Let It Go: 13 Things to Consider When Personalizing Learning
My most EPIC FAILURE TO DATE in the classroom was my first experience with our classroom fish tank. I inherited the river flow fish tank the day I started teaching AP Environmental Science. The first year our class was content with setting it up and maintaining live plants in it. For our learners the second year, that wasn't enough. They spoke and they wanted live critters in the tank. I took their input seriously and that's when I started to research. This was my FIRST mistake. Why was I the one doing the research?
Before making a decision on how to proceed, I went to various fish stores and had conversations with the employees that worked there. I must have spent hours doing this. My SECOND mistake; I didn't allow the learners to own this project. Looking back, I bet some of the learners in our classroom knew more than some of the people I was talking to at the fish stores. Finally, I thought I had it. I secured a small heater and my sister and I went on a Saturday to pick up the critters. My THIRD mistake: Why was I the one picking out the critters for the tank? We decided to go back and add a few more and we thought we were all good to go. Little did we realize, we already had to perform a rescue as one of the black molly fish got stuck in a plant as it flowed downstream. I'm sure you can sense where this is going. There was a fourth mistake, involving a full out critter rescue! The fish were stressed from trying to swim against the current, the guppies got swallowed up by the filter, and one of the dwarf aquatic frogs got stuck between the plastic and the glass as there was a gap in the silicone sealant that attached the plastic to the tank.
My biggest failure in this experience was not allowing learners more VOICE and ownership in this project. I failed in my unwillingness to give up control, in my fear of failure. On a positive note, I failed BIG in front of a large audience and this project turned out to be the best Teacher Genius Hour Project, yet there was a more valuable lesson in this entire experience:
As I continue to co-create personalized learning opportunities, these are the 13 most important points that I would recommend to someone that is first starting out or is already knee deep in the trenches.
1. First personalize YOUR learning. I found that attending edcamps, reading books, blogs, and choosing my own learning opportunities allowed me to better understand how to approach this with the learners in front of me. Keep in mind that there is not a one-size fits all method or approach to personalizing learning.
2. Think BIG while starting SMALL. This is not something that happens overnight. It often involves some intense thought and planning. Start by leading with the WHY? and creating a vision for where you want to go.
3. Personalizing learning can be best described, rather than defined. Personalizing Learning requires a shift in mindset. It requires you to be more learner-centered, involving the learner as co-creator of their learning.
4. Involve learners from day ONE. Some of my best lessons and experiences in the classroom were co-created with learners. I always start the year with a Google Form survey and collaborative activities in an attempt to get to know learners' interests and passions.
5. There is POWER in having a team to collaborate with. This is no small undertaking; it is very challenging, yet not impossible to do alone. Surround yourself with others that will support you, celebrate with you, and challenge your thinking.
6. Think interdisciplinary. Some of the greatest learning experiences are ones that demonstrate interdisciplinary connections. Also look for authentic/real learning opportunities.
7. Find a UNIT where you explore by putting your toes in the water. For some, it is helpful to start small and plan personalized opportunities within a unit to build confidence before scaling it up. Keep in mind: personalizing learning does not mean giving up all control to the learners.
8. Expect greaterplanning upfront. I think "anticipating" is a better word. If you are the type of person that has to dot your i's and cross your t's, this experience might be outright uncomfortable and scary. If you are truly personalizing, it's nearly impossible to "plan" everything upfront.
9. Focus on standards and skills to drive the learning. This will allow for greater learner VOICE and will help to engage your learners.
10. Expect failure. Failure allows for growth both for the learner and for the teacher!
11. Learner interests should help to inform decision making. If were are truly personalizing, we are allowing for learner voice and providing opportunities for authentic learning experiences.
12. Support one another in creating a room of experts. Be prepared to give up control. The learners may be leading one another in some of the learning.
13. Utilize self-assessment to grow learner ownership. Self-assessment, self-reflection, and feedback are important parts of the process and must not be forgotten about. The combination of these three things will help elicit more ownership on behalf of the learner.
Before making a decision on how to proceed, I went to various fish stores and had conversations with the employees that worked there. I must have spent hours doing this. My SECOND mistake; I didn't allow the learners to own this project. Looking back, I bet some of the learners in our classroom knew more than some of the people I was talking to at the fish stores. Finally, I thought I had it. I secured a small heater and my sister and I went on a Saturday to pick up the critters. My THIRD mistake: Why was I the one picking out the critters for the tank? We decided to go back and add a few more and we thought we were all good to go. Little did we realize, we already had to perform a rescue as one of the black molly fish got stuck in a plant as it flowed downstream. I'm sure you can sense where this is going. There was a fourth mistake, involving a full out critter rescue! The fish were stressed from trying to swim against the current, the guppies got swallowed up by the filter, and one of the dwarf aquatic frogs got stuck between the plastic and the glass as there was a gap in the silicone sealant that attached the plastic to the tank.
My biggest failure in this experience was not allowing learners more VOICE and ownership in this project. I failed in my unwillingness to give up control, in my fear of failure. On a positive note, I failed BIG in front of a large audience and this project turned out to be the best Teacher Genius Hour Project, yet there was a more valuable lesson in this entire experience:
"This would be the last time that I would allow myself to fail in the classroom, by not giving up control of the learning to the learners."
As I continue to co-create personalized learning opportunities, these are the 13 most important points that I would recommend to someone that is first starting out or is already knee deep in the trenches.
1. First personalize YOUR learning. I found that attending edcamps, reading books, blogs, and choosing my own learning opportunities allowed me to better understand how to approach this with the learners in front of me. Keep in mind that there is not a one-size fits all method or approach to personalizing learning.
2. Think BIG while starting SMALL. This is not something that happens overnight. It often involves some intense thought and planning. Start by leading with the WHY? and creating a vision for where you want to go.
3. Personalizing learning can be best described, rather than defined. Personalizing Learning requires a shift in mindset. It requires you to be more learner-centered, involving the learner as co-creator of their learning.
4. Involve learners from day ONE. Some of my best lessons and experiences in the classroom were co-created with learners. I always start the year with a Google Form survey and collaborative activities in an attempt to get to know learners' interests and passions.
5. There is POWER in having a team to collaborate with. This is no small undertaking; it is very challenging, yet not impossible to do alone. Surround yourself with others that will support you, celebrate with you, and challenge your thinking.
6. Think interdisciplinary. Some of the greatest learning experiences are ones that demonstrate interdisciplinary connections. Also look for authentic/real learning opportunities.
7. Find a UNIT where you explore by putting your toes in the water. For some, it is helpful to start small and plan personalized opportunities within a unit to build confidence before scaling it up. Keep in mind: personalizing learning does not mean giving up all control to the learners.
8. Expect greater
9. Focus on standards and skills to drive the learning. This will allow for greater learner VOICE and will help to engage your learners.
10. Expect failure. Failure allows for growth both for the learner and for the teacher!
11. Learner interests should help to inform decision making. If were are truly personalizing, we are allowing for learner voice and providing opportunities for authentic learning experiences.
12. Support one another in creating a room of experts. Be prepared to give up control. The learners may be leading one another in some of the learning.
13. Utilize self-assessment to grow learner ownership. Self-assessment, self-reflection, and feedback are important parts of the process and must not be forgotten about. The combination of these three things will help elicit more ownership on behalf of the learner.
Find the courage within and you might find yourself singing along:
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