As the flowers are popping out of the ground, and the faint feeling of warm weather is on the horizon, my students are reminding me (both with words and actions) that the school year is coming to a close. This time of year also indicates the end of my Cohort 21 experience. We have our final face to face meeting this Saturday and at this time I will be sharing where I started and how I am finishing my year and my plans.
I have made a Prezi to help summarize my start, path and final goals looking forward. It can be found by clicking here:
http://prezi.com/kxaddpgeykzk/untitled-prezi/?kw=view-kxaddpgeykzk&rc=ref-4388444
I know for me, the Cohort 21 process allowed me to get a kick start and audience for a blog which I have been wanting to start for a few years since using other people's sites as my key PD when I started teaching. I used other peoples sites as a place to confirm what I felt was a valuable way to teach, engage students and challenge them. Having taught in very isolated places, I needed the outside community to support me in my ideas and help challenge me to improve.
Looking forward, I want to now be apart of the conversation rather than just a listener. This is my biggest take away from the program. I know that I will implement technology in my class, have my students use various resources and share ideas, but I will only improve how I use the new technologies and starteiges by sharing my plans and asking others for feedback.
Richard Bryne from Free Technology for Teachers I feel put it best when he said:
Good teachers have always consulted with other teachers. Twitter didn't invent professional learning networks, personal learning networks, or professional learning groups.
I want to be a good teacher, and I know that to do so I need to consult with other teachers. The only difference between consulting with teachers in your school and using the internet is the number of people that you can talk to and the feedback that you can get back. I don't want to wait for a staff meeting to get feedback on my lesson plan for next week, but I need that feedback as soon as possible.
That is how I plan on moving forward. Continue the connections I have made within the Cohort 21 community and outside to be my sounding board and give critique (my students will always be my hardest and honest critic). So thank you to the Cohort 21 community for helping me get started on a longer journey.
Showing posts with label Action Plan. Show all posts
Showing posts with label Action Plan. Show all posts
Tuesday, April 23, 2013
Monday, January 21, 2013
Earning their Learners Permit -> 13 year olds at the wheel
I have been very fortunate to have a designated period of time with my Grade 8 students focused on taking a pause and reflecting on their past two years of math. The background is it gives the girls time to review before their placement assessment completed at the end of January which has been used to help identify which level of math they should enter in Grade 9. This is because the middle school at BSS uses a reach a-head model that allows students to complete Grade 7, 8 and 9 math courses in their Grade 7/ 8 years and provides them the option of moving into Grade 10 or Grade 9 math in September. Over time this assessment has evolved to become a valuable check-in for both the girls and middle school teachers to see what concepts have stuck, which have become valuable and useful tools and which are needing a second tools. This pause has allowed the girls a chance to have the time without the pressure of grades or new material to seek improvements in their understanding and learn the importance of reviewing past ideas to see what improvements have occurred over time.
With this being my first year teaching Grade 8 at BSS I wanted to use this time to also implement some of my personalization goals stated in my previous post. I wanted my girls to use this time effectively, identifying what they need to review, use resources useful to them and see the result of their personal dedication to improving their understanding. I didn't want the review to be teacher directed or have students isolating themselves to complete pages and pages of questions.
My plan in a nutshell was to put the students in the driver seat while I sat as a driving instructor. I would be calmly aware of the danger that could happen at any moment with a new driver, but also the thrill of being there when someone finds that independence of directing a vehicle for the first time. But of course you don't give a new driver the keys right away and hit the highway, but let them practice on side roads and develop their personal driving style.
On the first days back after the holidays the girls collaboratively created "I Can" statements for all of the concepts they had learned over the past two years using a google doc. They did this by looking over all the old notes and assessments, digging deep and using the Bloom's Taxonomy of questions for math to guide their statements. This process allowed the girls to see all the things they had learned how to do which made a few of them say "I can't believe we learned all of this!". This was their start, going through and identifying concepts of confidence and areas of challenge.
Next, a diagnostic. The girls have been using diagnostics throughout the year before any new unit to help them see what they already know, take a guess at ideas and also check their past understanding. They know that diagnostics are for their own learning and used to help show them where they are coming from and also what we are moving towards. And then the review began!
