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I teach English as a Foreign Language in a Secondary School in Rome. I've been teaching English for 16 years. I'm specialized in developing ICT in the classroom. I like learning new things, I think life-long learning is the aim of a good teacher. I like trying new methods to make my lessons interactive and I believe this digital period forces us to keep up with technological progress and I want to be at the forefront.

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This is my secondary school in the north of Rome, it has 250 students and 25 teachers. The school has got some classes with Interactive White Boards and projectors and two labs: a computer lab and a video room. I have been training to use technology in the classroom and my students are enthusiastic.

I often use collaborative learning - task based activities so students can learn by doing. I started to flip some of my lessons following the Flipped Classroom approach. In this way, I'm re-organizing the learning time and trying to develop my students' digital skills, too.

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https://emilianarufo.wordpress.com/

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"Yes I can" - Empowering Student Learning map

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This map shows the location of participants in the course "'Yes I can' - Empowering Student Learning" on European Schoolnet Academy. Please enter your location on this map and see if there are people close to your location who are also taking this course.

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Module 1: Building bridges between formal and informal learning

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Module 1: Building bridges between formal and informal learning

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"I like things to happen; and if they don’t happen, I like to make them happen." Winston Churchill

In this module you will:

reflect on your own learning and that of your students;

learn about the concepts of formal, non-formal and informal learning;

discuss how to create links between these learning settings in order to empower your students’ learning.

During this module, course participants will have learned about the key concepts of formal, non-formal and informal learning and have reflected on how these concepts apply to their own learning and that of their students. Upon having watched relevant content videos, they will have exchanged ideas with other course participants on how to better link their students’ learning in different learning settings, and strategies on how to support their students to become empowered learners.

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I think I'm lucky because I teach English as a Foreign Language and I know one of the first aims of my students is to learn English for several reasons. They would like to enhance their knowledge of the language because it is the language of communication: technology and music are their main interests and they are both full of English. They are also trying to  improve their own cultural history by making experiences.

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I must do my homework

The teacher talked about this topic this morning, I would like to know more. I'll search some materials on the internet.

I love this song I'll find the lyrics on google and the video on youtube

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I try to use several methods in my lessons to engage students' attention and interests. Even if teenagers have knowledge in a pocket (on their smartphone) most of the times they don't use devices and new media to improve their education. That's a pity! I try to improve my students' formal and non-formal learning at school by creating activities based on Collaborative Learning and Project-based approach, but I'm trying to encourage them to develop their informal learning outside school by using nowadays means of communication, too.
My comments on other posts:

I agree with you. I think schools and teachers must provide students support in their learning by giving examples and experiences on how to build their cultural history. Teachers must go out of the curriculum!

I think project-based learning is one of the ways to improve creativity and problem solving. Students have to learn how to face real-life problems.

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Reflection on concrete ideas to empower students

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Reflection on concrete ideas to empower students

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As I teach English language, I usually have cultural lessons, especially History and Geography lessons. Watching the videos I suddenly thought about these kind of lessons to be changed to empower students' learning by answering their questions and not making my questions to them. I think this will be the first strategy I will use in my next cultural lesson.

My comments on two colleagues' posts:

I agree. I think real life project at school can empower students' learning.

Working collaboratively and using realia to learn and improve by making experiences is the best way to empower learning.

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I had and have some foreign students who really had/have difficulties with Italian Language and all related subjects (History, Literature, Geography) and Maths/Science but they were/are really great in Languages. I encourage them to develop and improve their language skills and continue studying them.

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Module 2 - Empowering students through personalised learning

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Module 2 - Empowering students through personalised learning

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Learning Objectives:

learn about the concept of personalised learning

learn how to empower your students to learn according to their own abilities & learning preferences

learn how to adapt your teaching based on your students’ learning preferences

My Learning goals for this module:

key techniques to use formative assessment

strategies to personalise students' learning

new role of the teacher and students in personalized learning environments

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Survey: I chose this one
"One of the ways is actually paying attention to individual learners, to their knowledge, to their abilities, to their course through life, and that is what personalised learning is, really the entire enterprise of education on the individual learners." – Bryan Alexander, Bryan Alexander Consulting

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Survey:

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I will use collaborative learning activities to encourage students to learn together, to help each other by peer learning, too.

