://ww2.kqed.org/mindshift/?p=52536","disqusUrl":"https://ww2.kqed.org/mindshift/2018/11/16/different-definitions-of-personalized-learning-conflict-cause-confusion/","disqusTitle":"Different Definitions of Personalized Learning Conflict, Cause Confusion","nprByline":"Anya Kamenetz, Robbie Feinberg, Kyla Calvert Mason","nprImageAgency":"Drew Lytle for NPR","nprStoryId":"657895964","nprApiLink":"http://api.npr.org/query?id=657895964&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2018/11/16/657895964/the-future-of-learning-well-it-s-personal?ft=nprml&f=657895964","nprRetrievedStory":"1","nprPubDate":"Fri, 16 Nov 2018 10:33:00 -0500","nprStoryDate":"Fri, 16 Nov 2018 05:00:51 -0500","nprLastModifiedDate":"Fri, 16 Nov 2018 10:33:44 -0500","path":"/mindshift/52536/different-definitions-of-personalized-learning-conflict-cause-confusion","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>If you do a Google image search for \"classroom,\" you'll mostly see one familiar scene: rows or \u003ca href=\"https://www.google.com/search?biw=1340&bih=687&tbm=isch&sa=1&ei=wcCzW9fEGsO0_Aa7waqgCw&q=classroom&oq=classroom&gs_l=img.3..35i39j0i67l2j0j0i67j0j0i67l2j0l2.2586.3508..3726...0.0..0.58.472.9......1....1..gws-wiz-img.N2J3HsobZNs\">groups of desks\u003c/a>, with a spot at the front of the room for the teacher.\u003c/p>\n\u003cp>One teacher, many students: It's basically the definition of school as we know it, going back to the earliest days of the Republic. \"We couldn't afford to have an individual teacher for every student, so we developed a way of teaching large groups,\" as John Pane, an education researcher at the RAND Corporation, puts it.\u003c/p>\n\u003cp>Pane is among a wave of education watchers getting excited by the idea that technology may finally offer a solution to the historic constraints of one-to-many teaching.\u003c/p>\n\u003cp>It's called personalized learning: What if each student had something like a private tutor, and more power over what and how they learned?\u003c/p>\n\u003cp>Pane is the lead author of one of the \u003ca href=\"https://www.rand.org/pubs/research_reports/RR2042.html\">few empirical studies \u003c/a>to date of this idea, published late last year. It found that schools using some form of personalized learning were, on average, performing better ( there were some wrinkles we'll talk about later on).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"In a personalized system,\" he says, \"students are receiving instruction exactly at the point where they need it.\"\u003c/p>\n\u003cp>It's a concept grounded in the psychology of motivation, learning science and growing technologies like artificial intelligence (AI). And the hype around it is blowing up. Personalized learning is the No. 1 educational technology priority around the country, according to a recent survey by the Center for Digital Education, a news service that promotes ed-tech. More than nine out of 10 districts polled said they were directing devices, software and professional development resources toward personalized learning.\u003c/p>\n\u003cp>Personalized learning is also a major priority of the Bill & Melinda Gates Foundation (which is a supporter of NPR's education coverage) and the Chan Zuckerberg Initiative. The \u003ca href=\"http://www.attoreassociates.com/news/chan-zuckerberg-push-ambitious-new-vision-personalized-learning/\">commitment \u003c/a>by the Facebook founder's philanthropy is expected to run into the hundreds of millions of dollars per year.\u003c/p>\n\u003cfigure id=\"attachment_52538\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52538\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/competencybased_custom-c47994889baab2af2d34521336b54bf61812a348-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Competency-based education. \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>But there's already a backlash to the idea: it's drawn teacher, parent and student protests--even walkouts--in several states.\u003c/p>\n\u003cp>So what is personalized learning, exactly? The term has buzz, for sure. But it's also a bit — or more than a bit — baggy.\u003c/p>\n\u003cp>In fact, in speaking about it with more than a dozen educators, technologists, innovation experts and researchers, I've developed a theory: \"Personalized learning\" has become a \u003ca href=\"https://macaulay.cuny.edu/eportfolios/purves17/2017/09/03/janus-faced-trickster/\">Janus-faced \u003c/a>word, with at least two meanings in tension:\u003c/p>\n\u003col>\n\u003cli>The use of software to allow each student to proceed through a pre-determined body of knowledge, most often math, at his or her own pace.\u003c/li>\n\u003cli>A whole new way of doing school, not necessarily focused on technology, where students set their own goals. They work both independently and together on projects that match their interests, while adults facilitate and invest in getting to know each student one-on-one, both their strengths and their challenges.\u003c/li>\n\u003c/ol>\n\u003cp>Which vision of personalization will prevail? Pace alone, or \"Personalize it all\"? And what proportion of the hype will be realized?\u003c/p>\n\u003cp>\u003cstrong>At your own pace \u003c/strong>\u003c/p>\n\u003cp>The first version of personalization is less radical and, by that token, already more common. It's the selling point of software programs, primarily in math, that are already found in millions of classrooms around the country. Two examples are McGraw Hill's ALEKS and Khan Academy.\u003c/p>\n\u003cp>In a traditional 3rd grade classroom, the teacher may give a test one Friday on adding and subtracting numbers up to a thousand.\u003c/p>\n\u003cp>Let's say you don't quite get it, and you bomb that test. On the following Monday, the teacher will introduce multiplication. What are the chances that you're going to grasp the new concept? And what about the student sitting next to you? She already learned her multiplication tables over the summer. She's doodling in her notebook and passing notes during the lesson.\u003c/p>\n\u003cp>Sal Khan, the founder of Khan Academy, defines personalization by pace. He tells me: \"It's about every student getting to remediate if necessary, or accelerate if they can.\"\u003c/p>\n\u003cp>Khan Academy is a giant online library, viewed by tens of millions of people worldwide, of multiple-choice practice exercises and short instructional videos, with the strongest offerings in STEM disciplines.\u003c/p>\n\u003cp>In theory, it's possible to follow Khan's roadmap \u003ca href=\"https://www.khanacademy.org/exercisedashboard\">step-by-step\u003c/a>, node by node, from simple counting all the way through AP calculus. Students, parents or teachers can keep track of progress using a dashboard.\u003c/p>\n\u003cp>When it comes to the transformation of education, \"I strongly believe the biggest lever is moving from fixed-pace to mastery-based education,\" Khan says.\u003c/p>\n\u003cp>What he means by \"mastery-based,\" is that students move on to the next topic only when they are ready. It's simple in concept, yet it's not the way school usually works.\u003c/p>\n\u003cp>In our example of a third grader using Khan or another software system, you'd get the chance to keep doing practice problems and watching videos on addition and subtraction. You wouldn't move on until you'd answered a certain number of problems correctly. Your teacher would be put on notice that you haven't quite grasped the concept \u003cem>before \u003c/em>you bombed a test, so she could give you extra help. Meanwhile, your friend could move from multiplication on to division and beyond.\u003c/p>\n\u003cfigure id=\"attachment_52544\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg class=\"size-full wp-image-52544\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85.jpg\" alt=\"Proficiency vs. mastery\" width=\"800\" height=\"398\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-160x80.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-768x382.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-240x119.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-375x187.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/proficiency_vs_mastery_custom-a57fb7ea362d0b72b9edc22ac02f6f93eba08e9d-s800-c85-520x259.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Proficiency vs. mastery \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>With Khan Academy, you can show \"mastery\" by getting a certain number of questions right in a row. Khan Academy has recently introduced more assessments, so that more of the exercises in their free library can be used in this way.\u003c/p>\n\u003cp>So there you have it. Personalized learning: a cost-effective, efficient way to improve direct instruction through pacing, while giving young people a little more autonomy. What's not to love?\u003c/p>\n\u003cp>Jade Davis has thoughts about that. She's an expert in emerging technologies in education, and the director of digital project management at Columbia University Libraries. When she thinks of personalized learning, \"I think of kids with machines that have algorithms attached to them that move them through learning at the pace where the student is.\"\u003c/p>\n\u003cp>Does that excite her?\u003c/p>\n\u003cp>\"No, it doesn't,\" she answers. \"Because learning is a collaborative process. When you take away the ability for people to make things together, I think you lose something.\"\u003c/p>\n\u003cp>And, she adds, there's another issue. Many recent critics have pointed out how biases, such as racial biases, can be baked into all kinds of algorithms, from search engines to credit ratings. Davis argues that educational software is no exception. \"It's going to sort students. It's going to stereotype, put up roadblocks and make assumptions about how students should be thinking.\" In other words, what's sold as \"personalization\" can actually become dehumanizing.\u003c/p>\n\u003cp>Teachers, I point out, can and do show biases as well. Point taken, she says. But, \"teachers can attempt to remedy their bias ... teachers are learners in the space, too, but software is not.\"\u003c/p>\n\u003cp>Equating personalized learning simply with pacing is \"a fairly large problem,\" according to Susan Patrick, the president and CEO of the International Association for K-12 Online Learning. She says part of the issue is that personalization has become a flimsy marketing term, with\u003c/p>\n\u003cp>\u003cstrong>\"\u003c/strong>software vendors putting a sticker on a product because there's variation in pacing.\" That, she says, \"does not equal a truly personalized approach.\"\u003c/p>\n\u003cp>I also talked to Ted Dintersmith. He's a technology venture capitalist who has visited schools in all 50 states. He presents himself as an expert, not in education, but in innovation, and is the author of \u003cem>What School Could Be, \u003c/em>which features teachers talking about the promise of education.\u003c/p>\n\u003cp>For Dintersmith, the at-your-own-pace model falls well short of what personalization could be.\u003c/p>\n\u003cp>\"If it's plopping down some obsolete or irrelevant curriculum on a laptop and letting every kid go at their own pace, It's hard to get excited about that,\" he says. \"If it's giving students more voice, helping them find their own talents in distinct ways, that's better.\"\u003c/p>\n\u003cp>When it comes to software like Khan Academy, \"I think it's a fair criticism to say most of what's on Khan has kids listening to lectures and practicing and taking multiple-choice tests to get good at some low-level procedure\" — such as multiplication, say — \"that the device they're working on does perfectly, instantly.\"\u003c/p>\n\u003cfigure id=\"attachment_52540\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52540\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/interestdriven_custom-f6950a13ceafc41f6971ed8f5fb96f860ba48d0e-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Interest-driven education. \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>That's not good enough for the demands of the 21st century, Dintersmith adds. \"Being pretty good — even very good — at the same thing that everyone else is pretty good to very good at doesn't get you anywhere. You really want bold, audacious, curious, creative problem-solving kids that embrace ambiguity.\"\u003c/p>\n\u003cp>He believes letting students choose more about what, and how, they learn is the way to awaken those qualities: letting them go off-roading, not merely letting them move at their own pace through a \"closed course\" of facts and skills that's already been set up for them.\u003c/p>\n\u003cp>\u003cstrong>Learn what you want\u003c/strong>\u003c/p>\n\u003cp>When you leave behind the narrow path of personalization simply as a matter of pacing, you enter a world that is broader. To some people that's more exciting, but it's also more difficult to sum up.\u003c/p>\n\u003cp>\"At the beginning of a fad there's a naming problem,\"Rich Halverson says. He's an education professor at the University of Wisconsin-Madison who has spent the last few years traveling around the country to see personalized learning in action at public schools.\u003c/p>\n\u003cp>He's found that, \"what schools call personalized varies considerably,\" and also that \"a lot of schools are doing personalized learning, but don't call it that.\"\u003c/p>\n\u003cp>Still, he's managed to identify some key common elements:\u003c/p>\n\u003cp>At the schools he's studied, students meet regularly, one on one, with teachers. They set individual learning goals, follow up and discuss progress. All of this may be recorded using some simple software, like a shared Google Doc. It's kind of like a schoolwide version of special education, with an IEP — an individualized education program — for every student.\u003c/p>\n\u003cp>This sounds simple, but face-to-face interaction is \"expensive,\" says Halverson. Think 28 meetings of 15 minutes each — that's a full day of a teacher's time, somewhere between once a week and once a month. In fact, the entire school day, week, year may need to be reconfigured to allow for it.\u003c/p>\n\u003cp>Some schools Halverson has studied, especially charter schools with more freedom, have remade the curriculum to emphasize group projects and presentations, where students can prove the necessary knowledge and skills while pursuing topics that interest them. Students are grouped by ability and interest, not age, and may change groups from subject to subject or day to day. Scheduling and staffing is necessarily fluid; even the building may need to be reconfigured for maximum flexibility.\u003c/p>\n\u003cp>\u003cstrong>\"I love school!\"\u003c/strong>\u003c/p>\n\u003cp>James Murray is the principal of Waukesha STEM Academy, a K-8 charter school in Wisconsin that is one of Halverson's exemplars. It has elements of at-your-own-pace, software-enabled learning: In middle school, students have the ability to take whatever math they need, from 4th grade through calculus.