Students came into class with personal goals. They were not waiting for me to tell them what we would be reviewing, but driving the questioning themselves, guided by their personal reflections and diagnostic. As their driving instructor I provided them with a framework to use that focused on concept understanding rather than question completion. They used this framework and graphic organizers found by clicking on the flowchart to help guide their review time and ensure their understanding. Through this process they have shared what they have learned with their peers by creating a group glossary of important terms with urls that help explain ideas further, a list of valuable online resources to help review and understand concepts, creating screencasts on ipads and also designing their own review package of great questions.
At the end of our time, they will take the check in to see their improvement. As their teacher I know that the main outcome that won't be shown by the results is the ownership the girls now have over their learning. They are not waiting for me to tell them step-by-step how to parallel park, but seeing their peers, websites, analytical skills and also their own creative methods to find answers to questions, and generate new questions to help them move forward.
By having my girls learn these 21st Century Skills when not learning new concepts or with a calculated grade at the end gave them the time and comfort to take the wheel and cruise their first solo test drive. I don't know if this was done during an assessed unit they would have accepted the independence as readily.
Moving forward I am eager to see how these skills and confidence will transfer into our next unit. Will they be able to identify when they properly understand a concept, find that multiple explanations are important? In the end I do wish that they see me as not the driver of their learning, but just along for the sometimes scary but exciting journey.
With this being my first year teaching Grade 8 at BSS I wanted to use this time to also implement some of my personalization goals stated in my previous post. I wanted my girls to use this time effectively, identifying what they need to review, use resources useful to them and see the result of their personal dedication to improving their understanding. I didn't want the review to be teacher directed or have students isolating themselves to complete pages and pages of questions.
My plan in a nutshell was to put the students in the driver seat while I sat as a driving instructor. I would be calmly aware of the danger that could happen at any moment with a new driver, but also the thrill of being there when someone finds that independence of directing a vehicle for the first time. But of course you don't give a new driver the keys right away and hit the highway, but let them practice on side roads and develop their personal driving style.
On the first days back after the holidays the girls collaboratively created "I Can" statements for all of the concepts they had learned over the past two years using a google doc. They did this by looking over all the old notes and assessments, digging deep and using the Bloom's Taxonomy of questions for math to guide their statements. This process allowed the girls to see all the things they had learned how to do which made a few of them say "I can't believe we learned all of this!". This was their start, going through and identifying concepts of confidence and areas of challenge.
Next, a diagnostic. The girls have been using diagnostics throughout the year before any new unit to help them see what they already know, take a guess at ideas and also check their past understanding. They know that diagnostics are for their own learning and used to help show them where they are coming from and also what we are moving towards. And then the review began!
Students came into class with personal goals. They were not waiting for me to tell them what we would be reviewing, but driving the questioning themselves, guided by their personal reflections and diagnostic. As their driving instructor I provided them with a framework to use that focused on concept understanding rather than question completion. They used this framework and graphic organizers found by clicking on the flowchart to help guide their review time and ensure their understanding. Through this process they have shared what they have learned with their peers by creating a group glossary of important terms with urls that help explain ideas further, a list of valuable online resources to help review and understand concepts, creating screencasts on ipads and also designing their own review package of great questions.
At the end of our time, they will take the check in to see their improvement. As their teacher I know that the main outcome that won't be shown by the results is the ownership the girls now have over their learning. They are not waiting for me to tell them step-by-step how to parallel park, but seeing their peers, websites, analytical skills and also their own creative methods to find answers to questions, and generate new questions to help them move forward.
By having my girls learn these 21st Century Skills when not learning new concepts or with a calculated grade at the end gave them the time and comfort to take the wheel and cruise their first solo test drive. I don't know if this was done during an assessed unit they would have accepted the independence as readily.Moving forward I am eager to see how these skills and confidence will transfer into our next unit. Will they be able to identify when they properly understand a concept, find that multiple explanations are important? In the end I do wish that they see me as not the driver of their learning, but just along for the sometimes scary but exciting journey.
Sunday, January 13, 2013
Helping students find their way in the dark - Personalized Learning Reflection
As I have stated in my previous posts, I am beginning the process to create a personalized learning environment in my classroom. I felt that over the holidays I would think about how I was going to do this, but unfortunately food, family and the amazing outdoors were too good to pass over and I started into my first week back with the same ideas and challenges that were infront of me in December.
Luckily for me that week back was filled with the ISOMA math conference and a two day math department PD session working with Carmel Schettino. Even though neither of these days were focused on personalized learning classrooms, they did allow me to reflect and consider the benefits of a problem based learning classroom and how this pedagogy could be integrated into the structure that I am hoping to put in place.
