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Re-Inventing Schools Coalition

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A Collection of Practices and High Yield Strategies to support second order change

Leading the Learning

New Years Resolution: Student-Directed Individualized Learning for All

As stated in the book, Delivering on the Promise, a RISC system is where students themselves are encouraged, taught, and empowered to be accountable for their learning. This is not a back-andwhite, step-by step, to do list through which students become leaders of the learning process overnight. It is an evolutionary process in which students move from being dependent to independent learners. Once students own the system and they understand the direction that are headed in their education, they become advocates who begin to insist that teachers help them accomplish their goals. This type of change requires a shift in the roles of the teacher and the learner. Teachers and students will unpack the standard, determine the rigor of the learning (cognitive and content knowledge), and build a transparent learning progression with clear and timely feedback. The student, when given an unpacked standard and learning progression, will be required not just to understand their own capacity, but to make decisions about the ways in which they will learn and prove mastery. When setting goals and direction, students become engaged leaders of their own learning. Goal setting and monitoring are essential components of learning. On average, the practice of having students track their own progress was associated with a 32 percentile gain in their achievement. Marzano, When Students Track Their Progress, Educational Leadership (20092010) The idea of goal setting and monitoring progress is relatively common knowledge. Creating this learning opportunity for every student is the challenge. Delivering on the promise continues on to an important design feature of a true student directed learning system. Learning is a dynamic process of students talking about, thinking about, analyzing, applying, and otherwise interacting with concepts, themes, facts and skills they are learning..individualized to students needs, and every strategy possible is used to ensure that learning is maximized. Given this compelling vision of learning, lets review the essential components of the RISC system. Shared Visioning and Code of Cooperation building student understanding, engagement and leadership of the learning system.

Inside this issue:

New Years is for Goal setting

Voices from the Field: Owning the learning. The New taxonomy Goal setting connections. All about us and our coalition members.

Transparency of learning through procedures and clarity students are given authority and direction to navigate their learning. (i.e. flow charts, rubrics, capacity matrices) Continuous Improvement given clear targets and feedback, students are engaged in self-monitoring, goal setting and strategizing. As an instructional leader, who is modeling the model by promoting and supporting the engagement of your staff? In what ways are you supporting the shared vision of learning? Are you being clear and transparent with the instructional processes and learner outcomes currently employed in your system? Do you create an environment where staff feel they are empowered to continuously improve based on timely and accurate achievement data?

A checklist for school leadership to support and create a student-directed learning system:

Collect data about your schools current assessment practices-let the data drive the instruction. Have teachers complete a gap analysis survey regarding current use of student self-assessment. Conduct an audit of assessment tools used by teachers, and then develop a school-wide assessment plan with common assessments for various grades. Facilitate the sharing of assessments where teachers come together and compare assessment tools and strategies. Ask the question: Can your students articulate (to teachers, parents) their own strengths and areas for improvement needed in reading, writing ,mathematics and all other content areas? Build on the expertise of teachers in your school who are currently utilizing student self-assessment, have them share ideas through mentoring, coaching, divisional meetings or other professional development opportunities.

This document was produced by: Daniel Joseph Educational Specialist Re-Inventing Schools Coalition

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Voices from the Field, Heather Bross: Owning the LEARNING!