\u003c/p>\n\u003cp>There's also flexible scheduling, with Tuesday and Thursday \"flex time\" blocks for whatever students want to do, Murray said. On any give day, a student can say, \" 'If I need to work on a science lab, I go do that. When I'm done, I go to another class.'\"\u003c/p>\n\u003cp>Murray says a lot of parents will ask, \" 'Well what if my kid just takes gym class every day?' \" The answer is, with guidance and feedback, \"They really start to advocate for themselves and they start to understand what they need to do and why.\"\u003c/p>\n\u003cp>By middle school, his students propose their own long-term \"capstone\" projects, which range from raising money for a women's shelter to sharing their love of go-kart racing.\u003c/p>\n\u003cfigure id=\"attachment_52541\" class=\"wp-caption alignright\" style=\"max-width: 200px\">\u003cimg class=\"size-full wp-image-52541\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-50x50.jpg 50w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/selfefficacy_custom-dbacb1074105b63db49e91a4ed3a1a567bd9519f-150x150.jpg 150w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003cfigcaption class=\"wp-caption-text\">Self-efficacy \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Sounds like fun. And indeed, a common element to personalized learning schools, Halverson has found, is that \"when it's done well, there's a lot of parent and teacher enthusiasm.\"\u003c/p>\n\u003cp>Amy Bigelow is one of those enthusiastic parents. Her daughter started this fall at Murray's school, Waukesha STEM Academy. She's says she's seeing her daughter \"thrive\" and grow in self-confidence.\u003c/p>\n\u003cp>\"She can think outside the box, and be creative and work with her hands,\" Bigelow says. \"She has classes with seventh-graders, eighth-graders. It allows her to be with people on the same level, not based off age or grade, and that's been a refreshing outlook, too.\"\u003c/p>\n\u003cp>Last year, when her daughter was in fifth grade, Bigelow said, \"she would come home from school just in a funk at the end of the day.\" But now? \"She came home the first week and she said, 'Mom — I'm learning, but it doesn't feel like I'm learning.' \"\u003c/p>\n\u003cp>John Pane, the researcher at Rand, says this enthusiasm comes from two places. The first is that students care more about their learning when they have an element of choice and agency.\u003c/p>\n\u003cp>Amy Bigelow agrees: \"There are so many opportunities ... for her to be able to be empowered and take her schooling into her own hands.\"\u003c/p>\n\u003cp>The second point, Pane says, is that students care more about learning when they feel that teachers know them personally. And that happens through those regular one-on-one meetings, and through kids having the chance to share their passions.\u003c/p>\n\u003cp>It's what Halverson calls, \"an effort to build the instruction on a personal relationship: 'What do you need to know and how can I guide you to get there?' \"\u003c/p>\n\u003cp>\u003cstrong>\"It's hard to implement.\"\u003c/strong>\u003c/p>\n\u003cp>So there you have it. Personalized learning: a transformative, labor-intensive approach giving students ownership over their learning. What's not to love?\u003c/p>\n\u003cp>Well, Sal Khan, for one, is a bit dismissive of what he calls this 'flavor' of interest-driven personalization. \"We're all learning about factoring polynomials,\" he says, \"but you're doing it in a context of something that interests you, say soccer, and I'm doing it in the context of something that interests me, say architecture. Or maybe there's instruction in different modalities. That's not the type that we focus on. There's not evidence it's effective, and it's hard to implement.\"\u003c/p>\n\u003cp>The research by Pane and his colleagues bears this view out, to a point. Their study of charter networks that were early adopters of personalized learning found large average effects on student achievement.\u003c/p>\n\u003cp>But a second study by Pane, with a more diverse set of schools, found a smaller average positive effect, which included negative impacts on learning at \"a substantial number\" of schools.\u003c/p>\n\u003cp>\"So that, to me, is a warning sign that personalized learning appears not to be working every place that people are trying it,\" says Pane. \"While conceptually they are good ideas, when you come down to analyzing it there are potential pitfalls.\"\u003c/p>\n\u003cp>One emerging issue is that, as the \"fad\" spreads, teachers may not always be getting the supports they need.\u003c/p>\n\u003cfigure id=\"attachment_52545\" class=\"wp-caption aligncenter\" style=\"max-width: 600px\">\u003cimg class=\"size-full wp-image-52545\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85.jpg\" alt=\"Differentiation\" width=\"600\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-160x96.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-240x144.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-375x225.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/11/differentiation_custom-184e6b57fb1296c174f9bdcbe10a87e6e12c6bd4-s800-c85-520x312.jpg 520w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003cfigcaption class=\"wp-caption-text\">Differentiation \u003ccite>(Drew Lytle for NPR )\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>For a \u003ca href=\"https://www.crpe.org/publications/personalized-learning-crossroads\">report published in 2018\u003c/a> by the Center on Reinventing Public Education, researchers interviewed and surveyed hundreds of teachers at schools that had received funding from the Gates Foundation to design and implement personalized learning. They found that, while many teachers were wildly enthusiastic, they were often left on their own.\u003c/p>\n\u003cp>They had little guidance to set meaningful learning outcomes for students outside the state frameworks of standardized tests. And, they had little support at the school- or district-level to change key elements of school, like age-based grouping or all-at-once scheduling. So personalization efforts often didn't spread beyond pilot classrooms.\u003c/p>\n\u003cp>The case of Summit Learning is another example of personalized learning's growing pains. It's a personalized learning platform that originated at a California-based charter school network called Summit Public Schools. After investments from the Chan Zuckerberg Initiative and some work from Facebook engineers, the platform and curriculum, plus training, was offered up for free, and has been adopted by almost 400 schools around the country.\u003c/p>\n\u003cp>Summit Learning is different from single-subject systems like ALEKS. It's been advertised more like a whole-school personalized learning transformation in a box: from mentoring sessions with teachers to \"playlists\" of lessons in every subject. The company says that participating schools are reporting academic gains for students who start out behind, as well as \"greater student engagement, increased attendance, better behavior.\"\u003c/p>\n\u003cp>But not everyone loves the program. It's drawn teacher, parent and student protests in \u003ca href=\"https://www.edsurge.com/news/2017-12-20-connecticut-school-district-suspends-use-of-summit-learning-platform\">Cheshire, CT\u003c/a>; \u003ca href=\"https://www.cincinnati.com/story/news/2017/03/06/facebook-program-school-causes-controversy/97711414/\">Boone County, KY\u003c/a>; \u003ca href=\"https://www.ipetitions.com/petition/remove-the-summit-personalized-learning-program\">Fairview Park City\u003c/a> in Ohio; \u003ca href=\"https://www.indianagazette.com/news/directors-vote-to-scale-back-summit-learning-program/article_b3bc086a-e4d1-11e7-8c95-57ffb928e16e.html\">Indiana Area School District\u003c/a> in Indiana, PA; \u003ca href=\"http://www.clearwatertribune.com/news/top_stories/summit-learning-under-fire-gains-attention-and-lots-of-criticism/article_da14721a-74b2-11e8-8a35-33a44ea23f1d.html\">Clearwater County, ID\u003c/a>, and recently in \u003ca href=\"https://nypost.com/2018/11/10/brooklyn-students-hold-walkout-in-protest-of-facebook-designed-online-program/amp/?fbclid=IwAR2ATi_LGGl4QS1Y9OS1VaPMbbttTdwO9hCJRh6rkDekZbswldqfdzHtBn0&__twitter_impression=true\">New York City\u003c/a>.\u003c/p>\n\u003cp>Some have privacy concerns about students' personal data reportedly being shared with Microsoft, Amazon and other companies. Some object to the quality of the curriculum and supplementary materials. Some say students are getting distracted by working on the laptop or merely Googling for answers to quizzes. Some just don't want to learn on their own at their own pace.\u003c/p>\n\u003cp>\"It's annoying to just sit there staring at one screen for so long,\" Mitchel Storman, a ninth grader at the Secondary School for Journalism in Brooklyn, told the\u003ca href=\"%20the%20Secondary%20School%20for%20Journalism%20in%20Park%20Slope\">\u003cem> New York Post\u003c/em> \u003c/a>at a student walkout earlier this month. \"You have to teach yourself.\"\u003c/p>\n\u003cp>Summit shared with NPR a letter from Andrew Goldin, the Chief Program Officer of Summit Learning, to the principal of the Secondary School for Journalism, Livingston Hilaire. Goldin stated that the school lacked enough laptops, Internet bandwidth, and teacher training to successfully implement the program, and recommended that they suspend it immediately for 11th and 12th graders.\u003c/p>\n\u003cp>\u003cstrong>Backlash to the backlash\u003c/strong>\u003c/p>\n\u003cp>Is personalized learning, aided by computers, destined to be just another ed reform flash-in-the-pan? Will it have a narrow impact in just a few subjects? Or will it be transformative, and is that a good thing?\u003c/p>\n\u003cp>As the Gates Foundation experience suggests, the future of personalized learning may hinge on what kinds of supports are offered teachers. The experience of the state of Maine is instructive here too.\u003c/p>\n\u003cp>In 2012, Maine became the first state to adopt what's called a \"proficiency-based diploma.\" The idea behind it was that instead of needing to pass a certain set of classes to graduate, students in Maine now had to show they were \"proficient\" in certain skills and subjects.\u003c/p>\n\u003cp>To comply with the new law, many districts adopted \"proficiency-based learning.\" The new system shared elements of personalized learning, like students being allowed to re-do assignments and work at their own pace. Yet schools received little funding or guidance on how to implement these changes, leaving some teachers lost and overwhelmed.\u003c/p>\n\u003cp>Heather Finn, a veteran math teacher at a high school in central Maine, told NPRit was \"impossible ... so, so frustrating.\"\u003c/p>\n\u003cp>\"It works really well, like, the first month,\" Finn says. Then, students started to progress at different speeds.\u003c/p>\n\u003cp>\"So I have the kids who are on pace, and I have the kids who are perpetually, always behind. And it got to the point where I had 20 kids in 20 spots.\"\u003c/p>\n\u003cp>This past April, Maine lawmakers heard complaints from parents and teachers, as well as the statewide teachers union. Three months later, Gov. Paul LePage \u003ca href=\"https://www.pressherald.com/2018/07/20/bill-to-roll-back-proficiency-based-diplomas-becomes-law/\">signed a bill \u003c/a>to make \"proficiency-based diplomas\" optional. Some districts have already declared that they're leaving the new system behind and will return to a more traditional education style.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Some districts, though, like Kennebec Intra-District Schools in Maine, aren't going back. Kaylee Bodge, a fourth-grader at Marcia Buker Elementary School, says the appeal is simple. \"We get to make choices instead of the teacher choosing. If you like something and you want to do that first, you get to do that first.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2018 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=The+Future+Of+Learning%3F+Well%2C+It%27s+Personal&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52536/different-definitions-of-personalized-learning-conflict-cause-confusion","authors":["byline_mindshift_52536"],"categories":["mindshift_193"],"tags":["mindshift_1021","mindshift_22","mindshift_1040","mindshift_20585","mindshift_21176","mindshift_421"],"featImg":"mindshift_52537","label":"mindshift"},"mindshift_52121":{"type":"posts","id":"mindshift_52121","meta":{"index":"posts_1591205157","site":"mindshift","id":"52121","score":null,"sort":[1536364541000]},"guestAuthors":[],"slug":"what-putting-teachers-in-charge-of-personalized-learning-can-look-like","title":"What Putting Teachers in Charge of Personalized Learning Can Look Like","publishDate":1536364541,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/a-handmade-forerunner-of-personalized-learning-forged-by-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>personalized learning\u003c/i>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">The Hechinger Report\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003c/a>\u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>Hechinger newsletter\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>The idea was never to disregard the individual student.\u003c/p>\n\u003cp>Yet, over the past 25 years the official quest for educational progress has tightly molded itself around measurable content standards and achievement goals, making testing the single most powerful legacy of education reform in America.\u003c/p>\n\u003cp>That measurement mania has dominated what being in school \u003cem>feels \u003c/em>like for students (and teachers), as well as what counts and what gets discussed. It glosses over the herky-jerky reality of learning and the nuanced practice of teaching. Which is what stirred teachers at Orchard Lake Elementary School in Minnesota back in 2011.\u003c/p>\n\u003cp>In what now looks prescient – years before the “personalized learning” craze ignited a new national interest in tailoring schooling with the student at its center – a group of teachers saw trouble with the lockstep approach to progress.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In most schools, “It is, ‘OK you are nine years old, you sit here for nine months and then you get to the next box,’ ” said Julene Oxton, one of the Lakeville Area Public School teachers who were bothered by the system. Test scores were fine, said Oxton, “but what was really happening down in the trenches was that not every kid was getting their needs met.”\u003c/p>\n\u003cfigure id=\"attachment_52124\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg class=\"size-full wp-image-52124\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/IMG_0266-750x0-c-default.jpg\" alt=\"\" width=\"750\" height=\"1000\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default.jpg 750w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default-520x693.jpg 520w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Jenn Zweber and a group of students in grades K through 3 discuss the impact of a Service Learning project on their community, during the first year that Impact Academy at Orchard Lake opened in Lakeville, Minnesota. \u003ccite>(Julene Oxton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even though federal law since No Child Left Behind had required tracking student performance in ways that encouraged teachers to notice each child, the top-down system – curriculum, schedule, student groupings – ignored individual differences. (Some say the system also shut down earlier stabs at student-centered innovation.)