An "Ah-Ha" moment came when Carmel showed us a video clip (shown below) of Andrew Wiles, the mathematician who proved Fermat's Last Theorem.
http://www.youtube.com/watch?v=CPRnUPH8sME
As you watch the video, Mr. Wiles describes the challenge of working through this great problem as if walking around a mansion in the dark. When hearing this I pictured my students and their experience with math as a similar process. It is no wonder that they prefer a structured classroom where they can identify what they are learning and have the teacher do direct instruction so that they can never feel lost in the dark. However, with current research and the goal for 21st century learning skills in the classroom, direct instruction is no longer wanted. This change to a personalized classroom is encouraging students to gain the skills of perseverance, collaboration and intrinsic motivation. However these skills are not natural to all students and this transition can prove to be more challenging for some than others.
One of the other teachers in the group stated that Andrew Wiles is being paid and is choosing to move through the dark while our students don't have that choice nor the skills to do so. This was my lightbulb moment and generated a question that may direct my work over the next few months. That question is "What tools do my students need to be able to begin to move through the dark on their own and how do I give them those tools without guding their way?".
I have now started to look at providing my students with various reflective graphic organizers and suggested maps to help them identify their needs, strengths and what first steps they need to do when faced with a dark room. I have decided to continue to use the Green, Blue and Black levels in my class so that students have the ability to self-select the level of speed and scaffolding they will require to move through the dark. As a class we have already begun creating lists of various online resources that they are able to use to help become more independent learners as well as identify the specific skills and math concepts they have learned so far this year that are now in their toolbox.
By taking the time to ensure that my students understand themselves, their point in understanding and showing them where they can go for clarification other than the teacher, I am hoping that the transition to a personalized classroom will be more like walking through a dark mansion with each of them having a small candle to help them make the choice in which direction to take their next step.
My next step is to find an online tool that will work well for my students to start creating a map of their skills and concepts. By showing how they are connected to each other, I feel that they will be able to see math as the interconnected web that is necessary to see when working through problems. I am hoping that this tool will allow them to show concept connections, imbed links to websites of interest as well as examples of problems that make the connections between concepts.
If you have any mind mapping software that is free and have some or all of the characteristics above it would be great to hear your suggestions.
Luckily for me that week back was filled with the ISOMA math conference and a two day math department PD session working with Carmel Schettino. Even though neither of these days were focused on personalized learning classrooms, they did allow me to reflect and consider the benefits of a problem based learning classroom and how this pedagogy could be integrated into the structure that I am hoping to put in place.
An "Ah-Ha" moment came when Carmel showed us a video clip (shown below) of Andrew Wiles, the mathematician who proved Fermat's Last Theorem.
http://www.youtube.com/watch?v=CPRnUPH8sME
As you watch the video, Mr. Wiles describes the challenge of working through this great problem as if walking around a mansion in the dark. When hearing this I pictured my students and their experience with math as a similar process. It is no wonder that they prefer a structured classroom where they can identify what they are learning and have the teacher do direct instruction so that they can never feel lost in the dark. However, with current research and the goal for 21st century learning skills in the classroom, direct instruction is no longer wanted. This change to a personalized classroom is encouraging students to gain the skills of perseverance, collaboration and intrinsic motivation. However these skills are not natural to all students and this transition can prove to be more challenging for some than others.
One of the other teachers in the group stated that Andrew Wiles is being paid and is choosing to move through the dark while our students don't have that choice nor the skills to do so. This was my lightbulb moment and generated a question that may direct my work over the next few months. That question is "What tools do my students need to be able to begin to move through the dark on their own and how do I give them those tools without guding their way?".
I have now started to look at providing my students with various reflective graphic organizers and suggested maps to help them identify their needs, strengths and what first steps they need to do when faced with a dark room. I have decided to continue to use the Green, Blue and Black levels in my class so that students have the ability to self-select the level of speed and scaffolding they will require to move through the dark. As a class we have already begun creating lists of various online resources that they are able to use to help become more independent learners as well as identify the specific skills and math concepts they have learned so far this year that are now in their toolbox.
By taking the time to ensure that my students understand themselves, their point in understanding and showing them where they can go for clarification other than the teacher, I am hoping that the transition to a personalized classroom will be more like walking through a dark mansion with each of them having a small candle to help them make the choice in which direction to take their next step.