As with each New Year, new hope for success and happiness formulates in all of us. Which makes this an ideal time to begin goal setting and the practice of self-monitoring with students. As a coach and an avid Detroit Lions fan, I had many mixed feelings over the weekend. My beloved Detriot Lions were out of the playoffs, so my family watched as the Packers lost to a team led by someone, who I must admit, struck a chord deep in my educator heart. You may have already heard the tale of 49ers quarterback, Colin Kaepernicks letter he wrote to himself at age 9 predicting that he would someday play pro football. Funny thing, he was very detailed in writing that he would play for either the 49ers or the Packersthe irony of that brings a smile to any sports fans face. In a letter that he wrote to himself Colin prophesizes the future, Im 5 ft. 2 inches 91 pounds. Good athlete. I think in 7 years I will be between 6 ft to 6 ft 4 inches 140 pounds. I hope I go to a good college in football Then go to the pros and play on the niners or the packers even if they arent good in seven years. My friend are Jason, Kyler, Leo, Spencer, Mark and Jacob. Sincerely, Colin Mr. Kaepernick obviously has extraordinary athletic ability, which has enabled him to capture the lead offensive position of a team such as the 49ers thus following his dream. But as an educator and advocator of personalized learning, his story sparked my interest in another way. I began to think about the motivation, goal setting, and the importance of ownership in the choices that a person such as Colin has embraced throughout his life, making his dream a reality. As educational leaders we hear a story similar to Colins and say, Now there is a very motivated child. But why do we have so many students who lack motivation in todays classrooms and how do we motivate them? I know I have repeated that question in my head a few times in my 18 years of public school teaching. Then I realized that it wasnt about me motivating studentsit was about me creating an environment where students will be internally motivated and own their learning. Personalized learning offers such a place by tailoring the content, pace, structure and goals of instruction to meet the needs and aspirations of individual learners. Take this opportunity to assist students in setting class leadership goals, then move to individual leadership goals. Tracking their progress with the use of goal charts, Plan-DoCheck-Adjust (PDCA) forms, data folders, or electronic checklists. Teachers who have implemented a student-centered, personalized learning approach have shared with us how their students begin to own their behavior and learning as they self-assess it. Students know what is expected of them, they have had input in setting their goal, and they are holding themselves accountable for attaining it. Students are motivated to reach their goals! How can this possibly be done? Lets begin by setting a goal for ourselves. Our goal is to shift from teacher-driven to a student-centered environment allowing ALL students to learnhere is what we need to consider Learners need to know why they are there and how to be successful learnershaving a Shared Vision and Code of Cooperation. Learners need to understand clearly what they are trying to learn and what is expected of them (transparency). Learners need to understand what quality and successful work looks like. Learners desire to be engaged in the selfmonitoring, goal setting, and strategizing. Learners need to celebrate successes and stretch to reach new goals. In 2014, how many learners will write a letter of hope like Colins? Encourage big goals by setting and accomplishing small ones. Revisit often, monitor regularly, and celebrate each success. Promote hope in ALL our learners by creating an environment in which ALL students can learn.

Classrooms where students understand the learning outcomes for daily lessons see performance rates 20 percent higher than those where learning outcomes are unclear. Marzano, What Works in Schools: Translating Research Into Action, (2003)

Heather Bross is an educational specialist for ReInventing Schools. She is a coach and trainer for our organization as has spent numerous hours working and supporting teachers in building a student centered personal mastery system.

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Learner Goal Setting and Monitoring; The science of leading their learning
Research shows that engagement in learning motivates and deepens understanding. To help students begin to own their learning, they will require clarity, feed-back and an association with the targeted content or skill. As effective teachers and leaders, we begin the learning process with students by ensuring clarity as to what they need to know (informational domain) and be able to do (mental and psychomotor procedures).
Using the new taxonomy helps make meaning of this, as it looks at how the information is being used, or processed, by the learner. The taxonomy is broken down into 6 levels (diagram to the left). The lower 4 levels of mental processing are cognitive levels. Each refers to how the information is being used or how learning might be demonstrated with deepening understanding or rigor. Using the

taxonomy clarifies what a learner needs to do with the information to succeed at the next levels. Clarification of learning outcomes, by itself, does not guarantee student success. Combining the taxonomic roadmap with specific formative feedback and providing the information in a context that each student can connect with, leads toward personal mastery of that learning. In other words, we want students to not only process information cognitively, but also metacognitively, which then influences self-esteem (refer to top 2 levels of diagram.) All students need to view themselves as learners. One strategy that supports this desired outcome is goal setting. When thinking about goal setting with students and their continued engagement toward mastery, both the teacher and learner need to be aware of how they will process the information, with a progression of rigor or deepening understanding, and ultimately how they will use it as a demonstration of their learning.

