Several years ago I showed a Vice News episode to my advisory/PBL students about the Syrian refugee crisis. A student of mine approached me after the activity to express her interest in this topic. The conflict in Syria was something she knew little about, and she wanted to know more. She decided to do a project on Syria. The driving question for her project, which she chose, would be how the conflict in Syria began. She would demonstrate learning by organizing the series of events that led to the conflict into a digital timeline. Again, her choice. With my guidance the student wrote project goals and created her own project rubric.
My student dove deep into research and quickly came to the conclusion that she wanted to do something to help or contribute in addition to her original timeline project. She organized a holiday pie fundraiser in the community. She turned the fundraiser into a group effort by recruiting students from our advisory. They made and distributed marketing materials, made order forms, and made their own "take-and-bake" apple pies to sell. The student still completed her original project and used her timeline as a marketing strategy to sell pies. She shared her timeline to various social media pages along with an ad for her pie fundraiser. The visual helped connect potential pie buyers with the cause.
What is Student-Directed Learning?
This project is the epitome of a student-directed learning experience. This student called all the shots from the beginning to the end. I provided guidance but the learning experience as a whole was entirely directed by the student. Student-directed learning by definition involves student choice at every step.
Without student choice you do not have student-directed learning.
1. Students choose what they want to learn.
2. Students write their learning goals and determine their own learning objectives.
3. Students choose how they will gather information.
4. Students partner up with community members of their choosing for expertise and collaboration.
5. Students choose how they will demonstrate learning.
6. Students determine an authentic audience and choose a method of reaching that audience.
7. Students establish a method of assessment and criteria for evaluation.
Ways to implement student-directed learning:
Student-directed activities: some teachers may throw in a student-directed activity once in a while into an otherwise teacher-centered curriculum.
Student-directed curriculum with teacher-directed objectives: other teachers will design a learning environment that is dominantly student-directed but will themselves lay down a framework around specific objectives. I see this as the most common form of student-directed learning as teachers have the unfortunate task of meeting standards. Imagine how wonderful teaching would be if students didn't have standards. Students could learn about whatever they want to learn whenever they want to learn it. Genius hour for more than an hour! Anyway, this is the type of student-directed teaching you'd likely see going on in my class at any given time.
Authentic student-directed learning: the final way of operating a student-directed learning environment is to give students full control of their learning from start to finish. Teachers do not place any parameters on the learning experience. The project conducted by my student on Syria is an example of authentic student-directed learning. Some would say it is not student-directed learning at all if every step above isn't directed by the student. I would tend to agree, but understand that it is much easier to implement in theory than in reality. There are obstacles to consider such as state standards, district philosophy and mission, class sizes, class structure, and district/staff/parent/community support.
I worked in a very progressive school for most of my teaching career. I didn't face many of the obstacles just mentioned, yet I still found myself choosing learning objectives for my students here and there. I did this for a couple of reasons. One was because progressive or not, we still needed to follow the same state standards as everyone else. I also learned that students need input. They need "sparks" as Wayne Jennings would say. The Vice News episode in the project example above was such a "spark" for this student. It was the introduction of a topic that sparked interest and questions. It is okay to plant the seed even in a student-directed learning environment. I showed a Vice episode to my advisory every single Monday morning to start off the week. I did this because they loved it. Every time I showed an episode of Vice at least one student turned the episode topic into a student-directed PBL project. I have Vice News episode guides and student-centered extension activities in my TpT store. This is a bundle I used with my students, the episode about Syria included in the "War and Peace" bundle - Vice News Series Bundle.
Benefits of student-directed learning:
The student mentioned in the Syria example not only learned the details of an important and current global issue, but gained numerous critical 21st-century competencies as well by learning how to learn. When students direct their own learning they take ownership. They are invested in the process and the outcome. An intrinsic motivation to learn emerges. The motivation for some, a passion for learning, has been buried deeply in students that have spent much of their academic careers in a teacher-centered learning environment. Allowing students choice, autonomy, room to fail, and opportunities to construct knowledge through experience sets the stage for lifelong learning. The alternative is a teacher-directed environment where information is given, answers are right or wrong, learning is passive, 21st-century skills are glossed over, facts are memorized and forgotten weeks later. There is little meaning or relevance, therefore, learning is shallow.
I'm elated to say that I don't see a lot of teachers running classrooms anymore that are completely teacher-centered. There are so many amazing student-centered learning activities that I see educators implementing such as STEM, maker education, inquiry, experiential learning, project-based learning, problem-based learning. There are so many cool ideas out there. You can teach in a traditional environment and still implement student-directed teaching activities. Start small. If your curriculum is largely teacher-directed right now, consider adding a few student-directed learning activities in here and there. See how they go. If that goes well do more until your entire curriculum is student-directed! You won't regret it.
Student-directed learning resources:
A great student-directed learning activity to start with is project-based learning. There are so many amazing PBL resources out there. My TpT store, Experiential Learning Depot is dominated by PBL projects right now. Feel free to check those out. I have a project-based learning bundle that includes a manual on how to get started with project-based learning in your classroom. This product is designed to move your classroom from teacher-directed to student-directed. If you are a beginner to project-based teaching or student-directed learning this may be a good resource for you. You can also go back to any number of my previous blog posts on project-based learning. Start here with "What is Project-Based Learning, Anyway?" I also like the Buck Institute. They work hard at spreading PBL love and have great tips and resources for using project-based learning in a more traditional learning environment.
Coming up in the student-directed learning series:
Stay-tuned for more from my student-directed learning series. Expect to see some future blog posts on the following, among others.
1. What does a student-directed learning environment look like?
2. What does the teacher do in a student-directed learning environment?
3. Student-directed assessments. I'm really excited about this one. I submitted an article to be to the Reformer, an education magazine through ASCD. I was accepted from a pool of over 500 submissions! My article on student-generated rubrics will be published in February. I will add a condensed version of it here.
4. Student-directed parent/teacher conferences.
5. List of student-directed learning activities.
6. What teachers are doing in their student-directed classrooms.
If you have questions about student-directed learning or would like me to write a blog post on a specific aspect of student-directed learning that I haven't mentioned, please reach out.
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In 2008 I signed on to to work as a project-based educator at a small charter high school in St. Paul. I knew that I would be taking on far more than the role of "teacher", as most educators do, but I had no idea when I started this job that I would end up being the events coordinator, which included the high school graduation ceremony. I went on to plan a commencement ceremony for 20ish students every year for 9 years.
As some of you can relate, as a newbie, I rarely said "no" to a request. So when my director asked that I take on the graduation planning, I enthusiastically agreed because I wanted to prove myself. As nervous and ill-prepared as I was to take on the responsibility of organizing one of the most important events in a person's life, I did it, figured it out, and am grateful that I did. I got to be a part of something incredible.
