Lesson Design for Personalized Learning

Lesson Design for Personalized Learning

0.25 USBE Credits
This microcredential focuses on the lesson planning skills necessary to design effective personalized learning experiences. Purposeful planning is crucial to achieve the necessary elements of personalized learning, including learner voice and choice in time, path, pace, and place of learning.

DESCRIPTION

To earn this 0.25 USBE Credit microcredential you will submit one evidence item to demonstrate your skills in lesson design for personalized learning. You will also submit a reflection. Click the Earn This Microcredential button for more information.

FEES

You will be charged $20 by the badge provider. You'll be charged at the point you submit your badge for final review.

CLARIFICATIONS

Effective personalized learning experiences require careful forethought and planning. Educators cannot simply inject random elements of student choice--such as flexible seating--into tradition instructional approaches to achieve personalization.

IMPORTANT TERMS

Personalized Learning : Tailoring instruction for each learner's strengths, needs and interests, including enabling student voice and choice in time, path, pace, and place of learning, to provide flexibility and supports to ensure mastery of standards.

Blended Learning: A formal education program in which learning takes place at least in part through online resources, with some element of learner control over time, place, path, and/or pace; at least in part in a supervised brick-and-mortar location away from home; and the modalities along each learner's path within a course or subject are connected to provide an integrated learning experience.

Competency-Based Learning: Ten distinguishing features of competency-based education follow: Purpose and Culture 1. Learner success outcomes are designed around preparation for college, career and lifelong learning. 2. District and school make commitment to be responsible for all learners mastering learning expectations. 3. Districts and schools nurture empowering, inclusive cultures of learning. Pedagogy 4. Learners receive timely and differentiated instruction and support. 5. Research-informed pedagogical principles emphasize meeting learners where they are and building intrinsic motivation. 6. Assessments are embedded in the personalized learning cycle and aligned to outcomes including the transfer of knowledge and skills. Structure 7. Mechanisms are in place to ensure consistency in expectations of what it means to master knowledge and skills. 8. Schools and districts value transparency with clear and explicit expectations of what is to be learned, the level of performance for master, and how learners are progressing. 9. Strategies for communicating progress support the learning process and learner success. 10. Learners advance based on attainment of learning expectations (master) through personalized learning pathways.

Framework: Provide a structure or lens through which to consider lesson planning or a view for teaching and learning; helps us understand what teaching and learning should or can look like and help us move toward a more meaningful blended instruction. Also provides a common language to help guide and further understanding.

Model: Provides a replicable, content-independent way to describe how learners interact with content. They can be implemented at different levels (e.g., school-wide, grade-wide, classroom-specific) depending on the goals of a blended learning initiative.

Student-Centered: Refers to a wide variety of educational programs, learning experiences, instructional approaches, and academic-support strategies that are intended to address the distinct learning needs, interests, aspirations, or cultural backgrounds of individual learners and groups of learners. To accomplish this goal, schools, teachers, guidance counselors, and other educational specialists may employ a wide variety of educational methods, from modifying assignments and instructional strategies in the classroom to entirely redesigning the ways in which learners are grouped and taught in a school.

Classroom Culture: Refers to the beliefs, perceptions, relationships, attitudes, and written and unwritten rules that shape and influence every aspect of how a classroom functions. The term also encompasses more concrete issues such as the physical and emotional safety of learners, the orderliness of classrooms and public spaces, or the degree to which a school embraces and empowers learners.

BACKGROUND SCENARIO

Ms. B. has been teaching for several years, feels like she knows her stuff, and is ready to try a blended, personalized lesson. She has no lesson plan but has a list of ideas she wants to incorporate during the class period. Without that clear plan of where to start, where to go, and how to get there, she simply hopes it will go well. However, due to the lack of structure and preparation, it unfortunately does not go well. There is no starter or hook to grab the students’ attention, transitions are messy and take longer than needed, and the activities have little or no directions to help her students succeed. Ms. B. also does not include any formative assessments to check for understanding.

Fortunately, Ms. B. has a growth mindset and is resilient. Realizing that her students need structure, objectives, and the tools necessary to succeed with personalized learning, Ms. B. sits down and goes through the process of planning for her next class. She identifies her learning goals, and ensures that the assessment and activities she wants to use align with that goal. She identifies tech and other tools necessary for success, plans how students will access and use them, and puts it all into a structured lesson plan. During her next class she is confident, organized, shares clear learning outcomes and success criteria with the class, and is able to mentor on a student-to-student basis. As a result, her students feel calm and organized, are able to learn at their own pace, and have the opportunity to collaborate meaningfully.

