personalized learning with habits of mind to habits of mind • persisting ... verbal visual sit and...

Personalized Learningwith Habits of MindBena Kallick @benakallick

Keeping You at theCenter

• Goal clarity• Playing and

problem-solving• “Just in time”

teaching• Co-creating and

sharing

Purposeful Interactions

• Websites: www.habitsofmindinstitute.org/humble

• www.Todaysmeet.com/humble

• Resource:

• www.learningpersonalized.com

WHAT DO UBER, GOLDIEBLOX, AND SCHOOL HAVE INCOMMON?

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Simon Sinek’s Golden Circle 5

“Transportationas reliable asrunning watereverywhere foreveryone.”

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Goldieblox

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Current Why of Most Schools

“To graduatecollege andcareer readycitizens.”

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• Go to–Todaysmeet.com/humble

Disrupting Efficiency Model

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Disrupting Efficiency Model

“There’s no competitive advantagetoday in knowing more than theperson next to you. The worlddoesn’t care what you know. Whatthe world cares about is what youcan do with what you know.”

— Tony Wagner11

What Learners Don’t Want• We don’t want toremember, recalland regurgitate.

• We don’t want tolearn for the sake oftests.

• We don’t wantlearning made easy; rather, we want it tomean something.

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Impact of Disengagement• Two out of three respondents (67% in eachyear) are bored at least every day in class inhigh school.

• Approximately half of the students (51% in2007, 50% in 2008) are bored every day.

• Approximately one out of every six students(16% in 2007, 17% in 2008) are bored in everyclass.

• Only 2% in each year report never being bored.

E. Yazzie-Mintz (2009). Engaging the Voices of Students14

Out of the Mouths of Students“The only differencebetween me, the 95% student, and that guysitting in the back ofthe room, is I havelearned how to

remember, recall andregurgitate and he

hasn’t, can’t or won’t.” —Grade 12 student

“Let me tell you whatschool is like for me. Blah blah, blah blah.

Test Friday.” — Grade 12 student

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Real Engagement

When studentschoose to invest(and reinvest) theirattention and effortin the pursuit of alearning goal.

Learning in a ContemporaryWorld

Messy problemsDizzying amountof information

Growingintolerance forreflection

Struggling onwhat matters

Making sense ofhumanity andhuman nature

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www.menti.com

41 74 30

What is the Why for YourCommunity?

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PERSONALIZED LEARNING WITHHABITS OF MIND

Reimaging Our Schools

Create acultureofrelevantlearning.21

What Learners Do Want• We want to do work that makes a difference tous and to our world.

• We want to do work that is relevant, meaningfuland authentic.

• We want to be engaged intellectually.• We want stronger relationships with ourteachers, with each other and with ourcommunities.

• We want feedback in time to help us learn andin time do something about it.

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Effective Engagement excerpted Infographicfrom ABS, McCrindle (Madden, 2014)

PreviousGenerations GenerationZ/α

Verbal Visual

SitandListen TryandSee

Teacher Facilitator

JobSecurity Flexibility

Commanding Collaborating

Curriculum-Centered Learner-Centered

ClosedBookExams OpenBookWorld

BooksandPaper GlassandDevices

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KEY DIFFERENCES

INDIVIDUALIZATION• Student controls the pace

of the topic as well aswhen to demonstratemastery.

• Teacher drives instructionthrough teacher-createdtasks and related lessonplans.

DIFFERENTATION• Student selects from a

range of content, process, and/or product options tomeet the requirements.

• Teacher tailors instructionbased on individual studentneed and preference.

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Our Definition ofPersonalized Learning

“Personalized learning is aprogressively student-driven modelwhere students deeply engage inmeaningful, authentic, and rigorouschallenges to demonstrate desiredoutcomes.”

— Zmuda, Curtis and Ullman (2015)25

How would you like yourstudents and peers to be?www.menti.com 68 16 90

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• What do you see them doing?

• What do you hear them saying?• How are they feeling?