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Formative assessment – identifying what your students know and need

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Formative assessment – identifying what your students know and need

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This quiz will ask you about your general interests. There are a variety of jobs all over the world that are suited for all types of people. Sometimes it can be difficult to decide what type of job you should look for and apply for. Everybody has certain hobbies and activities that they like to do regularly. To help you choose the type of the job you may be interested in, you can take the Interests Quiz.

Directions:

1) Read each question carefully, and click on the answer that best suits you.

Almost always; I almost always like to do/am interested in this activity.

Often; I often like to do/am interested in this activity.

Sometimes; I sometimes like to do/am interested in this activity.

Rarely; I rarely like to do/am interested in this activity.

Almost never; I almost never like to do/am interested in this activity.

2) Respond to each question as honestly as you can.

3) If you need help completing this assessment, ask someone (a family member, teacher, etc.) to assist you.

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This quiz will ask you about your general interests. There are a variety of jobs all over the world that are suited for all types of people. Sometimes it can be difficult to decide what type of job you should look for and apply for.

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Commonwealth of Kentucky: Council on Postsecondary Education

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The Kentucky Virtual Campus (KYVC) is a catalog listing the course and degree programs offered online by Kentucky colleges, universities, and other institutions.

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Concrete strategies to effectively personalise learning:
7 strategies

Just-in-time direct instruction

choice and voice

mastery based assessment

flexible pacing

co-planning learning

student impact

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We have a few answers to this question. One is that personalized learning always involves these core four elements - targeted instruction, data-driven decisions, flexible content, and student reflection and ownership. Check out our Core Four white paper for a more detailed description of these elements, as well as classroom examples.

Another answer is that, "it depends" - we believe strongly in the design thinking process, and that school leaders and teachers are in the best place to put together instructional models that meet the needs of their students. Check out this great blog post on the process by my colleague, Kelly!

That being said, we realize that we can never answer this question enough. In response to this demand, here is a short collection of videos, photos, artifacts, and teacher testimonies that we hope will help illustrate what personalized learning could look like at your school or district. Some of these examples are from Education Elements districts and schools, and some are from other places!

Personalized learning is: Incorporating Self-Reflection and Goal-Setting

In Middletown, NY , the school culture incorporates student reflection and goal-setting starting with the youngest grades. Check out these classroom photos of goal-setting artifacts.

From a Middletown teacher: "[Students] use a Google form, and t
he forms are sent to me automatically so I am able to instantaneously see how they are self-assessing. It gives them a sense of accountability and it also lets me be aware of how they think they did... I use their self-assessment to help guide my instruction and to help group them for math and ELA." Check out this classroom teacher as she talks about her approach to Student Ownership & Reflection
Personalized Learning is: Flexible & Intentional Master Schedules

In Wake County, NC, school leaders at Rogers Lane Elementary School have created a master schedule that's aligned to their three core principles: Agents of Change, Out of this World Learning, and Intentional and Reciprocal Relationships. While it's still a work in progress, the schedule does a wonderful job of showing the back-end work it takes to explicitly incorporate co-teaching, multi-level classrooms, student choice, and blocks for targeted small-group instruction.

Additionally, to help parents and students better understand how this schedule would affect a student's daily experience, Rogers Lane created a "Day in the Life of" Primer .
Check out this classroom teacher as she talks about her approach to Flexible Path and Pace Check out this video from a high school teacher, where she describes how she has students use a digital tool to demonstrate their ability to collect and analyze data from a field exercise.
Personalized Learning is: Using Digital Content and Tools in a Purposeful Way - Flexible Path and Pace
Check out from an elementary school teacher about how he uses a portfolio of digital content tools in his classes. These last 2 videos are part of a larger collection of great this video videos from BetterLesson on blended learning strategies.

Personalized Learning is: Incorporating Personalized Playlists

Many personalized learning classrooms incorporate flexible pacing by having students go through content via playlists. However, not all playlists are personalized.

My colleague Brittany, in partnership with teachers and school leaders at Rochester School District, NH, put together this helpful Playlist Building 101 Guide that describes how to build a personalized learning playlist.

Personalized Learning is: Planning for Flexible Seating
Photo: Loudoun County Public Schools (VA), Twitter #LoudounPL Photo: Loudoun County Public Schools (VA), Twitter #LoudounPL

Flexible seating is a popular strategy because it is a physical manifestation of targeted, fluid instruction. With a focus on student choice and comfort, flexible seating is a great way to convey to students, "You matter."

