Authentic Rubrics & Learning Progression

Learning Progression

This sounds far more complicated than it really is.  Learning progression can be the whole year (scope & sequence) or by standard (proficiency scale).

Whole Year-- Students are given math trackers in their data binder to keep track of their pre-test and post-test of all of the math standards throughout the whole year.  After they have done all of the prerequisite standards, they are allowed to pick which standards they would like to work on.

Above each unit, they chart their pre-test on that standard or group of standards.  When they take their pre-test, they know which activities they have to complete (Level 1, 2, 3, or 4--We will get into next.)

Proficiency Scales-- Proficiency Scales break the standard down into Level 3- The standard, Level 2- Near the Standard, Level 1- Only done with help from teacher, or Level 4- Above the standard.  For example:

It is easiest to start with a three and work your way down or up depending on the standard.

Created by: Jason Kraeger (Pinehurst Elementary School)

Learning Plans-- The next step is aligning activities to each part of the proficiency scale.  This will allow students to use their pre-test scores to work in the level of learning that they need.  For example, if they score a 2 on a pre-test, then they only work on level 3 activities.

You can also incorporate learning styles and activities to allow the students to choose which activities will align to their learning styles.

Inquiry-Based Learning-- Students are allowed to work in cooperative groups (GROUP SOP needed for this) and students will work through their trackers that incorporate unpacking, webquest, aligned activities, assessments, project based, etc.

Unit of Study where students can keep track of the proficiency scale, assessment data, & activities from tracker.

 Tracker

After the assessment, students can either do reinforcement or application tasks depending on what score they received.  Score 1 or 2- Reinforcement of Standard  Score 3 or 4- Application of Standard

Science/ELA are combined through the entire learning unit.

Next post-- Authentic Learning

Student-Centered Classroom/ Student Agency

Student Agency

The entire essence of Personalized Learning derives from creating an educational situation where the students control most aspects of their learning and their environment.  Student agency, when done effectively, should last throughout the rest of the student's life.  Check out the students perspective from this article:  'Student Agency' is Not Something You Give or Take by:  Andrew Rikard.  We all dream of a classroom that can essentially run itself, fostering student agency will truly make that happen.  Now the question is HOW to we empower students and trust that they make decisions that will yield the best educational outcome?

1.  Environment and Culture & Climate posts have already focused on how students have input to who they want their classroom to look, feel, and sound.  We display our current Shared Vision, Code of Cooperation, & Behavior Matrix and refer to it when needed.

Up Close View of Behavior Matrix

We additionally make new SOPs when problems arise in the classroom.

2.  Learning--- So, how does this transfer to learning?!  When we first started, we did not see the immediate connection between the culture and climate & learning.  But when students have options in their environment, it is easier for them to make good choices when you give them choices during learning experiences.  We first start off by doing a learning inventory to see who the students learn best.  There are multiple ones out there, just find one that works for you.  Then you can create activities for students do choose from based on their preferred learning style.

3.  Self-Paced--- Self-Pacing is one of my student's favorites.  They are allowed to create their own schedule during the day and set meeting times for group and collaborative projects.  This is something I did not attempt to tackle for almost two years but it is one of the student's favorite.  Even better, it makes sub-plans REALLY easy! 

Next Blog Post-- Student Learning Progressions

Culture & Climate

As you continue into your transition into Personalized Learning, it is imperative to spend as much time cultivating the culture and climate within the classroom.  At full implementation, the students should have as much say in their environment (climate) and interactions with one another (culture).  These two terms are used together but do mean drastically different things.  According to Merriam-Webster culture means, "1.  beliefs, customs of a particular society, group, place or time  2.  a particular society that has its own beliefs, ways of life, art, etc.  3. a way of thinking, behaving, or working that exists in a place or organization."  All 3 definitions play a large factor in classroom culture.