\u003c/p>\n\u003cp>That got teachers gathering on Sundays in Oxton’s living room. With 106 years of classroom leadership among them, seven educators over the next two years grappled with a key question: Could you keep the same 6 ½-hour school day, and the same school personnel, but design a radically different learning experience for students?\u003c/p>\n\u003cp>In other words, could you innovate within the rigid confines of a traditional public school?\u003c/p>\n\u003cp>What the teachers created was a handmade forerunner of what good educational software does now: Find students’ granular learning level and customize instruction. (Physically, it did require knocking down walls to make fluid learning spaces.)\u003c/p>\n\u003cp>Each student was assigned to a K-5, multi-age “community.” Teachers arranged the schedule so that all students had reading and math simultaneously. They chunked the curriculum into “strands,” with assessments so students could progress at their own pace.\u003c/p>\n\u003cp>During reading and math blocks, students got their “right fit” group. A fourth grader could tackle fifth-grade math topics, then speed up or slow down. If a student was spatially inclined and “got geometry,” he or she zipped ahead. If, say, algebra was confounding, the same student could slow down. As a result, students are constantly “moving up and down the ladder,” said Oxton.\u003c/p>\n\u003cp>The approach has worked, she said, because when students are in lessons, “the learning is relevant to them, it is do-able.” Even those who need more time, she said, “are like, ‘Wow, I can do this.’ That breeds a success mindset.”\u003c/p>\n\u003cp>The teachers called it Impact Academy and piloted it in the fall of 2013 within Orchard Lake Elementary. In 2016-2017, it was expanded to the entire school, where it continues. Oxton, who served two years as the district’s Innovation Coordinator, said so many educators came to observe the model that she has gathered them into a network, a move supported by the St. Paul-based \u003ca href=\"https://www.bushfoundation.org/\">Bush Foundation\u003c/a>.\u003c/p>\n\u003cp>Now three elementary schools in Minnesota – two charters and one district – are using the approach this year for math. This fall, Oxton will also be working with \u003ca href=\"http://edvisions.org/\">EdVisions\u003c/a>, a St. Paul nonprofit that has focused on charters, to build innovations in district schools.\u003c/p>\n\u003cp>Lars Edsal, executive director of \u003ca href=\"https://www.educationevolving.org/\">Education Evolving\u003c/a>, a Minnesota nonprofit advocating teacher-driven, student-centered learning, sees an exploding conversation around personalized learning that is focused on the power of teacher innovation.\u003c/p>\n\u003cp>“There is a middle ground between the top-down scripted approach and the teacher as the lone wolf in the classroom,” he said. “We are designers, we are entrepreneurs.”\u003c/p>\n\u003cp>Teachers understand the subtle needs of their students, said Oxton. She is not opposed to technology, but believes that just because tech has gotten good at presenting 3-D, does not mean every math concept should be taught on a screen. Especially in elementary school, she said, “there is nothing like picking up base-10 blocks or money – and feeling it.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/a-handmade-forerunner-of-personalized-learning-forged-by-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>personalized learning\u003c/i>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">The Hechinger Report\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003c/a>\u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>Hechinger newsletter\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Long before the movement gathered momentum, a student-centered model arose in Minnesota.","status":"publish","parent":0,"modified":1536364541,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":887},"headData":{"title":"What Putting Teachers in Charge of Personalized Learning Can Look Like | KQED","description":"Long before the movement gathered momentum, a student-centered model arose in Minnesota.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"52121 https://ww2.kqed.org/mindshift/?p=52121","disqusUrl":"https://ww2.kqed.org/mindshift/2018/09/07/what-putting-teachers-in-charge-of-personalized-learning-can-look-like/","disqusTitle":"What Putting Teachers in Charge of Personalized Learning Can Look Like","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Laura Pappano, The Hechinger Report\u003c/a>","path":"/mindshift/52121/what-putting-teachers-in-charge-of-personalized-learning-can-look-like","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/a-handmade-forerunner-of-personalized-learning-forged-by-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>personalized learning\u003c/i>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">The Hechinger Report\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003c/a>\u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>Hechinger newsletter\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>The idea was never to disregard the individual student.\u003c/p>\n\u003cp>Yet, over the past 25 years the official quest for educational progress has tightly molded itself around measurable content standards and achievement goals, making testing the single most powerful legacy of education reform in America.\u003c/p>\n\u003cp>That measurement mania has dominated what being in school \u003cem>feels \u003c/em>like for students (and teachers), as well as what counts and what gets discussed. It glosses over the herky-jerky reality of learning and the nuanced practice of teaching. Which is what stirred teachers at Orchard Lake Elementary School in Minnesota back in 2011.\u003c/p>\n\u003cp>In what now looks prescient – years before the “personalized learning” craze ignited a new national interest in tailoring schooling with the student at its center – a group of teachers saw trouble with the lockstep approach to progress.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In most schools, “It is, ‘OK you are nine years old, you sit here for nine months and then you get to the next box,’ ” said Julene Oxton, one of the Lakeville Area Public School teachers who were bothered by the system. Test scores were fine, said Oxton, “but what was really happening down in the trenches was that not every kid was getting their needs met.”\u003c/p>\n\u003cfigure id=\"attachment_52124\" class=\"wp-caption alignnone\" style=\"max-width: 750px\">\u003cimg class=\"size-full wp-image-52124\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/09/IMG_0266-750x0-c-default.jpg\" alt=\"\" width=\"750\" height=\"1000\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default.jpg 750w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default-160x213.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default-240x320.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default-375x500.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2018/09/IMG_0266-750x0-c-default-520x693.jpg 520w\" sizes=\"(max-width: 750px) 100vw, 750px\">\u003cfigcaption class=\"wp-caption-text\">Jenn Zweber and a group of students in grades K through 3 discuss the impact of a Service Learning project on their community, during the first year that Impact Academy at Orchard Lake opened in Lakeville, Minnesota. \u003ccite>(Julene Oxton)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Even though federal law since No Child Left Behind had required tracking student performance in ways that encouraged teachers to notice each child, the top-down system – curriculum, schedule, student groupings – ignored individual differences. (Some say the system also shut down earlier stabs at student-centered innovation.)\u003c/p>\n\u003cp>That got teachers gathering on Sundays in Oxton’s living room. With 106 years of classroom leadership among them, seven educators over the next two years grappled with a key question: Could you keep the same 6 ½-hour school day, and the same school personnel, but design a radically different learning experience for students?\u003c/p>\n\u003cp>In other words, could you innovate within the rigid confines of a traditional public school?\u003c/p>\n\u003cp>What the teachers created was a handmade forerunner of what good educational software does now: Find students’ granular learning level and customize instruction. (Physically, it did require knocking down walls to make fluid learning spaces.)\u003c/p>\n\u003cp>Each student was assigned to a K-5, multi-age “community.” Teachers arranged the schedule so that all students had reading and math simultaneously. They chunked the curriculum into “strands,” with assessments so students could progress at their own pace.\u003c/p>\n\u003cp>During reading and math blocks, students got their “right fit” group. A fourth grader could tackle fifth-grade math topics, then speed up or slow down. If a student was spatially inclined and “got geometry,” he or she zipped ahead. If, say, algebra was confounding, the same student could slow down. As a result, students are constantly “moving up and down the ladder,” said Oxton.\u003c/p>\n\u003cp>The approach has worked, she said, because when students are in lessons, “the learning is relevant to them, it is do-able.” Even those who need more time, she said, “are like, ‘Wow, I can do this.’ That breeds a success mindset.”\u003c/p>\n\u003cp>The teachers called it Impact Academy and piloted it in the fall of 2013 within Orchard Lake Elementary. In 2016-2017, it was expanded to the entire school, where it continues. Oxton, who served two years as the district’s Innovation Coordinator, said so many educators came to observe the model that she has gathered them into a network, a move supported by the St. Paul-based \u003ca href=\"https://www.bushfoundation.org/\">Bush Foundation\u003c/a>.\u003c/p>\n\u003cp>Now three elementary schools in Minnesota – two charters and one district – are using the approach this year for math. This fall, Oxton will also be working with \u003ca href=\"http://edvisions.org/\">EdVisions\u003c/a>, a St. Paul nonprofit that has focused on charters, to build innovations in district schools.\u003c/p>\n\u003cp>Lars Edsal, executive director of \u003ca href=\"https://www.educationevolving.org/\">Education Evolving\u003c/a>, a Minnesota nonprofit advocating teacher-driven, student-centered learning, sees an exploding conversation around personalized learning that is focused on the power of teacher innovation.\u003c/p>\n\u003cp>“There is a middle ground between the top-down scripted approach and the teacher as the lone wolf in the classroom,” he said. “We are designers, we are entrepreneurs.”\u003c/p>\n\u003cp>Teachers understand the subtle needs of their students, said Oxton. She is not opposed to technology, but believes that just because tech has gotten good at presenting 3-D, does not mean every math concept should be taught on a screen. Especially in elementary school, she said, “there is nothing like picking up base-10 blocks or money – and feeling it.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>This story about \u003c/i>\u003ca href=\"https://hechingerreport.org/a-handmade-forerunner-of-personalized-learning-forged-by-teachers/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003ci>personalized learning\u003c/i>\u003c/a>\u003ci> was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\" target=\"_blank\" rel=\"noopener noreferrer\">The Hechinger Report\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\"> \u003c/a>\u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>Hechinger newsletter\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/52121/what-putting-teachers-in-charge-of-personalized-learning-can-look-like","authors":["byline_mindshift_52121"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_310","mindshift_421","mindshift_20685"],"featImg":"mindshift_52127","label":"mindshift"},"mindshift_51901":{"type":"posts","id":"mindshift_51901","meta":{"index":"posts_1591205157","site":"mindshift","id":"51901","score":null,"sort":[1534490496000]},"guestAuthors":[],"slug":"personalized-learning-mistakes-moving-furniture-and-making-it-work","title":"Personalized Learning: Mistakes, Moving Furniture and Making it Work","publishDate":1534490496,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan class=\"s1\">\u003ci>This story about\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\"> \u003c/a>\u003c/i>\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\">\u003cspan class=\"s2\">\u003ci>personalized learning\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by\u003ca href=\"https://hechingerreport.org/\"> \u003c/a>\u003c/i>\u003cspan class=\"s2\">The Hechinger Report\u003c/span>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/span>\u003c/p>\n\u003cp>SAN DIEGO — Vista High School principal Anthony Barela had a vivid image of what school here could look like after a $10 million grant to reimagine learning: Rolling desks and chairs, with students moving freely and talking about their work. Better attendance, class participation and graduation rates.\u003c/p>\n\u003cp>One year later, Barela has watched some of this vision flourish — including new classes and ways of teaching — while other parts never took off.\u003c/p>\n\u003cp>“Oh, I hate [the furniture],” observed teacher Catherine Connelly one spring morning, as she watched a student propel himself across the room in a rolling chair. Connelly, who is pioneering a new course in social and emotional wellness, added: “I don’t know who thought white desks and rolling chairs were good ideas for high school students.”\u003c/p>\n\u003cp>Vista’s trials and errors started when the school became an \u003ca href=\"http://vhs.vistausd.org/vhs-reimagined/xq-super-school/\">XQ\u003c/a> Super School Project, with a five-year grant by the national nonprofit to bring a personalized-learning approach to this suburban district. With year one down, teachers, students and administrators are still negotiating the promise and pitfalls of personalized learning on a large scale, lessons that may shed light on the relatively new reform that so far seems to be facilitating \u003cstrong>\u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2017/08/15/what-emerging-research-says-about-the-promise-of-personalized-learning/\">modest achievement gains. \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Barela contends that Vista’s approach is making a tangible impact in an area he’s long considered paramount: attendance. More kids are coming to school; attendance rates among last year’s ninth-grade class were up 15 percent from the previous year’s freshmen, according to Barela, and 10 percent from the same class’s eighth-grade rates. The average GPA for freshmen was slightly higher (0.2 percent) as well.