opening session ·...

Opening Session David Jackson

GELP Personalized Learning study visit April 2nd – 4th 2014

Objectives

•  To identify practices and strategies usable in home jurisdictions

•  To learn from and contribute the work of the host location •  To study the potential of an iZone as a system

transformation strategy •  To bring all this together for the wider GELP community

in San Francisco

Overarching Questions

•  What is happening in the realization of personalised learning?

•  What are the innovation strategies being employed? •  What are the school and system conditions supportive of

personalised learning? •  What is the potential for (and strategies for) diffusion and

scaling?

Linking the two study visits: Learning from NYC’s Innovation Zone

After remaining nearly flat for 10 years, NYC’s graduation rate has increased by 33% since 2002

Percent of Students in a Cohort Gradua3ng from High School in 4 Years

Class of

1992-‐2002 + 0%

2005-‐2009 City Method:

+ 17%

State Method: + 27%

2002-‐2009 + 33%

NYC Calcula3on Method NY State Calcula3on Method

62.7

NYC TRADITIONAL CALCULATION METHOD

NY State Calcula3on Method with August Graduates Notes: NYC tradi.onal calcula.on includes Local and Regents Diplomas, GEDs, Special Educa.on diplomas, and August graduates. It does not include disabled students in self-‐contained classrooms or District 75 students. The NYS calcula.on, used since 2005, includes Local and Regents Diplomas and all disabled students. It does not include GEDs and Special Educa.on diplomas.

Incremental changes to a 150-year-old instructional model will not prepare students for successful lives in the 21st century

WHERE WE STAND NOW

Student-‐centric mastery model

Personalizing learning plans to accelerate each student’s progress toward college and career standards

Con3nued improvement of exis3ng Children First reforms

150-‐year old classroom model

College gradu

a3on

an

d career success

HS Gradu

a3on

Dropp

ing

Out

Post-‐Secon

dary Success

Improved 150-‐year-‐old classroom model

PAST PRESENT FUTURE

What is the iZone?

•  NYC iZone is the Development and Research (D & R) hub for New York City schools

•  It consLtutes a community of innovaLve NYC schools commiMed to personalizing learning to the needs, moLvaLons, and strengths of individual students

•  Within it are incubated new school components, pla+orms and models of 21st Century learning, developed in service of the enLre school system.

TRADITIONAL CLASSROOM-‐CENTERED MODEL PERSONALISED MASTERY MODEL

Classroom-‐centered tradiLonal learning

Test-‐centric standards not Led to college or career ready

outcomes

Standard curriculum with

limited differenLaLon

Standardized tests for all given at fixed intervals to determine progress.

Generic teacher role not aligned to teacher talents or student needs

Time, place, and pace of learning are constant and learning varies

Barriers to

Cha

nge

Innova3on Zone: Engages networks and schools in a structured innovaLon process for

transiLoning to personalised mastery learning

NYC’s innova3on strategy will support schools to move from a tradi3onal classroom-‐centered model to student-‐centered mastery learning

Personalised Mastery Learning

Personalized Learning Pathways

Globally CompeLLve Standards & Real World

Skills

Performance-‐Based Learning Assessments

‘Every student above average’

New Staff and Student Roles

MulLple Learning ModaliLes

Guiding Principles

Innovation Zone

iZone Creates new school designs around the needs,

moLvaLons, and strengths of individual students

iZone360

The D&R ‘community of pracLce’ for the integraLon

of components and pla]orms into new whole school models of highly successful 21st Century

learning

InnovateNYC

The Ecosystem work, the D&R capacity for school component innova3on on

behalf of the system.

InnovaLon disciplines, challoenges and user-‐

centred design methodologies

iLearnNYC

The D&R pla_orm for the collaboraLve development

and exchange of technology-‐enabled and

enhanced learning

26 Lab schools clustered within 5 networks across NYC

12

360

Reflection Tool: Design Pathway for Scaling

Personalized Learning Aylon Samouha, Lighthouse Academies,

Formerly Rocketship Schools

Feed-in from starter activity in NYC

Q: What would you NOT like to see in a school seeking to make learning more personalized?

Feed-in from starter activity in NYC

Q: What would you NOT like to see in a school seeking to make learning more personalized?

•  Rigid assessment and curriculum •  Content-based, and knowledge pre-determined •  Passive students •  Learning limited to classrooms •  Teacher-centred •  Inflexible timetable drives time •  Uniformity of environment

What would you hope to see? One framework for describing key elements of personalized learning

NYC iZone Guiding Principles

Common Ground: 1.  Student ownership and

engagement (both) 2.  Flexible learning environments

(both) + real world (iZone) 3.  Personalized learning plans (iZone)

or learner profiles 4.  Next generation assessment

(iZone) or competency-based progression

5.  Unique learner goals (iZone) or personalized learning paths

In jurisdiction pairs/with a neighbour

If you were to create a framework for your jurisdiction - •  Would you add anything? Or take anything away? •  Would you change any of the language?

Refer to your notes on your pathway tool if helpful

An Introduction to Education in London

David Albury, Director, Innovation Unit Global Education Leaders’ Program


Some policy context Free schools and academies: freedoms and constraints

The growth of chains and federations

Tensions in national policies: means and ends

OFSTED: its power, and hostility to ‘child-led learning’

Some London context Similar story to NYC: London Challenge leveraged up performance, though still great inequalities and variation

Some London context

The Mayor, and the Greater London Authority (GLA): power and influence

Some London context

London: a great 21st century global city, but does it have a great 21c education system? And what is the problem if not?

The Panel

Caroline Boswell Head of Education and Youth, Greater London Authority

Rushanara Ali, MP for Bethnal Green & Bow Labour Shadow Minister for Education

Ben Rogers Director, Centre for London

Philip Colligan Deputy Chief Executive and Executive Director, Innovation Lab, NESTA

The Panel

!  Not educationalists or education experts

!  Need to make the case to them that personalization increases attainment

1.  Why are the schools seeking to introduce personalized learning? What outcomes do they hope to achieve? What skills and competences are they seeking to develop? What is their theory of change?

2.  What has helped and supported schools in introducing and embedding personalized learning? What has hindered or got in the way?

3.  What strategies and approaches would enable the diffusion and scaling of successful innovative (personalized learning) practices and models?

The Challenges

Drawing on

What you see and discuss over the next

couple of days

Your own jurisdictional (and GELP) experience

What was seen and discussed in NYC

The Presentations

•  Remember panel not education experts, and not necessarily converts to personalized learning

•  Great and beautiful, max 10 minute presentations

•  Clarity and impact (media) of messages, and evidence/data base

•  Me back Friday morning but text, phone or email in meantime +44 7976 205970 [email protected]

The London Ecocystem


Conversation cycles

Group 1 (w/ Amelia): A New Direction, XP School, Eos Group 1b (w/ Ellie): Teaching Leaders, Eos, Whole Education

Group 2 (w/ David J): Whole Education, A New Direction, XP School

Group 3a (w/ Louise): Eos, Teaching leaders, A New Direction Group 3b (w/ Alex): XP School, Whole Education, Teaching Leaders

Questions we are bringing




Preparing for site visits


Preparing for site visits

In your presentation groups –

•  Who would you like to speak to?

•  What questions would you like to ask?

•  What artefacts might you try to collect?

Questions we are bringing




opening session ·...

Documents