Many of my students were first generation high school graduates. Others were told for much of their lives that they would never graduate or amount to anything. I got to be a part of proving their doubters wrong, proving my students wrong about themselves, making them feel special, valued, and worthy, for at least one day. A small graduation ceremony, one with few graduates such as a charter school, alternative program, homeschool co-op, etc., should be intimate, special, and personalized to EACH student. Over the course of 10 years I think I've figured it out, and I'm here to share some of what we did to honor each student and celebrate their unique achievements that brought them to this profound and unforgettable moment in their lives.
Before getting into ceremony ideas for a small and intimate high school graduation, I should note that I was the graduation ceremony coordinator. I did plan it or run it by myself. I organized a student graduation committee that helped plan and execute the ceremony. Students have awesome ideas. I highly recommend putting together a committee.
How to Plan a Small Group Graduation Ceremony
1. Student-Selected Personal Speaker: Each student invites one special person in their lives - a parent, mentor, friend, teacher, sibling, etc. - to speak about that student and introduce the student to the stage to receive their diploma.
2. Senior Theme: At the beginning of the year start making observations about your seniors, and take note. By the end of the year pull seniors together to settle on a theme that represents the group. It could be an adjective that describes the group as a whole, a word that describes an experience that they all shared, or a theme that represents their graduation year. Every ceremony idea that follows below could follow the theme determined by graduates.
3. Personalized Gift Bags: Put together gift bags for each graduate with a few items that represent each unique individual. For example, if a graduate loves to bake you might add a customized spatula, some spices, a cookbook, etc. All of the items do not have to follow a theme, but should reflect the interests, passions, personalities, goals, etc. of each graduate.
4. Personalized Videos: The students in my graduation committee produce a customized video for EACH graduate with photos and videos of students learning, as well as interviews with friends, family, teachers, and more. Those videos are played at the graduation ceremony and are shared with students to keep as momentos.
5. Relevant and Personal Keynote Speaker: Small learning environments organically foster relationship-building, camaraderie, mentorships, and more, because students go through significant life and learning experiences with each other. With that said, an important figure or community collaborator that has been present in the lives of the graduates and have been supportive in their high school journey, make the best keynote speakers. Choose someone that has personal significance to graduates rather than someone random spouting off their idea of "success".
6. Graduate Performance: This is a tricky one to coordinate, but if you have a really small group of graduates, have them create and organize a performance. They can write and perform a song, a skit, a dance, poetry, and so on and so on. This is a group effort that includes all graduates. If this is a logistical nightmare, try to get a graduate or two to perform on their own instead of the entire graduating class. If you can pull off a full-group performance, however, do it. It makes students feel included and important.
7. Student Bios: Write student bios into the ceremony script. At the beginning of our graduation ceremony, the MC's introduce each graduate one-by-one by reading a written bio. The introduction includes graduates' hobbies, interests, shining achievements, and where they're headed or goals for the future.
8. Senior Shirts: Every year our underclassmen design and make senior t-shirts for graduates. Again, this could follow the theme that seniors decide on earlier in the year. Other students in the school, staff members, family, friends, community members, etc. sign the back of the t-shirts, sort of like a yearbook, and those shirts are added to graduates' gift bags.
9. Personalized Graduation Day Frames: In the past, the graduation committee has ordered basic frames and customizes them for each student. Every year one of our staff members organizes a senior photo shoot offsite. We add the photos from that shoot to each frame and give them to graduates at the ceremony.
10. Playlist: Create an album, like a "mixed tape", for each student and share it with them. Each playlist could be customized for each student or the playlist could consist of popular or significant songs from the graduation year.
11. Senior Field Trip: In the past our seniors have organized and hosted fundraisers to raise money for an offsite experience just for graduates . This is not technically a ceremony idea, but could be a field trip that they go on right from the ceremony. My students usually choose to go to our local amusement park.
12. Senior Dinner: Underclassmen plan a dinner for graduates and their parents. Graduates often have family plans post-ceremony, so this dinner doesn't need to take place on the night of the ceremony. It's just another way for graduates to feel special and soon-to-be seniors pumped up for the coming year.
13. Graduate Philosophy Statements: The director of my school started this tradition before I began teaching there, but it was a special experience for everyone involved, so we kept the tradition going for a while. Each senior writes a philosophy statement; a statement that highlights who they are, their dreams, their goals, what life is about for them, and how their high school experience helped shape that philosophy.
14. Photos Exhibit: The graduation committee spends the year collecting photos of seniors in action; on field trips, giving presentations, working on projects, working within the community, etc. The committee organizes these photos onto boards and puts them on display at the graduation ceremony. Friends and family can view the exhibit before and after the ceremony.
15. Graduating Class Slideshow: One ceremony idea already mentioned was making personalized videos of each graduate to play at the ceremony. This is labor intensive, especially if you do not have a graduation committee to take on some of the load. If it's too much, consider putting together a slideshow with videos and photos of the entire graduating class. Play the slideshow during the ceremony or have it displayed while guests take their seats.
There are so many neat ways to make graduates in a small graduating class feel special on their big day. The ones mentioned above are a few that have lasted the test of time. We have tried many other little touches, and have kept some going and have ditched others. Trial and error, right?! I would love to hear any graduation ceremony traditions that you have seen or experienced.
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How to Make Learning Personal In Your Classroom
I recently came across a comment on LinkedIn, a tirade really, about personalized learning. I thought to myself, "personalized learning? Of all things!" What could possibly be wrong with that? Personalized learning is what I have done, or thought I was doing, with my students for a decade, learning about their interests, their personal challenges in and outside of school, learning about their strengths and building off of those, planning deep and meaningful projects that reflect every inch of their individuality.
I spent some time trying to discern this mystifying LinkedIn comment, but was unsuccessful. I found what I expected to find; a variety of definitions, all with the same basic idea, that personalized learning is instruction designed around the unique needs of every individual learner. I also discovered that several terms appear to be used interchangeably including individualized learning and differentiated learning. Differentiated learning is not the same as my perceived definition of personalized learning at the time, by the way. I'll get to that in another post.
I moved on. I chalked it up as a comment from an individual that was either completely misled somewhere along the line or that we just fundamentally disagreed about the value of personalized learning. Then I came across an article written by Alfie Kohn. Not a recent one! It was written in 2015. This article finally uncovered the logic behind the comment. Personal learning is what I do. Personalized learning has taken on new meaning while I've been sitting here in the dark.
Four Reasons to Worry About Personalized Learning by Alfie Kohn
Personalized learning, according to Alfie Kohn, is the customization of learning FOR students by rather than BY the students themselves. Personal Learning, Inc. is software (for-profit) that analyzes student test scores to then produce a "personalized" set of basic-skills drills with the intention of improving test scores. This my friend, is NOT what I do. I now fully understand the sentiment behind the LinkedIn diatribe, and with this new frame of reference, completely agreed with it.
