#vachat Archive
#vachat is a great way for Virginia educators to share teaching strategies, educational resources, and more.
Monday February 1, 2016
8:00 PM EST
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Please take a moment to introduce yourself and who you're cheering for in SuperBowl 50--or is just about the commercials.
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Christine. Elementary gifted specialist. Charlottesville. I'm in it for the commercials and the nachos.
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Evening ers, hope to see a bunch of of folks here tonight!
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Lesley Corner- AP in SC breaking into your chat. All about the commercials!
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English teacher living in AL, relocating in GA this summer...I love Super Bowl commercials. :)
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Katlyn, 8th grade ELA, TJMS, Arlington. Go Panthers! I love Cam Newton, and as a Ravens fan, rooting for Peyton feels wrong.
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Honestly reliving last year's Patriots victory!
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Food, now we are talking my language!
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Well looks like it's all about food and commercials
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English teacher living in AL, relocating to GA this summer...I love Super Bowl commercials. 🙂
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Good evening ! Formerly a middle level principal, I currently serve as Asst. Supt. and as SWO Reg. Rep.
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Rooting for Peyton IS wrong!
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Thanks for joining--as long as you're not a Bengals fan.
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Hi Margo, lower school head in Fauquier VA
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Q1: What do we really mean when we say “Personalized Learning?”
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Greetings from Southern Virginia.
Go Chicago Bears! (My favorite team and I will be watching the game from the couch!)
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Sorry about that... left me feeling elated!
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A1: Ss having choice and voice in what they learn about and how they learn it.
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Learner voice and choice. Environments are engaging, learner paths that allow for more than one way to gain knowledge and skills
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Tom from Minn, retired 40 yr HS math T
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A1: I think it's about giving Ss choices. I think how to balance choice and requirements is the convo.
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A1: student-centered; stretch not break; mastery-based
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A1: Personalized Learning is tailored 2 meet the specific learning goals of an “individual” as opposed 2 “one size fits” all models.
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A1: I'm not sure, I know what I think it is, but really, it is just opinion at this point I think others may have different thoughts
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A1: Personalized Learning includes
student choice, is individualized, is meaningful.
Comes in many sizes and shapes.
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like use of mastery based bc when we use a pacing guide that certainly isn't personalized. Learning drives pace.
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Definitely. And that'll be a little bit of tonight's theme too.
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John - HS Health/PE teacher, Charlottesville -- Cheering for Peyton because my wife said so...
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A1 I have'nt read enough about it, I need to educate myself a bit more. HOW personalized does it need to be to fit under the concept
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One of the reasons this is my favorite chat!
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A1: An environment that promotes student ownership and agency and provides students with personal pathways
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A1 is student-centered: doing what is best for Ss, at their pace, tailored to meet individual goals, etc.
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A1) Personalized learning means doing what works best for students-not the adults-in delivering instruction. https://t.co/JpYQyOQmmq
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Q1: What do we really mean when we say “Personalized Learning?”
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Me too hoping to learn from and I think that's a great question...
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Me too hoping to learn from and I think that's a great question...
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A1 personalized = communicating that student is person 1st, learner 2nd
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Vermont has developed a plan where all Ss have an ILP individualized Learning Plans... I'm not sure what is on them though.
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Lynell Powell Professional Learning Specialist, Virginia Beach. 49ers fan
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A1 So we are hearing a lot about student centered practice. What is the next step to ensure it is personalized
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Question 2 coming up in a minute on as we discuss Personalized Learning
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A1 - Personalized learning allows students to mold the standards to their interests
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I almost liked that... but, the 49ers??? Yeash, I bet and would appreciate you!
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Interesting way of presenting it. Always a challenge w/ standards and the "rest"
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Q2: Is a more Personalized Learning approach needed? Explain.
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#1 job of T? listen listen listen to Ss
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A2: Yes. We need to meet Ss where they are. Motivate and move them to where they need to be. Engage them, make them wonder.
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A2: absolutely. S's need to learn how to think and analyze, not what to think and what the right answer is.
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What does/is it going to look like? Time commitment?
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A2 It is always important to listen, observe, capture the interests of our Ss. So yes, is is needed, but I haven't seen a lot of it
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A2: When we don't, that is when Ss fail to grow--struggling and gifted.
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A2: All students should be encouraged to explore personalized learning in order to stretch! When we stretch, we learn, grow, etc...
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A2 true true true.. a v difficult to pull off in a classroom full of Ss...but the good Ts pull it off
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A2: But it has to be open to all, not just the Ss who are already doing well.