There are three general systems of mental processing that operate in a coordinated fashion; the selfsystem, the metacognitive system and the cognitive system (pictured left) Dr. Robert Marzano

Awakening; Metacognition and the Process monitoring- the learner monitors the effecLearners Self-System
tiveness of the process and procedure to meet the goal that has been identified. Monitors clarity- an indication to the learners disposition to the knowledge, through their monitoring clarity and accuracy. Monitoring clarity involves determining the extent to which an individual is free from indistinction and ambiguity about knowledge. Monitoring accuracy- determine the extent to which the individual is correct in terms of understanding specific knowledge. The learner will typically check their understanding by seeking out further information.

The diagram above is an illustration of the components that drive a learners metacognition. A learners metacognitive system is responsible for monitoring, evaluating and regulating the functioning of all other types of thought. Marzano and Kendall mentions these processes working together to form, the so-called executive control. Goal setting is essential for students to own their learning. Specifying goals- this function is executed when the learner determines a specific goal to increase competence and a plan for executing the learning as related to the type of knowledge.

The books establishes connections between learner motivation and the learners ability to connect to their self-system. According to Marzano and Kendall, The learners ability to initially learn or to deepen their competence in a given knowledge component is a function of three factors. Perceptions of its importance Perceptions of its efficacy Emotional response to the knowledge component.

Check out: Re-Inventing Schools Blog: Personal Mastery Works @blog.reinventingschools.org

The Re-Inventing Schools Coalition (RISC) is a national nonprofit foundation established to transform education systems

Re-Inventing Schools Coalition

Re-Inventing Schools Coalition 1322 North Pioneer Peak Drive Wasilla, Alaska 99654

around the world and produce dramatically improved learning environments and achievement results for all children. We are committed to re-inventing schooling as we know it so that all students are successful in school and life, regardless of their background, their culture, their home life, or their previous educational experiences. This newsletter is developed by djoseph@reinventingschools.org

Phone: 907.357.9080 Fax: 907.373.6557 Toll Free: 1.877.357.9080 E-mail: admin@reinventingschools.org

One Thousand Districts Realizing Their Unique Vision of Excellence


Re-Inventing Schools Coalition

Alaska Highland Tech High Charter School, Anchorage California Barack Obama Charter School, Los Angeles Ingenium Schools, Los Angeles Lindsay Unified School District, Lindsay Klamath River, Early College of the Redwoods, Klamath Sierra Charter, Fresno Montana Lame Deer Public Schools, Lame Deer Bridger Alternative Program/Bozeman Public Schools, Bozeman Colorado Adams County School District 50 Works cited.. Michigan Kenowa Hills Public Schools, Grand Rapids Maple Valley School Dist, Fuller Street Elem. Massachusetts Kehillah Schechter Academy, Norwood New York New York City Department of Education IZone Maine Maine Department of Education Regional School Unit 4, Sabattus Regional School Unit 3, Unity Regional School Unit 2, Hallowell

and growing

Regional School Unit 12, Whitefield Regional School Unit 14, Windham Raymond School District Windham, Regional School Unit 18, Messalonskee Regional School Unit 57, Waterboro, Auburn School Department, Auburn, Sanford School Department, Sanford, South Carolina Red Bank Elementary School, Lexington Charleston County School District, Charleston

Delorenzo, R.A., Battino, W.J., Schreiber R.M., Carrio B.G. (2009). Delivering on the Promise: the education revolution. Bloomington, IN: Solution Tree. Marzano, Robert J., and John S. Kendall. Designing & assessing educational objectives: applying the new taxonomy. Thousand Oaks: Corwin Press, 2008. Print. Marzano, Robert J.. What works in schools translating research into action. Alexandria, Va.: Association for Supervision and Curriculum Development, 2003. Print To view the O-Path in its entirety: http://www.reinventingschools.org/wp-content/uploads/2013/08/OPATH-V13i-FINAL.pdf
Feedback, questions or comments: Contact djoseph@reinventingschools.org