Personalized Learning in BC: Interactive Discussion Guide Table of Contents Section 1: Introduction and Context Minister's Message . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii Using this Interactive Discussion Guide . . . . . . . . . . . . . . . . . . . . . . . 1 Personalized Learning: From a Learner's Perspective . . . . . . . . . . . . 2 Personalized Learning: How We Can Enable It?. . . . . . . . . . . . . . . . 4 Education in British Columbia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Imagine an Education System That... . . . . . . . . . . . . . . . . . . . . . . . . . 8 Section 2: What Could Personalized Learning Look Like? Guiding Principles and Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 “Everyone, What Could Personalized Learning Look Like? . . . . . . . . . . . . . . . . 10 ultimately, has a Stages: The Theory and Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 stake in the calibre of What Could Students be Learning?. . . . . . . . . . . . . . . . . . . . . . . . . . 14 schools, and education is Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 everyone’s business.” Michael Fullan, Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 The Moral Imperative Instructional Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 of School Leadership Technology – Supporting Learning . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 i Section 1: Using this Interactive Introduction and Context Discussion Guide Message from the Minister of Education Hi, I'm George Abbott. I have the honour of being the Education Minister in British Columbia. We're fortunate to have in BC a good This interactive discussion guide is part of an This multi-layered guide is structured in tabs. education system. It was good for me; it was good for my children; ongoing dialogue to create an education system that Each tab allows you to dig deeper into various topics: and I hope it will be good—or even a great—system for my enables each learner in BC to meet his or her full grandchildren. potential—a world-class education system that is tab1: Provides an overview of the topic and There is much agreement in most jurisdictions that the way to get both flexible and rigorous, and that reflects current may include some interactive questions from good to great is through personalized learning. Personalized understanding of how students learn and can be for your response. learning is an opportunity for every child, every student, every learner effectively supported. tab2: Describes in more detail the topic in to do their very best in education. The following pages present ideas, provide Tab 1 and may also include interactive We've asked students how they believe we can get from good to examples, and pose questions to inform discussion at questions. great; how we can bring personalized learning into their classrooms. the local and provincial levels. tab3: Reflects research that relates to the topic. Now, we'd like you to respond to the same questions. We'd like you to tell us how you think we can use personalized learning to take We need your input! There are nine questions spaced throughout Section 2 of this guide that give you an British Columbia's educational system from good to great. Thank you. opportunity to contribute your ideas and perspectives on Personalized Learning in British Columbia. Personal information is not required but to help us organize your responses, please answer the following question: I am a Teacher Parent Student NOT ACTIVE Personalized Learning Interactive Discussion Guide ii 1 Personalized Learning: From a Learner's Perspective Learner Teachers School Family Community lI am learning through play, from my teacher and lprovide me with rich learning environments and lwhere I go to learn and explore my world lhelps me develop my lhas safe places where I can Early increasingly from others opportunities, and observe and assess my progress lwhere my teachers support my learning personal learning path and expand my learning Years lI am developing my unique character as a learner lguide me and my family in planning my learning lwhere I get to learn with my classmates, teachers and others work toward my goals lhas a public library where I lI learn how to read, write and do math lfacilitate and teach me how to read, write and do lmay be a Neighbourhood Learning Centre or another lreceives frequent feedback can get information and use lI am learning about my world and my community math community resource on my progress technology lhas lots of opportunities to lhas people who can help me discuss my progress with as I learn lI am learning from my teachers as well as others lguide me in applying my reading, writing and math skills lwhere much of my learning happens my teachers lsupports me in my project Middle lI apply my reading, writing and math skills to a variety of projects lwhere I get to work with my classmates, teachers and inquiry-based learning Years lI explore things in which I am interested lprovide me with opportunities to build my competencies and others lI am becoming responsible for my learning and lassess my learning and monitor my progress lmay be a Neighbourhood Learning Centre or another planning linvolve me in my assessment community resource lI know what I need to do to be successful lfacilitate my learning opportunities or directly teach lwhere I regularly connect with my teachers and classmates. Grad lI work by myself and with others in inquiry and me what I need to know lwhere I get the balance of autonomy and structure and the Years project-based learning situations lkeep me on track with my plans support I need. lI meet with my teachers regularly to ensure I am on lconnect me with people & experiences that increase lwhere I learn about opportunities for dual credit, the right track to meet my goals. my competencies community-based and work-related learning Personalized Learning Interactive Discussion Guide 2 3 Personalized Learning: How We Can Enable It Many teachers in BC already use personalized lImproving connections between student learning, lEnsuring equitable access to technology that approaches to learning but these approaches are curriculum, instruction, classroom-based supports learning often carried out in isolation. Supporting processes, assessment, and province-wide assessment lDeveloping centres of innovation that will explore policies, and structures need to be established lImplementing flexible but rigorous curriculum, and evaluate new approaches before province-wide. These include: assessment and reporting tailored to each implementing them on a broader scale lIdentifying and building on promising examples student's interests and abilities lUsing evidenced-based research to improve of personalized learning lRedefining our concept of time in the education the effectiveness of personalized learning lRedefining the roles of the school, teacher, system ( e.g. school day, semester or year-long practices student, and parent/family in the learning courses) lFunding our education system to support process lImplementing information and learning effective personalized learning