Personalized Learning for Every Student - What I'm learning...

I'm learning a TON about personalizing learning for every student as my classroom begins to be more and more personalized for each student's individual needs, interests and readiness.


Where I'm working from:

• Utilizing backwards design,
• Having rubrics for each objective,
• Understanding differentiation,
• Understanding growth mindset (more on that later),
• In a standards-based graded classroom,
• In 6th grade science.

What I'm learning:

• Using the phrase: "Acquiring new knowledge" for things like notes and readings makes that process less painful for students
• Using the phrase: "Practicing" for labs, worksheets, and activities makes them more intriguing for students.
• Being able to ask the students: "Are you ready to assess?" and being okay if they say no, is powerful.
• Being able to prescribe specific lessons, notes, readings, activities to improve student performance on specific topics is POWERFUL!
• Hearing my students talk about Autonomy, Mastery and Purpose and understand my role in this process is enlightening for all of us.
• The phrase: "You just need more practice" is a lot less threatening than a poor grade and a you don't know this.
• Without trying, I've set up a growth midset where my students all believe they can achieve the objective and don't stop practicing until they do.
• There are some students that need to sit near me to stay focused.
• Size of the room makes a HUGE difference in the ability to do this style of classroom management.
• Asking students to check in with me, or show me an assignment or quiz after it's complete cuts down on my grading and increases my feedback.
• There are some times lines that students have to wait in while I help another students that needs my attention. (Gotta work around this).
• Students work independently much faster, get more opportunities and are more accurate than when working with me.  At times not to the depth I'm able to take it to though.

What my students are saying:

• I think it was awesome because we could do experiments for making a poster
• I think it was fun that we get to pick our own practice, partners, and what we get to do.
• I liked it, because we had more freedom to do what we needed to do in our own way
• I liked it because we worked at our own pace.
• I liked doing what I want to do when I want do it.
• I liked how we could watch video, practice, and take the test...
• I liked how you could work ahead easier.
• I liked going at your own pace.
• I didn’t like it, partners who said they were going to work go ahead. (Sometimes students want to work with someone without the realization that every student works at their own pace).
• I still kinda needed you to tell me what to do...
• I liked it, but its harder... we really had to read the procedure for the lab instead of you telling us what to do.
• It was harder, I felt off schedule.
• I didn't like it, too easy to get distracted.
• I liked it because with the group i could focus more.
• I liked that I got a lot more stuff done.
• I like getting to choose when we take our tests.
• I liked being able to figure out how much practice we needed.
• I liked how we worked at our own pace.
• I liked how we got to work in groups.
• I liked the schedule.
• I didn’t like having to turn the quiz in to you. (No place to hide!!)
• I didn’t like the organization of the room. ( I need to think about ways to roganize the room.)
• If someone is doing something more interesting it might be distracting. (We had laser pointers out that distracted many 11 year olds.)
• I didn't like people around you distracting you
• I think it's hectic because people were doing different things
• I didn't like how loud the room gets.
• I didn't like how some students were not focused on what they needed to do.
• I liked how everyone was so relaxed and doing what they wanted.
• I got a lot done
• I liked not having to wait for the other person to finish, I could move at my pace.

What's next?

• Students are finishing my curriculum early with classes left to work on a topic of their choice.  Remembering to focus on "Recovering" topics they weren't totally understanding or "Discovering" a new topic that interests them.
• I will post student work created from their personalized learning plans on my Student tech blog located here.
• Collect summative assessment data and compare to a non-personalized environment.
• Continue to develop new activities and lessons to support each learning objective.
• Continue to "flipteach" and record my lectures and labs for students to work at their own pace.
• I'm presenting on this topic with hard data and results at METC in St. Louis.  You should join me!
• E-mail @stumpteacher to see how I'm doing.  Everyone needs a mentor!

Want to read more? Read about how Personalized learning got started in my classroom here!

@stumpteacher Rocked My World!

I went into the profession to be the best teacher a student could have.

I've done pretty good through innovations in classroom management, data-based decisions, flip-teaching, and Standards-based grading.  I feel like I'm on the cutting edge of educational pedagogy.  Then Josh came along.

I interact often with Josh Stumpenhorst often via twitter.  I watch what he does from afar and support his efforts with questions, praise and support from 500+ miles away.  His blog post changed my thinking process and really ROCKED my world.

