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flexibility for kids at risk.

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Teachers who weren't experienced before with technology, now have to be online teachers. Lifeguards-Don't know how to swim!

5 Critical Commitments!

Three Tiers! We are learning coaches, or facilitators.

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- We must create content that is available to everyone.
- Equity.
- Self-regulation is a skill that needs to be taught so that students can meet their own goals.

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Personalized curriculum pathways that incorporate students interests, passions, and needs. Universal equity (for hardware, high speed internet & cyber security) along with research proven best practices allow everything else to be possible.

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1) Equitable access-->online
2)research driven to get teachers working smarter
3)research driven to get students working smarter
4)tailor curriculum to students
5)multiple chances for mastery

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"meeting/exceeding their academic needs authentically"

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-Allowed a transition to student driven learning
-Focus on multiple opportunities to demonstrate mastery

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*The 5 Critical Commitments for online schooling
*Flexible Time
*"students become more independent, self-directed
learners by developing and committing to their own mastery goals, monitoring and regulating their emotions, effort, and progress, drawing upon their experiential knowledge base, and becoming the
sources of their own learning feedback loops"

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*The importance of equitable access to technology
*the integral process of shifting from talking at the students/delivering content to coaching the students
*making the students accountable for their own progress through personalized goals and schedules
*Flexibility!!!!
*What problem do you want to address when you get out of school!

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Collective teacher AND collective student efficacy
Seat time-based learning leads to dropouts
The need for personalized learning
Students need to be "contributive knowledge architects"
Original lines of inquiry

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jo5 Critical Commitments
Shift from seat based exam driven instruction, to self directed mastery based instruction

T3 Framework

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- Leveraging digital tools to enable high-impact teaching and personalized learning.
- Supportive, allow students to direct their own learning.
- Shift from memorization to making meaningful connections with the material; driven by their needs, passions, interests.
- Personal Growth Plans
- T3: Transitional, transformational, transcendent

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T3 Framework
T1-Translational
T2-Transformational
T3- Transcendent

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5 critical commitments
Are we developing personalized curriculum for all students? is it Equitable?

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Commitment #3: There is a need to shift from memorizing content to making meaningful contributions to others' learning. (p 6)

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Teaching students how they learn.

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- If implemented, the T3 framework can help double student learning performance.
-Curriculum should be personalized to meet student's interests and needs.

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Access needs to be equitable for all students to be successful- device AND access to internet connection.

Students take ownership of their learning leading to higher levels of success and makes learning visible.

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Translational, Transformational, and Transcendent

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Student AND teacher efficacy both critical in this process.  We need to spend more time on what that looks like per Hattie's research.

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Student AND teacher efficacy both critical in this process.  We need to spend more time on what that looks like per Hattie's research.

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Equity first!  We need to get them to school before we can make it amazing for them!

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"Without direction, strategies, and tools provided by the evidence base for online instruction that works, many school leaders and classroom teachers will attempt to translate traditional face-to-face experiences to an online environment."

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Has effect size of 1.6 = 4 years growth in learning.

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- PGPs allow students to take control of their learning; reminds me of PBLs

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*Providing equitable access to resources, broadband and Cyber Security.

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T3 reminds me of DOK 3

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Multiple opportunities to demonstrate mastery

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Students need to be invested in their own learning.  Commitment #4.

Self-regulation is a skill that needs to be taught so that students can meet their own goals.

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-What wicked problem matters to you, and what are you going to do to solve it?
-->change what we are trying to achieve with edu

-Student directed goals and pacing

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Collective teacher efficacy is STILL necessary!!

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Students were more  disciplined and  established their own personal mastery goals, tracked the goals in cyber school
It seems that the main idea is that students need to take charge of their own learning

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Commitment #4: Develop personalized curriculum pathways for all students that are driven by students’ needs, interests, and passions. T3 Framework: Transcendent domain of learning assists with students learning.

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Allowing students to help establish their own mastery goals. This helps develop self-regulation and I love that! Also taking their interests and passion into our planning.

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Allows students to demonstrate learning.

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What wicked problem matters to you and what are you going to do to solve it?

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What wicked problem matters to you and what are you going to do to solve it?

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Students take ownership to master their learning goals.

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Students take ownership to master their learning goals.

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**Flexible Time, not what we are used to with the daily "schedule"

How to optimize their learning and making meaningful contributions to others’ learning....

Students participates in self-regulation by maintaining the discipline of establishing their own personal mastery goals

Moving from automation & consumption toward inquiry, wicked problems, & entrepreneurship

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Equitable access to devices and connectivity needs to be in place to begin the journey to transcendent learning.

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Personal Growth Plans that follow interest, passion, and purpose
They need to retain  their "wonder and curiosity" through the ages for "new learning experiences"

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TK - Driven by student interest, need, passion

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TK - Driven by student interest, need, passion

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Begins with passion, ends in inquiry
T3 - Intentional application
#4 PGP

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Mastery based, student-directed system

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Personal Growth Plans (PGPs) for every student based
upon their academic needs.