\u003c/p>\n\u003cp>This nearly majority-Latino city began its experiment with personalized learning three years ago, after a districtwide survey revealed that thousands of high schoolers felt their education wasn’t relevant. District officials theorized that students’ disillusionment with the curriculum contributed to Vista High’s 10 percent dropout rate. In response, they launched an experimental Personalized Learning Academy for 150 juniors and seniors deemed at risk of dropping out.\u003c/p>\n\u003cp>Grades and attendance rates for students who signed up for the new academy rose slowly over the next two years, giving Vista officials sufficient evidence that their approach could work on a larger scale. They applied for and \u003ca href=\"http://www.sandiegouniontribune.com/news/education/sd-no-vista-superschool-20160914-story.html\">won\u003c/a> the $10 million XQ grant, which meant that they would need to replicate the features that had made their academy successful on a much larger scale: creating smaller communities, making changes gradually, giving students more control, and focusing on students’ social and emotional wellness.\u003c/p>\n\u003cp>\u003cstrong>Smaller communities\u003c/strong>\u003c/p>\n\u003cp>Vista school officials started by trying to replicate the academy’s intimate structure, in which four teachers shared the same group of 150 students and got a block of time each day to plan lessons together and review who needed additional help. Sharing information helped them develop closer relationships with students and better tailor their lessons.\u003c/p>\n\u003cp>For the 2017-18 school year, they broke up Vista’s freshman class of almost 700 students into six self-contained “houses.” Teachers say they appreciate the chance to work more closely with the students, along with a small group of their colleagues, and believe it’s helped contribute to a drop in disciplinary incidents.\u003c/p>\n\u003cp>“Because of the relationships and collaborations between the teachers,” said freshman math teacher Amanda Peace, “those issues are able to get settled a lot faster than they would in a previous year.”\u003c/p>\n\u003cp>Yet some teachers also said that the intimacy of the house system — in which freshmen often ended up in three or more classes with the same students — caused friction.\u003c/p>\n\u003cp>While students in the pilot academy chose to join the close-knit community, last year’s freshmen had no choice. When they had conflicts, they didn’t get time away from each other, so Peace said her team decided to switch several students’ schedules midyear.\u003c/p>\n\u003cp>But even with such frustrations, the house system kept freshmen who would otherwise be scattered across Vista’s sprawling outdoor campus feeling “like a little family,” said 14-year-old, then-freshman Peyton Kemp.\u003c/p>\n\u003cp>And having small groups of teachers sharing the same students also paid academic dividends.\u003c/p>\n\u003cp>\"I think the students were a little shocked by the connection between teachers,” freshman science teacher Lexi Kunz said. “They hadn’t seen that before. We would have times when they’re working on one assignment and there’d be a very explicit connection in another class, and I think they went, ‘Oh, this is real, they’re really talking to each other.’ ”\u003c/p>\n\u003cfigure id=\"attachment_51904\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-51904\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default-375x281.jpg 375w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">Vista’s large freshman class was broken down into “houses” as part of the transformation, creating closer relationships and more interdisciplinary learning. \u003ccite>(The Hechinger Report/Mike Elsen-Rooney)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Making changes gradually\u003c/strong>\u003c/p>\n\u003cp>Teachers and administrators in the academy also found that for change to stick, it had to come gradually; students and teachers both needed time to adjust. At the beginning of the 2017-18 school year, freshman history teacher Matt Stuckey, one of the school’s most experienced personalized-learning practitioners, told students that change wouldn’t happen all at once.\u003c/p>\n\u003cp>“Some days, it’s going to feel like what school felt like last year,” Stuckey told them. “Then there’s going to be times when you’re really going to have the independence to show what you’re learning in different ways.’ ”\u003c/p>\n\u003cp>\u003cstrong>More student control over learning\u003c/strong>\u003c/p>\n\u003cp>Personalized learning encompasses a range of techniques meant to give students more control over what they learn and how they learn it. Much of the momentum has come from foundations with roots in Silicon Valley, whose founders believe that a proliferation of cheap technology allows new possibilities for personalizing education. The idea has also appealed to educators who see benefits in letting students learn at their own pace, after years of standardized testing.\u003c/p>\n\u003cp>In Kunz’s windowless freshman physics class on an April school day, a group of about 15 mixed special and general education students squinted up at a projection of a graph.\u003c/p>\n\u003cp>“I had a lovely conversation with Ms. Peace about graphing,” Kunz explained to her students. Peace teaches in the same house as Kunz, and had noticed that this group of students struggled when choosing increments for labeling the x-axis of a graph.\u003c/p>\n\u003cp>Kunz devoted the entire lesson to reinforcing the skill. Students worked quietly — a couple listened to music through headphones — and the special education teacher who co-teaches the course walked around spending additional time with some students.\u003c/p>\n\u003cp>That kind of communication — in which Kunz and Peace tag teamed their teaching of the same concept — is a clear benefit of the house system and of personalized learning’s approach, and simply wouldn’t have happened in previous years, teachers say.\u003c/p>\n\u003cp>But communicating with each other about where to focus is just the first step, according to Craig Gastauer, the former science teacher who’s now in charge of training Vista’s teachers in personalized learning.\u003c/p>\n\u003cp>For example, if Kunz’s reinforcement lesson on graphing had allowed students to fill in the x-axis in the way they thought was correct, then compare answers, they would have understood the process more deeply because they would have found the answers on their own, Gastauer said.\u003c/p>\n\u003cp>From his tiny office in an out-of-the way corner of the campus, Gastauer said that the whole experiment is about trial and error; he ultimately wants to overhaul the school’s grading system, removing letter grades and switching to “competency-based” diplomas that would allow students more flexibility in how to demonstrate they’ve acquired the knowledge necessary to graduate from high school.\u003c/p>\n\u003cp>“We want to make sure first we have a curriculum that’s inviting to the students where they can work with teachers to co-create parts of the curriculum,” he said.\u003c/p>\n\u003cp>Teachers have come a long way since the beginning of the last school year, when many said they felt “under the microscope” and fearful they’d be criticized for not adapting quickly enough to the changes, Gastauer said. They felt additional pressure from amped-up media around the XQ grant, which celebrated its 10 “super schools” last September with a flashy national TV event featuring actor Tom Hanks.\u003c/p>\n\u003cfigure id=\"attachment_51905\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-51905\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default-375x281.jpg 375w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">With part of the grant money, Vista turned its library into a “learning commons.” The space now serves as one of the school’s primary gathering spaces, a gallery for student art and a technology hub. \u003ccite>(The Hechinger Report/Mike Elsen-Rooney)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>War, peace and Chromebooks\u003c/strong>\u003c/p>\n\u003cp>History teacher Caroline Billings embraced the changes. Instead of the traditional global history course she’d taught in the past, in 2017-18 she led a “challenge” class in which freshmen designed self-directed projects based on the \u003ca href=\"http://www.unfoundation.org/features/globalgoals/the-global-goals.html\">United Nations Sustainable Development Goals.\u003c/a>\u003c/p>\n\u003cp>On an April morning in Billings’ class, students chatted in groups and surfed the internet on Chromebook laptops, as part of a unit on peace. Later, as a final project, the groups would propose ways to incorporate the study of peace into the 2018-19 history curriculum.\u003c/p>\n\u003cp>Billings assigned each group of three a different aspect of peace studies to research. One group typed “France” into the Google search bar, another browsed search results for “domestic peace.”\u003c/p>\n\u003cp>Avery Mortensen, 14, appreciated that Billings started the unit by having students read a critique of teaching peace in history class, and called the class more “student involving” than previous history courses.\u003c/p>\n\u003cp>Other students struggled with the freedom of toting the personal Chromebook laptops the school gave out. “It’s more like a personal thing when you get distracted on the Chromebook, not the Chromebook itself,” said 15-year-old Emiah Mills.\u003c/p>\n\u003cp>Finding the right balance with the new technology is a focus for teacher training. Gastauer instructs teachers to “plan learning and then ask how can tech enhance. Don’t start with the app.”\u003c/p>\n\u003cp>Before the Chromebooks, Mills had to borrow her grandmother’s computer. Now she gets more done at home, although she admits she also video chats with her friends while working on essays.\u003c/p>\n\u003cp>\u003cstrong>Can wellness be taught?\u003c/strong>\u003c/p>\n\u003cp>Teachers knew that students would at times struggle with the increased freedom and responsibility of personalized learning, and they were ready with a solution they’d piloted in the academy: “wellness” classes dedicated to helping students cope with social and emotional discomfort.\u003c/p>\n\u003cp>Wellness teacher Cindy Brooks said the course supports the broader goal of Vista’s personalized learning push “to get those kids that get lost in the shuffle. Try to bring them in.”\u003c/p>\n\u003cp>Ultimately, wellness class became something of a metaphor for the rollout of personalized learning as a whole, illustrating the challenge of making a concept that worked with a small, self-selecting group succeed on a much larger scale.\u003c/p>\n\u003cp>Eight teachers volunteered to teach the course and write the curriculum, but they had no idea where to start. “It’s a class that no other place was doing,” said wellness teacher Rick Worthington. They cobbled together curriculum materials meant for guidance counselors and health teachers.\u003c/p>\n\u003cp>“We’re literally learning as we go along,” Worthington said. “You can know what stress is and what anxiety is, but how do you teach a teenager?”\u003c/p>\n\u003cp>In the beginning, students were antagonistic. “That’s the worst beginning of a school year I’ve ever had,” Worthington said. The eight teachers were directly encountering aspects of their students’ lives they used to see only from a distance, but had little framework for teaching them coping skills for what came after school.\u003c/p>\n\u003cp>The wellness class gave teachers a chance to “step back from the content area of teaching to make that a priority,” former English teacher Cindy Brooks added.\u003c/p>\n\u003cp>In addition to daily lessons on topics like how to receive a compliment, wellness teachers checked in with students every week about grades and helped mediate conflicts in other classes.\u003c/p>\n\u003cp>Gradually, students started to look forward to wellness class. “It’s a good break from school work,” said 15-year-old Namrit Ahluwalia. “Regular school days take our mind away from who we actually are.”\u003c/p>\n\u003cp>At some point in the school year, administrators realized that none of the eight wellness teachers had experience with English Language Learners. ELL specialists like Kim Collier tried to help, but Collier had no experience with the curriculum wellness teachers were creating on the fly.\u003c/p>\n\u003cp>“We tried to make some adjustments, but the train was moving,” Collier said. This year, Collier will run a training with wellness teachers before school starts to make sure the course is accessible to ELL students.\u003c/p>\n\u003cp>\u003cstrong>What changes are ahead?\u003c/strong>\u003c/p>\n\u003cp>There will be other adjustments going forward as well. This fall, Vista’s house system will migrate to the 10th grade, and will expand each year until the whole school runs under the new system.\u003c/p>\n\u003cp>There are still open questions about how the school will shift into its second year. Some freshmen teachers want to follow their current students to the 10th grade. There will also be a new leader: Principal Barela stepped down to be near family in Colorado. He will be replaced by \u003ca href=\"http://vhs.vistausd.org/about/welcome-vista-high-school/\">Kyle Ruggles,\u003c/a> a former elementary school principal who most recently oversaw academic and behavioral support programs for the Vista school district.\u003c/p>\n\u003cp>Much of Barela’s vision will remain. And science teacher Blaine Darling says teachers sound different now when speaking about personalized learning. “For the first time, it’s given everyone a common language,” Darling said. “The conversations that are happening are happening outside of staff meetings.”\u003c/p>\n\u003cp>That’s exactly what Vista is hoping for: a new kind of teaching that will last, long after the grant is spent. It’s why science teacher Gastauer wasn’t upset at criticism of the moving furniture: Already, Vista has introduced a new version with individual desks instead of long tables, and has gotten much better feedback from teachers.\u003c/p>\n\u003cp>“The focus has always been on our teachers feeling like they’re comfortable,” Barela said, “and making sure the reason we’re doing that is for our students to be able to leave here better off than when they arrived.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story about\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\"> \u003c/a>\u003c/i>\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\">\u003cspan class=\"s2\">\u003ci>personalized learning\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by\u003ca href=\"https://hechingerreport.org/\"> \u003c/a>\u003c/i>\u003cspan class=\"s2\">The Hechinger Report\u003c/span>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"In the first year of a new personalized learning program, a large San Diego district experiences small victories despite growing pains.","status":"publish","parent":0,"modified":1534490496,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":59,"wordCount":2566},"headData":{"title":"Personalized Learning: Mistakes, Moving Furniture and Making it Work | KQED","description":"In the first year of a new personalized learning program, a large San Diego district experiences small victories despite growing pains.