Month: January 2018

In Episode 22, we learn about learner-centered education in the Fraser Public Schools. Superintendent, David Richards, along with learners Emily Ruebelman and Julia Wallace shared stories that highlight learning in Fraser. a school district of over 5,000 students located in Macomb County, Michigan. The District is currently in the process of implementing a competency based education model across all grade levels which will allow students to progress through their academic experience based upon demonstration of proficiency in each of the subject areas.

Key Competency

Learner-centered leaders provide learners with new opportunities. While this can be difficult and very different from traditional learning, leaders can open a new realm of possibilities.

Takeaways

We started the conversation by asking the learners to share three words to describe their learning. The learners described their learning as engaging, well-rounded, valuable, new, personalized, and open. Because the learning is competency-based, learners see the value in learning. Because the learning is personalized, the learning is self-paced and different for each learner. Learners may be more receptive to this kind of learning environment because they appreciate being co-creators.

What does personalized learning/competency-based learning look like in Fraser? It is difficult to personalize learning without making it personal. The District is driven by a system that allows every child to proceed at his/her own pace toward mastery. Learners in a learner-centered environment need to persevere. Learners need to learn, monitor their learning, and re-learn. The focus is on mastery and proficiency instead of having learning be fixed around time or the school year. Can they create a system which allows every child to advance at their pace?  “This is not a one and done environment.”  Some students need more time, and other students need less. While learning in Fraser still has community and social emotional components, the grade levels become more blurred.  

Students have the opportunity to have 1:1 time with teachers in a seminar. During seminar, students have diverse opportunities for their learning. Sometimes the learners need individualized time with teachers during the seminars in order to master content. There are also seminars for clubs and other activities (student council, peer-to peer, band). Learners may also use the seminar time for collaboration in the media center.

Technology makes personalization more convenient and efficient. In addition to getting extra practice, students can also accelerate. Teachers build content in the learning management system, and students can access the resources. Having this learning management system has given more control to the learners. Teachers have transformed by letting go of control of content in the LMS. Students appreciate that they can accelerate and move at their own pace.Even learners as young as 3rd or 4th grade understand they can create an individual path and move on to new content when they are ready.

Learners shared some challenges in this new system. Self-motivation can be a challenge for students. Learners have to learn new skills to manage the choices in a more personalized learning environment. Learners need to own the learning, and that can be a challenge.

Memorable learning experiences included a student-selected inquiry project as well as respectful, safe class discussions. Students relate content to their world and their personal values. Real-world connections are a norm.  

Learners are leaders in Fraser. Learners need to take initiative and understand growth. Because they are responsible for their own learning, they need to have their own drive and devotion.  Students are required to persevere throughout the competency-based learning process.  Learners trust learners during these discussions and group collaborations.

Thinking about advice for learners and leaders…Today’s learners have grown up with technology and are learning differently than students in the past. We need to be open to the new changes and adaptations so today’s learners are different. The heavy lift is creating flexible environments where learning is the focus. Learner voice is critical as we look at how we will redesign schools. Leaders need to rethink, redesign, and take back the conversation!

Connections to Practice

• Our learners are different from the learners when many of our staff members started teaching. Do we all understand our Generation Z learners?
• We have some opportunities for learners to earn college credit through dual enrollment and specific programs. Additionally, we are piloting an internship program this spring.
• We need a clear profile of what it takes to graduate. Students need to have the 4Cs. They need to be equipped with how to learn and relearn, They need to have grit and get through learning struggles. They also need to uncover their passions. How do we help people to do this?
• In Fraser, learners are leaders. Certainly our elementary students view themselves as leaders largely due to the Leader in Me.  Do all of our secondary students view themselves as leaders?
• Releasing control is necessary to release agency. What are our challenges in releasing control? How do we help learners and the adults manage choices?

Questions Based on Our Context

• How would students benefit if they could set their own pace?
• How do our students have the opportunity to develop inquiry projects?
• How do we provide authentic audiences for our students?
• How can we embed college experiences?
• How can we be courageous enough to provide opportunities so all learners have a personalized path?
• How do we balance the struggle of covering content for the test and ensuring each student reaches competency in a given skill?
• When is self-motivation addressed? Before an implementation or during?