First he created a day of innovation then he resigned from teaching.  These two posts started me thinking, why does every kid have to do the labs or activities I choose, on the day I choose them?  Why do they all have to take the same quiz, on the same day.  Were these constructs I put in place for me, or is this truly what is best for students?

So I started infusing choice into my classroom more and more.  I started the year allowing students to choose how they did their homework.  Since I flip-teach there's videos involved.  I also allowed students who don't like that style for learning, I gave them access to my google docs I use for my presentations and linked the assignments to the section of either the online or checked-out textbook.  Basically giving students choice over how they learned the new material.  I called it "acquiring new information."

Since the start of the year I have been including choice in every class and allowing students within my parameters to choose what they do, but not when they do it.  It's time to change that.

Because Josh ROCKED my world I'm worked with my 6th graders to develop a personalized learning plan.  I spent last class helping them set up the plan.

First I helped them set up a plan of action:

We walked through the steps together and answered each of these scenarios.

Then we planned out the calendar:

Students recognized we had 12 classes until the end of the quarter, and they had 4 goals they needed to learn about.

We then looked at a specific goal, in yesterday's case that was Goal 6:

Students used their Goal planning sheet below to plan out how they were going to Acquire new learning, Practice what they learned, and then a time to show me what they learned in the form of a formative assessment.

They then planned that by putting their plans on their calendar.

This whole process of planning took about an hour of class time to set them up with a plan for Goals 6, 7, 8, and 9.

I'm hoping this will increase student performance and free me up to meet and work with those that need my attention the most.  I will need Josh's help, and I'm sure the Illinois Teacher of the year will once again ROCK MY WORLD!

Image adapted from: http://wallsofla.com/wp-content/uploads/2009/06/img_michael_jackson.jpg

Don't Forget Your Place!!!!

Two things happened to me in the last week that made me connect learning to actual behavior.

In the book above Anthony Muhammad describes characteristics of staff within a school and the process of how to identify, understand, and support all members.  From the review on Google Books there are four types of staff members in a school:

The Believers are those who are committed to the learning of each student and who operate under the assumption that their efforts can make an enormous difference in that learning.

The Fundamentalists are preservers of the status quo.

The Tweeners are members of a staff who are typically new to a school and are attempting to learn its prevailing culture.

The Survivors are those who have been so overwhelmed by the stress and demands of the profession that their primary goal becomes making it through the day, the week, and the year.

Where this connects is to an e-mail I received today.  


I sent out a school wide e-mail advertising an upcoming conference and this is the response I received:

I was caught off guard and angry.  (as an aside: I have not really worked with this colleague of mine and run into them at an occasional faculty meeting.  I've been working at my school for seven years and have been seeking an administrative position for at least four years.)


I am not sure what I did to deserve this e-mail response but it happened.  As the overachiever I am, anything I run across I seek to find ways to understand.  I could play this off as just an ignorant (lacking knowledge) staff member but I refuse to think it's just that.  It must go back to culture of the building and the understanding of how this person must view and interact with the building.


Having the knowledge I have based on the insight from the book above I came to the conclusion that this teacher is a "fundamentalist."  I am not sure what prompted the e-mail but I seem to have struck a nerve about my desire to learn in grow in my profession by attending a conference.  


I am a "Believer."  I know that, for better or for worse, what I do every day makes a difference for one or more students.  I will have a face to face with this person, I hope we can overcome this and rebuild the bridge to transform our school culture.

Learning Timeline

Currently wrapping up my doctoral studies, an assignment was to think back to your educational career.  Remember the things that shaped you, molded you, and created the leader, learner, and educator you are today.  Keeping that in mind I went searching for the perfect web 2.0 tool to create my educational timeline.  I settled on Timetoast.com.

Although I like the interface and the ability to add pictures, links, etc.  I struggled with the inability to PRINT and analoge copy.  It was a fun assignment and seeking the right tool was even more fun.

Special thanks to Bob Dillon (no not that Bob Dillon), Justin Tarte and David Kapular (Top 10 timeline tools was a great resource) for supplying some of the resources and inspiration.

