Customized Learning 3.0

It's hard to believe that my team's adventure in customized learning is entering its third year. It has been quite a journey. I won't take the time to review the evolution of the approach in this entry as much of the history is documented in earlier entries. Rather, this entry features an introduction to this year's version, which I will call Customized Learning 3.0.

Here are the ELA highlights...

In reading, I have sorted students into Lexile Groups based upon the data from prior assessments. These groups of student will work on their own sets of Learning Targets from a range of Measurement Topics with matching content rigor (both task and reading level). This part of the approach will operate similarly to last year's attempt (checklists, video lessons, Moodle assessments, etc.). The big difference is a greater use of student grouping in order to meet students where they are in their learning progressions. Complementing this approach will be weekly readers meetings in which students in leveled groups, read common selections, prepare for student led discussions, and conduct their own small group meetings.

Writing will be similar to last year with extensive use of Google Docs. One difference, however, will be a move away from the "you have to write TWO narratives, TWO informational essays, and TWO argumentative/opinion essays" requirements. Instead the focus will be on the writing Learning Targets. If a student still needs to meet Learning Targets in a writing Measurement Topic, then the writing pieces continue. This can mean two things - a student revisits a draft with the intent to improve a Learning Target related aspect, or a student creates a brand new draft in an attempt to meet certain Learning Targets.

Language usage will be addressed in three ways. Like last year, grammar will be tackled in a largely independent fashion (checklists, video lessons, quizzes, etc.). However, the other aspects of Language Usage will be taught in a weekly, whole class lesson based on the instructional framework being promoted by the district and augmented by an ongoing Language Usage Booklet project. While the mini lessons will not necessarily be as customized as I would like, the booklet project will allow students to advance at their own pace and have some flexibility in the form the evidence of learning takes. Finally, the vocabulary aspects of the Language Acquisition Measurement Topic will be tackled using two apps that promote customized vocabulary learning. Vocabulary Spelling City is an app that allows me to assign appropriate vocabulary to each lexile group for multimedia exploration. Wordly Wise is an app that allows students to work through a series of vocabulary word groups at their own pace.

This year's research work will be similar to last year's. One major difference, however, will be a shift toward problems in the world. Students have already watched an inspiring short video made by students of a Prince Edward Island college class and have generated an impressive list of issues to research. There will also be more integration of Speaking and Listening content within this year's process.

Well, that's a good start. There's much more, of course. Much of this work has been in a holding pattern while the beginning of the year housekeeping has been sorted out, including the exciting shift to iPads in the classroom (not an easy task for the tech crew). I'm ready, and the students are ready. Let's see what happens!