EVIDENCE OPTIONS

Video: Submit a video of your instruction of a multi-day unit that incorporates personalized learning. This video should be 6-10 minutes in length, and should be a montage of key points during your instruction over multiple days.
The video of your unit should include the following elements:
1. Learner voice and choice in time, path, pace, and place of learning.
2. Formative checks throughout instruction to help the educator and learners gauge progress.
3. Clear objectives with aligned assessments and learning activities.
This video should demonstrate your consistent and effective use of personalized learning in your instruction.

Unit Plan: Submit a unit plan that incorporates personalized learning. Include at least three lesson plans with the unit. You may use the unit and lesson plan templates included in the Resources section, or you may use different templates.
Your unit plan should include the following elements:
1. Learner voice and choice in time, path, pace, and place of learning.
2. Formative checks throughout instruction to help the educator and learners gauge progress.
3. Clear objectives with aligned assessments and learning activities.
This unit plan should demonstrate your consistent and effective use of personalized learning in your instruction.

Candidate's Choice: Submit another type of evidence to demonstrate your consistent and effective use of personalized learning in your instruction. This evidence should demonstrate that your instruction includes the following elements:
1. Learner voice and choice in time, path, pace, and place of learning.
2. Formative checks throughout instruction to help the educator and learners gauge progress.
3. Clear objectives with aligned assessments and learning activities.

Candidates are required to make 1 evidence submission(s).

Review Criteria

Criterion 1: Evidence demonstrates effective and consistent incorporation of learner voice and choice in the time, path, place, and/or pace of learning.

Criterion 2: Evidence demonstrates effective and consistent formative checks throughout instruction to help both the educator and the learners gauge progress.

Criterion 3: Evidence demonstrates a clear alignment of objectives, assessments, and learning activities.

REFLECTION PROMPTS

  1. Describe some of the components or elements of personalized learning that you incorporate in a typical lesson or unit plan.

  2. Explain how learners benefit from the personalized learning experiences you include in lesson and unit plans.

  3. What goals do you have as a instructor in designing more personalized learning lessons or units? What steps will you take to meet those goals?

Review Criteria

Criterion 1: Reflection demonstrates effective and consistent incorporation of learner voice and choice in the time, path, place, and/or pace of learning.

Criterion 2: Reflection demonstrates effective and consistent formative checks throughout instruction to help both the educator and the learners gauge progress.

Criterion 3: Reflection demonstrates a clear alignment of objectives, assessments, and learning activities.

RESOURCES

Bold School: Old School Wisdom + New School Technologies = Blended Learning That Works by Weston Kieschnick
Find it on Amazon.com
Technology is awesome. Teachers are better. Blending new technologies into instruction is a non-negotiable if we are to help our students gain these skills they will need to thrive in careers. And so too is educators' old school wisdom in planning intentional blended learning that works: Bold school thinkers embrace Blended pedagogies and Old school wisdom. In Bold School blended learning is demystified and distilled into the powerful, yet simple Bold School Framework for Strategic Blended Learning to help you enhance your instruction and learning.

Building Personalized Learning Environments
https://www.advanc-ed.org/source/building-personalized-learning-environments
The idea of creating environments that are learner-centered sounds attractive. However, developing a culture around learners and building systems to support learner-centered environments takes time and a process.

Personalized Learning at its Best
https://www.edutopia.org/article/personalized-learning-its-best
Technology can be an incredible resource in personalizing education, but it isn’t sufficient—teachers need proper support to implement it.

Personalized Learning Guide
https://www.edelements.com/personalized-learning
A comprehensive Personalized Learning Guide for Educators, Administrators, and Parents.

Personalized Learning Lesson Plan Template
https://drive.google.com/open?id=13YXof9iLd7yxFoPgQ_tshWHfNKbmNRe5
You may use this template for the Lesson Plan evidence option.

Personalized Learning Toolkit
https://www.k12northstar.org/cms/lib/AK01901510/Centricity/Domain/3576/Personalized-Learning-Teacher-Toolkit.pdf
The purpose of this toolkit is to provide an introduction to Personalized and Blended Learning for teachers that are just starting to embrace the idea and for those who need a little more information to delve further.

Personalized Learning Unit Plan Template
https://drive.google.com/open?id=1Uqc3XtBI2-DGmo24tEb9Ac75tYeLy4Kv
You may use this template for the Unit Plan evidence option.

Personalized Learning: What You Need to Know
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/personalized-learning-what-you-need-to-know
An “At a Glance” of what Personalized Learning is and what it should look like.

BADGE EARNERS

Reta Baughman
Reta Baughman
Elyse Brown
Elyse Brown
Kylie Burgess
Kylie Burgess
Shawn Gardner
Shawn Gardner
Victoria Green
Victoria Green
Kelcey Howell
Kelcey Howell
Kortnie Morgan
Kortnie Morgan
Shana Nye
Shana Nye
Delain Orth
Delain Orth
Susanna Rabe
Susanna Rabe
Stephanie Sellers
Stephanie Sellers

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