In an effort to support the Harwood Union Faculty and Staff in making the shift to Personalized Learning, the Harwood Union Leadership Team develops resources to build the Harwood collective capacity. We utilize a variety of methods to share these resource and help our teachers learn and grow individually and collectively. One simple method is ‘Personalized Learning: Tips for Teachers’. These tips may come in the form of an email, a Learning Community or Faculty meeting. They may be shared in 1:1 conferencing between an administer and teacher or a Leadership Team Teacher member and colleague. They are also shared via the monthly Harwood News – a newsletter for faculty and staff that includes information about the month ahead along with news from the State or a golden nugget about teaching and learning at Harwood.
In the April Harwood News, the following ‘Tips for Teachers’ was shared:
#1 Start with the Target
- The proficiency-based system starts with setting learning targets: long-term (course or year), short-term (units), daily, and Habits of Work.
- Long-term targets should be highly engaging to students.
- Short-term and daily targets should be concrete enough for students to understand what is expected of them and how they will be able to demonstrate their learning.
- Targets are about the learning – not the task.
- Make targets transparent – share them with students, use student friendly language and check for understanding.
# 2 Design For Personalization
- Designing for personalization in the classroom does not mean every student gets to do what they want. It means there are opportunities for students to either learn the target or demonstrate how they met the target in different ways.
- The graphic below is from the Assessment Pathways Simplified, a Great Schools Partnership Learning Model, and it identifies different Proficiency-based Assessment Pathways.
- Common Scoring Guides or Criteria for HU Graduation Proficiencies and Performance Indicators allow teachers to design and assess student learning even if their learning experiences or demonstration tasks are different.
For an example, visit Jonah and Amy’s 9th Grade Learning Community presentation Supporting, Collecting, and Analyzing Evidence of Learning in a Proficiency-based System