Edutopia has a terrific article specifically focused on flexible seating at the high school level, including classroom photos and teacher testimonies. Ashley Rice Broomfield, a 1st grade teacher, shares, " I am in my 13th year of teaching, but this is my first year incorporating flexible seating into my classroom. I will never go back to traditional seating."

EdSurge also has a great post on 10+ brain-based methods to redesign your classroom, and how to include your students in the redesign process. We love this quote: "A good friend of mine often reminds me that we aren't raising a class of second graders, but in fact, we are raising future adults. She says, 'If they're old enough to do it for themselves, they should not only be allowed to, but expected to do so.'"

Finally, see these pictures above from our awesome partners in Loudoun County Public Schools, VA!

check out the BONUS:#LoudounPL hashtag for more amazing pictures of how Loudoun County schools are personalizing learning.

Personalized Learning is: Involving Students in Grading Conversations

Prolific blogger Catlin Tucker offers another great strategy - including "grade interviews" with students. Tucker shares, " As grade reporting approaches, I sit down with every single student for a grade interview. Students come to these grade interviews prepared with a formal argument. These conversations are invaluable. Students walk away knowing exactly what they need to work on or what they are doing well. Also, I feel like I know my students so much better because we sit down and chat about their learning every 5-6 weeks!" Check out her full blog post !

Additionally, student-led conferences (SLC's) can be a great way to engage both students and parents in reflection. In an SLC, a student might not only explain what progress he or she is making, but why it is that progress is occurring. This Edutopia post has a great set of resources on SLC's, sourced from articles like this Atlantic piece to protocols and videos of SLC's in action.

To learn more about how these examples build on the core four elements of personalized learning, check out our white paper.

More Personalized Learning reading

Blog: Personalizing Learning: Getting it Right

Blog: Personalizing Learning: Reflection and Goal-Setting

Blog: How to Pick the Right Instructional Model for Your Classroom

Blog: Personalizing Learning: Flexible Pace & Path

Blog: Personalizing Learning: Targeted Instruction

Blog: Personalizing Learning: Collaboration & Creativity

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Six Examples of What Personalized Learning Looks Like

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Personalized learning takes different forms in different classrooms - here are six examples of what personalized learning looks like.

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I think learning-by-doing is the best way to let students develop their skills and use their creativity. They can work collaboratively on the same project and have the teacher's support whenever they want.

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Which of the listed personalised learning practices do you have experience with? Mention some of their pros and cons. Add other personalised learning practices to the list if they are missing. - brainstorming and voting | tricider

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Student are more interested and satisfied when the lesson content is relevant to life, or when they do the things themselves.Hacer Turkey

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How could you collect this information more systematically and make better use of it to support your students’ learning? And how do you assess your students’ learning throughout the whole process? 

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How could you collect this information more systematically and make better use of it to support your students’ learning? And how do you assess your students’ learning throughout the whole process? 

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I have to talk more with my students to know them better, to understand their interests, their ways of learning. I use collaborative activities (such as the ones in eTwinning projects) to discover their talents and social behaviours. it's not so easy when you spent only three hour lessons a week in six different classes with 20-24 students to learn everyone's own learning.
I don't use surveys but I find really useful to give students self-evaluation rubrics.

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I think teachers have to use different strategies for effective personalised learning. Among the 7 strategies I usually use co-planning learning and mastery-based assessment. I think working collaboratively, in pairs or peer learning is one of the ways to encourage students' learning. Here in Italy students follow the same curriculum. Everyone must reach minimum objectives in different subjects. I believe this could not help personalised learning, a flexible curriculum would be better.

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Fostering student agency (more autonomy in learning)

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Fostering student agency (more autonomy in learning)

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Facilitate learning in a student-driven environment:

Give students choice and voice in the process

Let students seek answers indipendently

Make time for reflection and revision

Have students track their own progress

I really like the idea of students involved in the process of their learning, who have to think, explain, check, create, revise and reflect on their progress.

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I use padlet. My students love it and it is really easy to use. Here is a map with a lot of tools I use during my lessons: http://bit.do/tools_mapsERufo

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Flexible Classrooms: Making Space for Personalized Learning

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Flexible Classrooms: Making Space for Personalized Learning

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Have chance to work collaboratively or alone
Have mini-lesson with teachers
Using technologies
Learn in different ways

On the padlet:
We haven't got flexible furniture but I use collaborative learning and new technologies. We create our flexible environment.

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Target: middle secondary school students
I will involve my students in a CLIL - History activity. They will learn about the past and then work collaboratively to present their knowledge of the Tudors Family and finally create a product to show their researches.