practices lRecognizing the critical role of effective management systems that support and improve lRefining legislation to increase flexibility instruction in enabling personalized learning student learning and innovative practice Personalized Learning Interactive Discussion Guide 4 5 Education in British Columbia British Columbia is a vast, unevenly populated Quick BC Stats Student Achievement province. Most of our over four million people live in urban centres, but we also have hundreds of lBC is among the top performing jurisdictions in vibrant and unique rural communities. Urban and science, reading and mathematics (PISA 2006) rural communities offer different types of lWe have some of the highest transition rates to opportunities and face distinct challenges in post secondary education in the country providing high quality early learning experiences lThe Dogwood Completion (graduation) rate is 80% to children. Our province is culturally diverse, ...but it has not improved in the last five years reflecting the history of its Aboriginal peoples as l...and the graduation rate for Aboriginal students has well as generations of immigrants, remained at about 50% during this time and this diversity is lEvery year, about 10,000 students leave the system increasing. without graduating lOf the students who graduate about one in five cannot read at the international standard Personalized Learning Interactive Discussion Guide 6 7 Responds to the Provides Actively uniqueness of every learner parents with more choice involves learners in Views teachers with flexibility in where, when, along with meaningful designing their own learning as facilitators of learning who are and how learning opportunities to be engaged in Values experiences that integrates their supported by: world class teacher takes place. their child's learning. excellence; high standards interests and passions. preparation, high standards of certification are set for all learners and they and professional development are given the support needed to opportunities tailored to the individual meet those standards. needs of teachers. Imagine Gives learners Offers all the literacy and numeracy an education system that... learners technology to skills needed to pursue and connect them to learning fulfill their dreams. opportunities around the world. Helps learners Ensures develop skills, knowledge teachers have the and competencies they need not technological tools to best only in school and more engage students and parents importantly in life. in innovative ways. Personalized Learning Interactive Discussion Guide 8 9 Section 2: Now What Could Personalized Learning Look Like? Personalized learning for each student in Possible Independent Studies British Columbia means a shift from delivery of a Choice (Electives) Student chooses set of broad, uniform learning outcomes and Guiding Principles from Menu of courses throughout the Pre-K to 12 Education choices Foundational Skills (3Rs) This section describes what Program, to learning that is increasingly student- Teacher driven Personalized Learning could look initiated, self-directed, and interdisciplinary and Set courses like based on learning science and that is facilitated by the teacher and co-planned K 8 12 informed by BC's principles of with students, parents and teachers. Rigorous Teacher Parent learning, which include: learning requirements will continue to be the core of the education program; the amount and Student Principles more nature of required core learning will change as of Learning st students progress through the program. 21 Century from the British Columbia curriculum Student initiated, self-directed, interdisciplinary learning Question 1 Teacher facilitated First Peoples more Choice Co-planned with Principles of Learning How do you think roles of students, parents, teachers, Foundational Skills (Electives) parents and teachers (3Rs & competencies) from English First Peoples schools, the community and school districts could Teacher managed Grades 10, 11, 12 curriculum change in a system built around personalized learning? Early Years Middle Years Graduate Years Nine Early more NOT ACTIVE Student Learning Principles from the Early Learning Framework submit Teacher Parent Personalized Learning Interactive Discussion Guide 10 11 Stages The Theory In Practice Learning is truly a life-long endeavour. It happens Some examples of these types of development in Education changes gradually as learners move along a continuum – not in separate educational the following age groups are: through the continuum of human development. “programs”. Intellectual development goes hand-in- hand with physical, social and emotional There are consistent “should-be's”: Early Years more development. No two children will develop in all (3 to 8 Years) lLearning takes place in the home, school and lLearners assume increasing responsibility for four domains at exactly the same pace but there are community. themselves and others. generally-accepted milestones along the way. Many Middle Years more lFoundation skills (reading, writing, oral language lLearners develop healthy habits. attributes of early learning can be fostered through (9 to 13 Years) and numeracy) are important. lLearning is assessed and reported in meaningful life – curiosity, a sense of personal well-being, lCompetencies (e.g., communication, creativity, ways that help students improve. thinking and reasoning, creativity and a zest for life Graduation Years more innovation, collaboration, critical thinking and lThe use of technology is appropriate to the (14 to 17 Years) and learning. problem-solving) develop over time. age/stage and learning situation. lLearning experiences connect with students' interest and passions. But. the “should-be's” look different as learners Question 2 NOT ACTIVE lTeaching/learning strategies are appropriate to grow and develop; and could look different with a What are the implications for organizing schools? learners' stage of development. personalized approach to learning. more submit Personalized Learning Interactive Discussion Guide 12 13 Question 3 What Will Our How do we shift our current educational Students be Learning? program to focus on competencies? NOT ACTIVE Personalized learning combines the “how” and or disciplines. However, with personalized submit “what” of learning. A personalized approach learning there will be increased emphasis on recognizes that there are still core requirements and competencies. Our learners will develop these Question 4 expectations. There are still required skills – competencies by applying their skills and reading, writing, oral language and numeracy – and knowledge in new, often interdisciplinary How do we best determine the competencies there is still required knowledge in various subjects situations. we want our students to master? Competencies NOT ACTIVE social responsibility collaboration global and cultural understanding creativity submit environmental stewardship innovation healthy living critical thinking and problem-solving ethics digital literacy Personalized Learning Interactive Discussion Guide 14 15