My next step is to find an online tool that will work well for my students to start creating a map of their skills and concepts. By showing how they are connected to each other, I feel that they will be able to see math as the interconnected web that is necessary to see when working through problems. I am hoping that this tool will allow them to show concept connections, imbed links to websites of interest as well as examples of problems that make the connections between concepts.
If you have any mind mapping software that is free and have some or all of the characteristics above it would be great to hear your suggestions.
Monday, December 10, 2012
Personalization Step 1: Why make a change if nothing is broken?
From my previous post, I have shared that my goal is to create a personalized classroom. One where the students self-assess, set personal goals, work at their own pace and explore the infinite resources available to them both online and in the community at our school and the outside community. This shift comes after reading about the various school districts both in Canada and abroad that are seeking a way to excite students who are finding current methods un-engaging and lacking the platform for them to practice their 21st century skills. Solutions are varied depending on the needs of the students. Systems have been put in place in the UK in the form of the Studio Schools , British Columbia's Personalized Learning campaign and others discussed in a recent Forbes article. Each of these organizations have identified the need for a change in current teaching methods and each have selected the method that will work best for their population.
As a math teacher, I have always had the challenge of working with a group of students who are all are various levels of understanding based on their abilities but also their past experiences. Some students come into the class with a strong ability to perform calculations but are unable to creatively design an equation for a problem and vice versa. Ensuring that all students are engaged, challenged and moving forward at the right pace is a tough balancing act demanding continuous check-ins with students and ensuring that no one is falling between the cracks.
To do this I have implemented a differentiated approach to each lesson. As students enter the class, the goal of the day is written on the board as well as the schedule. Each day will have a mini lesson or activity that introduces the students to the concept that we will be exploring. After this 15 to 20 minute intro, students take a moment to self-reflect on how comfortable they felt with this new concept asking themselves the following questions:
At this point we move into our Challenge by Choice (CBC) levels. Based on a ski hill, students will decide if they want to move into a green, blue or black level of challenge for that specific concept. They will pair up with someone also on their hill and collect the associated work. Those on the Green level will begin with the teacher, providing some more examples and structure that are also reflected on their worksheets. After a period of 10 minutes, the teacher leaves the Green and checks in with the Blue group to see if they have any questions. These students understand that they have each other to work through problems and that they have selected a more independent and challenging level. The black level is even more challenging and there for students who have already mastered the concept. After 5 minutes of work, students of all levels are asked to self-assess their comfort where they are and determine if they need to switch hills for the rest of the period. Each level has different questions that reflect the goal of the day and also the challenge level they are on. Students move down to green or blue or up to black at their own will. At the end of the period, everyone meets at the "chalet" at the bottom of the hills to complete a check out. This quick completion of 2-3 questions ensures that everyone, no matter what hill they took understand the goal for that day.
What are the benefits?
By having the students select their own challenge level after a short lesson, they are also indicating what extra help they need. Those students who need more time are given it, but those that are all ready to move on can do so. Those students on Green will have the opportunity to work through a problem and provide an answer when before they would have let one of the other students do so. Those on the Black level become engaged and challenged to work through something that is different. By the end of the period, students have spent the time being engaged and working with material that they can have success with. Each student has the opportunity to feel success, if by being the one to offer an answer to the group or come up with a creative solution. Each student will be able to do so since they are working at the pace and place that is right for them. At the end of the unit, the final assessment is at a Green level where all students know that they can be prepared and ready to the task.
What are the challenges?
Creating 3 different activities for each lesson is a challenge for me as the teacher. Going to various sources to find questions and challenges that are appropriate for each level takes time. We are still moving through goals each day, meaning that if a student missed a day or didn't get the concept fully the class is moving on and they will need to attend extra help. Also, even though I have made a black level there are students who are even above that. They are ready to move on and think of creative and current applications of these concepts.
How will Personalization keep the good and help with the challenges?
I am hoping that by giving my students the opportunity to identify what they know, what they need to work on and the resources to do this at their own pace will continue to engage all students and ensure that everyone is attaining the course expectations. I don't want to loose the ability for the students to select their own challenge levels and have the assistance they need when they are learning each concept. I also want my students to leave my class with the skills to identify what they understand, what they need to improve on, what support they need to ensure their understanding. They will begin to see that I am not the only source of information and challenge, but that there is infinite options online and also how to collaborate with peers in our school and those outside its walls.