Tom Cruise Solves America's Education Problems

I was inspired to write this post by two scenarios yesterday.  The first was by Angela Maiers.  Her Tedx talk (posted below) on mattering and how much we matter to one another reminded me what's important in education.  Another is by stumbling upon the website/podcast/book/cultural phenomenon "This I Believe..."

Jerry Maguire is a movie starring Tom Cruise as a powerful sports agent living the american dream.  Tom Cruise’s character is traditionally flawed and quickly into the movie he comes to a brilliant realization.  He, after some bad takeout, begins to write his mission statement.  In his mission statement he states that the key to being a successful agent is smaller numbers of clients and personal attention.  For this he was fired from his job, loses all of the success, loses his fiance, loses everything.  At one point he even describes himself as “cloaked in failure.”  By the end of the movie the hero’s resolution is that Tom Cruise’s character realises he doesn’t need the fame, the wealth, and the American dream, his character realizes the American dream lies in how much you matter to another person.  Tom Cruise’s character goes through many trials and tribulations to recognize this fact before he utters the now famous phrase: “You complete me.”  He gets married and as the end of the movie eludes, he begins to build a new business focused on mattering to the client and personal attention.

Education to me is much like Jerry Maguire.  Jerry, like education, is too big as an industry.  Class sizes are too large.  Most politicians and textbook companies are all about "showing them the money." Teachers are produced as if from factories.  Teachers are trained in the art of strategy, standards, and teaching to the middle of the class.  Differentiation is a ploy that is well said and well described but near impossible in rooms of 30.  Teachers make way too much money, oops, sorry wrong industry.  Teachers are too powerful as professionals, oops, sorry again.  Education is focused on as many initiatives as possible to say that our school is doing it all while solving nothing.  Education is the power agent, the sports agent out for itself.  Education is currently “cloaked in failure.”

I believe that the key to education reform, the key to solving the nations education problems is just the mission statement described by Jerry Maguire.  Smaller class sizes, in fact no classes.  Instead of teachers, we apply for the roles of mentor or steward.  We inspire, educate, cultivate, challenge, support, love, play-alongside, and genuinely care for our students.  Yes, we can like them, and then send them home when the bell rings, go back to our own house and our problems and live out our lives, but that doesn't mean we are truly focused on their success.  We seldom put the thought of how much we impact the lives of others into the forefront of out minds.  I believe the key to a successful school, a successful classroom and a successful education system is not standardization, assessments, and due dates.  It’s how much we care about the person in front of us, beside us, around us.  I beleive the key to education is personal attention.

How could we not want to provide personal attention and caring for such a cute face like this! This is our future!

If you are willing, I challenge you to write what you believe about education on your blog, post it to twitter and use the hashtag #thisibeleive.

Advanced Communication Assignment: Social Networking Guidelines

As a part of my assignments for Advanced communication I have been working with the Asst. Superintendent of Human Resources to provide a resource for teachers and staff on social networking.  Below is what we have so far, I'll update this pst with the final version once it is finished....


The Mission:

The mission of the Kirkwood School District (KSD), a leader in individualized education, is to instill in each student a passion for learning and the academic and social skills to excel in a global society. This will be accomplished by a system that meets the unique needs of each student through high expectations, innovative instructional strategies, and partnerships with parents and community, in an atmosphere that ensures a sense of belonging.

Our Goal:

The KSD has developed the following “do’s and don’ts” to provide helpful tips for instructional employees, students, and the KSD community to consider when participating in social media. 

What is Social Media?

Social media (and social media sites) is the use of web-based and mobile technologies to turn electronic communication into interactive dialogue. (http://en.wikipedia.org/wiki/Social_media)

Tools including but not limited to:

·      Blogs – blogger, wordpress, twitter, etc.

·      Wiki’s – wikispaces, pbworks, etc.

·      Social Networking – facebook, ning, myspace, edmodo, etc.

·      Photo and video sharing sites – Youtube, Flickr, etc.

·      Social bookmarking – Diigo, etc.

·      Podcasting and Vodcasting

Board policy as it relates to social media: Technology Usage (EHB)

The KSD’s technology exists for the purpose of maximizing the educational opportunities and achievement of district students as well as professional development and support for staff. 

A user does not have a legal expectation of privacy in the user's electronic communications or other activities involving the district’s technology resources, including e-mail and access to the intranet, Internet or network drives.

