Integrating Personalized Learning Through Technology

INTEGRATING PERSONALIZED

LEARNING THROUGH TECHNOLOGY

Effective Strategies utilized by City Charter High School

Pittsburgh, PA

Case Study

Aisha Robinson91-840 Integrating TechnologyCarnegie Mellon UniversityInstructor: N. GuskySpring 2010

INTRODUCTION After earning a National Award for

being identified as one of the twenty-one top performing Charter Schools in the country, City Charter High School has begun a post-secondary research study that will focus on student preparation for post-secondary schools.

Study showed: Former students found it very valuable to have personalized learning in high school to prepare them for the personalized learning atmosphere in college.

OBJECTIVE To analyze personalized learning

techniques used to implement effective personalized learning.

To determine how technology effects the effectiveness of personalized learning.

Essential Question: In what ways can personalized learning enhance a school’s academic achievement?

RESEARCH THE SCHOOL: HOW IS PERSONALIZED LEARNING USED SCHOOL WIDE? Originally, personalized learning was

implemented to meet up with the Middle States Requirements for independent learning.

Specific graduation requirements afford the students the option to decide how learning takes place and is displayed.

Students are required to have an online

senior portfolio that displays growth in their academic products over the year.

RESEARCH THE SCHOOL: HOW IS PERSONALIZED LEARNING USED SCHOOL WIDE? Students work independently MCAS

certifications and Web design.

Technology based curriculums. School wide curriculums are designed to incorporate technology and online simulations that can be utilized to enhance learning.

The school has created “independent learning rubrics” for the 9th – 11th grades.

RESEARCH THE SCHOOL: HOW IS PERSONALIZED LEARNING USED IN 11TH

GRADE MATH? The math department has started moving

beyond the middle state goals that now include: Problem of the Week (POW):

In previous years teachers instruct students on their expectations for the POW’s. By 11th grade students are given the POW’s to work and independently and can produce a product to answer the problem in student selected variations that illustrate and explain their answers.

To: Student self-selected honors courses:

Students are given the opportunity to place themselves in honors course to strengthen their skills, and are given the opportunity to change their mind after 4 weeks within the class.

CASE STUDY: OVERVIEW I decided to focus on the 11th grade team

because of the PSSA Assessment.

While all 11th grade students are required to take the PSSA Assessment, 30 students selected to take a PSSA Preparation Elective to enhance their competencies with respect to the eligible content.

CityHigh teachers were particularly

interested in how students would personally prepare for the PSSA assessment.

CASE STUDY: OBJECTIVE

How has City High Charter High School effectively

implemented personalized learning in preparation for

the PSSA Math Assessment?

CASE STUDY: PROCEDURES 30 Students were broken up into 2

sections to take a 65 minute class 5 days a week.Note: Students who were perceived to be

“bubble” kids were encouraged to take this course, but all final decisions were made by the individual student.

Students were instructed using a technology enriched curriculum.

Supplemental materials were added to the course for personalized enrichments.

CASE STUDY: PROCEDURES Students were assessed to determine

how they used these techniques and technologies to implement effective personalized learning strategies.

Students were analyzed through 5 End of Unit test scores and surveys where given to determine what technologies and techniques were used that could be attributed to the student’s success.

CASE STUDY: PROCEDURES To replicate the PSSA Assessment,

students where allowed to retake the End of Unit test until they reached a proficient score of 80%.

Data was collected with respect to the number of students who received proficient on the End of Unit test after the 1st attempt.

CASE STUDY: TECHNOLOGY MATERIALS USED Through Teacher Instruction, the

technology enriched curriculum utilized:ElmoLCD ProjectorsEdline attendance and Grading : Online tool

for students and the instructors (Similar to Dashboard)

CASE STUDY: TECHNOLOGY MATERIALS USED Personalizing the Learning: Edline was used as the

key technology tool for personalizing the learning. The following were made available to the students: Online Surveys: Used for Personal Assessments Online Tutorials: Written explanations, worked out

examples, and practice problems Online Videos: Streamed videos of teachers

instructing the mathematical concepts that are being taught in there course.

Student Grade Monitoring Easy Access to Instructor Email: utilized 24hr a day; 7

days a week Online Interactive Calendar: Allowed students to

stay up on and stay ahead of their learning

EDLINE. NET

EDLINE.NET: TEACHER’S VIEW

EDLINE: TECH TOOLS VIEW

EDLINE: CALENDAR

EDLINE: ONLINE TUTORIALS AND VIDEOS

EDLINE: ONLINE TUTORIALS AND VIDEOS

Sample Tutorial made available through www.onlinelearning.com

http://www.onlinemathlearning.com/absolute-value-equation.html

QUANTITATIVE ASSESSMENT: FINDINGSEND OF UNIT EXAMS

Test 1 Test 2 Test 3 Test 4 Test 50%

10%20%30%40%50%60%70%80%90%

# of Students who received pro-ficient or advanced

# of Students who received proficient or advanced

EDLINE: SURVEYS Students surveys asked the following

questions:1. Overall effectiveness in preparing for

the PSSA? 2. What technologies did you use to

personalize your learning? (email, online tutorials, videos, etc.)

3. Which technology was most effective?4. How effective was it to offer the

technologies to enrich your personal learning?

EDLINE: SURVEYS5. In your opinion, do you believe that the

technologies helped you be successful in this class? 6. Are there any technologies not used, that would

help you be successful?7. Within the last unit, did you use the personalized

learning technologies more that 15 times.8. Within the last unit, did you use the personalized

learning technologies between 10-14 times in this unit.

9. Within the last unit, did you use the personalized learning technologies between 9-5 times in this unit.

10. Within the last unit, did you use the personalized learning technologies less then5 times in this unit.

EDLINE: SURVEYS RESULTS The survey reflected qualitative

research.

26 out of the 30 students felt the technologies effectively enriched their learning.

Only 1 student used the technologies less than 5 times.

Students were also allowed to write general comments with respect to their overall success in the class, which is located in the case study.

RESEARCH TO SUPPORT FINDINGS“Even the least motivated students were

encouraged to participate in the authentic learning environment …” Technology in the Classroom

Olympia School District in Olympia, Washington developed a Technology plan that is reflected to ideas of CityHigh.

CONCLUSIONS Overall, incorporating technologies

within personalized learning is highly effective.

Students are more engaged and self driven as a result.

CityHigh will repeat this case study again next semester to see if the results are consistent.

??? QUESTIONS ???Thank you for your time and attention. I

hope you found this Case Study very informative.

Are there any questions??