Next Steps:
How is this going to work? That is my goal for the next month is to figure that out. I have some ideas in place, but I hope that you will help me along the way by providing me with suggestions to any dilemmas I may have.
At the end of the day, the system I have in place isn't broken but it isn't allowing those who need more time to have it and for those that want to extend and explore an interesting topic to do so. It also isn't allowing students to see the multitude of resources available to them and determine how they learn best by exploring different methods out there that might not get presented in class. Even though the system isn't broken, it can always go for a tune up!
But why am I seeking a change? What have I tried already to know that this will work for me?
As a math teacher, I have always had the challenge of working with a group of students who are all are various levels of understanding based on their abilities but also their past experiences. Some students come into the class with a strong ability to perform calculations but are unable to creatively design an equation for a problem and vice versa. Ensuring that all students are engaged, challenged and moving forward at the right pace is a tough balancing act demanding continuous check-ins with students and ensuring that no one is falling between the cracks.
To do this I have implemented a differentiated approach to each lesson. As students enter the class, the goal of the day is written on the board as well as the schedule. Each day will have a mini lesson or activity that introduces the students to the concept that we will be exploring. After this 15 to 20 minute intro, students take a moment to self-reflect on how comfortable they felt with this new concept asking themselves the following questions:
- Did they feel they understood the examples?
- Did they depend on the teacher for the 'do it on your own' final example?
- Is this similar to things learned in the past?
At this point we move into our Challenge by Choice (CBC) levels. Based on a ski hill, students will decide if they want to move into a green, blue or black level of challenge for that specific concept. They will pair up with someone also on their hill and collect the associated work. Those on the Green level will begin with the teacher, providing some more examples and structure that are also reflected on their worksheets. After a period of 10 minutes, the teacher leaves the Green and checks in with the Blue group to see if they have any questions. These students understand that they have each other to work through problems and that they have selected a more independent and challenging level. The black level is even more challenging and there for students who have already mastered the concept. After 5 minutes of work, students of all levels are asked to self-assess their comfort where they are and determine if they need to switch hills for the rest of the period. Each level has different questions that reflect the goal of the day and also the challenge level they are on. Students move down to green or blue or up to black at their own will. At the end of the period, everyone meets at the "chalet" at the bottom of the hills to complete a check out. This quick completion of 2-3 questions ensures that everyone, no matter what hill they took understand the goal for that day.
What are the benefits?
By having the students select their own challenge level after a short lesson, they are also indicating what extra help they need. Those students who need more time are given it, but those that are all ready to move on can do so. Those students on Green will have the opportunity to work through a problem and provide an answer when before they would have let one of the other students do so. Those on the Black level become engaged and challenged to work through something that is different. By the end of the period, students have spent the time being engaged and working with material that they can have success with. Each student has the opportunity to feel success, if by being the one to offer an answer to the group or come up with a creative solution. Each student will be able to do so since they are working at the pace and place that is right for them. At the end of the unit, the final assessment is at a Green level where all students know that they can be prepared and ready to the task.
What are the challenges?
Creating 3 different activities for each lesson is a challenge for me as the teacher. Going to various sources to find questions and challenges that are appropriate for each level takes time. We are still moving through goals each day, meaning that if a student missed a day or didn't get the concept fully the class is moving on and they will need to attend extra help. Also, even though I have made a black level there are students who are even above that. They are ready to move on and think of creative and current applications of these concepts.
How will Personalization keep the good and help with the challenges?
I am hoping that by giving my students the opportunity to identify what they know, what they need to work on and the resources to do this at their own pace will continue to engage all students and ensure that everyone is attaining the course expectations. I don't want to loose the ability for the students to select their own challenge levels and have the assistance they need when they are learning each concept. I also want my students to leave my class with the skills to identify what they understand, what they need to improve on, what support they need to ensure their understanding. They will begin to see that I am not the only source of information and challenge, but that there is infinite options online and also how to collaborate with peers in our school and those outside its walls.
Next Steps:
How is this going to work? That is my goal for the next month is to figure that out. I have some ideas in place, but I hope that you will help me along the way by providing me with suggestions to any dilemmas I may have.
At the end of the day, the system I have in place isn't broken but it isn't allowing those who need more time to have it and for those that want to extend and explore an interesting topic to do so. It also isn't allowing students to see the multitude of resources available to them and determine how they learn best by exploring different methods out there that might not get presented in class. Even though the system isn't broken, it can always go for a tune up!
