Your guide to making a whole-school move toward personalized learning
Give students the freedom to map their own educational pathways and help them meet graduation standards! This book illustrates how to support students to take advantage of resources from the community, colleges, virtual platforms, and creative outlets to design their own education. Readers will:
- Hear from educators who have successfully steered schools toward personalized learning
- Get specific tips to help your entire staff implement key processes and measure outcomes
- Find answers to the big questions that threaten success
- Use models of prompts and rubrics to get your pilot program started
Personalized Learning gives you solid, flexible tools to enhance your school's depth and generate successful outcomes.
"With a sharp eye for detail, Clarke reminds us that students can and must make their own sense of the world, but to do so, they need smart and flexible frameworks, the company of attentive adults, and lots of back and forth about the important big ideas."
-Larry Myatt, Founder and President
The Education Resources Consortium
Table of Contents:
Foreword by Joseph DiMartino
Preface
Why This Book?
Who Might Read This Book?
What′s in the Book?
About the Author
Acknowledgments
Introduction: All Learning Is Personal
Meeting Standards/Avoiding Standardization
Celebrating Diversity
Personalized Learning
Designing Personal Pathways to Graduation
An Enriched Context for Learning
1. Engagement in Learning
Overview
Organizing Curriculum Around Personal Competencies
Real Questions/Real Meaning
Building on Strengths
Artificial Challenges
Meaningful Challenges
Designing Pathways by Increasing Challenge
Personalization and Student Achievement
Accepting Ambiguity
Nagging Questions About Personal Engagement
2. Patterns of Growth
Overview
Personalized Learning at Mount Abraham
Patterns of Growth in Personalized Learning
Learning Through Relationships
Nagging Questions About Student Growth
3. Shaping the Process of Inquiry
Overview
Keeping the Target Steady
Seven Phases of Project Development in a Semester
The Process Is the Learning
Nagging Questions About Structure and Freedom
4. Scaffolding Personal Learning
Overview
Focusing on Competency
"The Space": A Website Organizing Learning
Designing Processes and Products
Learning to Learn Independently
Learning Critical Thinking and Problem Solving: An Illustration
Problem Solving With Hands
Using the Tools in Advising
Leaving the Scaffold Behind
Nagging Questions About Structure
5. Integrating School and Community
Overview
Why Leave Campus?
Riding With the Wizard
Connecting With a Community Mentor
Fitting in at Fifteen: Austin and Gabe at the Fish Hatchery
Making Room for Mentoring
Moving From Simple to Complex Tasks
The Cost in Time and Energy
Making Global Connections
The Action Is Not the Learning
Nagging Questions About Community Engagement
6. Assessing Readiness for College and Work
Overview
What Tests Don′t Tell
Documenting Applicable Competency
Measuring What Matters
Face Validity
Focusing Questions for Assessing Evidence of Learning
Tracking the Accumulation of Evidence
Student-Led Conferences
Exhibitions: Taking It Public
Celebrating "Best-Work" Portfolios
Reporting Achievement
Nagging Questions About Assessment
7. Transforming High School Learning
Overview
School Transformation Through Mutual Learning
Growth Through Interaction
Removing Barriers: Armando Vilaseca, Vermont Secretary of Education
Shaping a Shared Vision: Evelyn Howard, District Superintendent of the Addison Northeast K-12 School District
Linking Personalization to Existing Models: Nancy Cornell, Associate Superintendent for Curriculum, Instruction, and Assessment
Continuous Adaptation Through Engaged Leadership
Organizing Teams and Structures: Leon Wheeler, Mount Abraham Coprincipal
Unifying Personalized Learning: Caroline Camara and Maureen Deppman, Cochairs of Personalized Learning Department
Expanding Roles for Teachers: Caroline Camara, Department Cochair
Advising While Redesigning: Russell Comstock, Academic Advisor
Mutual Renewal
Nagging Questions About High School Transformation
Conclusion: From Knowledge to Power
Sort and Select or Empower to Grow?
Bibliography
Index
About the Author :
John Clarke began teaching high school English in Massachusetts in 1966. He moved to Vermont in 1977 to teach secondary education and help run a teaching improvement program at the University of Vermont. In 1995, he joined the research team in the Secondary Initiative at Brown University′s Education Alliance and Lab at Brown, focusing on student engagement and high school personalization. He helped create a system of professional development schools in Vermont, linking teacher preparation to long-term school improvement initiatives. For more than 20 years, he has conducted many workshops and organized statewide conferences on student engagement. For the same twenty years has been working to increase student engagement at Mount Abraham Union Middle/High School in Bristol, Vermont -- making presentations, teaching graduate courses, conducting research, conducting school development institutes, and serving on the school board. Now retired, he volunteers as a consultant, writing tutor and community mentor at Mount Abraham, developing a personalized pathway to graduation for students who are disengaged from conventional classrooms and practices. As Pathways students work on their personal learning projects, he sits at the same table with his own project, a book on high school personalization in the voices of kids and adults involved in school transformation.
He has written, co-written or edited 12 books on high school teaching and the process of educational reform, as well as many articles. With Russ Agne, he wrote Interdisciplinary High School Teaching: Strategies for Integrated Learning, explaining and illustrating performance-based teaching techniques in high schools across the U.S. (Allyn and Bacon, 1997), and a research study of change in five Vermont high schools. (Dynamics of Change in High School Teaching, distributed nationally by the Education Lab at Brown University (2001). With approximately 25 high school educators and reformers, he helped write and edit a book describing methods for engaging high school students in learning (Personalized Learning Preparing High School Students to Create their Future (Scarecrow, 2003, approximately 4000 copies sold). He wrote two books guiding high school development teams toward personalized learning: Introduction to the Personalization Workshops and Personalized Learning, which are still being distributed widely by the LAB at Brown University. Working as editor and writer, he helped publish High Schools on the Move: Renewing Vermont′s Commitment to Quality Secondary Education, a guide to increasing student engagement. With Joe DiMartino, he co-wrote Personalizing the High School Experience for Each Student (ASCD, 2008), which has sold approximately 6000 copies since publication and is still in circulation. Education Leadership (Feb. 2012) included an article called "Invested in Inquiry," a description of the Pathways Program at Mount Abraham.
John has made presentations and conducted workshops on personalization at several national conferences, including at least two for ASCD, NAASP, and the Coalition of Essential Schools. He has conducted a large number of workshops on high school personalization and systems change in the Northeast. He has degrees from Princeton University (BA), Harvard University (MAT) and Northeastern University (EdD).
Review :
"I continue to appreciate John Clarke’s dedication to putting students and common sense before educational politics, fads and test scores. With a sharp eye for detail, John reminds us that students can and must make their own sense of the world, but to do so, they need smart and flexible frameworks, the company of attentive adults, and lots of back and forth about the important big ideas. In a time when data dashboards and growth indexes clutter the landscape and steer us away from personalized learning, Clarke’s voice provides tones of Dewey in a contemporary motif."