What I do is PERSONAL learning. What then is personal learning and how can you do it with your own students?
What is Personal Learning?
Personal learning is the facilitation of deep, meaningful, and authentic learning experiences designed around the unique interests, backgrounds, skill levels, goals, strengths, weaknesses, personalities, and so on of EACH student. The teacher/facilitator builds a relationship with every learner and enhances learning by creating an environment that reflects and celebrates the unique attributes of each child.
"Everyone is genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid." Albert Einstein is commonly given credit for saying this, but I've read he didn't actually say it. Regardless of who said it, there is truth in it. Obviously a fish climbing or being able to grasp the concept of its own intelligence is hyperbole. But there are parallels to children, and the point remains - not all children are the same and shouldn't be treated as such, especially when it comes to their education. To cast an umbrella over all of your students, to expect all 5 year olds to be able to read at the same time, for example, is nonsense.
Every student walks into your classroom each day with a unique set of challenges, levels of energy, reading or writing abilities, amount of sleep they had the night before, personal traumas, learning styles, etc., than their peer sitting next to them.
Those differences matter. They matter when it comes to learning. You may get irritated when one of your 15-year-old students falls asleep during your lecture on transcription and translation, but they are kids, and what inspires one may not inspire another. It's not a personal attack on you, but it is personal for them. They may not have an interest in the topic. They may be hands-on learners. They may simply be exhausted from football practice the night before, then to work from there to help support their family, and home to finish up school assignments.
There is a lot to take into consideration here when you're talking about deep learning experiences. This student might do what she's told, get the grades, get into a good college, but did she learn anything? Was it meaningful? Is she leaving school with a passion for learning? Not likely. Making learning personal leads to real, deep, authentic learning that will carry with them through college and their careers. This is what I want for my own children and my students.
So how do you make learning personal for 30 students? The same way you would make learning personal for 1 student, such as a homeschool scenario. By building relationships with your students and moving to a student-directed, teacher-facilitated model.
How Do I Make Learning Personal?
1) Build Meaningful Relationships With Your Students:
The photo below is me working with a student on her student-directed, interest-driven project. Every element of her project was designed with her interests, goals, strengths, weaknesses, etc. in mind. She is dissecting several marine organisms. Her interests and career goals at the time revolved around marine biology.
In the past our students have completed personal learning plans in Powerpoint format. The photos below illustrate a few of the slides. The students then hang onto this personal learning plan and revisit it with their teachers often. Below is a snapshot of an old personal learning plan created by Jennings Community School. I have my own version of a PLP that is included in my PBL bundle mentioned above.
You are likely wondering when in the world you're going to have time for all of this in addition to teaching content. A personal learning plan meeting with each kid, multiple times per session? Yikes. This is a valid concern. You will do this with student-directed learning. Hear me out!
2) Organize Learning Experiences That Are Personal In Nature:
Make learning personal by organizing and facilitating learning activities that give students voice and choice; student-directed learning in other words. Student-directed project-based-learning is a wonderful tool for making learning personal. There are many points in the PBL process where students have choice. Students can design their own projects based on their interests. If you don't have the flexibility to allow students to choose their own topics, students can still design the rest of their projects.
For example, if you need to cover the topic of photosynthesis, students can still choose how they will gather information, how they will demonstrate learning, and what authentic audience they will share it with. One student may want to work on tech literacy, so may choose to demonstrate learning by creating an animation. Another student might prefer to work with their hands, so chooses to demonstrate learning by creating a moving model.
All of my project-based learning resources in my TpT store are designed to give students choice while still providing structure. My project-based learning bundle and instruction manual is a great way to start student-directed project-based learning. This bundle also includes my personal learning plan. You could also try out my PBL Tool Kit if you have specific topics you would like to create projects around.
You are the facilitator of student-directed learning activities, not the director. You are guiding, offering feedback, providing community connections, etc. This gives you the freedom to work the room, talk with students independently, have PLP meetings, and even have that organic, casual dialogue with individuals or small groups of students. By cutting down on lecture and lesson planning, you free up time to build relationships with students and create learning plans that best suit the interests, needs, and goals of each child.
Alfie Kohn said "If the child is off-task...maybe the child isn't the problem...,maybe it's the task." Transitioning from a didactic pedagogy to student-led personal learning wouldn't be an easy transition. Change is hard. But with the right tools, support, and determination, you can do it, and it will be worth the time and energy. You will start to see some of those "behavioral issues" disappear that likely stem from boredom and confusion. You will have students that have lost their love of learning somewhere along the way find that passion again.
Thanks for stopping by. If you ever decide to make learning personal in your classroom through student-directed learning, I'd love to hear from you. How did it go? What have been some challenges? What has gone well?
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If you follow my blog you know my philosophy by now. Every topic I discuss here from student-directed learning to learning through travel leads back to one goal - that all of my students have a passion for learning. My dream as an educator is that all learners LOVE to learn. Janie Scheffer is on that mission with her own students, to ignite a passion for reading and writing specifically. She does this with conferring. Check it out.
Janie is a former classroom teacher and current freelance writer in Minnesota. She has taught in various classrooms K-12. Her love for all things reading and writing encouraged her to pursue a master’s degree in literacy. When she is not reading or writing, you can find her sipping coffee, enjoying the outdoors with her husband, or taking her sweet puppy Mabel Jo for a walk.
Conferring Creates Conversation, Collaboration, and Camaraderie
Would you like to better connect with your students as unique readers and writers? Do you feel the demand of state standards and numerical data collection pressing down on your shoulders? Do you wonder how to manage it while still fostering a love for reading and writing within your classroom?
You’re not alone. I’ve been there. The summer of 2017 I was grappling with my literacy instruction in my first grade classroom. For three years previous, I had continuously refined my practices and felt as though I had a pretty good grip on my guided reading groups and writer’s workshop. Collectively, mini lessons fueled by learning targets, independent practice at each student’s level, and literacy materials that supported the needs of my students proved to be overall effective. In many ways, my literacy instruction was shaping into what I had imagined – targeted literacy instruction for each student, driven by data collection.
Yet, I knew something was missing. Sure, as a class we enjoyed stories together and wrote stories together. We discussed authors that we liked and tried writing like them. But I had to face the harsh reality that most of my energy and focus revolved around helping my students meet the following: 80 words correct per minute benchmark, achieve sufficient comprehension levels, write across the pages in narrative, opinion, and informational formats, and so forth. Data meetings provided beneficial focus and analyzation of each of my readers and writers, propelling me forward in meeting the needs of my students even more. The scale, though, had tipped. My classroom instruction was out of balance. The demands of literacy benchmarks overpowered what I wanted to be the true heartbeat of my literacy classroom: a genuine love for reading and writing.
