Projects

Assignment Handout

Exemplars

There are a wide range of educational philosophies, theories and strategies that can be integrated within a personalized learning system. Many of these undergird or relate to the larger concept of Personalized Learning.  Participants will select one of these philosophies, theories, or instructional practices to study before our next class. In conducting the research, you will do the following:

• Read and research somewhat widely on your philosophy or theory, reading 20 - 30 pages (plus or minus) to get a well-rounded perspective on the topic.

• Create a one-page, one-sided document or similar presentation that highlights the main tenets of the philosophy or theory (This could be done in several different ways – concept map, graphic organizer, outline, etc. – your choice!). Provide enough detail to explain the tenets. Information will be posted on the Educational Theory and Practice page.

• Include a reference list of sources used to create the one-page document (title, author, and journal/book/educational magazine or newspaper/credible website) using APA format.

• Use a variety of resources unless you locate a meta-analysis on the subject.

• Scoring will be done using the this rubric.

Assessment

As part of your workshop, we can use elements of the Center for Educational Leadership's Rubric (below) or we can use the rubric/evaluation tool that your school use to evaluate your performance. Participants should select ONE or TWO specific strands to focus on with the lesson. Please make sure to tell the instructor what tools you would like used for evaluation and self-assessment of the workshop or lesson.

Objective: Students will create a Personal Learning Plan that includes, but is not limited to the following:

Identity: participant introduction includes relevant information, experience, and teaching philosophy.

Goals: At least three, standards-based professional goals with a plan to collect evidence for those goals.

• • Included in these goals should be the implementation of some form of personalized learning, pursuant to Act 77 and the EQS.

  • Plan should include timeline, objectives, evidence of achievement, methods of reflection, proposed feedback mechanisms, and student outcomes.

Evidence: the Personal Learning Plan will include evidence of growth and learning by the participant or evidence that the participant plans to collect through the process of completing their implementation plan. 

• Reflection: As part of the Personal Learning Plan, participants should have a plan and mode for regular reflection, and identify the level of privacy desired.

Transformation

• Resources: The Personal Learning Plan should have a space reserved for resources that the participant finds to be particularly valuable or relevant to their practice.

• Professional Learning Network: Participant will identify a variety of ongoing print, digital, and multimedia sources that support their professional development and Personal Learning Plan. Participant should also have a plan identifying regular periods of research, reflection, and participation in this network supportive of their educational growth.

In the final session of the course, participants will present their Personal Learning Plan and final project through a presentation of learning. Presentations should range from 20 - 25 minutes and should include the following:

• • 1. An understanding of personalized learning

    2. Demonstration of goals and the evidence collected in the process of achieving those goals;

    3. Outline and description of the action research project;

    4. Reflection on course learning, the PLP process, and/or personal learning project outcomes;

    5. A plan for continued professional development.

Action Research Proposal Single Point Rubric

FINAL PROJECT RUBRIC