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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
Praise for PERSONALIZING 21ST CENTURY EDUCATION "A passionate call-to-action, an inspiring vision, and a practical guide...three seasoned education leaders in the 'establishment' lay out a compelling case for systemic changes to enable personalized education." --Yong Zhao, PhD, Professor, University of Oregon; author of Who's Afraid of the Big Bad Dragon? Why China has the Best (and Worst) Education System in the World "Creating school environments where students are 'leading their own learning' is a powerful focus of Personalizing 21st Century Education. This compelling yet practical book provides readers with the foundation and motivation to move personalized learning to the top of the agenda!" --Mark Edwards, EdD, Superintendent, Mooresville Graded School District "Personalizing 21st Century Education highlights the need to move from differentiation to personalization in today's classrooms. Equitable opportunities to learn can be realized if we have the courage to dramatically reimagine teaching, assessment, and accountability. This book is a call to action for the dramatic paradigm shift we need in order to serve all learners well." --Dr. Valerie Truesdale, Chief Technology, Personalization and Engagement Officer, Charlotte-Mecklenburg Schools
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Seitenzahl: 204
Veröffentlichungsjahr: 2016
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Table of Contents
Title Page
Copyright
Dedication
About the Authors
Preface: The Imperative for Transformation
Chapter 1: A Vision for Personalized Learning
Beginning the Journey: The Power of Personalization
Driverless Cars and the Future of 21
st
Century Education
What Is a Personalized 21
st
Century Education?
How Did We Get Here? How Can We Get Out?
A Vision for Personalized Education in the 21
st
Century
Questions for Reflection and Discussion by Strategic Planning Teams
Chapter 2: Personalizing the System, Not Just the Classroom
Ten Building Blocks of a Successful Personalized 21
st
Century Educational System
Building Block 1: Creating a Vision for 21
st
Century Education
Building Block 2: Dealing with Diversity
Building Block 3: Identifying Benchmarks and Exemplars of Schools and Districts Already Personalizing Students' Education
Building Block 4: Transforming Curriculum and Programs of Study
Building Block 5: Personalized Teaching and Learning
Building Block 6: Transforming Systems of Accountability—Making Assessment Meaningful
Building Block 7: Maximizing the Impact of Technology and Support Resources
Building Block 8: Personalizing Leadership and Governance
Building Block 9: Personalizing Health, Social, and Psychological Services
Building Block 10: Capitalizing on the Power of Parent, Community, and Cross-Institutional Partnerships
Questions for Reflection and Discussion by Strategic Planning Teams
Chapter 3: The Shifting Demographic Landscape: Personalizing Schools in Transition
An “American Problem”: Recognizing Minority Needs as a First Step toward Personalized Education
The Role of Personalization in Preparing Students for the World of Work
Is the Best Education for the High Achiever the Best Education for All? Special Education as a Model for Personalization
Making Multilingualism a Resource, not a Problem; English Language Learners as a Model for Personalization
Worlds Apart: Low Socioeconomic Status Students and the Need for Personalization
An Imperative for Personalization: We're Mad as Hell, and We're Not Going to Take this Anymore
Questions for Reflection and Discussion by Strategic Planning Teams
Chapter 4: The Road Less Traveled: Toward a Personalized Curriculum
The Rich Possibilities of a Personalized Curriculum
Personalization versus Standardization: The Great Curriculum Dichotomy
Creating a Vision for a Personalized 21
st
Century Curriculum
Curriculum as a Personalized System of Learning
The Importance of Curriculum Alignment in a Personalized School System
Expanding the Focus Outcomes to Address the Whole Child
Engaging All Stakeholders as Curriculum Designers
Creating an Aspirational Written Curriculum
Sustaining a Student-Centered Taught Curriculum
Transforming the Assessed Curriculum
Maximizing Personalization Through a Technology-Driven Supported Curriculum
Lifelong Learning as a Curriculum Priority and Reality
Questions for Reflection and Discussion by Strategic Planning Teams
Chapter 5: Teaching and Learning in a Personalized School Environment
Portraits of Personalized Teaching and Learning
A Vision for 21
st
Century Instruction
A Profile of a Personalized Learning School: Innovations Early College High School, Salt Lake City, Utah
Personalized Approaches to Learning: Case Studies in Action
Some Final Reflections on a Personalized Taught Curriculum
Questions for Reflection and Discussion by Strategic Planning Teams
Chapter 6: Making Assessment Meaningful in 21st Century School Systems
Portraits of Personalized Assessment
Where Have We Come From? Where Are We Going?
Starting with Meaningful, Authentic, and Lifelong Learning Outcomes
The Need for Balanced Assessment in a Personalized System
Addressing an Inherent Assessment Paradox: Taking a Systemic Yet Individualized Approach to Monitoring Student Progress
Concluding Thoughts about Where to Begin
Questions for Reflection and Discussion by Strategic Planning Teams
Chapter 7: The Tech Revolution: Realizing Technology's True Potential
Reflections on the Role of Technology in a Personalized School and System
What Is the Future of Technology as a Catalyst for Personalization in Schools and Districts?