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51901 https://ww2.kqed.org/mindshift/?p=51901","disqusUrl":"https://ww2.kqed.org/mindshift/2018/08/17/personalized-learning-mistakes-moving-furniture-and-making-it-work/","disqusTitle":"Personalized Learning: Mistakes, Moving Furniture and Making it Work","nprByline":"\u003ca href=\"http://hechingerreport.org/\">Mike Elsen-Rooney, The Hechinger Report\u003c/a>","path":"/mindshift/51901/personalized-learning-mistakes-moving-furniture-and-making-it-work","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan class=\"s1\">\u003ci>This story about\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\"> \u003c/a>\u003c/i>\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\">\u003cspan class=\"s2\">\u003ci>personalized learning\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by\u003ca href=\"https://hechingerreport.org/\"> \u003c/a>\u003c/i>\u003cspan class=\"s2\">The Hechinger Report\u003c/span>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/span>\u003c/p>\n\u003cp>SAN DIEGO — Vista High School principal Anthony Barela had a vivid image of what school here could look like after a $10 million grant to reimagine learning: Rolling desks and chairs, with students moving freely and talking about their work. Better attendance, class participation and graduation rates.\u003c/p>\n\u003cp>One year later, Barela has watched some of this vision flourish — including new classes and ways of teaching — while other parts never took off.\u003c/p>\n\u003cp>“Oh, I hate [the furniture],” observed teacher Catherine Connelly one spring morning, as she watched a student propel himself across the room in a rolling chair. Connelly, who is pioneering a new course in social and emotional wellness, added: “I don’t know who thought white desks and rolling chairs were good ideas for high school students.”\u003c/p>\n\u003cp>Vista’s trials and errors started when the school became an \u003ca href=\"http://vhs.vistausd.org/vhs-reimagined/xq-super-school/\">XQ\u003c/a> Super School Project, with a five-year grant by the national nonprofit to bring a personalized-learning approach to this suburban district. With year one down, teachers, students and administrators are still negotiating the promise and pitfalls of personalized learning on a large scale, lessons that may shed light on the relatively new reform that so far seems to be facilitating \u003cstrong>\u003ca href=\"https://www.brookings.edu/blog/brown-center-chalkboard/2017/08/15/what-emerging-research-says-about-the-promise-of-personalized-learning/\">modest achievement gains. \u003c/a>\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Barela contends that Vista’s approach is making a tangible impact in an area he’s long considered paramount: attendance. More kids are coming to school; attendance rates among last year’s ninth-grade class were up 15 percent from the previous year’s freshmen, according to Barela, and 10 percent from the same class’s eighth-grade rates. The average GPA for freshmen was slightly higher (0.2 percent) as well.\u003c/p>\n\u003cp>This nearly majority-Latino city began its experiment with personalized learning three years ago, after a districtwide survey revealed that thousands of high schoolers felt their education wasn’t relevant. District officials theorized that students’ disillusionment with the curriculum contributed to Vista High’s 10 percent dropout rate. In response, they launched an experimental Personalized Learning Academy for 150 juniors and seniors deemed at risk of dropping out.\u003c/p>\n\u003cp>Grades and attendance rates for students who signed up for the new academy rose slowly over the next two years, giving Vista officials sufficient evidence that their approach could work on a larger scale. They applied for and \u003ca href=\"http://www.sandiegouniontribune.com/news/education/sd-no-vista-superschool-20160914-story.html\">won\u003c/a> the $10 million XQ grant, which meant that they would need to replicate the features that had made their academy successful on a much larger scale: creating smaller communities, making changes gradually, giving students more control, and focusing on students’ social and emotional wellness.\u003c/p>\n\u003cp>\u003cstrong>Smaller communities\u003c/strong>\u003c/p>\n\u003cp>Vista school officials started by trying to replicate the academy’s intimate structure, in which four teachers shared the same group of 150 students and got a block of time each day to plan lessons together and review who needed additional help. Sharing information helped them develop closer relationships with students and better tailor their lessons.\u003c/p>\n\u003cp>For the 2017-18 school year, they broke up Vista’s freshman class of almost 700 students into six self-contained “houses.” Teachers say they appreciate the chance to work more closely with the students, along with a small group of their colleagues, and believe it’s helped contribute to a drop in disciplinary incidents.\u003c/p>\n\u003cp>“Because of the relationships and collaborations between the teachers,” said freshman math teacher Amanda Peace, “those issues are able to get settled a lot faster than they would in a previous year.”\u003c/p>\n\u003cp>Yet some teachers also said that the intimacy of the house system — in which freshmen often ended up in three or more classes with the same students — caused friction.\u003c/p>\n\u003cp>While students in the pilot academy chose to join the close-knit community, last year’s freshmen had no choice. When they had conflicts, they didn’t get time away from each other, so Peace said her team decided to switch several students’ schedules midyear.\u003c/p>\n\u003cp>But even with such frustrations, the house system kept freshmen who would otherwise be scattered across Vista’s sprawling outdoor campus feeling “like a little family,” said 14-year-old, then-freshman Peyton Kemp.\u003c/p>\n\u003cp>And having small groups of teachers sharing the same students also paid academic dividends.\u003c/p>\n\u003cp>\"I think the students were a little shocked by the connection between teachers,” freshman science teacher Lexi Kunz said. “They hadn’t seen that before. We would have times when they’re working on one assignment and there’d be a very explicit connection in another class, and I think they went, ‘Oh, this is real, they’re really talking to each other.’ ”\u003c/p>\n\u003cfigure id=\"attachment_51904\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-51904\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista2-500x0-c-default-375x281.jpg 375w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">Vista’s large freshman class was broken down into “houses” as part of the transformation, creating closer relationships and more interdisciplinary learning. \u003ccite>(The Hechinger Report/Mike Elsen-Rooney)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>Making changes gradually\u003c/strong>\u003c/p>\n\u003cp>Teachers and administrators in the academy also found that for change to stick, it had to come gradually; students and teachers both needed time to adjust. At the beginning of the 2017-18 school year, freshman history teacher Matt Stuckey, one of the school’s most experienced personalized-learning practitioners, told students that change wouldn’t happen all at once.\u003c/p>\n\u003cp>“Some days, it’s going to feel like what school felt like last year,” Stuckey told them. “Then there’s going to be times when you’re really going to have the independence to show what you’re learning in different ways.’ ”\u003c/p>\n\u003cp>\u003cstrong>More student control over learning\u003c/strong>\u003c/p>\n\u003cp>Personalized learning encompasses a range of techniques meant to give students more control over what they learn and how they learn it. Much of the momentum has come from foundations with roots in Silicon Valley, whose founders believe that a proliferation of cheap technology allows new possibilities for personalizing education. The idea has also appealed to educators who see benefits in letting students learn at their own pace, after years of standardized testing.\u003c/p>\n\u003cp>In Kunz’s windowless freshman physics class on an April school day, a group of about 15 mixed special and general education students squinted up at a projection of a graph.\u003c/p>\n\u003cp>“I had a lovely conversation with Ms. Peace about graphing,” Kunz explained to her students. Peace teaches in the same house as Kunz, and had noticed that this group of students struggled when choosing increments for labeling the x-axis of a graph.\u003c/p>\n\u003cp>Kunz devoted the entire lesson to reinforcing the skill. Students worked quietly — a couple listened to music through headphones — and the special education teacher who co-teaches the course walked around spending additional time with some students.\u003c/p>\n\u003cp>That kind of communication — in which Kunz and Peace tag teamed their teaching of the same concept — is a clear benefit of the house system and of personalized learning’s approach, and simply wouldn’t have happened in previous years, teachers say.\u003c/p>\n\u003cp>But communicating with each other about where to focus is just the first step, according to Craig Gastauer, the former science teacher who’s now in charge of training Vista’s teachers in personalized learning.\u003c/p>\n\u003cp>For example, if Kunz’s reinforcement lesson on graphing had allowed students to fill in the x-axis in the way they thought was correct, then compare answers, they would have understood the process more deeply because they would have found the answers on their own, Gastauer said.\u003c/p>\n\u003cp>From his tiny office in an out-of-the way corner of the campus, Gastauer said that the whole experiment is about trial and error; he ultimately wants to overhaul the school’s grading system, removing letter grades and switching to “competency-based” diplomas that would allow students more flexibility in how to demonstrate they’ve acquired the knowledge necessary to graduate from high school.\u003c/p>\n\u003cp>“We want to make sure first we have a curriculum that’s inviting to the students where they can work with teachers to co-create parts of the curriculum,” he said.\u003c/p>\n\u003cp>Teachers have come a long way since the beginning of the last school year, when many said they felt “under the microscope” and fearful they’d be criticized for not adapting quickly enough to the changes, Gastauer said. They felt additional pressure from amped-up media around the XQ grant, which celebrated its 10 “super schools” last September with a flashy national TV event featuring actor Tom Hanks.\u003c/p>\n\u003cfigure id=\"attachment_51905\" class=\"wp-caption alignnone\" style=\"max-width: 500px\">\u003cimg class=\"size-full wp-image-51905\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default-160x120.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default-240x180.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2018/08/Michael-Elsen-Rooney-ElsenRooneyVista3-500x0-c-default-375x281.jpg 375w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003cfigcaption class=\"wp-caption-text\">With part of the grant money, Vista turned its library into a “learning commons.” The space now serves as one of the school’s primary gathering spaces, a gallery for student art and a technology hub. \u003ccite>(The Hechinger Report/Mike Elsen-Rooney)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>War, peace and Chromebooks\u003c/strong>\u003c/p>\n\u003cp>History teacher Caroline Billings embraced the changes. Instead of the traditional global history course she’d taught in the past, in 2017-18 she led a “challenge” class in which freshmen designed self-directed projects based on the \u003ca href=\"http://www.unfoundation.org/features/globalgoals/the-global-goals.html\">United Nations Sustainable Development Goals.\u003c/a>\u003c/p>\n\u003cp>On an April morning in Billings’ class, students chatted in groups and surfed the internet on Chromebook laptops, as part of a unit on peace. Later, as a final project, the groups would propose ways to incorporate the study of peace into the 2018-19 history curriculum.\u003c/p>\n\u003cp>Billings assigned each group of three a different aspect of peace studies to research. One group typed “France” into the Google search bar, another browsed search results for “domestic peace.”\u003c/p>\n\u003cp>Avery Mortensen, 14, appreciated that Billings started the unit by having students read a critique of teaching peace in history class, and called the class more “student involving” than previous history courses.\u003c/p>\n\u003cp>Other students struggled with the freedom of toting the personal Chromebook laptops the school gave out. “It’s more like a personal thing when you get distracted on the Chromebook, not the Chromebook itself,” said 15-year-old Emiah Mills.\u003c/p>\n\u003cp>Finding the right balance with the new technology is a focus for teacher training. Gastauer instructs teachers to “plan learning and then ask how can tech enhance. Don’t start with the app.”\u003c/p>\n\u003cp>Before the Chromebooks, Mills had to borrow her grandmother’s computer. Now she gets more done at home, although she admits she also video chats with her friends while working on essays.\u003c/p>\n\u003cp>\u003cstrong>Can wellness be taught?\u003c/strong>\u003c/p>\n\u003cp>Teachers knew that students would at times struggle with the increased freedom and responsibility of personalized learning, and they were ready with a solution they’d piloted in the academy: “wellness” classes dedicated to helping students cope with social and emotional discomfort.\u003c/p>\n\u003cp>Wellness teacher Cindy Brooks said the course supports the broader goal of Vista’s personalized learning push “to get those kids that get lost in the shuffle. Try to bring them in.”\u003c/p>\n\u003cp>Ultimately, wellness class became something of a metaphor for the rollout of personalized learning as a whole, illustrating the challenge of making a concept that worked with a small, self-selecting group succeed on a much larger scale.\u003c/p>\n\u003cp>Eight teachers volunteered to teach the course and write the curriculum, but they had no idea where to start. “It’s a class that no other place was doing,” said wellness teacher Rick Worthington. They cobbled together curriculum materials meant for guidance counselors and health teachers.\u003c/p>\n\u003cp>“We’re literally learning as we go along,” Worthington said. “You can know what stress is and what anxiety is, but how do you teach a teenager?”\u003c/p>\n\u003cp>In the beginning, students were antagonistic. “That’s the worst beginning of a school year I’ve ever had,” Worthington said. The eight teachers were directly encountering aspects of their students’ lives they used to see only from a distance, but had little framework for teaching them coping skills for what came after school.