{"id":42,"date":"2017-01-18T23:33:49","date_gmt":"2017-01-18T23:33:49","guid":{"rendered":"https:\/\/cohort21.com\/lesliemiller\/?p=42"},"modified":"2017-01-18T23:34:12","modified_gmt":"2017-01-18T23:34:12","slug":"10-4-2","status":"publish","type":"post","link":"https:\/\/cohort21.com\/lesliemiller\/2017\/01\/18\/10-4-2\/","title":{"rendered":"Personalised Learning – getting my plan into action!"},"content":{"rendered":"

At the last face2face, I wrote down this quotation, “Done is better than perfect” ~ S Sandberg. I am hoping that ‘Work in Progress is better than perfect too!’ ~ L Miller\"\"<\/a>\u00a0.<\/p>\n

Back in December, my plan was to determine the best way I could\u00a0actively \"\"<\/a>incorporate observations & conversations in my math class. I began the conversation on Google+ (thanks to all who participated) and generated a couple of ideas, but sadly the end of term came along with crazy number of assignments all due of the same time (learned a valuable lesson on taking time to look at the big picture when planning assessments \ud83d\ude42 – do not have 5 writing assignments all due within a week of each other – oops!), and I lost my momentum a wee bit.
\nHappily I feel that I am back on track, but my idea has adjusted somewhat based on what I saw at the ISOMA conference last week (CIS math conference). One of the workshops I attended was all about personalising the learning experience for the students (K McGowan and C Lovrics from HTS were the presenters). The first thing that they showed us was a really interesting chart showcasing the difference between personalised, differentiated and individualised learning by Barbara Bray and Kathleen McClaskey (http:\/\/www.personalizelearning.com\/p\/toolkit.html). There were a lot of great points, but the key was that everything was from the learner’s perspective whereas the other two were from the perspective of the teacher. One statement\u00a0I liked the best that the presenters also pointed out\u00a0was, that through personalised learning, “the learner becomes a self-directed, expert learner who monitors progress and reflects on learning based on mastery of content and skills”.<\/p>\n

Thus, my focus of Cohort21 shifted a little. I want to create a unit in Grade 9 mathematics that allows students to\u00a0experience learning in a personlised way such that the learner “owns and is responsible for their learning that includes …choice on how and what they learn”. Observations and conversations will still play a role in this unit because as students choose their own paths, I will be there to see how they reached mastery and\/or offer guidance when needed if they go off course.<\/p>\n

So what is the next step?\u00a0Well there are some practical items:<\/p>\n