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When They Already Know It
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.
Benefits
- 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.
TABLE OF CONTENTS
Chapter 1: Reframing
Chapter 2: Personalized Learning
Chapter 3: Instructional Strategies That Support Question 4 Students
Chapter 4: Knowing Your Learners
Chapter 5: Allowing Voice and Choice
Chapter 6: Implementing Flexibility
Chapter 7: Using Data
Chapter 8: Integrating Technology
Chapter 9: Bringing It All Together
PRINTABLE REPRODUCIBLES
Introduction
Chapter 1
- Collaborative Team Discussion: Reframing
- Figure 1.1: Identifying Load-Bearing Walls
- Individual Reflection: Teaching Approaches
Chapter 2
- Collaborative Team Discussion: Personalized Learning
- Figure 2.1: Personal Rating Exercise
- Individual Reflection: Ranking Reasons for Personalized Learning
Chapter 3
Chapter 4
- Collaborative Team Discussion: Knowing Your Learners
- Figure 4.1: Template for EEP Creation
- Figure 4.2: Benefits of Knowing Academic Profiles and Identities
- Figure 4.3 Knowing Your Learners—Two Students Exercise
- Individual Reflection: Knowing Your Learners
- Knowing Your Learners Collaborative Team Formative Check
Chapter 5
- Allowing Voice and Choice Collaborative Team Formative Check
- Collaborative Team Discussion: Allowing Voice and Choice
- Figure 5.2: Individual Reflection: Challenging Four Students
- Individual Reflection: Allowing Voice and Choice
Chapter 6
- Collaborative Team Discussion: Implementing Flexibility
- Figure 6.2: Classroom Configurations Activity
- Implementing Flexibility Collaborative Team Formative Check
- Individual Reflection: Implementing Flexibility
Chapter 7
- Collaborative Team Discussion: Using Data
- Figure 7.1: Individual Reflection—Student Data
- Individual Reflection: Using Data
- Using Data Collaborative Team Formative Check
Chapter 8
- Collaborative Team Discussion: Integrating Technology
- Figure 8.1: Individual Reflection—Sustaining and Disrupting Technology
- Figure 8.2: Individual Reflection—Twelve Technological Forces
- Individual Reflection: Integrating Technology
- Integrating Technology Collaborative Team Formative Check
Chapter 9
SUGGESTED RESOURCES
BOOKS
- Bailey, K., & Jakicic, C. (2012). Common Formative Assessment: A Toolkit for Professional Learning Communities at Work. Bloomington, IN: Solution Tree Press.
- DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2010). Raising the Bar and Closing the Gap: Whatever It Takes. Bloomington, IN: Solution Tree Press.
- DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by Doing: A Handbook for Professional Learning Communities at Work (3rd ed.). Bloomington, IN: Solution Tree Press.
- DuFour, R., & Eaker, R. E. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Bloomington, IN: Solution Tree Press.
- Muhammad, A. (2015). Overcoming the Achievement Gap Trap: Liberating Mindsets To Effect Change. Bloomington, IN: Solution Tree Press.
- O’Neill, J., & Conzemius, A. E. (2006). The Power of SMART Goals: Using Goals to Improve Student Learning. Bloomington, IN: Solution Tree Press.
WEBSITES
Chapter 3
Chapter 4
- The Essential Secrets of Songwriting, “Songwriting and the Golden Mean”
- Gallup, “StrengthsExplorer”
- University of Connecticut, “Pythagorean Intervals”
- YouTube, “Fibonacci Sequence in Music”
Chapter 5
- Classroom Authors
- Flipsnack
- Great Schools Partnership
- Lulu Junior
- Notability
- Studentreasures Publishing
- TikaTok
Chapter 6
- The Foundation for Critical Learning
- Harvard Graduate School of Education, “Learning Environments for Tomorrow: Next Practices for Educators and Architects”
Chapter 7
- Aimsweb
- American Psychological Association, “The Code of Fair Testing Practices in Education”
- Buros Center for Testing, “Standards for Teacher Competence in Educational Assessment of Students”
- Edmentum, “Exact Path”
- Heinemann, “Lucy Calkins’s Units of Study”
- Hewlett Foundation, “Criteria for High-Quality Assessment”
- Naviance
- Share My Lesson
- Tableau, “Desktop”
- Teacher’s Notebook
- TeachHUB
Chapter 8
- Canvas
- Diigo
- Discovery Education, “Virtual Field Trips”
- Edgenuity, “UpSmart”
- Edmentum, “Exact Path”
- The Foundation for Critical Thinking, “Elements of Thought”
- G Suite Learning Center, “Project Management”
- Google K12 Solutions, “G Suite for Education”
- Google Classroom
- Houghton Mifflin Harcourt, “Math Inventory”
- Hypothes.is
- Kami
- Live Lingua, “Twiducate”
- National Geographic
- National Park Service, “Virtual Tour”
- NWEA, “MAP Growth”
- Redbooth
- Schoology
- Seesaw, “Seesaw for Schools”
- Smart Science
- Tableau Public
- Teamwork
- Texthelp, “Read&Write”
- U.S. Census Bureau, “Census Explorer”
- The Wonderment
- Youth Voices
- YouTube, “#Education”
- Zoom