Thankfully, during the summer of 2017 I was approaching my final semester of graduate school and was needing to hone in on a final action research project and paper. My predicament with my literacy instruction provided the answer for my wondering of what to research and pursue. I quickly came across the work of Patrick Allen and Lucy Calkins, experts on literacy conferring. Their books opened up a whole new perspective for me and literally shaped my action research and current literacy instruction:
Patrick Allen – Conferring with Readers
Lucy Calkins – Conferring with Writers
The practice of conferring, I believed, would bring back the JOY of reading and writing in my classroom, through human connection. At the basis of conferring, a teacher sits with one student at a time during reader’s and writer’s workshop to engage in a student led conversation about the student’s reading or writing.
Patrick Allen states: “Sitting next to a child while you confer guarantees that those few minutes will begin and end with the child.” This resonated with me immediately. I wanted my interactions regarding literacy with my students to revolve around them, NOT how they measured up against certain benchmarks.
I was over the moon to find out how systematic conferring is. Raise your hand if you’re a type A personality like me? Most teachers are, let’s be honest! Systematic, in that the teacher plans these short student led conversations weekly, and so conferring becomes a routine for the teacher and the students. Even more, because this is a systematic practice, conferring becomes a powerful tool within a classroom community.
Lucy Calkins argues: “Conferring can give us the force that makes our minilessons and curriculum development and assessment and everything else more powerful. It gives us an endless resource of teacher wisdom, an endless source of accountability, a system of checks and balances. And, it gives us laughter and human connection – the understanding of our children that gives spirit to our teaching.” BINGO. Human connection and spirit to my teaching was lacking as I solely chased numerical data. I knew I had to give this conferring a fair shake.
As the new school year approached, I excitedly planned for my conferring action research in my first grade classroom. The following was my initial focus for implementation:
Human connection paved the way for authentic learning and growing. Through conversation, collaboration, and camaraderie, I was able to connect more meaningfully with my students than ever before.
It didn’t take long before a simple “What are you reading/writing today?” sparked the 5-10 minute conference. As the teacher, I was careful to ensure that the student’s voice commanded each conversation. And, I’ll be honest, this was easier with some students than others. But what I found was patience and allowing ‘think time’ communicated to the student that I’m not pushing, this is not a high-stress situation, and I’m here whenever the student is ready. For a few of my students, it took until December for them to embrace conferring, especially leading the conversation.
With my more reluctant learners, the collaboration aspect of conferring was key. Again, driven by casual conversation, conferring should be a low-risk situation for all students. Therefore, when I talked about conferring with my students, I presented myself as the ‘coach’ coming alongside them. Often, I’d say things like “We are a team when we confer!” just so that the idea that I’m an evaluator within the conference diminished.
And finally, camaraderie was established. By spring of 2018, there was a level of trust and rapport with each of my students that I had never achieved before. With camaraderie, our 5-10 minute conversations evolved into deeper learning. Students were choosing to share with me incredible nuggets of information that got at the heart of why they were the readers/writers and even humans that they were. While getting a clear understanding of who they were as readers and writers, I also got glimpses into their hearts as humans. Priceless.
Which brings me to my last point… data collection. It took me a while to determine my data collection methods during conferring. And truthfully, I was overwhelmed to think about another collection of data. But all those incredible nuggets of information practically wrote themselves down, as important as they were, I found that data collection was easy – yes EASY! – because it didn’t revolve around numerical data or word lists or timed tests. In fact, I came up with a simple electronic record on my iPad that allowed me to quickly type up the data at the closing of each reading/writing conference. See below for a snapshot of it:
The overarching theme of my conferring data was the reading and writing behaviors of my students. In other words, I now had a living document of what my students DO as readers and writers. Knowing their habits, their strengths and areas for improvement, and their processing/thinking while reading and writing was so beneficial. In reviewing my data collection, I was able to provide one TP (teaching point) for individualized instruction for each conference. Often, the TP would align with the reading/writing learning target of that day or week, but not always. And that is the true advantage of conferring; there is flexibility and opportunity for you as the teacher to determine what’s important for the student you are sitting alongside on that particular day.
I’m going to leave you with words from Patrick Allen that I can confirm are true:
“Coming to know conferring has been a journey, but when you spend time and intention on an instructional practice, the benefits are well worth the effort.”
If you’re feeling stuck, weighed down, and ready for the LOVE of reading and writing to ignite within your classroom, I’d say start with conferring. Don’t just dabble, commit. It will prove to be worthy of your time and your students' time. It is NOT 'just another thing to do' on our never ending ‘To Do’ lists as teachers. YOU CAN DO IT. Happy conferring!
I spend a significant portion of this post talking about the purpose and advantages of learner-led assessments. If you are already determined to add learner-led assessments to your routine and already know how awesome this approach is, scroll down to get directly to student-directed assessment strategies.
I have two wonderful children, a two-year-old daughter, and a 4-year-old son. When I was pregnant with my daughter, my second child, I thought she would be effortless. I’ve done this child-raising thing before after-all, I thought. I’d already been through the infancy experience, the teething, the tantrums, the separation anxiety phase. I’d been there, done that, and thought my second child would fall right in line. I would know exactly how to respond when similar challenges, questions about life, and milestones inevitably arose.
I’m not sure why this was my thinking. As a teacher at a school that is personalized in nature, I am very aware of the importance of individuality. Children vary in their interests, learning styles, backgrounds, skills, and abilities. My children couldn’t be more opposite from each other. I came to the realization that each one of my children, just like my students, will have to be raised differently, with some distinctive approaches and expectations. Putting an umbrella over my children, asking them to perform the same activities, master the same competencies, in the same way, and under the same time-frame would be disastrous. This goes for children in school learning environments as well.
How then can we provide a learning environment for our children where individualism is not only recognized but celebrated? We can accommodate for student differences by setting the stage for student-directed learning. Students take ownership of their education in a student-directed learning environment (back track to posts from my student-directed learning series).
In a student-directed learning environment, learning is active rather than passive. The instructor acts as a guide and facilitator of learning. Students initiate and design projects that are based on interest and relevance. Learners write their own goals and methods of accomplishing those goals. Learners create their own assessments based on their goals for the future, competencies needing growth, skill level, pace, learning styles, and more. They self-assess often and reflect on their work. They go back and revise and improve. They lead evaluation meetings with their teachers and an evaluation committee, and conduct parent/teacher conferences using a student-created conference assessment.
