2025 Weekly

Learning Goals: April 17

Participants will:

• Participate in workshop;

• Review elements of professional learning networks and resources;

• Consider teacher self-care and how to support sustainable teaching careers;

• Share progress on Action Research.

Learning Tasks: 

DUE Thursday, May 1

Reading/Viewing (60 Minutes)

• Vermont Educational Quality Standards (EQS) To be Adopted July, 2025

• Chapter 5, Make Learning Personal

• Make Learning Personal Study Guide Comments, Chapter 5

Construction

• Participants should be working on Personal Learning Plan, presentation of Action Research and Final Presentation

Teaching Episode Reflection 

If you taught this week, please write a reflection of less than 250 words. Consider these questions.

• • Did your lesson or workshop meet the learning targets?

  • What personalized learning strategies did you use? Were they successful? How do you know?

  • What did you learn from the feedback? 

  • What would you do differently if you were to teach this lesson again?

Register:

• Sign up for a consultation if needed!

Learning Goals: April 10

Participants will:

• Participate in workshop focused on project based learning;

• Review principles of Universal Design for Learning;

• Explores issues of technology, digital citizenship and the personalization of remote learning;

• Share progress on Action Research.

Learning Tasks: 

DUE Thursday, April 17

Reading/Viewing (90 Minutes)

STUDENT AGENCY

Pre-Work

• Article: Democracy at Risk // Deborah Meier  

  • pages 3-4

• Podcast: 

  • ON THE PODCAST: Cultivating Student Agency | Heinemann? 

• Article: The Promise, Power, and Practice of Student Agency 

• Article: Teacher Moves That Cultivate Learner Agency 

• Student Agency 

• TED Talk: Building Student Identity and Agency | Dr. Dominique Smith | TEDxFieldstoneDriveED 

• Quiz: What's Your Learning Style? - EducationPlanner

• Quiz: VARK How do you Learn Best?

  • How to get the most out of your VARK® results 

Writing (30 Minutes)

• Please address the weekly prompt.

• Teaching Episode Reflection: If you taught this week, please write a reflection of less than 250 words. Consider these questions.

  • Did your lesson or workshop meet the learning targets?

  • What personalized learning strategies did you use? Were they successful? How do you know?

  • What did you learn from the feedback? 

  • What would you do differently if you were to teach this lesson again?

Register:

• Sign up for a consultation if needed!

Learning Goals: April 3

Participants will:

• Participate in workshop focused on learning menus;

• Review elements and examples flexible pathways;

• Explore and discuss elements of family communication and connecting school to community.

Learning Tasks: 

DUE Thursday, April 10

Reading/Viewing (90 Minutes)

• Project-Based Learning: Raising Student Achievement for All Learners- edutopia

• "Doing a Project" vs. Project Based Learning- PBL Works

• 10 Ready-to-Borrow Project Ideas- edutopia

• Chapter 4, pages, 132-162 Make Learning Personal 

• Make Learning Personal Study Guide Comments, Chapters 4

Writing (30 Minutes)

• Please address the weekly prompt.

• Teaching Episode Reflection: If you taught this week, please write a reflection of less than 250 words. Consider these questions.

  • Did your lesson or workshop meet the learning targets?

  • What personalized learning strategies did you use? Were they successful? How do you know?

  • What did you learn from the feedback? 

  • What would you do differently if you were to teach this lesson again?

Review (10 Minutes):

• Final Project Criteria

• Final Project Rubric

• Sign up for a consultation if needed!

Learning Goals: March 20

Participants will:

• Demonstrate knowledge and comprehension of proficiency based learning;

• Continue reviewing equity implications of personalized learning;

• Identify different elements of project based learning;

• Report out on their action research progress.

Learning Tasks: 

DUE Thursday, March 27

Reading/Viewing (90 Minutes)

• What Makes For Good Goal Setting

• Help Students Set Goals

• Stop Setting Goals?

• Setting Goals That Matter

• Using Project Based Learning to Encourage Interdisciplinary Work

• Chapter 4, pages, 111-131 Make Learning Personal 

Writing (30 Minutes)

• Please address the weekly prompt.

Action Research

• Continue implementation of AR project.

Learning Goals: March 13

Participants will:

• Demonstrate knowledge and comprehension of proficiency based learning;

• Continue reviewing equity implications of personalized learning;

• Report out on their action research progress.

Learning Tasks: 

DUE Thursday, March 20

Reading/Viewing (90 Minutes)

• What is Proficiency Based Learning?

• Vermont Proficiency Based Grading Practices

• Goals: Article

• Explore: Rigorous Project Based Learning

Optional

• Project Based Learning: A Student Centered Approach

Writing (30 Minutes)

• Please address the weekly prompt.

Action Research

• Continue implementation of AR project.

Week 4

Learning Goals: February 6

Participants will:

• Review: Three Pillars of personalization, Frameworks for Personalized Learning, elements of PLPs;

• Participants will be introduced to a personalized learning progression;

• Participants will be encouraged to begin considering how they might integrate elements of personalized learning into their practice;

• Begin formulating a plan for a personalized learning action research project to be implemented in their learning community.

Week 3

Learning Goals: January 30

Participants will:

• Communicate and Present Findings: Educational Initiatives/Theory Mini-Project

• Review three pillars of Act 77 and personalized learning frameworks.

• Start constructing a PLP.

Learning Tasks: 

DUE Thursday, February 6

Construct (60 minutes)

• Using the examples provided in class, begin creating a personalized learning plan that includes: Biography, possible Goals, Reflection, Evidence, and Resources (PLN) pages.

• Use this graphic for reference.

Reading 45 Minutes

• Chapter 1, Make Learning Personal

• Tarrant Institute for Innovative Education: PLPs

Writing (45 minutes)

• Please address the weekly prompt.

Thinking (15 minutes)

• Consider a possible personalized learning project that you might implement in your learning environment.

Learning Goals 

Participants will:

• • • • Participants will collaborate and work with others to review the readings. 

      • Participants will develop a deeper understanding of the “why” behind Act 77 and educational initiatives that have superseded Act 77.

      • Participant continues to develop or refine definition of personalized learning.

Learning Tasks: DUE Thursday, January 30th

READ (15 minutes)

• • • • Personalized Learning Overview

      • Celebrating 10 Years of Flexible Pathways Legislation

WRITE (30 Minutes)

• • • • A reflection that addresses the weekly prompt.

Project (120 Minutes)

• • • • Educational Philosophy Initiative Presentation

Week 1

Learning Goals 

Participants will:

• • • • Begin developing an understanding/definition of personalized learning as well as prior educational initiatives that have influenced Act 77.

      • Review the website and relevant links.

      • Explore the Three Pillars Learning Module

Learning Tasks: DUE Thursday, January 23

READ (45 minutes)

• • • • "What is Personalized Learning?"

      •  "Roots of Act 77"

      • Personalized Learning: Adult Framework

      • A Vermont Plan For Education

WRITE (30 Minutes)

• • • • A reflection that addresses the weekly prompt.

REVIEW (60 Minutes) -- Please explore the following learning module. Note that although it often applies to middle and secondary students, how might we be preparing our youngest students to take advantage of future opportunities?

• • • • Three Pillars of Personalized Learning