Compare to Habits of Mind• Persisting• Managing impulsivity• Listening with

understanding andempathy

• Thinking flexibly• Thinking about thinking• Striving for accuracy• Questioning and posing

problems• Applying past knowledge

to new situations• Finding humor

• Thinking andcommunicating withclarity and precision

• Gathering data through allsenses

• Creating, imagining, innovating

• Responding withwonderment and awe

• Taking responsible risks• Thinking interdependently• Remaining open to

continuous learning

Definition of Habits of Mind

Characteristics of what intelligentpeople do when they are confrontedwith problems, the resolutions towhich are not immediately apparent.

— Costa and Kallick (2008)

How They Fit Together

If personalized learning is theorganizational frame and

pedagogical structure for learning, then explicit thinking behaviors are

required: Habits of Mind.

Effective Engagement excerpted Infographicfrom ABS, McCrindle (Madden, 2014)

PreviousGenerations GenerationZ/α

Verbal Visual

SitandListen TryandSee

Teacher Facilitator

JobSecurity Flexibility

Commanding Collaborating

Curriculum-Centered Learner-Centered

ClosedBookExams OpenBookWorld

BooksandPaper GlassandDevices

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Growing Capacity by Design

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• In what ways do you invitestudents to express theirthoughts and opinions?

• In what ways do you create anenvironment of safety forstudents to respectfully disagreewith one another (and you)?

• In what ways do you givestudents the opportunity toadvocate for a position?

• In what ways do you encouragestudents to raise questions thatare skeptical or out of the box?

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Related Dispositions

• Listening with understandingand empathy

• Questioning and problemposing

• Thinking and communicatingwith clarity and precision

• To what extent do you providechoice for students in WHAT theycan pursue?

• To what extent do you providechoice for students in HOW theycan pursue it?

• To what extent do you providechoice to students for HOW theydemonstrate learning?

• To what extent do you provide theopportunity for students todevelop checkpoints and monitorprogress in relation to their goal?

• To what extent do you createexhibitions for studentperformances or products thatfocus on what they learned —about the topic and aboutthemselves?

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• Creating, imagining, andinnovating

• Thinking flexibly• Persisting

• In what ways do you encouragestudents to seek others to helpgive their work more meaning?

• In what ways do you offeropportunities for students toseek outside of the expertisethat is within the

• classroom?• In what ways to you provide

students with the opportunitiesto test their ideas and seewhether they hold up

• to the scrutiny of other’sperspectives?

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• Taking responsible risks• Gathering data• Thinkinginterdependently

• In what ways do you providestudents with the opportunity toreflect on their learning and how itaffects who they are becoming asa learner?

• In what ways do you provide theopportunity for students to knowmore about the ways that theylearn best?

• In what ways do you provide theopportunity for students to see thegrowth of their work over time?

• To what extent do you createexhibitions for studentperformances or products thatfocus on what they learned —about the topic and aboutthemselves?

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• Applying past knowledge tonew situations

• Thinking about yourthinking

• Responding withwonderment and awe

“The future belongs to a verydifferent kind of person with avery different kind of mind —creators and empathizers, patternrecognizers and meaning makers.”

— Daniel Pink

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RelevantLearning

Clarity AuthenticityPerceivedCapacitytoSucceed

How To Reimagine Teaching andLearning

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RelevantLearning



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Short Term, Long Term Clarity

Quiet questions inthe mind of thestudent:• What are youasking me to do?

• Why are youasking me to doit?

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RelevantLearning



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Power of Authenticity

üAuthentic problems, challenges, issues, ideas

üAuthentic opportunities to network, monitor progress, determine next steps

üAuthentic forms for performanceüAuthentic audiences for presentationand refinement

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RelevantLearning



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Student Perception: Balancing Act

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Teacher Perception: Honoring Students by Design

• Who is in front ofme?

• What is it that youneed?

• How can we designwork specificallyfor you to help youreach the learninggoal?

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Recommendation #1Get off the treadmill.

Recommendation #2Stop and smell the roses and take alook around.

Recommendation #3

Be curious about something. Whatmakes you wonder?

Recommendation #4

Be inspired by an idea and go for it.

Recommendation #5

Contribute something to the world.

Recommendation #6

Celebrate the journey.

Resources

www.learningpersonalized.com

www.habitsofmindinstitute.org

Contact: [email protected]@gmail.com

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