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A2: This really depends on the classroom. Are Ss engaged? Do they have freedom to pursue their own interests? Choice in assessment?
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Would be an extension of ?
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A2: yes - CDE study shows 69% increase in student engagement and 51% improved staff performance
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Absolutely but I like to think that is about the possible. Routines would be essential to pulling it off.
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And that always leaves me wondering, are we pushing for some of the tech side of PL and ignoring poor instruction
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Yes, it's not an enrichment program https://t.co/qOUBQUfEBO
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A2: But it has to be open to all, not just the Ss who are already doing well.
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right. Some equate personalized learning with 1-1 tech. Not the same thing!
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A2: I'm not convinced that we do...
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A2: Lack of = Lack of potential Ss growth, for struggling struggling and gifted Ss. It's a missed opportunity.
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Many personalized learning plans that I have seen are commercial plans that place kids in front of a computer for most of the day
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A2: Lack of = Lack of potential Ss growth, for struggling and gifted Ss. It's a missed opportunity.
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neither am I. What about Ss who lack intrinsic motivation? Totally personalizing adds a slew of complexities.
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A2: I'll say this, we spend a lot of time/resources trying to get students to take classes that are of no interest and may not need
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Computers can make pieces of it easier but should NEVER replace actual instruction & T/S interaction.
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Standards need to be the springboard, so students get in the water and make it their own
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Q3:
Will students learn more if they have more power over what they learn and how they learn?
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A2: Yes, we need to teach students to ask questions, then provide support in finding answers
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A3: I've seen Ss willing to engage in challenging work because they choose the topic. Research from 6th graders was impressive.
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What age do we start? When did you have a clue about what you wanted?
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A3: Yes learning needs to be relevant and meaningful
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Such a great question! Moving to elementary has me pondering this often.
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A3: I've also seen Ss just disengage because they're not interested in picking or deciding. They'd rather someone told them.
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Great discussion happening in !
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A2: I think good takes Ss personality into account. It should engage a student personally.
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Have had many 9th graders change their opinions and find their passions in "forced to take classes
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A3: giving students a voice in what topic they explore... PBL for example will lead to more successful students.
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Also very true. Ss don't know what they don't know and isn't that the point of school?
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A3: This depends on the S, the T, and the environment. So complex. Ss read more if they choose, but it takes lots of scaffolding
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A3: Yes. Engaging in personalized learning is similar to creating ones own major in college based on hobbies, interests, etc...
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HA, so true... or a teacher that inspires them. I'm here because of a T in a must take class!
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A3 In Montessori they're exposed to materials and thingsthat are set up to engage/spark the learning, but they choose what they want
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A3) Not sure if students will learn "more" but they will dream more & become more when empowered in school https://t.co/zCgUUlOw5s
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Q3:
Will students learn more if they have more power over what they learn and how they learn?
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A4: Many students lack ability to determine the demands and their own learning needs
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The big and probably the most important question of the night Q4 coming up
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A3 Yes students will most likely learn more as long as they have a good facilitator
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Huge reason why Im frustrated by Bills that want to take ed. out of the hands of educators.
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A3: Proof is in the pudding with our Genius Hour... students want to take charge and guide their learning
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Q4:
How do we personalize learning opportunities for students?
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A3: Is it developmentally appropriate for MS and younger to have complete control what they learn? I think balance is needed.
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Also, choice in the learning process and how they demonstrate knowledge of the content https://t.co/3aqXMzp9bX
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A3: giving students a voice in what topic they explore... PBL for example will lead to more successful students.
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Which, in students can lead to an acute imbalance of learning. Like specializing too young in a sport.
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I fight that quite a bit... It is changing a mindset with our students. Once the light goes off, they are set...
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Hopefully some of them will come to you from my class so they'll be prepared. ;)
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A4: I like to think offering many texts and options for assessment of skills personalizes my class to an extent.
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A4: Already mentioned: MakerSpaces, Genius Hour, Student Choice
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A4: Requires a LOT of upfront work. Really knowing a topic, the different pathways to learning it, how it fits w/other topics.
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A4 - Give them a voice.. have open honest conversations with them. Easier at the HS level
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Also, if every S is in front of a device controlling what and how they learn, what is the role of the teacher? Why are we here?
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A4: I think using student interest and Project based learning for Ss can help them thrive and learn the curriculum.
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Yes! PBLs have great potential but it requires a lot of upfront work that will pay off hugely in the end.