All expressive activities involving district technology resources that students, parents/guardians and members of the public might reasonably perceive to bear the imprimatur of the district and that are designed to impart particular knowledge or skills to student participants and audiences are considered curricular publications. All curricular publications are subject to reasonable prior restraint, editing and deletion on behalf of the school district for legitimate pedagogical reasons. All other expressive activities involving the district’s technology are subject to reasonable prior restraint and subject matter restrictions as allowed by law and Board policies.

Use of technology resources in a disruptive, manifestly inappropriate or illegal manner impairs the district’s mission, squanders resources and shall not be tolerated. Therefore, a consistently high level of personal responsibility is expected of all users granted access to the district’s technology resources.

(http://policy.msbanet.org/kirkwood/showpolicy.php?file=EHB-C.KKW)

Board policy as it relates to social media: Technology Usage Administrative Process (EHB-AP)

No employee will be given access to the district’s technology resources before the district has a signed Technology User Agreement or Teacher Contract on file. Authorized employees may use the district’s technology resources for reasonable, incidental personal purposes as long as the use does not violate any provision of district policies or procedures, hinder the use of the district’s technology resources for the benefit of its students or waste district resources. Any use that jeopardizes the safety, security or usefulness of the district’s technology resources or interferes with the effective and professional performance of the employee’s job is considered unreasonable. The use of the Internet in the KSD is intended for educational purposes.

General Rules:

·      Use of district technology for soliciting, advertising, fundraising, commercial purposes or financial gain is prohibited, unless authorized by the district.

·      Users are required to obey all laws, including criminal, copyright, privacy, defamation and obscenity laws. The school district will render all reasonable assistance to local, state or federal officials for the investigation and prosecution of persons using district technology in violation of any law.

·      The district prohibits the use of district technology resources to access, view or disseminate information that is pornographic, obscene, child pornography, harmful to minors, obscene to minors, libelous, pervasively indecent or vulgar, or advertising any product or service not permitted to minors.

·      Accessing, viewing or disseminating information on any product or service not permitted to minors is prohibited unless under the direction and supervision of district staff for curriculum-related purposes.

·      The district prohibits the use of district technology resources to access, view or disseminate information that constitutes insulting or fighting words, the very expression of which injures or harasses other people (e.g., threats of violence, defamation of character or of a person’s race, religion or ethnic origin); presents a clear and present likelihood that, because of their content or their manner of distribution, they will cause a material and substantial disruption of the proper and orderly operation and discipline of the school or school activities; or will cause the commission of unlawful acts or the violation of lawful district policies and procedures.

·      The district prohibits any use that violates any person's rights under applicable laws, and specifically prohibits any use that has the purpose or effect of discriminating or harassing any person on the basis of race, color, religion, sex, national origin, ancestry, disability, age, pregnancy or use of leave protected by the Family and Medical Leave Act.

·      All users shall immediately report any security problems or misuse of the district’s technology resources to a teacher or administrator.

All students will be instructed on the dangers of sharing personal information about themselves or others over the Internet and are prohibited from sharing such information unless authorized by the district. Student must promptly disclose to a teacher or another district employee any message the user receives that is inappropriate or makes the user feel uncomfortable.

 (http://policy.msbanet.org/kirkwood/showproc.php?file=EHB-AP.KKW)

Board Policy: Staff/Student Relations (GBH)

Staff members are expected to maintain courteous and professional relationships with students. All staff members have a responsibility to provide an atmosphere conducive to learning through consistently and fairly applied discipline and the maintenance of physical and emotional boundaries with students. These boundaries will be maintained regardless of the student's age, the perceived consensual nature of the relationship, the location of the activity or whether the staff member directly supervises the student.

Staff members will maintain these physical and emotional boundaries unless there is an educational purpose justifying deviation from these standards. When such justification exists, the staff member must be prepared to articulate the appropriate educational purpose of the deviation and must demonstrate that appropriate precautions were taken. When possible, the staff member should consult his or her supervisor prior to engaging in behaviors or activities that might violate professional boundaries. Such notification is not required when a behavior is part of the employee's duties. For example, a nurse does not need to notify a supervisor each time he or she must be alone with a student to provide nursing care. (http://policy.msbanet.org/kirkwood/showpolicy.php?file=GBH-C.1C)

Does the communication pass the TAP Test?