\u003c/p>\n\u003cp>The wellness class gave teachers a chance to “step back from the content area of teaching to make that a priority,” former English teacher Cindy Brooks added.\u003c/p>\n\u003cp>In addition to daily lessons on topics like how to receive a compliment, wellness teachers checked in with students every week about grades and helped mediate conflicts in other classes.\u003c/p>\n\u003cp>Gradually, students started to look forward to wellness class. “It’s a good break from school work,” said 15-year-old Namrit Ahluwalia. “Regular school days take our mind away from who we actually are.”\u003c/p>\n\u003cp>At some point in the school year, administrators realized that none of the eight wellness teachers had experience with English Language Learners. ELL specialists like Kim Collier tried to help, but Collier had no experience with the curriculum wellness teachers were creating on the fly.\u003c/p>\n\u003cp>“We tried to make some adjustments, but the train was moving,” Collier said. This year, Collier will run a training with wellness teachers before school starts to make sure the course is accessible to ELL students.\u003c/p>\n\u003cp>\u003cstrong>What changes are ahead?\u003c/strong>\u003c/p>\n\u003cp>There will be other adjustments going forward as well. This fall, Vista’s house system will migrate to the 10th grade, and will expand each year until the whole school runs under the new system.\u003c/p>\n\u003cp>There are still open questions about how the school will shift into its second year. Some freshmen teachers want to follow their current students to the 10th grade. There will also be a new leader: Principal Barela stepped down to be near family in Colorado. He will be replaced by \u003ca href=\"http://vhs.vistausd.org/about/welcome-vista-high-school/\">Kyle Ruggles,\u003c/a> a former elementary school principal who most recently oversaw academic and behavioral support programs for the Vista school district.\u003c/p>\n\u003cp>Much of Barela’s vision will remain. And science teacher Blaine Darling says teachers sound different now when speaking about personalized learning. “For the first time, it’s given everyone a common language,” Darling said. “The conversations that are happening are happening outside of staff meetings.”\u003c/p>\n\u003cp>That’s exactly what Vista is hoping for: a new kind of teaching that will last, long after the grant is spent. It’s why science teacher Gastauer wasn’t upset at criticism of the moving furniture: Already, Vista has introduced a new version with individual desks instead of long tables, and has gotten much better feedback from teachers.\u003c/p>\n\u003cp>“The focus has always been on our teachers feeling like they’re comfortable,” Barela said, “and making sure the reason we’re doing that is for our students to be able to leave here better off than when they arrived.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s1\">\u003ci>This story about\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\"> \u003c/a>\u003c/i>\u003ca href=\"https://hechingerreport.org/a-year-of-personalized-learning-mistakes-moving-furniture-and-making-it-work/\">\u003cspan class=\"s2\">\u003ci>personalized learning\u003c/i>\u003c/span>\u003c/a>\u003ci> was produced by\u003ca href=\"https://hechingerreport.org/\"> \u003c/a>\u003c/i>\u003cspan class=\"s2\">The Hechinger Report\u003c/span>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://us2.list-manage.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s2\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51901/personalized-learning-mistakes-moving-furniture-and-making-it-work","authors":["byline_mindshift_51901"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_495","mindshift_20784","mindshift_1040","mindshift_21195","mindshift_21088","mindshift_20865","mindshift_20877","mindshift_421","mindshift_21194","mindshift_943","mindshift_21199"],"featImg":"mindshift_51903","label":"mindshift"},"mindshift_51827":{"type":"posts","id":"mindshift_51827","meta":{"index":"posts_1591205157","site":"mindshift","id":"51827","score":null,"sort":[1534225291000]},"guestAuthors":[],"slug":"10-ways-to-start-shifting-your-classroom-practices-little-by-little","title":"10 Ways To Start Shifting Your Classroom Practices Little By Little","publishDate":1534225291,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>When a colleague invited \u003ca href=\"https://twitter.com/JoyKirr?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener\">Joy Kirr\u003c/a> to a professional development day featuring the Scottish design thinking expert \u003ca href=\"https://medium.com/notosh\" target=\"_blank\" rel=\"noopener\">Ewan McIntosh\u003c/a> she didn’t think it would be life changing. She was flattered to be asked, and wanted to make the most of the opportunity, but her experience of professional development up to that point didn’t lead her to believe it would be Earth-shattering. But then, McIntosh gave the teachers assembled a simple task: Pick one problem in your school and start working on it today.\u003c/p>\n\u003cp>Kirr, like most teachers, can think of a lot of structural problems influencing her classroom, but she decided to focus on something she could control: reading. Kirr teaches seventh grade English Language Arts, and was troubled that the curriculum only required students to read one book per quarter. She thought they should be reading a lot more than that, and she thought the rubric her school used was designed to catch kids who didn’t read. She knew there were kids getting A’s on that test who hadn’t read the book. There had to be a better way.\u003c/p>\n\u003cp>https://www.youtube.com/watch?v=JUnhyyw8_kY\u003c/p>\n\u003cp>As she explored this problem in the McIntosh seminar, Kirr stumbled across the concept of \u003ca href=\"http://geniushour.com/\" target=\"_blank\" rel=\"noopener\">Genius Hour\u003c/a>, a teaching tactic based on a practice at Google, that many teachers are trying. Google found that some of its most successful and innovative products came from projects its employees developed on their own time. So the company instituted a 20-percent time policy, where employees could use 20 percent of their work time on a passion project.\u003c/p>\n\u003cp>In classrooms, teachers give students a set amount of time t\u003ca href=\"https://www.kqed.org/mindshift/44188/how-giving-students-choice-during-the-day-can-create-unstoppable-learning\" target=\"_blank\" rel=\"noopener\">o explore a topic about which they are passionate\u003c/a>. Usually the inquiry results in a project, solution or analysis shared with the rest of the class. It’s the opposite of a standardized curriculum -- which makes some teachers nervous -- but in the Genius Hour idea Kirr saw an opportunity to bring \u003ca href=\"https://www.kqed.org/mindshift/48754/what-works-for-getting-kids-to-enjoy-reading\" target=\"_blank\" rel=\"noopener\">joy to reading\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>She decided to try giving students time in class to read whatever they wanted. There were no expectations other than that students learn something and share it with the class. There would be no grades because it didn’t make sense to compare projects that are so different. Kirr asked her principal if she could try out Genius Hour and his response opened the door for everything that followed. According to Kirr, he asked, “Do you think it’s right for your kids?” She said yes and has used that question as a guidepost for every other shift that came from this first step.\u003c/p>\n\u003cp>When Kirr saw how much fun her students were having learning during Genius Hour she started to use some of the lessons she learned from that shift in all her teaching. She stopped giving grades on every assignment and instead gave detailed \u003ca href=\"https://www.kqed.org/mindshift/47948/why-giving-effective-feedback-is-trickier-than-it-seems\" target=\"_blank\" rel=\"noopener\">feedback \u003c/a>on student work and time to revise. Her school requires quarter grades, but now she decides those through one-on-one conferences with students where the two of them discuss the students’ work, improvement and grade.\u003c/p>\n\u003cp>Kirr said taking a risk on Genius Hour has changed her teaching dramatically. During this time, she doesn’t present a lesson and then moderate an activity that all students do at the same time. Instead, students work on individual projects while she circulates the room checking in, troubleshooting issues, and \u003ca href=\"https://www.kqed.org/mindshift/34799/teachers-most-powerful-role-adding-context\" target=\"_blank\" rel=\"noopener\">offering guidance\u003c/a>. Teaching this way showed her the power of checking in with individual students every day, something she now does no matter what she’s teaching.\u003c/p>\n\u003cp>“That means my lessons have to change because that means I have to give more time over to them to work,” Kirr said. That one shift, making time to talk to students individually, meant her whole approach to instruction had to change as well.\u003c/p>\n\u003cp>Talking to her students more often also revealed insights into who they are, what they care about, and what troubles them. Now, if something is on their minds, she knows better than to try to push forward with planning content. Now she takes the time to stop and listen.\u003c/p>\n\u003cp>“Especially content area teachers, we feel like we have to get in the content before the year is out,” Kirr said. “But you can’t get the content in if they're not listening to you.”\u003c/p>\n\u003cp>And when she stopped to listen to students, she also started to hear from them about what they’d like to see changed in the classroom. Rather than being offended by that feedback, she reflected on it, made changes where she could, and let them know what changes she’d made, or why she couldn’t if that was the case.\u003c/p>\n\u003cp>“That feedback from them is key to help them buy into what you’re saying from your lessons,” Kirr said.\u003c/p>\n\u003cp>It also impacts her relationships with students. They know she listens to them because there are tangible changes, and that builds trust. For example, Kirr now has a suggestion box so students can regularly give feedback -- that was a student idea. Another time, a student wanted to bring her dog in for her Genius Hour project. Kirr asked the principal for permission and got a “No.” But the principal did say it would be fine to have the dog outside the building. So, Kirr let that student present outside.\u003c/p>\n\u003cp>“I’m more passionate about what I’m doing,” Kirr said. She’s been teaching 24 years in various roles, but she doesn’t think she would have lasted another 15 if she hadn’t started to make some of these changes that reflect what she thinks is “right and good” for students. “Now, the feeling I have in class that there are more yay moments than nay moments,” she said. She’s saying yes to students more, and it feels good.\u003c/p>\n\u003cp>It’s worth noting that the anecdotal positives Kirr notes in the class culture, in her relationships, and in her students’ willingness to reflect and revise work aren’t showing up on the standardized tests they take. Her class’ scores from three years ago are about the same as they are this year.\u003c/p>\n\u003cp>Often, when a teacher makes as many substantive changes as Kirr has, other educators assume that she must work at a school where this type of innovation is regular. While leaders at Kirr's school encourage teachers to try new things, not all staff are at that point now.\u003c/p>\n\u003cp>It’s easier sometimes to talk to teachers outside the building about change ideas. That’s why Kirr wrote a book, \u003ca href=\"http://shiftthis.weebly.com/\" target=\"_blank\" rel=\"noopener\">“Shift This!: How To Implement Gradual Changes For MASSIVE Impact In Your Classroom.”\u003c/a> She wanted to share what she has learned.\u003c/p>\n\u003cp>After she published “Shift This,” teachers around the country wanted to know how they could continue to make shifts in their classrooms. They described the resistance they ran up against and colleagues who shunned their ideas. Kirr understands that kind of environment, and believes there’s all kinds of reasons some teachers won’t embrace her ideas. She thinks every educator is on his or her own journey and forcing them to change doesn’t often result in the kind of real differences administrators want to see.\u003c/p>\n\u003cp>Instead, she focuses on \u003ca href=\"https://docs.google.com/document/d/19xP6UB3Sp9yxs_EsTWqc04bw38xArtA7D4xBGXjafh0/edit\" target=\"_blank\" rel=\"noopener\">ten core concepts\u003c/a> that underpin everything that has made a difference in how she thinks about teaching. She shared them at the\u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\"> International Society for Technology in Education\u003c/a> conference.\u003c/p>\n\u003cp>\u003cstrong>Lesson 1: Ask lots of questions.\u003c/strong>\u003c/p>\n\u003cp>When Kirr started questioning the way things had always been done there were lots of areas that she could change. She admits her questions started to annoy other teachers on her team, but she thinks questioning her practice has made her a better, more committed teacher.\u003c/p>\n\u003cp>“If you don’t have a why in place then the how and what will crumble,” Kirr said. Asking questions is the first step, but it’s important to have a good reason why a change is needed before upending the classroom. Once a clear “why” is established, it becomes the guiding star for the inevitable ups and downs of implementing something new.\u003c/p>\n\u003cp>When exploring how she might get students to read more, Kirr asked questions like: why is it taking us eight weeks to read a 182 page book? Why do we teach it the same way, even if some students are finishing the whole book in one day? How might we authentically test reading comprehension without a 50-point true/false test?\u003c/p>\n\u003cp>Kirr decided to try assessing by having \u003ca href=\"https://www.kqed.org/mindshift/51186/how-helping-students-to-ask-better-questions-can-transform-classrooms\" target=\"_blank\" rel=\"noopener\">students ask questions\u003c/a>. They each had to bring in four questions about the book every day, which helped Kirr not only see that they had read, but also how well they were understanding what they read. When she started asking questions, her students also asked more questions.\u003c/p>\n\u003cp>\u003cstrong>Lesson 2: Make time for what you believe is right and good.\u003c/strong>\u003c/p>\n\u003cp>Despite a cramped schedule, Kirr believes that making time for things demonstrates to students their importance. That’s why she makes sure her students have time to read in class.\u003c/p>\n\u003cp>“Once we started reading in the classroom, they started reading outside the classroom,” Kirr said.\u003c/p>\n\u003cp>\u003cstrong>Lesson 3: Provide time for sharing in class\u003c/strong>\u003c/p>\n\u003cp>“People want to share,” Kirr said. “We’ve got to allow time in class for sharing.”