Building and implementing a dynamic personalized curriculum
Post on 08-Feb-2017
332 Views
Preview:
Transcript
BUILDING + IMPLEMENTING A DYNAMIC, PERSONALIZED LEARNING CURRICULUM:HOW TO IMPLEMENT, MEASURE + IMPROVEUSING OER TECHNOLOGY
#iNACOL16
Speakers
Terry NealonCEO, Fishtree
Dr. Philip HickmanSuperintendent, CMSD
#iNACOL16
Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.
~Albert Einstein
ALIGNInstructors can createcourses, embed assessments +automatically align toany standard,competency or learning objective.
LEARNING DNABased on individual
student’s profile; Fishtree continuously adapts to
reflect changing learning needs.
Personalization
Content
Individualized, personalized instruction dynamically aligned to each learner’s needs to improve performance and achievement.
Automated processes save time and money, continually scale to meet school needs.
Maximizes existing curriculum investments while aligning all content and assessments to any objective or competency– all in real time.
CURATIONAlignment of relevant and
meaningful resources (including real-time) to
any standards, competencies or
objectives; personalized recommendations
based on learner needs.
Alignment
What is Fishtree?
#iNACOL16
Columbus Municipal School District 2015
#iNACOL16
Professional Development
Instructional Model
Infrastructure
Technology
Must start here which dictatesthe rest.
Access should be available everywhere.
Feedback
-Involve staff in decision-making
-If “going digital,” really go!
-Includes vendors, providers, and district stakeholders
-Celebrate success and address failures
-Districtwide PD for staff, teachers, students + families
-Challenge vendors to go beyond implementation
5 Steps to Go Digital
#iNACOL16
#iNACOL16
Columbus Municipal School District 2016#iNACOL16
Professional Development should be…
ONGOING Can not be effective in the short term; must belong-term oriented
FOCUSED Short impactful sessions; establish a few key areas of focus and continually spiral
Adults require training to model and reflectappropriate behavior
INCLUDE DIGITAL
CITIZENSHIP
JOB-EMBEDDED PD should provide information to allow teachers to then receive training on the job
Keep all stakeholders engaged in shared goalsand collaborationSTAFF-LED
#iNACOL16
BUILD INFRASTRUCTUREAccess
anytime, anywhere.
1. ACCESS – Routing Wi-Fi to parks, parking lots and buses.
2. PLATFORM TO SHARE –Teachers can feed assignments and content to any device.
3. DIGITAL MAP – Parents and students know where to access.
#iNACOL16
Removed all textbooks and partnered with OER
providers
District curriculum leaders intentionally embed OER
into curriculum to demonstrate value and
encourage adoption
Teachers incorporating OER into their own plans and
sharing with others
Selected as one of 6 ambassador districts helping
others to “Go Open”
#GoOpen Initiative
#iNACOL16
Stakeholders Include
•Staff•Teachers•Students•Families/
Parents•Vendors
Types of Feedback
Variety of Outlets
•Online Survey•Suggestion
Boxes•Committees•Open Forums
•Observations•Corrective
actions•Select a group
of educators to give feedback to vendors
FEEDBACK LOOP#iNACOL16
FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK. FEEDBACK.
FEEDBACK LOOP
#iNACOL16
#iNACOL16
Mean NWEA Measures of Academic Progress Scores
Grade 1130
135
140
145
150
155
160
165
170
143
153
167
Fall 2014 Fall 2015 Spring 2016
Grade 2150
155
160
165
170
175
180
185
161
167
180
Fall 2014 Fall 2015 Spring 2016
#iNACOL16
Expected & Actual Gains on STAR Assessment
Grade K Grade 1100
120
140
160
180
144
123
177
153
Expected Actual
#iNACOL16
Percentage of Scores by Literacy Classification
Grade K Grade 1
Grade 2
Statistically significant gainsacross all grade levels.
#iNACOL16
Dr. Philip HickmanTwitter: @PHickmanCMSD
LinkedIn: Dr. Philip Hickman*Read Dr. Hickman’s latest book:
“Stop Dribbling Footballs”
Thank You! Get in Touch.
Terry NealonTwitter: @nealonter
LinkedIn: Terry NealonEmail:
terry.nealon@fishtree.com
Learn how Fishtree can help your school or district personalize learning, visit
fishtree.com.#iNACOL16
top related