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It’s inevitable : Customized Teaching and Learning

It’s inevitable : Customized Teaching and Learning. A Fieldbook For and From the Field. James D. Parry, Nancy Hall, & Patricia Peel, Editorial Team. Presents new vision for 21 st Century schools—a vision of customization Shifts focus to learner-centered approach

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It’s inevitable : Customized Teaching and Learning

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  1. It’s inevitable: Customized Teaching and Learning A Fieldbook For and From the Field James D. Parry, Nancy Hall, & Patricia Peel, Editorial Team

  2. Presents new vision for 21st Century schools—a vision of customization • Shifts focus to learner-centered approach • Challenges the familiar structures of the Industrial Age schools

  3. Example of school pursuing customized teaching and learning . . . . • Carpe DiemCollegiate High School and Middle School

  4. Reflection Questions: • What is intriguing about Carpe Diem’s approach? • What are your observations about the teaching and learning process? • How does Carpe Diem challenge traditional WBWs?

  5. The voices of learners in schools pursuing the vision . . .

  6. The fieldbook as a resource and support for “ramping in” to customized T & L

  7. What might the fieldbook offer someone in the principal’s role?

  8. Perhaps . . . • A Book Study for Growing a Shared Vision (including Book Study Tool) • Recruiting and Hiring

  9. What might the fieldbook offer someone in the tech leader’s role?

  10. Perhaps . . . • On the Road to a Robust Technology System • Getting Ready for Rollout: Technology Assumption

  11. What might the fieldbook offer someone in the curriculumleader’s role?

  12. Perhaps . . . • Digital Content for Classrooms • Developing a Mathematics Philosophy to the Guide the Transition

  13. What might the fieldbook offer someone in the teacher’srole?

  14. Perhaps . . . • Learner Motivation: Do We Really Get It? • Teaching Differently: First Steps

  15. What might the fieldbook offer someone in the superintendent’srole?

  16. Perhaps . . . • Facing Reality: An Audit (including the Rubric for Customized Teaching and Learning) • Minimizing the Risk; Maximizing the Decision (including the Decision Tool)

  17. Name the Weight Bearing Wall which: Allows us to group students and to move them through the twelve-year cycle.

  18. Name the Weight Bearing Wall which: Provides written documentation/records of the performance and achievement of students.

  19. Weight Bearing Walls -Grade Levels -Assignments to Classrooms -Class Periods/Bells –Courses/Curriculum -Textbooks -Paper and Pencil -ABC Grading System -Report Cards -Learning at School -Nine-Month School Year

  20. Reflection Questions about WBWs: What is the perception about each WBW? What is the reality?

  21. Perception? • Reality? Weight Bearing Walls -Grade Levels -Assignments to Classrooms -Class Periods/Bells –Courses/Curriculum -Textbooks -Paper and Pencil -ABC Grading System -Report Cards -Learning at School -Nine-Month School Year

  22. Discussion Questions about WBWs: Based on your perspective, which WBW(s) is/are most approachable for changes? Why? Based on your perspective, which WBW is the most untouchable? Why?

  23. Most approachable? • Most untouchable? Weight Bearing Walls -Grade Levels -Assignments to Classrooms -Class Periods/Bells –Courses/Curriculum -Textbooks -Paper and Pencil -ABC Grading System -Report Cards -Learning at School -Nine-Month School Year

  24. Fieldbook: Not a silver bullet Not a recipe A source of ideas, strategies, processes, and tools to fit with the context of the school.

  25. You can’t steal second with your foot on first.

  26. Presentation available at http://jparry.tie.wikispaces.net/

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