Self-assessments are key components to student-directed learning. Not only do students create their own assessments, but they also evaluate their progress using said assessment throughout the course of the learning activity. The student-created assessments that I implement in my classroom are typically project-based learning rubrics. I provide a blank rubric template to be produced by each student according to their project goals. I include word banks with categories and levels of mastery to assist students with the process as they become more confident student-directed learners. That rubric template is available in my store. Scroll down for the link.
Student-generated rubrics allow students to improve in areas specific to their needs in addition to content knowledge. Some students may want to work on organization, others may have already mastered that skill. Some may want to practice and improve on presentation skills, others may not find that relevant. Categories can be across the board from content to social-emotional skills, to career and life skills. Not only are student-created rubrics personalized, they also give learners the chance to have some authority over their education. Some may not see that as a good thing. I see it as imperative for success in a rapidly evolving society. One size does not fit all. This is true now more than ever before, so we shouldn’t be assessing in such a way.
There are a variety of advantages to child-led assessments. The greatest advantage is the intrinsic motivation to learn. When you give student’s choice and voice, they organically invest in the outcome. Learners develop a strong self-concept, intrapersonal intelligence, the skills to identify their own strengths and weaknesses, and the wherewithal to grow and adapt. That in itself invaluable for lifelong learners.
Another result in favor of student-directed assessments is the development of competencies that are relevant to life outside of the classroom. A traditional assessment, whether it be a multiple choice test or a teacher-created rubric, doesn’t always address critical life skills, emotional and social awareness, or technical abilities, for example. They are generally intended to assess content knowledge only. Learning important subject concepts isn’t a bad thing. The trouble comes when the assessment ONLY targets content knowledge, and it’s the instructor determining the measurements for all students, not individuals.
Student-generated assessments along with consistent self-reflection and meetings with the facilitator/teacher throughout the learning process gives students indispensable feedback. Students go back and revise and improve their work. That in itself, the motivation to improve, is a skill often lost in teacher-centered classrooms with teacher-created assessments. The result of creating one’s own assessment, having voice and choice in one’s learning and outcomes, and aiming to improve, is passionate, life-long learners. Putting personal opinions about education aside, isn’t that a solid accomplishment and desire of all educators?
I use the following assessments strategies with my project-based learners. If it seems like a bit much, try a few things at a time or attempt to introduce some of the ideas gradually. At some point in your journey to a project-based learning environment you will be able to implement all of these strategies seamlessly because they are building blocks. They work off of each other. Good luck!
Project-Based Learning Assessment Strategies
At the beginning of a session or project have students write personal and academic goals. You are setting students up to be able to design their own assessments based on their vision, needs, and learning goals. Each of my students has a personal learning plan (PLP) that they create with me at the beginning of the school year. This is where they record their strengths, interests, and short and long-term goals. They return to their PLP periodically throughout the course of the year to reflect and adjust their plans. You may also consider asking students to write goals specific to a given project. They can create a few goals before they start.
I use PLP's for goal-making, I have students make project goals before each project, and I also have students do my "goals maker PBL challenge" at the beginning of the year. I guide students in the goal-making process. There is no specific system . Do what works well for you.
2. Student-Generated Assessments :
PBL projects are typically assessed using rubrics. I use a generic rubric for my beginner project-based learners. Eventually students can begin to create their own rubrics where they determine criteria to be evaluated. Criteria might relate to goals, strengths that they would like to build on, interests, skill level, and even the nature of the project. This idea could apply to any assessment style, not just rubrics. You could even have students design formative assessments throughout the course of the project.
For example, if your students are doing a neurology project and they're learning about neurotransmission, allow students to decide how they will demonstrate their understanding of that concept. They might create a moving model, an animation, a poem, etc. The list goes on. Check out my previous post on 100 Ways to Demonstrate Learning.
PBL Formative Assessments
Generic Project-Based Learning Rubric
Student-Generated Rubric with Word Banks
An important life skill is the ability to reflect on one's work, identify areas that could use improvement, and make adjustments. Teachers have to do this every day - reflect and adapt. Ask students to self-evaluate periodically throughout the course of the project and again before their final project evaluation with you (facilitator/teacher). My students fill in their generic or self-generated rubrics as their self-assessments. We often have work days where students work on their projects while I meet with students one-on-one to take a peek at their progress and go over their self-assessments.
A critical element of project-based learning is feedback, and another important life skill is the ability to accept constructive feedback and make improvements. This isn't a skill that everyone innately has. Students often revolt when asked to pump up the quality of a project or go back and try this or that. Establishing high standards of student work starts with feedback and the chance, and expectation, to improve. The end goal is for students to want to improve, or get excited about the prospect.
Foster as many opportunities for feedback as possible. One way to do this is through peer-evaluations. Have students share their work with each other, offer suggestions, and the chance to go back and make improvements. You can ask them to develop partnerships for a specific project - a project buddy. You can have them do project circles where students get together every so often to share their progress with the group. Students can then ask questions, give suggestions, and offer insightful feedback.
5. Community Expert Evaluations
The same idea applies here as with peer-evaluations except community experts have an authentic perspective. In project-based learning students connect with community experts (look back a couple weeks for a post on this concept). If learners are doing a project on puma habitat, for example, they might connect with a local zoologist, conservationist, or ecologist. If their final product is creating a documentary they might bring in a film-maker from the community to help with formatting and editing. Students can maintain consistent communication with these community members throughout the project process and ask that those experts evaluate their progress as they go. These community experts can also attend final presentations and play a role in final evaluations.
6. Student-Led Final Evaluations with Instructor and/or Evaluation Committee
After students have presented their final products to the class/teacher AND their authentic audience (see last weeks post on authentic presentations) I meet with them one-on-one to go over their rubrics (generic and/or self-created). They bring a self-assessed rubric to this meeting. The student justifies their self-evaluation, I give them my feedback, determine credit, we talk about future goals, and move onto the next project.
This process can - and should if you can make it work - be done using an evaluation committee. An evaluation committee is a small group put together to evaluate student projects. The group might consist of another staff member, students, community experts relevant to the project, and you, the instructor. This limits subjectivity when assigning a final grade or credit and offers students feedback from a variety of perspectives.
If you're interested in implementing any or all of these strategies, consider checking out Getting Started with Project-Based Learning Package from my store that includes 20 integrated PBL projects, an implementation manual, and all of the templates necessary for seamless execution of PBL, such as a personal learning plan.
Students from all backgrounds, skill levels, age groups, and instructional environments can take an active role in their education by simply having the chance to create and manage their own measurements of success. Every student is able to create their own assessments, and they will take pride and ownership in the outcome.
Project-Based Learning End Products to Demonstrate Learning
I have seen students produce some pretty outstanding projects in my 11 years as a project-based educator, but those projects typically came from experienced project-based learners. There is a learning curve with PBL, and it requires breaking some pretty strong habits that have formed from prior training in more traditional learning environments.