How Can Current and Future Technologies Address the Unique Needs and Talents of Every Learner?
How Can Educators Overcome the Roadblocks and Historical Issues Associated with the Use of Technology?
Questions for Reflection and Discussion by Strategic Planning Teams
Chapter 8: Transforming the System, Not Just the School
Shifting Roles of Administrators, Supervisors, and Instructional Specialists
Personalizing Social and Psychological Services
Transforming the Role of Parents and Community Members
The Growing Power of Cross-Institutional Partnerships
Some Final Remarks and Observations
Epilogue: Answers to Ten Common Questions about Personalization
References
Appendix: Accessing the Bonus Web Content
Index
End User License Agreement
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Guide
Table of Contents
Begin Reading
List of Illustrations
Chapter 3: The Shifting Demographic Landscape: Personalizing Schools in Transition
Figure 3.1 Public Schools in the United States Projected to Be Majority-Minority in 2014
Figure 3.2 Public School Enrollment
List of Tables
Chapter 3: The Shifting Demographic Landscape: Personalizing Schools in Transition
Table 3.1 Shifts in Achievement, by Race/Ethnicity
Table 3.2 Bachelor's Degree Percentage Completion Rates by First-Generation and Low-Income Status
Personalizing 21st Century Education
A Framework for Student Success
Dan Domenech, Morton Sherman, and John L. Brown
© 2016 by Dan Domenech, Morton Sherman, and John L. Brown. All rights reserved.
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Library of Congress Cataloging-in-Publication Data
ISBN 9781119080770 (Paperback)
ISBN 9781119080787 (ePDF)
ISBN 9781119080794 (ePub)
Cover image: Rob Lewine/Getty Images, Inc.
Cover design: Wiley
FIRST EDITION
It may seem odd that three individuals who have spent their careers as part of the “establishment” would offer as radical a departure from it as we present in the following pages. The fact is that educators have long wanted to be liberated from the regulatory chains that bind us and the twenty-first century has introduced the enabling technology to make personalized learning a reality. We dedicate this book to the future of public education in the United States and to those champions for children who will lead the transformation.
About the Authors
Daniel A. Domenech, PhD, is Executive Director AASA, the School Superintendents Association. Domenech has more than forty years of experience in public education, including twenty-seven years in the superintendency. For seven years Domenech served as superintendent of the Fairfax County, Virginia, Public Schools, the twelfth largest school system in the United States. He serves on numerous boards including the National and Virginia Boards for Communities in Schools.
Morton Sherman, EdD, is Associate Executive Director of AASA, the School Superintendents Association. Also with more than forty years of experience in public education, Sherman has served as a school superintendent in four states, including in Alexandria, Virginia, and Cherry Hill, New Jersey. He is the author of more than three hundred articles and has received national recognition for his work on mental health issues, community service, strategic planning, and the arts.
John L. Brown, PhD, is Executive Director of Curriculum Design and Instructional Services, Alexandria City Public Schools. He has also developed numerous professional publications for ASCD (including coauthoring A Handbook for the Art and Science of Teaching with Robert J. Marzano). He has also served as Director of Staff Development and Program Development for Prince George's County Public Schools, Maryland.
Preface
The Imperative for Transformation
Announcing the arrival of a new “Center for Personalized Health” in the greater Washington, D.C., area, a flier for INOVA Health touted the following innovations: “It will be a one-of-a-kind, internationally prominent center for genomic research, personalized health care, and associated life science commercial development,” the notice explained, proudly declaring, “We've set our sights no lower than becoming the world's epicenter for translational cancer research and patient care.” The notice then proceeded to sketch the various features of their “Personalized Medicine Education Center.”
Although far from a new approach in the medical field, personalization has been steadily gaining traction in recent years. In the current medical model, a patient (at least one lucky enough to be well insured) generally enters a facility and receives personally tailored care, diagnosis, and treatment. Let's be clear from the beginning that personalization does not mean avoidance of goals and standards of practice. In fact, those standards are personally adjusted to meet individual needs. Such a personalized approach has become even more pronounced with the rise of “concierge” medicine, in which patients pay premiums for increased access, attention, and specialization.
This model (based on access, attention, and specialization, which are the hallmarks of personalization) can be found in many other areas. Several years ago a local chiropractor had his phone answered with a cheerful, “I can help you.” How striking that is compared to “How can I help you?”
Department stores have personal shoppers. Hotels encourage and some chains expect that the staff provide caring, attentive, personalized service. Examples of personalized education are plentiful.
