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Week 10: Personalized and Project Based Learning
Week 10: Personalized and Project Based Learning
Week 10
Week 10
Learning Goals: March 26
Participants will:
Review goal-setting;
Discuss and debate benefits and challenges of project-based learning;
Review recent feedback from students and identify themes related to personalized and proficiency based learning.
Learning Tasks:
DUE Thursday, April 2
Read, Watch and Review (120 Minutes)
UDL Presentation
Crash Course of UDL with Katie Novak
CAST website
Writing (30 minutes)
Please respond to the Weekly Writing Prompt.
Planning and Implementation (30 minutes)
Participants should continue planning for action research project including implementation timeline, identification of data to be collected and links to personalized learning.
Week 9: Trauma Informed Education, Setting Goals and PLPs
Week 9: Trauma Informed Education, Setting Goals and PLPs
Week 9
Week 9
Learning Goals: March 12
Participants will:
Review and explore trauma-informed instruction;
Begin consideration of goal-setting, particular in the context of academic and behavioral performance;
Review how PLPs can be used to demonstrate evidence of growth, learning and progress towards goals.
Learning Tasks:
DUE Thursday, March 26
Read, Watch and Review (120 Minutes)
The Effect of Project Based Learning on 2nd Grade Science Literacy
Using Project Based Learning to Encourage Interdisciplinary Work
Project-Based Learning: Raising Student Achievement for All Learners-
"Doing a Project" vs. Project Based Learning- PBL Works
Chapter 5, Make Learning Personal
Writing (30 minutes)
Please respond to the Weekly Writing Prompt.
Planning and Implementation (30 minutes)
Participants should continue planning for action research project including implementation timeline, identification of data to be collected and links to personalized learning.
Week 8: Proficiency, Assessment and PLP Integration
Week 8: Proficiency, Assessment and PLP Integration
Week 8
Week 8
Learning Goals: March 5
Participants will:
Continue exploring proficiency based learning and assessment;
Identify the intervention system: Multi Tiered Student Supports (MTSS) used to support students when they are not proficient;
Review proficiency based assessment and;
Explore trauma informed education practices.
Learning Tasks:
DUE Thursday, March 12
Read, Watch and Review (90 Minutes)
Writing (20 minutes)
Planning and Implementation (30 minutes)
Participants should continue planning for action research project including implementation timeline, identification of data to be collected and links to personalized learning.
Week 7: Creating an Equity Plan and Proficiency Based Learning
Week 7: Creating an Equity Plan and Proficiency Based Learning
Week 7
Week 7
Learning Goals: February 26
Participants will:
Review educational equity, equity considerations and foundations for the creation of an equity plan.
Begin exploring proficiency based learning and how proficiency based learning integrates with personalized learning and flexible pathways.
Learning Tasks:
DUE Thursday, March 5
Reading 60 Minutes
Chapter 4, Make Learning Personal
Review (30 minutes)
Complete
Writing (45 minutes)
Planning and Implementation (20 minutes)
Participants should continue planning for action research project including implementation timeline, identification of data to be collected and links to personalized learning.
Update (10 Minutes)
Participants should make sure to update PLP with evidence of growth and learning related to GED 529.
Week 6: Identity, Equity and Systems
Week 6: Identity, Equity and Systems
Week 6
Week 6
Learning Goals: February 19
Participants will:
Demonstrate an understanding of equity, how equity is implemented in their learning community, current equity considerations and the implications for personalized learning.
Share Action Research planning and implementation;
Begin exploration of proficiency-based learning foundations.
Learning Tasks:
DUE Thursday, February 26
Reading 75 Minutes
Chapter 3, Make Learning Personal
Vermont Agency of Education: Proficiency Based Learning 101: Focus on slides 12-30.
Writing (45 minutes)
Planning (30 minutes)
Participants should continue planning for action research project including implementation timeline, identification of data to be collected and links to personalized learning.
Update (10 Minutes)
Participants should make sure to update PLP with evidence of growth and learning related to GED 529.
Week 5: INDEPENDENT LEARNING/CONSULTATIONS
Week 5: INDEPENDENT LEARNING/CONSULTATIONS
Week 4: Planning For PerSonalization
Week 4: Planning For PerSonalization
FINAL: GED 529 Week 4.pdfWeek 4
Week 4
Learning Goals: February 4
Participants will:
Review: 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.
Learning Tasks:
DUE Thursday, February 19
Construct (30 minutes)
Continue creating a personalized learning plan that includes: Biography, possible Goals, Reflection, Evidence, and Resources (PLN) pages.
Review (20 Minutes)
Please review the GED 529 Projects page. This outlines and identifies the remaining projects for the semester.
Writing (60 minutes)
Please address the weekly prompt. (DUE IN TWO WEEKS)
Thinking (30 minutes)
Develop at least TWO possible personalized learning project ideas that you might implement in your learning environment. We will discuss these at your consultation.
Using this scheduler, please sign up for a consultation with D. Taylor to discuss personalized learning projects and course expectations.
Week 3 - Act 77 Continued
Week 3 - Act 77 Continued
Learning Goals
Learning Goals
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.
Reading 45 Minutes
Writing (45 minutes)
Thinking (15 minutes)
Consider a possible personalized learning project that you might implement in your learning environment.
Week 2 - Why Act 77?
Week 2 - Why Act 77?
Learning Goals
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 29th
Learning Tasks: DUE Thursday, January 29th
COMPLETE (2 Minutes)
READ (15 minutes)
WRITE (30 Minutes)
A reflection that addresses the weekly prompt.
Project (120 Minutes)
Week 1 - Foundations
Week 1 - Foundations
Week 1
Week 1
Learning Goals
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 course expectations.
Explore the Three Pillars Learning Module (see below.)
Learning Tasks: DUE Thursday, January 22
Learning Tasks: DUE Thursday, January 22
READ (45 minutes)
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?
Google Sites
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