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When They Already Know It
How to Extend and Personalize Student Learning in a PLC at Work®
Discover how your collaborative team can address the fourth critical question of a PLC: “How will we extend the learning for students who are already proficient?” Explore five elements of personalized learning and five instructional strategies for extending learning in a competency-based curriculum that motivate students to learn.
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How to Extend and Personalize Student Learning in a PLC at Work®
This practical guide is designed to help collaborative teams at all grade levels address the critical question “How will we extend the learning for students who are already proficient?” Mark Weichel, Blane McCann, and Tami Williams identify five elements of personalized learning, along with five instructional strategies for extended, differentiated instruction, that give all students the opportunity to reach their personal best.
Rethink how to respond to proficient students in a competency-based curriculum:
- Realize the importance of addressing the fourth critical question of Professional Learning Communities at Work™.
- Learn the five elements of personalized learning: knowing your learners, allowing student voice and choice, implementing flexibility, using data, and integrating technology.
- Explore five differentiated instruction strategies for extending the learning for high-ability and high-potential students: curriculum compacting, flexible grouping, product choices, tiered assignments, and multilevel learning stations.
- Understand how collaborative teams in a professional learning community (PLC) can maximize student engagement, motivating students to learn beyond the essential standards.
- Utilize individual and collaborative team reflection tools, and read stories based on real-life teachers’ experiences implementing the elements of personalized learning in classrooms.
Related Topics
InstructionProfessional Learning Communities
Additional Information
“Some students in almost every classroom already know or will quickly grasp what we are asking them to learn. These students deserve attention to their learning needs as much as any other students in our classes but are too often expected to fend for themselves and wait until others are ready to move forward. Weichel, McCann, and Williams offer real insights, practical solutions, and an experience-informed pathway for recognizing and meeting the needs of these learners.”
“High student engagement is the key to improved achievement and enthusiasm for learning, and the best guidance for innovative and sustainable district improvement comes from those educators 'in the trenches' who have actually done it. This book provides practical suggestions that will make your school a creative, productive, and joyous place for both students and teachers.”
“Educators in schools and districts that embrace the PLC at Work™ process recognize the need for systems of intervention and extension that guarantee extra time and support to ensure each student learns at the highest possible levels. As authors Weichel, McCann, and Williams point out, collaborative teams in high-performing PLCs become very adept at responding to the first three critical questions of learning but too often omit or skim over the equally important fourth critical question, which addresses how we respond to students who are already proficient in the content, for various reasons including lack of time, strategies, or a greater priority placed on designing interventions for students who have not yet learned an essential skill or concept. While addressing the first three critical questions is vitally important, so is addressing critical question 4. To remedy this, When They Already Know It provides very specific strategies, tools, templates, and examples to build extension and personalized learning into the schoolwide system, by name and by need. This book is a must-read for educators at all levels who take the mission of ensuring high levels of learning for all to heart.”
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