In a personalized learning class creating a culture is done through many artifacts:
1.  Shared Vision~ Answers the question why we are here at school?  Establishing a shared vision is done through various formats... unpacking your school's current vision, 5 Why's (ask students why we come to school, turn their answer into the next question... continue 5 or more times to have one sentence on why they are here),  etc.  Your goal is to create an overarching ideal of why school is important.  Keep this posted in your classroom and refer to it when needed.


2.  Code of Cooperation~ Answers the question how are we going to obtain our vision? Students devise a list of behaviors that are needed to make sure the vision occurs.  This can be done through the Affinity Process.  Ask students, "If you were in the perfect classroom, what would you see, hear, and feel?"  Have students write responses individually on post it notes (one idea per post-it note).  After, have students combine their post-it notes then each pile then gets a title.

(This one was from 2 years ago.  No updates yet because our poster maker is broken!)

 3.  Behavior Matrix~ Answers the question what do those behaviors look like?  The matrix is an intricate part to Personalized Learning, make sure the students understand this because it will transfer into academics eventually.  Matrix levels are:  Level 4- Advanced, Level 3- Proficient, Level 2- Developing, Level 1-Emerging.  You can play with the language depending on your grade level.  Students will generate expected behaviors at a all levels.  It is easiest to do level 3 first, level 4, level 1, then level 2.  Students will use this to track their behavior.



                     Students will begin tracking their behavior to start getting behavior goals.


4.  SOPs~Standard Operating Procedures (SOPs) allow students to know expected routines.  These again are created as a class and have student input.  These can be done for a variety of things... Morning Routine, Library Books, Lunch, Sharpening Pencils, etc.

Next post~ Culture & Climate continued and Academics

Where To Start?!

Why PL? 
     Want your students to be more intrinsically motivated?  Want your students to retain information better?  Want to create the strongest sense of community in your classroom?  Want students to be in charge of their environment and their learning?  Want to get to know your students better?..... Congrats... You are ready to go Personalized Learning!

How?
     There are many educators that have heard of Personalized Learning (PL) and know the research on why you should transform your teaching practices but, very limited resources on HOW to implement Personalized Learning.  As a way to support new PL teachers, this year, I decided to chronicle the steps that I take to create a highly PL implementing classroom.  

Before the students arrive!
     Create the environment YOU want to learn in!  When you work at home... do you sit at a desk for hours on end?  Honestly, I'm usually in my pjs on the couch!  When we have PDs, I can't sit still and often can't follow every word the presenter is saying due to lower engagement.  Throughout the last 3 years, I have transformed my classroom into an environment that has flexible seating.  I will post the progression depending on the furniture you have within your room.

Year 1-- I had my class in groups still having desk.  Sorry for the lack of pictures for this one... that was 4 years ago!

Year 2--
Goodbye Desk!  I begged and pleaded with teachers that had tables and I was lucky enough to have one who wanted desks instead of tables!  And those awesome green kid recliners came from donors choose.org  Tables supported a more collaborative environment for my students.  

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Year 2--After a visit to a Montessori Classroom... PL is very similar to Montessori... I like to consider it a more structured Montessori.  I loved how everyone had their own area and were mostly on the floor.  I came back and with help from my student teacher, we took legs off tables, grabbed pillows from home, moved carpets around, etc.  The transformation was HUGE and the kids LOVED it!!!

Year 3---
Due to our Race To The Top Grant, a few of the classrooms were given the opportunity to pick out collaborative furniture.  (There are numerous grants you can write if you are interested in getting collaborative furniture.)  The premise with it is that it can be moved to make groups or to break off and work independently.  

Year 4--- It's all about giving the kids' options for where to sit and what will work best for them at that point in their learning.  I decided (with the help of my brilliant colleague and friend) to center my classroom around fairy tales.  Most likely, I will NOT ever redesign my classroom because I am in LOVE with it!  Still have a few projects left and will post more later but, here is a sneak peak!  

Next Blog Post--- Culture & Climate Week 1