The biggest challenge for me has been getting students to think more creatively and authentically about how they will demonstrate learning and share new skills and knowledge with a relevant audience. Based on habit and ease, students naturally gravitate toward poster boards and slideshow presentations - even veteran project-based learners.
Students also default to poster boards and slideshows because they know they'll have to present their project at some point. These tools are practical ways to present information, but may rob students of deep, meaningful learning. Limiting end products to poster boards and presentation slideshows also takes choice away from students, which is essential in project-based learning. There are many avenues for student choice in project-based learning, and one of those is choice in end product. There are plenty of options to choose from. It's just a matter of getting students in the habit of thinking outside of the box. Scroll down for a list of 100 alternatives to poster boards!
Check out these previous posts for details on the general framework of PBL if you haven't seen them already: What is Project-Based Learning Anyway? and Key Components of Project-Based Learning. My next post will be on authentic presentations, which goes hand-in-hand with innovative final products. I will get into community experts and PBL assessments as we move into July. Stay-tuned!
Note: Summer is a great time to start looking into project-based learning if you're interested in starting it with students in the fall. I will continue to post throughout the summer on PBL, so check back frequently. You can also head to my TpT store where most of my resources are project-based.
Poster Board Alternatives
1) Create a magazine
2) Write trivia (Kahoot is a great online trivia game program)
3) Make an interactive exhibit
4) Make a board game
5) Engineer a moving model (ex: demonstrating synaptic transmission)
6) Write a song on a project topic
7) Write a poetry book
8) Create a photo journal
9) Make a scrapbook
10) Write and illustrate a comic
11) Paint a mural
12) Create a gallery (ex: photography, paintings, drawings, sculptures)
13) Hand-make a craft/artifact
14) Design a lesson plan
15) Make a video tutorial
16) Start a Vlog
17) Write a blog
18) Make a website
19) Produce a podcast
20) Write a screen play
21) Create a storyboard
22) Choreograph an interpretive dance
23) Organize a debate
24) Work with local legislators to write a bill
25) Make a calendar
26) Organize a mock trial
27) Make a 3D model
28) Make a documentary
29) Write a newsletter
30) Write a news article
31) Write a lab report
32) Artistically perform (dance, song, etc.)
33) Craft Showcase (Ex: handmade bags, scarves, DIY projects, wood working)
34) Make a video promotion
35) Put together a career portfolio (resume, work experience, reference letters, evidence pages)
36) Create a piece of artwork that illustrates the project topic
37) Slideshow (works well for volunteer experiences, field trips, school travel, etc.)
38) Make a quiz
39) Write a book (biography, short story, novel, etc.)
40) Create an awareness campaign poster for an issue important to you
41) Create a Facebook page (works well for characters in books, business page, or group)
42) Create a spreadsheet portfolio (appropriate for event planning for example)
43) Make charts and graphs (to illustrate survey results for example)
44) Design a t-shirt (school shirt, shirt that raises awareness on an issue, etc.)
45) Make a "Bloom Ball" (check out this fun example and bloom ball template)
46) Create a map
47) Make a puzzle
48) Design an escape room (Lock Paper Scissors Co. has a "how to" guide at the bottom of this webpage. This website offers kits for purchase, but you don't need to, and wouldn't want to in purchase one in this ase, because CREATING one is the final product for the student project.)
49) Design a travel brochure
50) Make a business card (Ex: for a character in a book, for a business, for volunteering, etc.)
51) Make a flier
52) Write a journal or diary (on a personal experience such as a health plan)
53) Write an instruction manual
54) Create a theme poster
55) Make a blueprint (floor plan for the setting in a book, one's dream school, interior design) - Google Sketchup is a great, free program for this.
56) Write a petition
57) Write a persuasive speech
58) Write a business plan
59) Record an interview and publish it using the free Storycorps app
60) Create an online portfolio (for showcasing creative and/or professional work, or student could create a portfolio page for a person they are studying - Crevado is a free efolio maker)
61) Create a billboard style advertisement
62) Write and illustrate a children's book
63) Make a concept map
64) Write and perform a monologue
65) Make a simulation (digital, written or performance)
66) Make an animation
67) Create a timeline
68) Make a diorama
69) Make a diagram
70) Write an informative speech
71) Make a fortune teller (I had a student that created over 100 fortune tellers with information on teen pregnancy. A fortune teller is a kids game made out of paper. She decided rather than put numbers inside, which is normally what you do, each triangle would have statistics on teen pregnancy. She randomly placed them all over the city, in bathrooms, on the city bus, etc. It was a great way to raise awareness). Click here to learn how to make a fortune teller.
72) Make a graphic organizer
73) Make a postcard
74) Compile a book of interviews
75) Organize and host a game show
76) Produce a news segment
77) Put together a time capsule
78) Make a collage
79) Put together learning stations
80) Design a set and give "visitors" a "tour" (would be good for a book project)
82) Organize an event in the community
83) Create a professional quality infographic
84) Make a music video
85) Put together a handbook
87) Learning activity
88) Child-friendly translation of a convoluted concept
89) Design and make a usable product - Ex: If the topic is on natural disasters, the student might design and build a life-saving device.
90) Write a jingle
91) Make a puzzle
92) Design an art installation
93) Create a brand
94) Write a proposal
95) Host a school event
96) Organize a speaker series
97) A "_____ week/month" program/schedule (Ex: three week meal plan or theme book club schedule)
98) Host a fundraiser event
99) Create a Pinterest profile and add boards and pins directly related to your topic. Could do the same for Instagram, Twitter, Facebook, etc. Create a page that IS NOT personal. You might create a Facebook page for a character in a book or an Instagram page for healthy recipes, for example.
100) Write an editorial
Thanks for stopping by! Feel free to share your stories of project-based learning successes. I'd love to hear about some final products your students have used that weren't listed here! My eyes and ears are always open for new and exciting ideas. Thanks for reading!
Follow Experiential Learning Depot on Pinterest & Instagram, for more on experiential education, and check out my TpT store for experiential learning resources.
There are a few elements that are important to consider in project-based learning, otherwise your students are just doing projects. I vaguely talked about this in a post published last week, "What is Project-Based Learning Anyway" and now I'm back with details on specific elements of PBL that make it what it is. That post includes several examples of project-based learning in action.
Key Components of Project-Based Learning:
1. Innovative Final Product -
Students conduct research or gather information on a topic of their choosing. Students then assemble that information into a final product that will demonstrate learning. Students are quick to settle on poster boards or a slideshow presentation because it's easy. An innovative final product moves away from the cut and paste approach. Deeper learning results. Examples include timelines, business plans, video promotions, skits, etc.
