Learning Personalized: The Evolution of the Contemporary Classroom

Marc Notes: Includes bibliographical references and index.; A real-world action plan for educators to create personalized learning experiences Learning Personalized: The Evolution of the Contemporary Classroom provides teachers, administrators, and educational leaders with a clear and practical guide to personalized learning. Written by respected teachers and leading educational consultants Allison Zmuda, Greg Curtis, and Diane Ullman, this comprehensive resource explores what personalized learning looks like, how itchanges the roles and responsibilities of every stakeholder, and why it inspires innovation. The authors explain that, in order to create highly effective personalized learning experiences, a new instructional design is required that is based loosely on the traditional model of apprenticeship: learning by doing. Learning Personalized challenges educators to rethink the fundamental principles of schooling that honors students' natural willingness to play, problem solve, fail, re-imagine, and share. This groundbreaking resource: Explores the elements of personalized learning and offers a framework to achieve it Provides a roadmap for enrolling relevant stakeholders to create a personalized learning vision and reimagine new roles and responsibilities Addresses needs and provides guidance specific to the job descriptions of various types of educators, administrators, and other staff This invaluable educational resource explores a simple framework for personalized learning: co-creation, feedback, sharing, and learning that is as powerful for a teacher to re-examine classroom practice as it is for a curriculum director to reexamine the structure of courses--; Provided by publisher. Table of Contents: Foreword xi Acknowledgments xv About the Authors xvii Introduction 1 1 Making the Case for Personalized Learning 5 Disconnect between Traditional School and Preparation for a Postsecondary World 6 The Power of a Student-Driven Model 7 Contemporary Issues of Control 12 Personalized Learning Evolution 15 Conclusion and Reflective Questions 21 Works Cited 21 2 The Aims of Contemporary Schooling 23 Element 1: Disciplinary Outcomes 25 Element 2: Cross-Disciplinary Outcomes 30 Element 3: Mindsets 47 Conclusion and Reflective Questions 55 Works Cited 56 3 The Design of a Student-Driven Learning Experience 59 Element 4: Task 60 Element 5: Audience 63 Element 6: Feedback 67 Element 7: Evaluation 70 Conclusion and Reflective Questions 72 Works Cited 73 4 Tasks That Demonstrate Personalized Learning Evolution in Practice 75 Inspiration for Task Designs 76 How the Role of the Teacher Shifts 95 How the Role of the Student Shifts 103 Needed Systems and Supports beyond the Classroom 104 Conclusion and Reflective Questions 107 Work Cited 108 5 What Personalized Learning Looks Like at the Instructional Level 109 Element 8: Process 110 Element 9: Environment 119 A Day-in-the-Life Narrative 124 Conclusion and Reflective Questions 128 Work Cited 129 6 What Personalized Learning Looks Like at the Systems Level 131 Element 10: Demonstration of Learning 132 Element 11: Time 143 Element 12: Advancement 145 Conclusion and Reflective Questions 147 Works Cited 147 7 Leading the Change for Personalized Learning 149 Clearly Articulating and Creating Urgency for Personalized Learning (the ''Why'') 150 Giving Back theWork to Teachers (the ''How'') 152 Managing Change as It Is Occurring (the ''What'') 155 Conclusion and Reflective Questions 160 Works Cited 161 The Conclusion of the Era of ''One-Size-Fits-All Schooling'' 163 Appendix A: Additional Resources for Chapters 1-3 165 Appendix B: Additional Resources for Chapter 4 181 Appendix C: Additional Resources for Chapters 5 and 6 193 Appendix D: Additional Resources for Chapter 7 203 Index 209Biographical Note: ALLISON ZMUDA is an international consultant who works with schools and districts to create dynamic learning environments and author of seven books. She is founder and curator of the online community LearningPersonalized.com GREG CURTIS has worked with international schools around the world as a technology director, a curriculum and professional learning director, and a strategic planner. He currently consults on strategy, systems-based change and approaches to deep learning in private and public schools and districts. DIANE ULLMAN is Senior Director with the District Management Council, a firm that partners with educational leaders to improve student outcomes and operational efficiency. She formerly served as Superintendent in Simsbury, Connecticut schools and was the 2012 Connecticut Superintendent of the Year. Jacket Description/Back: Praise for LEARNING PERSONALIZED "Everyone talks about personalization as a goal but few people have visualized what it can realistically mean. This book helps us move beyond platitudes toward schooling that really honors learners' right to a personalized education." --Grant Wiggins,, president, Authentic Education "This important book helps educators go beyond 'personalized learning' as a buzzword to make it a reality in every classroom. An essential tool for every teacher." --Tony Wagner, author of "The Global Achievement Gap" and "Creating Innovators" "What a timely book! Educators are struggling with how to make a jump from the more traditional curriculum to one that fosters innovation, collaboration, and rigorous thinking." --Bena Kallick, educational consultant; cofounder and director, Institute for Habits of Mind "In the 21st Century, every student needs to be self-directed and self-managed. That's why the time for 'personalized learning' has finally come." --Ken Kay, chief executive officer, EdLeader21; founding president, Partnership for 21st Century Skills; co'author, with Valerie Greenhill, of "The Leader's Guide to 21st Century Education: 7 Steps for Schools and Districts" "For educators who want to invest in personalized learning to more deeply engage and challenge students, this book offers a balanced overview of the terrain, as well as clear and helpful definitions, structures, and strategies." --Ron Berger, chief academic officer, Expeditionary Learning Imagine inquisitive students, invigorated teachers, and schools that not only meet standards but create growth outcomes that put students within reach of their goals. This is the vision of personalized learning--an approach to education founded in collaborative conversations where students are no longer bystanders in their own development. "Learning Personalized" is a clear guide that explains the what, when, where, and how of personalized education, so you can bring this powerful learning framework to your school. Publisher Marketing: A real-world action plan for educators to create personalized learning experiences "Learning Personalized: The Evolution of the Contemporary Classroom" provides teachers, administrators, and educational leaders with a clear and practical guide to personalized learning. Written by respected teachers and leading educational consultants Allison Zmuda, Greg Curtis, and Diane Ullman, this comprehensive resource explores what personalized learning looks like, how it changes the roles and responsibilities of every stakeholder, and why it inspires innovation. The authors explain that, in order to create highly effective personalized learning experiences, a new instructional design is required that is based loosely on the traditional model of apprenticeship: learning by doing. "Learning Personalized" challenges educators to rethink the fundamental principles of schooling that honors students' natural willingness to play, problem solve, fail, re-imagine, and share. This groundbreaking resource: Explores the elements of personalized learning and offers a framework to achieve it Provides a roadmap for enrolling relevant stakeholders to create a personalized learning vision and reimagine new roles and responsibilities Addresses needs and provides guidance specific to the job descriptions of various types of educators, administrators, and other staff This invaluable educational resource explores a simple framework for personalized learning: co-creation, feedback, sharing, and learning that is as powerful for a teacher to re-examine classroom practice as it is for a curriculum director to reexamine the structure of courses.

Contributor Bio:  Zmuda, Allison ALLISON ZMUDA is a faculty member in the Understanding by Design cadre for the Association for Supervision and Curriculum Development, a staff consultant for Education connection in Litchfield, Connecticut and operates her own consulting firm, The Competent Classroom, LLC. Contributor Bio:  Curtis, Greg Greg Curtis was born in New Zealand, land of the long white cloud and small flightless birds. He grew up in the city of Wellington, renown for its high winds and the almost magical ability of rain and sleet to be lifted off the street and blasted into one's face. After eighteen years of suffering the cold and wet, he was finally blown away in a particularly bad storm to settle far away as a student, for more years then most would ever admit to. Then finally when the universities pronounced him done he became an overqualified and underpaid worker in the health sector, (aren't we all). He has lived in the city of Rotorua, one of the very few places in the world where people have actually chosen to reside beside active geysers and breath air that reeks of sulphur, for the past fifteen years. He works by day for his daily bread by speaking to people about their various diarrhoeal illnesses. While at night he toils away on his books. When not engaged in his great passions of reading and writing science fiction and fantasy, drinking strong black coffee (some call it tar), and consuming copious amounts of chocolate (dark naturally), he lives a quiet life of contemplation as the high priest to his two cats. His duties include worshipping them with regular gifts of food, the occasional grooming and providing them with a warm dry place to sleep. They in turn look down upon him with typical feline disdain, but occasionally deign to bring him gifts of headless vermin, - as a warning. In a desperate bid to understand the meaning of his life, he has recently started studying philosophy, particularly metaphysics, and come to a startling conclusion. God is a cat! Cheers and be good or don't get caught. Greg.