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We need to give students enough time to establish their own mastery or learning goals, as opposed to moving on without them and making them feel like their chance is over.

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T3 Framework for Education - Translational. Transformational. Transcendent.

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What matters to me:
Flexible classroom instruction
Giving choices in the approach to learning
"Personalizing the curriculum"
Innovative lessons that result in critical/higher thinking habits
Ensuring equity in the classroom

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Do teachers have experience as online learners? If not, how are they doing as online teaching?

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Not about receiving information, but about processing information and problem solving.

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Not about receiving information, but about processing information and problem solving.

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This system allows for students to direct their own learning.

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The T3 framework works! Students take control of their own learning.

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equitable access to technology
high impact teaching
creating the capacity for limitless learning
personalized curriculum
flexible scheduling

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Each step builds on the prior foundation. Each step leads towards more independence/ interdependence and innovation. We are co-creating a dynamic learning experience with our students.

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Pandemic side effects = educational loss for students.

Analogy, teachers being asked to be lifeguards when they do not know how to swim.

Reimage schools with 5 Critical Commitments.
1. Digital Access
2. Building Capacity
3. Sustaining Capacity
4. Personalized Pathways
5. Flexible Schedule

Example was Mr. Magana's Cyber School idea which to this to this day still services at risk students.

Passion + Engagement = Personalized Learning

Overlapping principles of the NPDL

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Learning is continuous, life-long.

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Transcendent Learning:  Make the word a better place.

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universal access and equity to learning and opportunity to demonstrate mastery

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Personalized Curriculum pathways
Equitable

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Authentic learning.
Mastery Based not seat based

Teachers should provide the enviornment for learning.

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The Transformational domain helps support that third critical commitment by allowing students to learn how to self-regulate and help committing to the goals they initially set.

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How do we motivate students to WANT to pursue passions? What does this look like?

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~Provide a personalized level of engagement, learning, and the tools to succeed.
~ Provide high impact, relevant support and guidance.
~Convenient, adjustable schedule

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Equity - although student have a computer, equity comes with access to internet

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Creating independence and self-direction for students.
Becoming sources of their ownlean

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Problem solving
Inquiry

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Personal Growth Plans- What matters to you and how are you going to be a part of it.  Establishes a strong commitment from the student.

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Personalized learning experiences tailored to specific student groups

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T3: Transcendent learning allows students to tackle real world issues that matter to them, motivating them to make a change for their future.

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Step 2 of the T3 is transformational is all about developing their own goals and contextualizing their learning

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Personalized growth goals that are monitored by the student

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universal and equitable access #1
Providing technology does not solve issue of equity when student cant find a quiet space to work or no internet but its a start

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Secondary school study.  What are the implications of this in elementary education?  Data and efficacy?  Research?

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Secondary school study.  What are the implications of this in elementary education?  Data and efficacy?  Research?

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The T3 Framework does a great job of combining the technology part of SAMR with the instructional part of the 4 C's to create a more comprehensive framework.

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"Wicked Problems" - Engagement and student autonomy leads to critical think that is equitable for all students.

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It's about personalizing the whole system, not just one instructional moment.

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Key Issues:  Students were a an entire academic year behind at the start of the 20/21 school year, likely further behind now. d

So...our role

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personalized learning goals!
equitable access. Not all students have the bandwidth needed...or a quiet space to work.

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The Cyber School is a system based on student mastery, not on the time passively spent listening to a lecture.

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Social entrepreneurship

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“What wicked problem matters to you, and what are you going to do to solve it?”

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Students and teachers collaborate on creating flexible schedules.

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Taking what we currently do and making it even more individualized for students

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Taking learning and applying it to problem solving in the real world.

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Taking learning and applying it to problem solving in the real world.

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coach not teach
students set their own goals ( with guidance) and monitor and track them.
Be flexible!
Equity

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5 Critical Commitments for teaching succes.Today as we navigate online learning digital learning tools are essential to optimize learning.  Implementing personal learning management systems for every student will help them become better problem solvers. Having flexible schedules to meet the academic needs of student learning is important. Being a responsive educator, and giving students multiple ways to demonstrate mastery.

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Providing universal and equitable access to digital production devices,
broadband connectivity, and Cyber Security for all students

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Remember that this is new for everyone...and everyone is doing the best they can.

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Remember that this is new for everyone...and everyone is doing the best they can.

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Providing equitable broadband. Not all students have this access right now.
From rote to active learners

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Teachers have become lifeguards that do not know how to swim.

Teachers need to shift to high impact learning coaches.

Teachers need to change curriculum to be student driven.

Skills over standards.

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Students are masters of their education.  School stops being time-based, and turns to content mastery.

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T3 has quadrupled student learning performance and productivity. Effect sizes of 1.6 or higher.

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Change from delivering content to becoming high impact learning coaches.

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This completely changes the end goal of our students by having them think about what matters to them and using that to inspire them to focus on what they need to achieve their goals.

"Rather than asking students what job they aspired to get, students were asked, 'What wicked problem matters to you, and what are you going to do to solve it?'"