\u003c/p>\n\u003cp>Sharing could be a structured experience, like \u003ca href=\"https://www.kqed.org/mindshift/49243/developing-students-ability-to-give-and-take-effective-feedback\" target=\"_blank\" rel=\"noopener\">peer-feedback\u003c/a>, or sharing writing with one another. But Kirr also does book talks, where students share the books they like with one another, and aren’t graded on the presentation.\u003c/p>\n\u003cp>“If they’ll do these things without grades attached, you know you’re doing a pretty good job,” Kirr said.\u003c/p>\n\u003cp>\u003cstrong>Lesson 4: Provide time for practice\u003c/strong>\u003c/p>\n\u003cp>Kirr began to realize she expected students to be able to do a lot of things that she hadn’t given them time to practice. For example, when the \u003ca href=\"https://www.districtadministration.com/article/fidget-spinners-good-distraction\" target=\"_blank\" rel=\"noopener\">fidget spinner craze\u003c/a> swept her classroom she was as annoyed as any other teacher. But rather than taking them all away, she had a conversation with her class about the difference between using a fidget spinner to focus and it being a distraction. She had to let them practice making the right choice before she punished them.\u003c/p>\n\u003cp>She learned a similar lesson with Fishbowl discussions. “This is terrible at the beginning of the year,” Kirr said. “They talk over each other. They act like they never heard what another person said.”\u003c/p>\n\u003cp>Rather than abandoning an activity that she believes requires her students to use important communication and analytical skills, Kirr sees the terrible first discussions as practice. And over the year students improve. The same goes for group work.\u003c/p>\n\u003cp>“Unless I have an adult at every table, I know they’re not going to be on task every moment. But we have to provide that time to practice or they won’t get any better.”\u003c/p>\n\u003cp>\u003cstrong>Lesson 5: Include time for reflection\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/38619/what-meaningful-reflection-on-student-work-can-do-for-learning\" target=\"_blank\" rel=\"noopener\">Reflection isn’t a new idea\u003c/a> to most educators, but it’s easily forgotten or swept aside when things get hectic. Kirr remembers realizing when she went through \u003ca href=\"https://www.nbpts.org/national-board-certification/\" target=\"_blank\" rel=\"noopener\">National Board Certification\u003c/a> that she’d never really reflected until then. But it’s a crucial practice for educators and great modeling for students who gain metacognitive skills when they stop to take note of what and how they’re learning.\u003c/p>\n\u003cp>\u003cstrong>Lesson 6: After you ask students questions, listen and respond to them.\u003c/strong>\u003c/p>\n\u003cp>“It helps you be more in tune with who the people are in your classroom,” Kirr said. Allowing student feedback and ideas to influence what happens in the classroom is one of the biggest and most fundamental shifts Kirr has made. It can also be done regardless of teaching style, a relatively simple way to make students feel like who they are and what they think has value to their teacher.\u003c/p>\n\u003cp>\u003cstrong>Lesson 7: Take risks\u003c/strong>\u003c/p>\n\u003cp>Often teachers don’t feel like they can take risks, but Kirr has found that even within a fairly traditional school there is room to try new things.\u003c/p>\n\u003cp>“The first risk I took was not decorating my walls,” Kirr said. She wanted students to decorate the walls with their work over the course of the year so that it would feel like it is their space, not her space. She was excited about the idea, but that didn’t stop her from being worried about what parents would say when they walked into a classroom with blank walls at back to school night, or what other teachers would think. She had to push through those anxieties.\u003c/p>\n\u003cp>“It’s so great to see their work up there instead of my posters that they’re not going to read,” Kirr said.\u003c/p>\n\u003cp>Once she saw that taking risks could lead to good things, Kirr pushed herself to try more ideas. She got rid of her teachers desk, for example, turning it into a station where students could find supplies.\u003c/p>\n\u003cp>“My only mistake was not telling students that other teacher desks were not student stations,” Kirr laughed.\u003c/p>\n\u003cp>The scariest risk Kirr took was inviting parents into her classroom. Because she had moved to one-on-one conferences about grades, she needed extra adults in the classroom to keep an eye on kids while they worked on their Genius Hour projects.\u003c/p>\n\u003cp>“Parents scare the heck out of me,” Kirr said. But she opened up her classroom anyway. The superintendent even visited, although Kirr wasn’t aware of it because she was deep in conferences.\u003c/p>\n\u003cp>“The kids loved it. They got to show them their projects, got feedback, and it showed [parents] how [students] were doing.”\u003cbr>\n\u003cstrong>\u003cbr>\nLesson 8: Communicate with parents and the world\u003c/strong>\u003c/p>\n\u003cp>This lesson goes hand in hand with reflection; \u003ca href=\"https://www.kqed.org/mindshift/35763/how-transparency-can-transform-school-culture\" target=\"_blank\" rel=\"noopener\">sharing successes and failures publicly\u003c/a> is a powerful way to reflect while soliciting feedback from other educators. Kirr discovered this lesson when a parent came to her angry that class time was being used for Genius Hour. In communicating with the parent about her reasons for the approach, Kirr had to think through her “why” again. She collected all her resources and \u003ca href=\"http://geniushour.blogspot.com/\" target=\"_blank\" rel=\"noopener\">shared them on her website \u003c/a>so other curious parents could easily access it as well. Articulating that reasoning clearly and with supporting research made the idea seem less crazy to parents.\u003c/p>\n\u003cp>\u003cstrong>Lesson 9: Change your language in front of children, your colleagues and in your thoughts\u003c/strong>\u003c/p>\n\u003cp>Kirr has taken to calling her students “readers,” “writers,” “researchers,” and “collaborators” depending on the skill she’s emphasizing in a lesson. \u003ca href=\"https://www.stenhouse.com/content/choice-words\" target=\"_blank\" rel=\"noopener\">She’s become acutely aware\u003c/a> that labels create perceptions in the minds of students, but also for other teachers in the building. And even sneaky negative thoughts that are never spoken out loud can infect ones’ attitude. Teaching is hard, Kirr said, and wallowing in it just drags her down.\u003c/p>\n\u003cp>“Choose your language carefully in front of your students, your peers and in your thoughts,” she said.\u003c/p>\n\u003cp>\u003cstrong>Lesson 10: Seek support\u003c/strong>\u003c/p>\n\u003cp>The shifts Kirr has made require time, patience, and hard work. Many educators undertake this work on their own because they believe it’s the right thing for students, but it can be a lonely path, full of mistakes and setbacks. That’s why Kirr loves Twitter, where she can find \u003ca href=\"https://www.kqed.org/mindshift/50540/when-pushing-boundaries-in-math-education-where-can-teachers-turn-for-help-and-camaraderie\" target=\"_blank\" rel=\"noopener\">support and like-minded educators\u003c/a>.\u003c/p>\n\u003cp>She also continues to reach out to her colleagues in the building. She has an “Observe Me” sign-up sheet on her door for anyone who wants to visit her classroom during a prep period. Almost no one takes her up on the offer, she admitted, because they don’t have time, a feeling she understands.\u003c/p>\n\u003cp>“I don’t want to go into someone else’s room during my planning time,” Kirr said. “But every time I do, I learn a lot.”\u003c/p>\n\u003cp>Principals could support this type of sharing by using \u003ca href=\"https://www.cultofpedagogy.com/pineapple-charts/\" target=\"_blank\" rel=\"noopener\">Pineapple Charts\u003c/a> showing which teachers are doing what in each classroom. That kind of transparency can help make an \u003ca href=\"https://www.kqed.org/mindshift/33897/how-opening-up-classroom-doors-can-push-education-forward\" target=\"_blank\" rel=\"noopener\">open-door policy part of the school culture\u003c/a>.\u003c/p>\n\u003cp>“We can all learn so much from each other,” Kirr said. “Sometimes it hurts to ask for help, but that’s a human thing, and people want to help you back.”\u003c/p>\n\u003cp>When she steps back and looks at her classroom over the past several years, these ten lessons embody the core changes she thinks have stuck. And, while Kirr hopes sharing these ideas will help other teachers feel brave, she also understand that change happens differently for everyone. There are many ways to stop change from happening and she’s a firm believer that the type of shift she’s talking about has to come from an internally motivated educator.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“I know when change is pushed upon you we resist. But when you choose it, it’s so much easier,” she said.\u003c/p>\n\n","blocks":[],"excerpt":"Joy Kirr implemented Geniur Hour in her classroom and it shifted almost everything about how she approaches the classroom. She shares what she has learned along the way.","status":"publish","parent":0,"modified":1534259141,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":63,"wordCount":2925},"headData":{"title":"10 Ways To Start Shifting Your Classroom Practices Little By Little | KQED","description":"Joy Kirr implemented Geniur Hour in her classroom and it shifted almost everything about how she approaches the classroom. She shares what she has learned along the way.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"51827 https://ww2.kqed.org/mindshift/?p=51827","disqusUrl":"https://ww2.kqed.org/mindshift/2018/08/13/10-ways-to-start-shifting-your-classroom-practices-little-by-little/","disqusTitle":"10 Ways To Start Shifting Your Classroom Practices Little By Little","path":"/mindshift/51827/10-ways-to-start-shifting-your-classroom-practices-little-by-little","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>When a colleague invited \u003ca href=\"https://twitter.com/JoyKirr?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor\" target=\"_blank\" rel=\"noopener\">Joy Kirr\u003c/a> to a professional development day featuring the Scottish design thinking expert \u003ca href=\"https://medium.com/notosh\" target=\"_blank\" rel=\"noopener\">Ewan McIntosh\u003c/a> she didn’t think it would be life changing. She was flattered to be asked, and wanted to make the most of the opportunity, but her experience of professional development up to that point didn’t lead her to believe it would be Earth-shattering. But then, McIntosh gave the teachers assembled a simple task: Pick one problem in your school and start working on it today.\u003c/p>\n\u003cp>Kirr, like most teachers, can think of a lot of structural problems influencing her classroom, but she decided to focus on something she could control: reading. Kirr teaches seventh grade English Language Arts, and was troubled that the curriculum only required students to read one book per quarter. She thought they should be reading a lot more than that, and she thought the rubric her school used was designed to catch kids who didn’t read. She knew there were kids getting A’s on that test who hadn’t read the book. There had to be a better way.\u003c/p>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/JUnhyyw8_kY'\n title='//www.youtube.com/embed/JUnhyyw8_kY'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>As she explored this problem in the McIntosh seminar, Kirr stumbled across the concept of \u003ca href=\"http://geniushour.com/\" target=\"_blank\" rel=\"noopener\">Genius Hour\u003c/a>, a teaching tactic based on a practice at Google, that many teachers are trying. Google found that some of its most successful and innovative products came from projects its employees developed on their own time. So the company instituted a 20-percent time policy, where employees could use 20 percent of their work time on a passion project.\u003c/p>\n\u003cp>In classrooms, teachers give students a set amount of time t\u003ca href=\"https://www.kqed.org/mindshift/44188/how-giving-students-choice-during-the-day-can-create-unstoppable-learning\" target=\"_blank\" rel=\"noopener\">o explore a topic about which they are passionate\u003c/a>. Usually the inquiry results in a project, solution or analysis shared with the rest of the class. It’s the opposite of a standardized curriculum -- which makes some teachers nervous -- but in the Genius Hour idea Kirr saw an opportunity to bring \u003ca href=\"https://www.kqed.org/mindshift/48754/what-works-for-getting-kids-to-enjoy-reading\" target=\"_blank\" rel=\"noopener\">joy to reading\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She decided to try giving students time in class to read whatever they wanted. There were no expectations other than that students learn something and share it with the class. There would be no grades because it didn’t make sense to compare projects that are so different. Kirr asked her principal if she could try out Genius Hour and his response opened the door for everything that followed. According to Kirr, he asked, “Do you think it’s right for your kids?” She said yes and has used that question as a guidepost for every other shift that came from this first step.\u003c/p>\n\u003cp>When Kirr saw how much fun her students were having learning during Genius Hour she started to use some of the lessons she learned from that shift in all her teaching. She stopped giving grades on every assignment and instead gave detailed \u003ca href=\"https://www.kqed.org/mindshift/47948/why-giving-effective-feedback-is-trickier-than-it-seems\" target=\"_blank\" rel=\"noopener\">feedback \u003c/a>on student work and time to revise. Her school requires quarter grades, but now she decides those through one-on-one conferences with students where the two of them discuss the students’ work, improvement and grade.\u003c/p>\n\u003cp>Kirr said taking a risk on Genius Hour has changed her teaching dramatically. During this time, she doesn’t present a lesson and then moderate an activity that all students do at the same time. Instead, students work on individual projects while she circulates the room checking in, troubleshooting issues, and \u003ca href=\"https://www.kqed.org/mindshift/34799/teachers-most-powerful-role-adding-context\" target=\"_blank\" rel=\"noopener\">offering guidance\u003c/a>. Teaching this way showed her the power of checking in with individual students every day, something she now does no matter what she’s teaching.\u003c/p>\n\u003cp>“That means my lessons have to change because that means I have to give more time over to them to work,” Kirr said. That one shift, making time to talk to students individually, meant her whole approach to instruction had to change as well.\u003c/p>\n\u003cp>Talking to her students more often also revealed insights into who they are, what they care about, and what troubles them. Now, if something is on their minds, she knows better than to try to push forward with planning content. Now she takes the time to stop and listen.