Thursday, November 29, 2012
Indi-Personal-Differ "ations" - What works for the 21st Century Learner
When sitting through PD sessions or reading online educational articles, three words appear to come up over and over again. These are Individual, Personalized and Differentiated Learning. Sometimes it can feel that these different methods come in and out of fashion like boy bands and teased hair. However, I have decided to take a closer look at these three methods and think specifically which method I currently employ in my classroom teaching and which method would provide a more beneficial outcome for my students working in the 21st century.
The first step was to become more familiar with the terms. Speaking with my small group at my Cohort 21 session, I became more confused than I was previously trying to identify the specifics of each method. What appeared to be so clear before, became clouded with teaching pedagogical wording. With some guidance from the BC Education website and Personalized vs Individualized vs Differentiation organizational chart I was shown on the Rethinking Learning website. I feel that I have a better grasp of what I am working with now.
To summarize here is what I have determined to be my working definitions for the course of this blog:
Individualization: The student is at the main focus of this method, accommodating the learning needs of the individual but with everyone achieving the same specific objectives. They may work through material at different paces but moving on requires the student to show mastery or understanding. Learners are dependent on the teacher to support their learning by creating individual lessons and learning is assessed in the end with a grade-based test or assignment that confirms what the students knows and doesn't know.
Differentiation: This method focuses on a group of learners organized based on their needs or interests. Instruction is adapted for each group and is directed by the teacher. Learning objectives are the same for all students, but how they may present their understanding could be different depending on the groups.
Personalized: The focus is on the learner with instruction connected to their interests as well as pace of learning. Each student may have different objectives based on their needs. This could mean displaying an understanding of fractions using a way they feel most comfortable with. Learning is done through a network of peers, teachers and others that the student has decided to make apart of their personal learning team. Students are encouraged to set goal, monitor progress and reflect on learning.
Right now personalized learning is the hot ticket item for 21st century learners by having students able to set their own goals, identify their own learning needs but also see that the teacher is not the only resource to them. These skills are deemed very valuable and necessary for the creative, group oriented and intrinsically motivated professional careers our students will be filling in the future.
As a math teacher, I will be looking to first identify where I am in the spectrum of teaching methods, but then ask other teachers reflect on there they are. By sharing and comparing I hope to gain a better understanding of what I feel these terms mean in practice, but also obtain great resources as to help move towards my goal; a more personalized learning classroom with that uses of 21st century technology and resources.
The first step was to become more familiar with the terms. Speaking with my small group at my Cohort 21 session, I became more confused than I was previously trying to identify the specifics of each method. What appeared to be so clear before, became clouded with teaching pedagogical wording. With some guidance from the BC Education website and Personalized vs Individualized vs Differentiation organizational chart I was shown on the Rethinking Learning website. I feel that I have a better grasp of what I am working with now.
To summarize here is what I have determined to be my working definitions for the course of this blog:
Individualization: The student is at the main focus of this method, accommodating the learning needs of the individual but with everyone achieving the same specific objectives. They may work through material at different paces but moving on requires the student to show mastery or understanding. Learners are dependent on the teacher to support their learning by creating individual lessons and learning is assessed in the end with a grade-based test or assignment that confirms what the students knows and doesn't know.
Differentiation: This method focuses on a group of learners organized based on their needs or interests. Instruction is adapted for each group and is directed by the teacher. Learning objectives are the same for all students, but how they may present their understanding could be different depending on the groups.
Personalized: The focus is on the learner with instruction connected to their interests as well as pace of learning. Each student may have different objectives based on their needs. This could mean displaying an understanding of fractions using a way they feel most comfortable with. Learning is done through a network of peers, teachers and others that the student has decided to make apart of their personal learning team. Students are encouraged to set goal, monitor progress and reflect on learning.
Right now personalized learning is the hot ticket item for 21st century learners by having students able to set their own goals, identify their own learning needs but also see that the teacher is not the only resource to them. These skills are deemed very valuable and necessary for the creative, group oriented and intrinsically motivated professional careers our students will be filling in the future.
As a math teacher, I will be looking to first identify where I am in the spectrum of teaching methods, but then ask other teachers reflect on there they are. By sharing and comparing I hope to gain a better understanding of what I feel these terms mean in practice, but also obtain great resources as to help move towards my goal; a more personalized learning classroom with that uses of 21st century technology and resources.
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