Next Steps for Us

• Engage in conversations with learners about their experiences in our schools.  Do they view themselves as leaders? Do they own their learning?
• Engage in conversations with our leaders. What components of the Profile of a Graduate and Learning Beliefs do they have a deep understanding of? What support do they and our teachers need to understand better? What are the best ways they see to build that capacity which will lead to greater opportunities for our learners?

In Episode 21,  we return to Maine and a second visit with RSU 2 (Regional School Unit 2). You may recall earlier in Episode 6 we spoke with superintendent Bill Zima, and Mark Tinkham, principal. With this episode we dig more deeply into what learning looks like in RSU 2 through the eyes of two learners/graduates: Will Fahy and Rose Warren.

Key Competency

Learner-centered leaders listen to learners and support them as they develop agency.

Takeaways

Students at RS2 relate their learning to freedom, exploration, and flexibility.  Teachers empower learners to utilize their choice, voice, and freedom as they move along their learning path.

Learners value being empowered and learning about topics which are of interest to them. For example, Rose, redesigned the school’s health curriculum to be more inclusive of the LGBT community. Will studied food science and investigated perceptions of people and how they viewed processed food. Students select project ideas at the end of their junior year, and they work with their advisors to develop the idea for a Capstone Project.

Capstone projects are facilitated through Google Classroom, where students submit and edit proposals. Every Capstone Project includes goals, has a research component, at least 15 hours of field work/interviews in the chosen topic, and a 25-minute oral presentation. A capstone Committee of teachers and administrators facilitate the Google Classroom, and the research paper is embedded in the senior English course. During the presentation, two staff members assess the project. Following the presentation, the student participates in a reflective exit conference which contributes to the final assigned grade.

On presentation day, underclassmen register to view several different presentations. This allows underclassmen to learn more about the process and the outcomes so they have experience from which to draw when they create their Capstone Proposals and Projects.

Time management and motivation can be two potential challenges in this learner-centered environment. Because the students own the learning, these factors are internal. Some students may need more support. Rose suggested one way to combat these challenges is to encourage learners to learn about something they really like and connect to.

Learners have opportunities to hold themselves accountable for their learning. Rose wanted to be engaged in literature class discussion so she completed the reading. Will genuinely wanted to see how his experiment unfolded so he developed the work to satisfy his personal inquiry.  As he truly enjoys learning, he became a member of Academic Decathalon with the sole purpose of expanding his knowledge (India, World War II.) Loving to learn has prepared him for college.

Does voice and choice exist across the organization? Yes.  For example, in AP Language Rose learned about genetics through art. Rose suggested completing a project in which the students developed an art project instead of an essay.  The teacher was open to and supported this idea.  Teachers are open to feedback from the learners about the content.

Thinking about the idea of leadership, what other opportunities are available to develop leadership?  Rose shared examples of students leading clubs, and Will shared an example in which he took the leadership role to build some of the content for the courses and Robotics Club. Everyone is encouraged to assume a leadership role.

Developing connections with faculty is imperative. Rose shared, “Students can work with teachers and administrators and do something they are passionate about – if they just ask.” She shared insight about how students contributed to ideas about events such as a Courageous Conversation Event.

Bill reminds us to “Listen to the learners. We can’t give them agency. They have to develop it themselves.”

Connections to Practice

• How can we provide more opportunities to listen to learners?  We have the Superintendent Advisory Council and recently added a high school social media council. What else can we do?  If we want to hear more about food service from our kids, could we create a child nutrition focus group?
• Is our curriculum biased towards one group of stakeholders?
• What opportunities do our students, K-12, have to work on extended projects connected to interests and passions? As we develop more opportunities, how do we ensure that we engage them in the design process?

Questions Based on Our Context

• Years ago, we discontinued the graduation project. How could our students benefit from a Capstone Project?
• How often do our students learn about topics in which they are interested?
• What barriers would need to be navigated in order to implement a Capstone Project or similar project?
• Would our students say they have voice and choice in some or most courses? How do we more actively listen to our learners?
• As leaders, how do we help everyone in the organization – teachers, leaders, parents – assume more agency? Is this an opportunity to practice enrollment?

Next Steps for Us

• Engage learners in a conversation around the concept of a Capstone project.
• Brainstorm a list of areas of focus in the district and schools that we want to engage the voice of our learners as we build the idea of agency in each of them.
• Intentionally create opportunities throughout the grade spans for learners to engage in extended projects that connect to interests and passions.