\u003c/p>\n\u003cp>“Especially content area teachers, we feel like we have to get in the content before the year is out,” Kirr said. “But you can’t get the content in if they're not listening to you.”\u003c/p>\n\u003cp>And when she stopped to listen to students, she also started to hear from them about what they’d like to see changed in the classroom. Rather than being offended by that feedback, she reflected on it, made changes where she could, and let them know what changes she’d made, or why she couldn’t if that was the case.\u003c/p>\n\u003cp>“That feedback from them is key to help them buy into what you’re saying from your lessons,” Kirr said.\u003c/p>\n\u003cp>It also impacts her relationships with students. They know she listens to them because there are tangible changes, and that builds trust. For example, Kirr now has a suggestion box so students can regularly give feedback -- that was a student idea. Another time, a student wanted to bring her dog in for her Genius Hour project. Kirr asked the principal for permission and got a “No.” But the principal did say it would be fine to have the dog outside the building. So, Kirr let that student present outside.\u003c/p>\n\u003cp>“I’m more passionate about what I’m doing,” Kirr said. She’s been teaching 24 years in various roles, but she doesn’t think she would have lasted another 15 if she hadn’t started to make some of these changes that reflect what she thinks is “right and good” for students. “Now, the feeling I have in class that there are more yay moments than nay moments,” she said. She’s saying yes to students more, and it feels good.\u003c/p>\n\u003cp>It’s worth noting that the anecdotal positives Kirr notes in the class culture, in her relationships, and in her students’ willingness to reflect and revise work aren’t showing up on the standardized tests they take. Her class’ scores from three years ago are about the same as they are this year.\u003c/p>\n\u003cp>Often, when a teacher makes as many substantive changes as Kirr has, other educators assume that she must work at a school where this type of innovation is regular. While leaders at Kirr's school encourage teachers to try new things, not all staff are at that point now.\u003c/p>\n\u003cp>It’s easier sometimes to talk to teachers outside the building about change ideas. That’s why Kirr wrote a book, \u003ca href=\"http://shiftthis.weebly.com/\" target=\"_blank\" rel=\"noopener\">“Shift This!: How To Implement Gradual Changes For MASSIVE Impact In Your Classroom.”\u003c/a> She wanted to share what she has learned.\u003c/p>\n\u003cp>After she published “Shift This,” teachers around the country wanted to know how they could continue to make shifts in their classrooms. They described the resistance they ran up against and colleagues who shunned their ideas. Kirr understands that kind of environment, and believes there’s all kinds of reasons some teachers won’t embrace her ideas. She thinks every educator is on his or her own journey and forcing them to change doesn’t often result in the kind of real differences administrators want to see.\u003c/p>\n\u003cp>Instead, she focuses on \u003ca href=\"https://docs.google.com/document/d/19xP6UB3Sp9yxs_EsTWqc04bw38xArtA7D4xBGXjafh0/edit\" target=\"_blank\" rel=\"noopener\">ten core concepts\u003c/a> that underpin everything that has made a difference in how she thinks about teaching. She shared them at the\u003ca href=\"https://www.iste.org/\" target=\"_blank\" rel=\"noopener\"> International Society for Technology in Education\u003c/a> conference.\u003c/p>\n\u003cp>\u003cstrong>Lesson 1: Ask lots of questions.\u003c/strong>\u003c/p>\n\u003cp>When Kirr started questioning the way things had always been done there were lots of areas that she could change. She admits her questions started to annoy other teachers on her team, but she thinks questioning her practice has made her a better, more committed teacher.\u003c/p>\n\u003cp>“If you don’t have a why in place then the how and what will crumble,” Kirr said. Asking questions is the first step, but it’s important to have a good reason why a change is needed before upending the classroom. Once a clear “why” is established, it becomes the guiding star for the inevitable ups and downs of implementing something new.\u003c/p>\n\u003cp>When exploring how she might get students to read more, Kirr asked questions like: why is it taking us eight weeks to read a 182 page book? Why do we teach it the same way, even if some students are finishing the whole book in one day? How might we authentically test reading comprehension without a 50-point true/false test?\u003c/p>\n\u003cp>Kirr decided to try assessing by having \u003ca href=\"https://www.kqed.org/mindshift/51186/how-helping-students-to-ask-better-questions-can-transform-classrooms\" target=\"_blank\" rel=\"noopener\">students ask questions\u003c/a>. They each had to bring in four questions about the book every day, which helped Kirr not only see that they had read, but also how well they were understanding what they read. When she started asking questions, her students also asked more questions.\u003c/p>\n\u003cp>\u003cstrong>Lesson 2: Make time for what you believe is right and good.\u003c/strong>\u003c/p>\n\u003cp>Despite a cramped schedule, Kirr believes that making time for things demonstrates to students their importance. That’s why she makes sure her students have time to read in class.\u003c/p>\n\u003cp>“Once we started reading in the classroom, they started reading outside the classroom,” Kirr said.\u003c/p>\n\u003cp>\u003cstrong>Lesson 3: Provide time for sharing in class\u003c/strong>\u003c/p>\n\u003cp>“People want to share,” Kirr said. “We’ve got to allow time in class for sharing.”\u003c/p>\n\u003cp>Sharing could be a structured experience, like \u003ca href=\"https://www.kqed.org/mindshift/49243/developing-students-ability-to-give-and-take-effective-feedback\" target=\"_blank\" rel=\"noopener\">peer-feedback\u003c/a>, or sharing writing with one another. But Kirr also does book talks, where students share the books they like with one another, and aren’t graded on the presentation.\u003c/p>\n\u003cp>“If they’ll do these things without grades attached, you know you’re doing a pretty good job,” Kirr said.\u003c/p>\n\u003cp>\u003cstrong>Lesson 4: Provide time for practice\u003c/strong>\u003c/p>\n\u003cp>Kirr began to realize she expected students to be able to do a lot of things that she hadn’t given them time to practice. For example, when the \u003ca href=\"https://www.districtadministration.com/article/fidget-spinners-good-distraction\" target=\"_blank\" rel=\"noopener\">fidget spinner craze\u003c/a> swept her classroom she was as annoyed as any other teacher. But rather than taking them all away, she had a conversation with her class about the difference between using a fidget spinner to focus and it being a distraction. She had to let them practice making the right choice before she punished them.\u003c/p>\n\u003cp>She learned a similar lesson with Fishbowl discussions. “This is terrible at the beginning of the year,” Kirr said. “They talk over each other. They act like they never heard what another person said.”\u003c/p>\n\u003cp>Rather than abandoning an activity that she believes requires her students to use important communication and analytical skills, Kirr sees the terrible first discussions as practice. And over the year students improve. The same goes for group work.\u003c/p>\n\u003cp>“Unless I have an adult at every table, I know they’re not going to be on task every moment. But we have to provide that time to practice or they won’t get any better.”\u003c/p>\n\u003cp>\u003cstrong>Lesson 5: Include time for reflection\u003c/strong>\u003c/p>\n\u003cp>\u003ca href=\"https://www.kqed.org/mindshift/38619/what-meaningful-reflection-on-student-work-can-do-for-learning\" target=\"_blank\" rel=\"noopener\">Reflection isn’t a new idea\u003c/a> to most educators, but it’s easily forgotten or swept aside when things get hectic. Kirr remembers realizing when she went through \u003ca href=\"https://www.nbpts.org/national-board-certification/\" target=\"_blank\" rel=\"noopener\">National Board Certification\u003c/a> that she’d never really reflected until then. But it’s a crucial practice for educators and great modeling for students who gain metacognitive skills when they stop to take note of what and how they’re learning.\u003c/p>\n\u003cp>\u003cstrong>Lesson 6: After you ask students questions, listen and respond to them.\u003c/strong>\u003c/p>\n\u003cp>“It helps you be more in tune with who the people are in your classroom,” Kirr said. Allowing student feedback and ideas to influence what happens in the classroom is one of the biggest and most fundamental shifts Kirr has made. It can also be done regardless of teaching style, a relatively simple way to make students feel like who they are and what they think has value to their teacher.\u003c/p>\n\u003cp>\u003cstrong>Lesson 7: Take risks\u003c/strong>\u003c/p>\n\u003cp>Often teachers don’t feel like they can take risks, but Kirr has found that even within a fairly traditional school there is room to try new things.\u003c/p>\n\u003cp>“The first risk I took was not decorating my walls,” Kirr said. She wanted students to decorate the walls with their work over the course of the year so that it would feel like it is their space, not her space. She was excited about the idea, but that didn’t stop her from being worried about what parents would say when they walked into a classroom with blank walls at back to school night, or what other teachers would think. She had to push through those anxieties.\u003c/p>\n\u003cp>“It’s so great to see their work up there instead of my posters that they’re not going to read,” Kirr said.\u003c/p>\n\u003cp>Once she saw that taking risks could lead to good things, Kirr pushed herself to try more ideas. She got rid of her teachers desk, for example, turning it into a station where students could find supplies.\u003c/p>\n\u003cp>“My only mistake was not telling students that other teacher desks were not student stations,” Kirr laughed.\u003c/p>\n\u003cp>The scariest risk Kirr took was inviting parents into her classroom. Because she had moved to one-on-one conferences about grades, she needed extra adults in the classroom to keep an eye on kids while they worked on their Genius Hour projects.\u003c/p>\n\u003cp>“Parents scare the heck out of me,” Kirr said. But she opened up her classroom anyway. The superintendent even visited, although Kirr wasn’t aware of it because she was deep in conferences.\u003c/p>\n\u003cp>“The kids loved it. They got to show them their projects, got feedback, and it showed [parents] how [students] were doing.”\u003cbr>\n\u003cstrong>\u003cbr>\nLesson 8: Communicate with parents and the world\u003c/strong>\u003c/p>\n\u003cp>This lesson goes hand in hand with reflection; \u003ca href=\"https://www.kqed.org/mindshift/35763/how-transparency-can-transform-school-culture\" target=\"_blank\" rel=\"noopener\">sharing successes and failures publicly\u003c/a> is a powerful way to reflect while soliciting feedback from other educators. Kirr discovered this lesson when a parent came to her angry that class time was being used for Genius Hour. In communicating with the parent about her reasons for the approach, Kirr had to think through her “why” again. She collected all her resources and \u003ca href=\"http://geniushour.blogspot.com/\" target=\"_blank\" rel=\"noopener\">shared them on her website \u003c/a>so other curious parents could easily access it as well. Articulating that reasoning clearly and with supporting research made the idea seem less crazy to parents.\u003c/p>\n\u003cp>\u003cstrong>Lesson 9: Change your language in front of children, your colleagues and in your thoughts\u003c/strong>\u003c/p>\n\u003cp>Kirr has taken to calling her students “readers,” “writers,” “researchers,” and “collaborators” depending on the skill she’s emphasizing in a lesson. \u003ca href=\"https://www.stenhouse.com/content/choice-words\" target=\"_blank\" rel=\"noopener\">She’s become acutely aware\u003c/a> that labels create perceptions in the minds of students, but also for other teachers in the building. And even sneaky negative thoughts that are never spoken out loud can infect ones’ attitude. Teaching is hard, Kirr said, and wallowing in it just drags her down.\u003c/p>\n\u003cp>“Choose your language carefully in front of your students, your peers and in your thoughts,” she said.\u003c/p>\n\u003cp>\u003cstrong>Lesson 10: Seek support\u003c/strong>\u003c/p>\n\u003cp>The shifts Kirr has made require time, patience, and hard work. Many educators undertake this work on their own because they believe it’s the right thing for students, but it can be a lonely path, full of mistakes and setbacks. That’s why Kirr loves Twitter, where she can find \u003ca href=\"https://www.kqed.org/mindshift/50540/when-pushing-boundaries-in-math-education-where-can-teachers-turn-for-help-and-camaraderie\" target=\"_blank\" rel=\"noopener\">support and like-minded educators\u003c/a>.\u003c/p>\n\u003cp>She also continues to reach out to her colleagues in the building. She has an “Observe Me” sign-up sheet on her door for anyone who wants to visit her classroom during a prep period. Almost no one takes her up on the offer, she admitted, because they don’t have time, a feeling she understands.\u003c/p>\n\u003cp>“I don’t want to go into someone else’s room during my planning time,” Kirr said. “But every time I do, I learn a lot.”\u003c/p>\n\u003cp>Principals could support this type of sharing by using \u003ca href=\"https://www.cultofpedagogy.com/pineapple-charts/\" target=\"_blank\" rel=\"noopener\">Pineapple Charts\u003c/a> showing which teachers are doing what in each classroom. That kind of transparency can help make an \u003ca href=\"https://www.kqed.org/mindshift/33897/how-opening-up-classroom-doors-can-push-education-forward\" target=\"_blank\" rel=\"noopener\">open-door policy part of the school culture\u003c/a>.\u003c/p>\n\u003cp>“We can all learn so much from each other,” Kirr said. “Sometimes it hurts to ask for help, but that’s a human thing, and people want to help you back.”\u003c/p>\n\u003cp>When she steps back and looks at her classroom over the past several years, these ten lessons embody the core changes she thinks have stuck. And, while Kirr hopes sharing these ideas will help other teachers feel brave, she also understand that change happens differently for everyone. There are many ways to stop change from happening and she’s a firm believer that the type of shift she’s talking about has to come from an internally motivated educator.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I know when change is pushed upon you we resist. But when you choose it, it’s so much easier,” she said.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/51827/10-ways-to-start-shifting-your-classroom-practices-little-by-little","authors":["234"],"categories":["mindshift_193"],"tags":["mindshift_20784","mindshift_1040","mindshift_20861","mindshift_421","mindshift_20779"],"featImg":"mindshift_51866","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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