Electronic communication with students should always be Transparent, Accessible and Professional as defined below:

1. The communication is transparent. – Remember ALL electronic communication should be transparent. As a public school district, we are expected to maintain openness, visibility and accountability with regards to all communications. 

2. The communication is accessible. – Remember electronic communication should be considered matter of record, part of the District archives, and/or is accessible by others i.e. parents, administration, community, board of education. 

3. The communication is professional. – Remember ALL electronic communication should be written as a professional representing KSD. This includes word choices, tone, grammar and subject matter that model the standards and integrity of a KSD professional.   Always choose words that are courteous, conscientious, and generally businesslike in manner.

Tips to consider:

·      Does the speech impair teaching effectiveness?

·      Does the post interfere with relationships with superiors or coworkers?

·      Does the speech jeopardize the management of the school?

·      How you represent yourself online is an extension of yourself.

·      Use spell check and avoid common abbreviations.

·      Respect copyright and fair use guidelines.

·      Do not write about colleagues or students without expressed permission.

·      Do not post or tag photos or movies of others without permission.

·      Be respectful for others opinions in your posts or comments

·      Remember that employees, parents, and students reflect a diverse set of customs, values and points of view.

·      Remember lines between public and private, personal and professional are blurred in the digital world.

·      Adhere to school handbook guidelines as well as Acceptable Usage Policies and district guidelines.

·      Only “friend” students and parents on a professional social media page.  (Reminder to be wary of age limits and requirements)

Do’s

Don’ts

·      Always think when posting: Can I say this in my classroom? ·      Protect students from posting or communicating ANY personal information online. ·      Limit electronic communication with student to school related matters (ex. Coursework, extracurricular activities, etc.) ·      Involve your building principal or direct report when posting on social media sites. ·      Your online behavior should reflect the same standards of honesty, respect, and consideration that you use face-to-face ·      Remember what is inappropriate in your classroom should be deemed inappropriate online. ·      Be mindful that what you publish will be public forever – protect your privacy.  KSD employees are personally responsibly for the content they publish. ·      It is the responsibility to report immediately to the supervisor any inappropriate electronic communication, whether initiated by the student or someone else. ·      If you feel angry or passionate about a subject, it may not be the time to share your thoughts in a post.  You should delay posting until you are calm and clear-headed. ·      Thoroughly spell and grammar check your content before you post.  Citizens expect that education employees set a good example when they write and speak in public.  It is important that you correct any errors as soon as you can.

·      Post information, pictures, etc. identifiable of our students on a social media site. ·      Friend a student on a personal social media site. ·      Think that what you post online is private in any way. ·      Post pictures of “that bachelorette party” on social media sites. ·      Engage in social media friendships using a personal account on social media sites.  Connections with students are prohibited (unless the employee and student are related) and strongly discouraged with parents or guardians of students. ·      Use social media sites to discuss with a student a matter that does not pertain to school-related activities.  Appropriate discussion would include the student’s homework, class activity, school sport or club, or other school-sponsored activity. ·      Discuss students on social media sites and from posting photos of any students on personal sites. ·      Violate any provision of FERPA. ·      Post confidential and proprietary information about the District, its employee’s students or agents on social media and personal websites.  Ina addition, employees shall not use district logos or images etc. on personal sites. ·      Use social media for private financial or commercial gain.

Do’s

·      Always think when posting: Can I say this in my classroom?

·      Protect students from posting or communicating ANY personal information online.

·      Limit electronic communication with student to school related matters (ex. Coursework, extracurricular activities, etc.)

·      Involve your building principal or direct report when posting on social media sites.

·      Your online behavior should reflect the same standards of honesty, respect, and consideration that you use face-to-face

·      Remember what is inappropriate in your classroom should be deemed inappropriate online.

·      Be mindful that what you publish will be public forever – protect your privacy.  KSD employees are personally responsibly for the content they publish.

·      It is the responsibility to report immediately to the supervisor any inappropriate electronic communication, whether initiated by the student or someone else.

·      If you feel angry or passionate about a subject, it may not be the time to share your thoughts in a post.  You should delay posting until you are calm and clear-headed.

·      Thoroughly spell and grammar check your content before you post.  Citizens expect that education employees set a good example when they write and speak in public.  It is important that you correct any errors as soon as you can.