Yes, even in education we can find emerging examples of personalized efforts to help students learn well what we expect of them. These might be seen as personalized pathways, not races, to the dreams we hold for the children we serve. And they might be seen as counter to the lock step, this-is-the-way-it's-done approach that the recent Race to the Top encouraged.
We came to this project with one overarching question: How can we raise the level of personalization in education so that each and every child learns to the highest, deepest, and broadest possible levels? What existing models might we look to for guidance, insight, and inspiration? In education there is a long history of adhering to existing, traditional formulas and structures rather than adjusting to try to accommodate the needs of the student. This pattern needs to change. We need to find ways to modify or even radically rework this existing system to more adequately address the specific, varied needs of individual students. This health care flier was striking in that if we replaced the words health and medicine with education and learning we could already see the outlines for how to potentially restructure educational practices to incorporate the successful aspects of this more customer service–driven model.
Of course we recognize that for many, even mentioning the word customer when discussing education is close to sacrilege. In higher education, the growing trend toward treating students as customers has been a topic of distress and debate for quite some time. The line between business and education in higher education is indeed a very blurry distinction these days—a trend that, especially with the increasing number of charter schools, is quickly bleeding into secondary and elementary education as well.
We are not suggesting that we turn our schools into the Four Seasons hotels. Students are our center, our focus—they're not our customers. Such an analogy introduces the wrong mentality into the equation. But we can learn from customer service–based businesses and asset-driven models—models such as the development of personalization in medicine. We can draw on the positive aspects of these enterprises in our capitalistic society, taking and applying only their best aspects. We need to use all the tools that are available to us as we figure out how to create literate, participating, productive citizens in our society—and how to shape the future leaders, lawmakers, and teachers of our country.
We have strong feelings based on our personal and professional experiences that our schools must change. We know that the most significant change takes place at the classroom level, but without a change at the system level, individual classroom attempts will struggle, and perhaps fail, because of the system itself. Consider Horace Smith in Ted Sizer's classic Horace's Compromise (1984), who knew how to teach English but the responsibilities and expectations of the system diluted his efforts. We want to create systems in which the wonderful teachers, staff, and administrators who suffer as Horace Smith did can be given the opportunity to succeed with their students.
We certainly do not want to return to the days of shopping mall high schools. We believe in strong connections, clear expectations, and a highly trained diversified staff who can work with individuals and groups of students in very personalized environments.
The connections should be within the setting of a school and with the rest of the world. Technology makes this possible. Researchers, colleagues, entrepreneurs, parents, and members of the community are part of the learning and teaching teams.
We have been around long enough to remember when Summerhill, Deschooling Society, Inequality, Why Johnny Can't Read, A Place Called School, Human Characteristics and School Learning, and so many other classics of our profession were first published. What have we learned as a profession over the past fifty years since the Civil Rights Act was passed or the Elementary and Secondary Education Act was authorized? Let us take these challenges before us as a call unlike any we have heard before and create the educational systems that our children deserve. The imperative is clear because we see the purpose of public education is to help create literate, participating, productive citizens to sustain and even enhance our democracy.
Chapter 1A Vision for Personalized Learning
Essential Questions
What does it mean for a student's education to be “personalized”?
Why is personalization a potential solution to the problems of student disengagement and underachievement?
What would a personalized learning environment look and feel like?
Personalized Learning—Articulating the Vision
Jillian is an eleven-year-old student who is still at home munching on her breakfast cereal while she looks at the screen of the notebook computer she received from her school. She is reviewing lessons that in the past would have been taught in school but now she does this work at home and discusses the implications with her classmates in school.
An hour later she arrives at school with other students and goes to a room where a group of them meet with Ms. Gabriel, their director of learning. Ms. Gabriel gives each student the activity schedule for the day. Jillian's first activity is a small-group discussion with four other students and an instructor in which they will analyze the assignment she was doing over breakfast.
Beatrice, Jillian's nine-year-old friend, is scheduled to attend a lecture on American history with a group of other students of various ages. Jonathan, who is the same age as Jillian, will stay with Ms. Gabriel for some tutoring in math.
Jillian's elementary school does not have grades. There are students there that range in age from five to twelve, but the students engage in independent work, small-group activities, one-on-one with a teacher, or in larger groups attending a lecture or watching a video. Age is never a factor in the groupings, only the readiness of the students for the level of instruction that they will be taught.
In each subject area the students advance as they reach the established level of mastery. Some students might accomplish mastery in a couple of days and others may require a week. Students progress at their own pace, with gentle prodding from the instructors when they sense that the students are not progressing as they should.
Assessment is ongoing, because most of the online programs used by the students monitor progress and automatically adjust the level of difficulty of the next lesson. In addition to formative assessment, the instructors use performance-based assessments to gauge progress. The director of learning responsible for a group of students is aware at all times of exactly where each student is relative to the standards that have been set in each subject area. This monitoring is also enabled by technology by using a program that keeps track of all the students the director of learning is responsible for.