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A4 by providing tasks in which students must use their voice to demonstrate knowledge beyond the basic concept
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Silly question... but what part does Art and Poetry get to plan in this Career plan.. too often overlooked.
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A4: teachers can give a tic-tac-toe board. Ss have to complete 3 in a row for their assesment! They can be as creative as they want!
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A4: Students partner with teachers to identify goals, monitor progress and reflect on their learning
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A4: Online classes, competency-based instruction, massive and true differentiation
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Students can help design some of those choices https://t.co/kJX0fUZDbl
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A4: teachers can give a tic-tac-toe board. Ss have to complete 3 in a row for their assesment! They can be as creative as they want!
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not that different than normal lesson plans... if you are doing them right!
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I LOVE this description! Massive and true differentiation - and not just based on readiness. https://t.co/obqJyncmzG
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A4: Online classes, competency-based instruction, massive and true differentiation
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I'm writing my first "real" one. I love it, but I'm never quite sure I'm on the right track.
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It'd be great to give Ss a choice. Example: Algebra- you can do it online, with a sports focus, PBL, business, construction/tech...
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So many aspects of personalized learning are amazing- genius hour, PBL, choice... It is the extremes that are questionable
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sounds like you are on the right track!
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I think the challenge is often having to look WELL beyond what you've always done. Challenging, maybe overwhelming.
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If they "don't need them" and have no interest... why force a round peg in a square hole?
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I battle with this all the time. But do they know they don't need them and will never need them.
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idk though, I would have never taken a math class and I have to do my taxes...
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Can the classroom teacher break down the barriers to student success in those classes?
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Q5:
What are the obstacles to personalized learning?
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What if that class is history.... no need to take it or learn from it?
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Conferenced w/ a teacher today who created a project rubric based off of student-feedback, asking "what are you comfortable with?"
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A5: That's not how we do it.
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definitely overwhelming, trying small changes to lesson plans to move towards a PL approach.
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So valuable to include students in every step of their learning journey.
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Although in Albemarle County it probably is how we do it.
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A5: time needed to prep, and teacher knowledge base- hard to know all about everything to be an expert. Also, SOLs.
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A5: Buy-in: Ps, Ts, administrators, even Ss. How do you measure? (No, not everything needs to be measured, but it's an obstacle).
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A5 obstacles include all stakeholders in the process. Needs buy in at all levels
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A5: $$, online subscriptions, teacher training, admin prioritizing it and aligning vision and mission, curriculum, district support
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A5: The dreaded TTWWHADI! Lack of knowledge or shhh... PD! Time and a major shift in thinking.
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A5 yourself?! School funds. Growth mindset
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A5: Conflicting messages from above: teach a specific/standard curriculum vs be innovative and creative
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A5: the question... is it a necessity?
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A5 obstacles = most ed institutions are set up as assembly line, cookie cutters
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"Yourself"... now that is a darn accurate answer.
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A5: Not even admin, issues within dept... Not wanting to waste time with "that stuff"
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Almost time for question 6...
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Q6: Really stretch yourself...
How can we create opportunities for students to have learning driven by their personal interests?
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A6: in ELA, use true workshop model. Choice in reading and writing, but guided heavily.
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A6: You have to know your Ss. You have relinquish some control (Ack!) You have to look beyond the usual.
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A6: When I taught history, I taught the concept of revolution by playing Glen Miller, Elvis Presley, Beatles, and Sugarhill Gang.
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A6: Be open to Student interest, be excited by what we teach, be creative... a little Teach like a Pirate stuff here!
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A6: Losing some of the traditional structures of education system- like points, completion grades, that unit we teach bc we love it
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A6: You have to find the opportunities in the small, in the big. You have to ask: What do you think?
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mentioned menus. Could we give students a big menu and say choose classes from each section
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A6 Easier for some topics than others. Difficult to answer because it is a such a shift in thinking
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A6: Encourage students to expand their personalized learning reach. Provide opportunities based on their hobbies, interests, etc...
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A6 Tchrs comfort level with , the cumbersome nature of learning that is and NOT .
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A6: what if classes in core contents were themselves differentiated. ELA for STEM, ELA for arts, etc
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A6: You have to become VERY comfortable with saying, "I don't know, let's find out." Be transparent & be a learner w/Ss.
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A5 Biggest hurdles for me at this point are lack of examples of PL in practice
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Appreciate the honesty. Tried some adventurous PL in 1 class 1 yr. Failed pretty miserably
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How much instructional time should be allocated to this kind of learning community?
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Thanks for a great chat tonight. We hope to see you back here next week
