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Emma- it's not random chaos, but a careful orchestration.

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Emma- it's not random chaos, but a careful orchestration.

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http://www.alsde.edu/sec/sct/Graduation%20Information/Credit%20Advancement.pdf#search=Credit%20advancement

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John Ross: some might seek automation of the learning process; its should be a kind a strategic thinking on the part of the student: why are you seeking understanding and how will you apply this skill.

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John Ross: some might seek automation of the learning process; its should be a kind a strategic thinking on the part of the student: why are you seeking understanding and how will you apply this skill.

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Gregg- Allow the system to flex around the student.

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Gregg- Allow the system to flex around the student.

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Learning in the community.

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So many great community partners help schools coordinate work based experiences and Personalize Learning for students.  S/O to Burlington, KS and Army Corps of Engineers!!!!! share your stories and inspire others
#KansansCAN
https://t.co/QpLq50cDta

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So many great community partners help schools coordinate work based experiences and Personalize Learning for students.  S/O to Burlington, KS and Army Corps of Engineers!!!!! share your stories and inspire others
#KansansCAN
https://t.co/QpLq50cDta https://t.co/QMJiIVnc3a

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So many great community partners help schools coordinate work based experiences and Personalize Learning for students. S/O to Burlington, KS and Army Corps of Engineers!!!!! share your stories and inspire others#KansansCAN https://t.co/QpLq50cDta pic.twitter.com/QMJiIVnc3a
— Stacy Smith (@KSDEcte) June 8, 2018

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So many great community partners help schools coordinate work based experiences and Personalize Learning for students.  S/O to Burlington, KS and Army Corps of Engineers!!!!! share your stories and inspire others
#KansansCAN
https://t.co/QpLq50cDta https://t.co/QMJiIVnc3a

# data[].attributes.attachment_link.metadata.attachment_props.original_text
So many great community partners help schools coordinate work based experiences and Personalize Learning for students.  S/O to Burlington, KS and Army Corps of Engineers!!!!! share your stories and inspire others
#KansansCAN
https://t.co/QpLq50cDta https://t.co/QMJiIVnc3a

# data[].attributes.attachment_link.metadata.attachment_props.text
So many great community partners help schools coordinate work based experiences and Personalize Learning for students.  S/O to Burlington, KS and Army Corps of Engineers!!!!! share your stories and inspire others
#KansansCAN
https://t.co/QpLq50cDta

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Teachers may think they are stuffing minds, but all they are ever affecting is the memory. Nothing can ever be forced into anyone's mind except by brainwashing, which is the very opposite of genuine teaching.

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Teachers may think they are stuffing minds, but all they are ever affecting is the memory. Nothing can ever be forced into anyone's mind except by brainwashing, which is the very opposite of genuine teaching.

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Mortimer Adler

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Kendra: block scheduling and achieving mastery within a given time frame.

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Kendra: block scheduling and achieving mastery within a given time frame.

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How do we do classroom observations in a personalized environment, where there may be different objectives addressed in one time period.

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https://education.alberta.ca/media/3069745/personalizationvsdifferentiationvsindividualization.pdf

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Emma: is personalized learning an isolated type of learning?  How do we counter the myth of isolation?

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Emma: is personalized learning an isolated type of learning?  How do we counter the myth of isolation?

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Theresa - if common objectives , students can show publicly where they are in mastery.

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i won't learn from you: and other thoughts on creative maladjustment

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I Won't Learn from You: And Other Thoughts on Creative Maladjustment

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I Won't Learn from You: And Other Thoughts on Creative Maladjustment [Herbert R. Kohl, Jonathan Kozol] on Amazon.com. *FREE* shipping on qualifying offers. I Won't Learn from You: And Other Thoughts on Creative Maladjustment

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Relational Suasion and Variation fit their path.

Access, engage, express: pick one thing, do it well.  Always make forward progress.

When you use an LMS, you don't need to use all features right away.

They have personalized learning demonstration sites as an efficient local means to scale PL.
Learning Forward pilot site for reimagined PD; Student Success Learning Network.
Elementary and Secondary Zones and micro-teams for fast cycle improvement.

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Research on choice suggests that choices should be personally relevant and interesting, students may need to be taught how to manage choice, choice may need to be scaffolded over time, choices are within an intermediate range of challenge, and most importantly, choice has the greatest effect when students have 3 to 5 options (Assor, et al., 2002; Beymer & Thomson, 2015; Evans & Boucher, 2015; Pattal, Cooper & Robinson, 2008).

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The teacher's relationship with the student and the student's family is tasked to learning, not a general or non-specific regard or caring.  The teacher cares that the student learn.

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The teacher's relationship with the student and the student's family is tasked to learning, not a general or non-specific regard or caring.  The teacher cares that the student learn.

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Choice overload” (Beymer & Thomson, 2015) can occur when, (1) choices are offered for the first time, (2) students have too many choices, (3) choices are too different from each other, or (4) students feel rushed to make a choice.

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Choices can be simple, like choosing whom you want to work with on a project, but can also be quite sophisticated. Researchers describe choice types in terms of how they support three types of autonomy (Katz & Assor, 2007; Pattal, Cooper & Wynn, 2010; Stefanou et al, 2004).  Cognitive autonomy, perhaps the most complex type of choice to offer, has the most evidence that it promotes academic achievement, while other types of choice can increase motivation and engagement—two characteristics that are thought to have a positive influence on achievement.

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How many variations can "average" lessons include for an "average" class?

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How do you handle a student's "choice" or hear their "voice" when it is based on poor information or lack of wisdom? (Maybe they've already become the cynic Mark described.)

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For those students with whom it is hard to develop any type of relationships, what are the first steps a teacher (or teacher team) should use to begin that relationship?

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I love how Alice personalizes her introductions.