2. Community Experts -
This is a critical component of project-based learning. The idea is that students learn about their project topic by communicating and collaborating with primary sources - real people specifically. Students might conduct an interview, shadow, intern, volunteer, or work directly on a project with a community expert on their topic. The community member might assist with student projects by providing materials, a work space, or knowledge. This element of project-based learning helps students build communication skills, develop a community network, and gather authentic information and experiences.
3. Authentic Presentations -
An authentic presentation is one where the end product of a PBL project is shared with an authentic, relevant audience often outside of the boundaries of the classroom. The purpose is to motivate quality work and make an impact on the community. One of my students did a project on grieving the loss of a parent. She created a blog as a resource for those in a familiar situation. It would have been unfortunate if she only presented that project to her teacher and classmates, as she wouldn't have directly reached an appropriate audience. In addition to presenting to the class then, this student published a blog and marketed via social media so that her blog could meet those in need of resources and support during their time of grief.
4. Assessments and Consistent Feedback -
Project-based learning doesn't often have cut and dry, right or wrong answers, which can make some students uncomfortable. Providing regular feedback is critical, giving students security and validation.
To give you a loose framework, this is my PBL assessment process: I have my students self and peer-assess periodically throughout the project process using my Generic PBL Rubric, or a Student-Generated Rubric created by the student and approved by me before they began their project. I meet with students one-on-one to go over their self-assessment several times over the course of the project experience. I provide feedback at that time and allow the students to go back and revise and improve their work. When they have completed their projects they present to the class AND their authentic audience. After that point I arrange for a one-on-one final evaluation meeting with each student. We go over a rubric and their final project reflection together. It is a great idea to include project community experts in any or all of these steps.
I have a project-based learning bundle that also acts as a PBL implementation manual. It's great for beginner project-based teachers. It includes 20 projects as well as implementation instructions, rubrics, project proposals, topic research templates, personal learning plans, a project reflection, and more. This resource requires zero prep on your part because a project-based teacher is a facilitator, not a deliverer of information. Check out my blog posts on student-directed learning to get a feel for the duties of a PBL educator.
5. Project Reflection -
This piece is so important. When a student's project is complete they should always look back on the experience. The ability to reflect, adjust, and improve is an important life skill. The ability to take constructive feedback and go back and improve is a skill that many adults haven't mastered, me included! Don't skip this part!
My students use this checklist when designing their projects to make sure they've covered all their PBL bases.
Great PBL Example:
I want to give you a quick idea of project-based learning by telling you about one of my all-time favorite student projects. Keep in mind, this was a senior project. Not all projects have to be this elaborate. My student worked on this project over the course of a year. But it's a great example because it really hits on all of the reasons project-based learning is GOLD.
One of my students was interested in botany. Around this time I was taking a course on teaching biotechnology. One day we were talking about it, and he told me about an article he read on algae farms, and how algae was being harvested for fuel. This is how his senior project came to be, from a simple conversation about his interests.
My student's final product, he decided, would be harvesting algae and processing it into biofuel. He started volunteering at the University of Minnesota greenhouse. He contacted Brett Barney from the U of M Department of Bioproducts and Biosystems Engineering. My student worked alongside Dr. Barney in his lab to gather information on how to start his own crop. Dr. Barney even GAVE my student algae and materials to get him started.
The Algae Biofuels Summit just happened to be taking place in Minneapolis around that time. My student got in touch with Advanced Biofuels USA to negotiate a deal on a ticket to the conference. They offered to donate my student entrance to the conference free of charge as long as he agreed to write an article for their newsletter on his experience.
Read the rest of his article here.
The bottom line is that this student discovered an interest, asked questions, gathered information using a variety of world-class experts on the topic, created an innovative final product (harvesting and processing his own algae), and shared his work with an authentic, public audience. I don't think he even realizes today, seven years later, the immense impact this project had on his life. Only this experience could have resulted in the skills and knowledge that he gained. Completing a poster board on algae as a biofuel wouldn't have had the same results.
If you're interested in executing project-based learning, but aren't in need of specific project topics, check out my student-directed, project-based learning toolkit. This resource has all of the templates you and your students would need to implement student-led/interest-led PBL, much like "passion projects".
What are some cool projects your students have done? What do they gain from the experience in addition to content knowledge? There are so many amazing ideas and cool projects going on out there. I see them everyday. Brag about yours students!
Follow Experiential Learning Depot on Pinterest & Instagram, for more on experiential education, and check out my TpT store for experiential learning resources.
What is project-based learning anyway?
This post was published when I first started my blog about one year ago. This is an updated version. I will be updating other earlier posts on project-based learning throughout June. Stay-tuned.
For several years now, since seeing the documentary "Half the Sky" (if you haven't seen it or read the book I HIGHLY recommend it), I have been doing a women's studies seminar with my students. Part of the seminar is for students to take one topic related to women's history or women's issues and do a project on it.
Several years ago I had a student who chose to do her project on domestic violence. She chose this topic because it was relevant in her life at the time. She connected with the Sojourner Project, a domestic violence non-profit and shelter in the Twin Cities, to ask an educator from the organization to come to the school to speak with her and her classmates about the issue of domestic abuse. This student also contacted a self-defense instructor from the community to come into the school to teach her and her classmates effective self-defense strategies. The photo on the cover of this blog post captures that experience. I still have students talking about what they gained from that class today. It was memorable and meaningful to my students for many reasons, one of which was its relevance to their lives.
This student assembled all of the information she gathered into a presentation and created a brochure that included signs of domestic abuse, community resources for victims, tips for friends and family of abuse survivors and more. She placed hundreds of brochures around the community from health clinics to bus stops to school counseling offices, as well as up on all of her social media sites to spread awareness. She also organized a clothing and food drive for Sojourner Project's shelter.
This student didn't gather statistics and info from a few websites online, copy and paste them into a Powerpoint presentation and regurgitate the information from her slideshow to her classmates. She collaborated with the community, reached out to experts in the field, made an impact on the community by playing an active role in making change, and shared her new knowledge and insight to a relevant audience that could benefit from the information. That is project-based learning.
My experience and philosophy of teaching is all about project-based learning (PBL). I have been a project-based teacher for 11 years. I talk a lot about PBL right here on my blog and my various social media pages. Almost all of my TpT resources are PBL in nature. Since starting this blog a little less than one year ago, I have discovered that there are a few misconceptions around project-based learning that I hope to clarify in this post. The most common is that it's the same as a project. As you can see from my example above, they are very different things. The result of project-based learning is a deep, meaningful learning experience. Generic projects don't always have the same impact.
So what is project-based learning?
In short, PBL is learning through projects that are innovative, relevant, and are shared with an authentic audience. Students gather information on a topic or problem through questioning, learning activities, and community collaboration. They share their new skills and knowledge beyond classroom walls in such a way that their final product and presentation make an impact on the local and/or global community.