Don’ts

·      Post information, pictures, etc. identifiable of our students on a social media site.

·      Friend a student on a personal social media site.

·      Think that what you post online is private in any way.

·      Post pictures of “that bachelorette party” on facebook.

·      Engage in social media friendships using a personal account on social media sites.  Connections with students are prohibited (unless the employee and student are related) and strongly discouraged with parents or guardians of students.

·      Use social media sites to discuss with a student a matter that does not pertain to school-related activities.  Appropriate discussion would include the student’s homework, class activity, school sport or club, or other school-s[sponsored activity.

·      discuss students on social media sites and from posting photos of any students on personal sites.

·      Violate any provision of FERPA.

·      Post confidential and proprietary information about the District, its employee’s students or agents on social media and personal websites.  Ina addition, employees shall not use district logos or images etc. on personal sites.

·      Use social media for private financial or commercial gain.

Advanced Communications Assignment: E-mail guidelines

As part of my advanced communications class I have been working with my central office personell to create guidelines in technology to help teacher and staff be more successful.  Here's a draft of my e-mail guidelines.  I will post the final version when it is finished:

Google Doc: E-mail guidelines

E-mail Communication guidelines

The Kirkwood School District provides for electronical mail for the purpose of enhancing communication amoung faculty, staff as well as providing a tool to support school and community relations.

When using your e-mail account consider if the communication pass the TAP Test.

Electronic communication with faculty, staff, students and community should always be Transparent, Accessible and Professional as defined below:

1. The communication is transparent. – Remember ALL electronic communication should be transparent. As a public school district, we are expected to maintain openness, visibility and accountability with regards to all communications. 

2. The communication is accessible. – Remember electronic communication should be considered matter of record, part of the District archives, and/or is accessible by others i.e. parents, administration, community, board of education. 

3. The communication is professional. – Remember ALL electronic communication should be written as a professional representing KSD. This includes word choices, tone, grammar and subject matter that model the standards and integrity of a KSD professional.   Always choose words that are courteous, conscientious, and generally businesslike in manner.

Helpful reminders:

·      Keep your messages short and to the point.

·      Only use your kirkwoodschools.org account to communicate with students and parents.

·      A professional e-mail should include a salutation and a complimentary close.

·      Create informative e-mail headings.

·      Refrain from sending any information that may be deemed as confidential.

·      Do not use all capital letters as the reader may interpret you as SHOUTING.

·      Avoid large or unnecessary attachments.

·      Reply to e-mails as soon as possible.  In the world we live in today e-mail is expected to be returned within 24 hours.

·      Never argue in an e-mail.  Pick up the phone.

·      Tone, sarcasm and jokes are never communicated correctly and can be misconstrued.

·      When discussing items of a sensitive nature, it is better to discuss face to face.

·      Refrain from using “Reply All” unless your response is pertinent to all people listed on e-mail.

·      Ensure the reply you are sending is being sent to the intended parties.

·      Do not forward district information outside of district personnel.

·      Refrain from advertising events, items, or services that do not pertain to school business.

·      If you feel angry or passionate about a subject, it may not be the time to share your thoughts in a post.  You should delay posting until you are calm and clear-headed.

·      Thoroughly spell and grammar check your content before you post.  Citizens expect that education employees set a good example when they write and speak in public.  It is important that you correct any errors as soon as you can.

·      Do no send an e-mail to the entire district without prior approval from supervisor.

·      A user is responsible for all e-mail originating from the user’s e-mail account.

·      Forgery or attempted forgery of e-mail messages is illegal and is prohibited.

·      Unauthorized attempts to read, delete, copy or modify e-mail of other users are prohibited.

·      Attempts at sending unsolicited spam, for-profit messages, or chain letters are prohibited.

·      All users must adhere to the same standards for communicating electronically that are expected in the classroom and that are consistent with district policies and procedures.

·      Users must obtain permission from the superintendent or designee before sending any district wide e-mail messages.

·      If you chose a signature line make sure it is simple, text only, and professional in appearance and content.

Remember all e-mail communication are subject to the board policy EHB-AP and the acceptable use policies of the KSD.  All electronic mail communication may result in monitoring and disclosure to third parties, including local, state or federal law enforcement.