The learners never miss out on their education. If Jillian is home sick, she can still access lessons online or carry on with her independent work or have an online session with an instructor. The same is true if schools are closed because of inclement weather. The traditional school calendar is a thing of the past. Schools are open year-round and students follow the schedule that has been set for them.
Jillian's friend Maria is a recent arrival from the Dominican Republic. She speaks very little English, but Maria's director of learning has assigned her activities and online programs that enable her to learn in her native Spanish while she is learning English. Maria is very good in math and she is able to participate in some math activities with the English-speaking students. Her lack of competence in English will not deter her from progressing in school and by the time she masters English she will quickly achieve mastery in other subject areas as well.
Remedial programs no longer exist because at all times each student is assigned activities that build on existing knowledge and skills. The same is true for students with special needs. Students move on to the middle school as they achieve mastery of the standards required for all elementary students. There is some accommodation for age so as not to have elementary students move on to the middle school at too young an age or have students staying at the elementary school too long. Decisions are made for each child based on maturation level in consultation with the parents. The same process applies to movement to the high school level.
The middle school and high school no longer group the students by periods. Both schools are also year-round and offer extended days. As is the case at the elementary level, students are assigned to a learning director who has the responsibility to develop an individualized learning plan for each student. The students are also involved in selecting and customizing their schedules, and they take required and elective courses in a number of ways, realizing full advantage of the available technology and the numerous ways the schools are organized for learning. Students also have the option of enrolling in college-level courses and getting college credits.
Because of the personal pacing, Jillian's bother, Chris, has met all of the requirements and will be graduating high school at age sixteen with a semester of college credits. Other students will require more time, but all who receive the diploma will have met the standards set for high school graduation.
Beginning the Journey: The Power of Personalization
We were at the Wright-Patterson Air Museum in Dayton, Ohio. Don Thompson was being installed as the incoming president for the American Association of School Administrators (AASA), and we were having a wonderful meal right under the huge wing of a space shuttle craft directly opposite one of the diminutive early crafts designed by the Wright brothers. Within a period of ninety years we had gone from being barely able to fly to flying to the outer reaches of earth's atmosphere and beyond.
Earlier that same day a group of us had visited an original one-room schoolhouse in Dayton, a model from the Wright brothers' time. Immediately apparent were the students' desks facing the front of the room toward the teacher's desk. Shelves along the sides of the room were filled with books while the walls held maps and pictures conducive to a proper learning environment. Put a couple of computers in that room and it would look like a 21st century classroom.
Although the advances in air travel over a 90-year period had been truly dramatic, a classroom today is not remarkably different from what it looked like at the beginning of the twentieth century. Indeed, our educational system today is still tied to an agrarian calendar, we still follow a grade-level structure that dates back to the beginning of the industrial revolution, and we still group students according to age, placing a number of them in a classroom with a teacher. Attempts to reform education simply try to make the existing structure more efficient rather than re-creating the basic concepts of teaching and learning.
We were recently at an event with Washington University professor Yong Zhao, who told us about one of Google's creations, the driverless car. Yong suggested that it was totally possible that within a short period of time, the driverless car would be a part of our lives and challenged us to imagine what life would be like. We took to the task and set about creating a vision of a world in which people would no longer drive. Driving schools would go out of business; so would motor vehicle bureaus, at least the driving license–issuing department; police would no longer issue tickets for speeding or driving under the influence of alcohol. The changes to the world as we know it would be dramatic, all because cars would drive themselves—changes similar to how the airplane has changed our lives over the last century.
Driverless Cars and the Future of 21st Century Education
What if we applied Zhao's driverless car exercise to education? What if we were asked to imagine a world in which the educational system revolved around teaching a single student? Forget about the educational system as we know it today. Reconstruct a system that focuses on teaching one student at a time. Can we do it and how would we do it? This essential question raises many others:
How much of what is part of the system today would remain?
Would the new system be able to achieve the goal of closing the achievement gap?
Would it resolve the economic gap created by how we fund education?
Would there be a need for remediation services, summer school, after-school programs, and the practice of not promoting children to the next grade? Would we need classrooms or school buildings for that matter?
Would all students be expected to graduate after thirteen years of schooling?
Would we need to assess all students at the same time with the same tests?
Would we need report cards and grades?
We could let our imagination run wild with all the possibilities, because we would focus on educating a single student as opposed to group after group after group of pupils.
What Is a Personalized 21st Century Education?
What is personalized learning? There is no agreement on one definition. In most cases today personalized learning refers to some form of blended learning in which software programs are used that adapt to the ability level of a child. It may also be used to define programs in which the teacher employs differentiated instruction. These are approximations of what personalized learning could be at the classroom level, but they do not encompass the systemic transformation that we envision.