Passion for Learning by Ronald J. Newell is a great book about project-based learning, which puts a spotlight on MN New Country School, an authentic project-based learning school in rural Minnesota. This book is informative and inspiring for those interested in moving into project-based teaching. Ronald J Newell describes project-based learning as follows:
It might feel like a lot, and it can feel overwhelming at first. But with the right resources, and by allowing learning to be driven by students, it all tends to fall into place. Not without hard work, mistakes, going back to the drawing board, trying new things, etc. but that is teaching. It's what we do. Changing up our teaching methods based on the evolving needs of our students is not only important, but THAT is our job.
Examples of Project-Based Learning:
I had a few students a couple of years ago who were interested in skateboarding. They could have easily done some research on a famous skateboarder, copied and pasted information into a Powerpoint presentation, presented it to the class, and called it a day. That is a project, not project-based learning. That wouldn't fly in my class, so...
This is what they did instead:
The students decided to create their own skateboard clothing brand. They named their company (Abstract Skate Co.), designed a logo, and met with a local screen printing company who taught them how to screen print AND build and set-up their own screen printing workshop at the school on a budget.
The students met with a local business, JAMF Software, for business tips. JAMF was so inspired by their project that the company ended up giving the students a grant to set up their own screen printing studio at the school and all merchandise needed to start their business. The students met with marketing professionals from JAMF for tips on branding their product. They printed shirts and skate decks, "hired" out another student to write their business plan, created a website, and planned and hosted a launch party for their brand. Now that's authentic project-based learning! Check out the photos below to get an idea of the process.
Benefits of PBL:
Although the brand never really took off (students graduated and went on their way), the lessons learned and skills developed from this one project are profound. If they decide to take another crack at it in the future, they will have the skills to do so successfully.
There are a lot of benefits to project-based learning, but in my opinion the most important is
1) the development of skills essential for success in the 21st century, 2) intrinsic motivation to learn, and 3) a lifelong passion for learning. A poster board project on Tony Hawk would not have produced the same authentic and powerful learning experience.
Take a look at this handy visual that I put together below that compares a standard project with project-based learning and check back next week for specifics on each element of PBL.
If you're interested in project-based learning, continue following this blog throughout the summer and check out my PBL bundle below or any variety of other project-based learning resources in my TpT store, many of which are free (Experiential Learning Depot.)
My PBL resources require little to no prep and train students to critically think and have their own ideas! The result is student-directed learning. Win! Right now is a great time to start thinking about project-based learning for next year or use it as an entire summer school course. Check out the preview for the bundle below or head to my store for individual PBL resources.
Follow Experiential Learning Depot on Pinterest and Instagram for more on experiential education. You can also find me on LinkedIn.
One last example! Check out this three minute video.
I came across a children's book about sea turtles at the library, and grabbed it for my kids. By the second page I discovered that the book is a beautiful illustration of project-based learning at it's finest. Check it out...
Follow the Moon Home by Deborah Hopkinson and Phillipe Cousteau Jr.
Note: I mention "Classroom Unbound" in this video. That was the name of my blog when I first started. I changed it to Experiential Learning Depot a few months ago to streamline my brand. So to clarify, "Classroom Unbound" is the same as "Experiential Learning Depot".
Personalized Learning Buzz Words: What are they and what do they mean?
I talk a lot about personalized learning in this blog, which I'm not sure I've ever explained. I just talk about it here as if everyone knows what it is. Everyone likely has a basic understanding of it based on the words themselves. It's learning that is personal. Students learn by having their personal needs met and interests considered. Personalized learning by nature accounts for and works around differing abilities and skill levels.
Some words associated with personalized learning that I often use here include: competency-based learning; autonomy, mastery and purpose; differentiation; student-directed; mastery-based; proficiency-based; interest-driven; project-based; and self-efficacy.
This article does a really great job of defining these words and explaining why they're important. As a parent I want my children going to school where the meaning of those terms are considered and applied to my child's education.
What approaches do you take to personalize learning in your classroom? I'd love to hear some ideas. Have a fantastic weekend, everyone!
Hope, Agency, Mastery and Other Terms Educators are Redefining, by Anya Kamenetz
Happy college season! For some, that season is long over, having completed early applications over the summer. Phew! Now all you have to do is wait! For some, you're still trying to get everything figured out. Preparing application materials for deadlines, considering a gap-year. Maybe even wondering if college is for you at all. I get that. I've been there! College is truthfully not for some in my opinion. You do you!
There is a lot to consider when choosing your path. If the path you have chosen is to go to college, your job isn't over yet. You still need to find a great fit. There are a lot of variables to consider, such as tuition, financial aid and scholarships, location, academic programs, and acceptance rates. If you're interested in exploring college options, check out this FREE college search activity that helps you determine what you are looking for in a college experience, and which schools will best provide that experience.
And if weighing those basic options wasn't challenging enough, colleges also differ in how they're grading student work. In fact, some colleges are not grading at all. No A-F grading system, no failing, no GPA. Some schools do this to mitigate the pressure of grades; to measure learning based on student-performance, quality of work, and growth; and/or to provide detailed feedback on student work to foster the desire to improve.
This post isn't about which assessment method is better. It is about providing information and alternatives. It is up to you to determine which method is the best for you. Consider your learning style, interests, past experience, and goals moving forward.
I've compiled a list of colleges and universities in the United States that offer alternatives to the traditional A-F grading system. Check them out, and who knows, maybe this is just what you need?
Note: this list is not exhaustive. I'm sure there are others. Do your research. If you have a particular school in mind, but wonder about their assessment approach, find out!
Narrative Reports - a narrative report is a detailed, written evaluation by the professor on student work and progress. It often times is the entirety of the student's transcript. The purpose of this is to provide important feedback and opportunity for growth. Some schools provide grades with the narrative, but is typically the choice of the student. The following colleges provide narratives on transcripts.
Colleges with Alternative Grading Methods to the Traditional A-F Approach:
ePortfolios - many colleges and universities have turned to ePortfolios rather than letter grades. ePortfolios are online portfolios where students submit evidence of learning. The portfolio can then be shared online.
No fail grading systems - some schools have eliminated failing grades entirely along with GPA's. Transcripts usually include alternatives to the A-F grading system along with narratives.
What's interesting about this is that there is a huge range. It's not just super-progressive schools that have taken on new methods of student grading. It's private and public, ivy-league and community colleges, traditional and progressive. They're all great schools trying to do what is best for the students. So don't think you can't consider a school that doesn't offer a failing grade. There are no rules! Do what is right for you. To figure that out you may have to do some soul-searching. Happy hunting, and good luck!!
To provide innovative educational resources for educators, parents, and students, that go beyond lecture and worksheets.
Sara Segar, experiential life-science educator and advisor, curriculum writer, and mother of two.