I will give my students choice and voice. They will develop different skills:

social competences

digital competences

mother-tongue and foreign language competences

They will learn more about the past, it's a way to enhance cultural heritage, too.

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Module 3: Empowering students through collaborative learning

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Module 3: Empowering students through collaborative learning

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1. learn what collaborative learning is

2. reflect on your own classroom practice on the basis of concrete classroom examples

3. explore the link between personalised and collaborative learning approaches

4. reflect on the role of learning spaces for collaborative learning

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Collaborative Learning is a process through which learners at various performance levels work together in small groups toward a common goal. It is a learner-centred approach.

Collaborative learning is a relationship among learners that fosters positive interdependence, individual accountability, and interpersonal skills. For collaborative learning to be effective, teaching must be viewed as a process of developing students’ ability to learn.
from the MOOC: Co-Lab | Collaborative teaching and Learning - EUN

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1. I like collaborative learning because Collaboration is the sharing of ideas, the acceptance of the differences and the capability to mediate. It is respect for the others and respect for one's self.
2. I usually organize collaborative activities in my classrooms. I use technology to create products on project-based learning. I have carried out activities based on CLIL as in the video. I use "circle time" to start the lesson, for example to make a brainstorming activity or at the end of the lesson to make a SWOT analysis of what we have produced and to reflect on collaboration.
3. School is changing, teachers must face new challenges. The role of a modern teacher is to prepare students to enter the world, to be critical thinkers and communicators. Using technology in the classroom must have specific objectives. It's important to involve students in collaborative activities to help them develop skills to face real situations.

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I usually organize collaborative activities in my classrooms especially for my eTwinning Projects. They are examples of Project-Based Learning. Students work in groups, find ideas, solutions, they are real-life tasks, they use technologies.
https://www.pearltrees.com/emilianarufo/etwinning-projects/id18590667

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Collaborative learning to build deeper understanding

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Collaborative learning to build deeper understanding

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I think when working with 10-13 year-old students it's better to create heterogeneous collaborative groups because they are balanced and students with different abilities have the opportunity to find help in the other members of the group. I use tools to support my teaching everyday. I think a conscious use of technology can enhance learning and teaching and increase students interests and motivation.
When we do a collaborative activity in class I always find a moment in which students can reflect on what they have done and how did they feel during the activity. With peer-assessment each students feels to have a role in the the activity and feels the responsibility to give their mates an opinion on the project by showing strengths and weaknesses. A self-assessment is also important because students can

reflect on their involvement in the project and decide to do better next time.

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Collaborative learning in a flexible classroom

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Collaborative learning in a flexible classroom

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Even if my classrooms haven't got flexible furniture, I try to organize cooperative learning activities by moving desks from rows to small groups. I work in a middle school and I'm teaching my students to find materials, create and re-use their knowledge, to not be so based on the book. We also use online tools and Virtual classroom to share activities.

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Collaboration is a wonderful teaching approach. Teachers have the opportunity to assess and differentiate their teaching for students more readily and they can learn new pedagogical techniques from one another to expand their teaching activities. Cooperative teaching experiences also provide support for planning and implementing lessons, assessing students’ progress, sharing professional reflextions, and addressing students’ learning needs. Most important, working in teams allows more opportunities for students to understand content thereby improving individual personalised learning.

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This post was written in collaboration with Douglas Konopelko. It is part of a series about the Building Blocks for Personalized Learning. Although it may seem unusual to connect collaboration to the practice of personalized learning, it is important to remember that students don't learn within a vacuum. In a personalized learning environment, teachers can help students discover what individual roles they can successfully assume when collaborating with others.

Employers in the digital age are not looking at test scores; they want candidates with effective collaboration and teamwork skills. According to The National Association of Colleges and Employers in 2013, the number one skill employers are looking for in their employees is the ability to work in a team. Review the top ten qualities in this Forbes article. Collaboration is often misconstrued, and it is important to make a distinction between collaboration and group work. Think of it this way - group work is an assembly line - each worker is responsible for a portion of the final product, but they can be completed in isolation. On the other hand, an example of collaboration is the leadership team from a corporation deciding on the direction they want to take the company. Collaboration requires that there be some form of direct interaction between individuals towards an end product which includes negotiations, discussions, and valuing the perspectives of others ( Kozar, 2010). Detailed below are some strategies for collaboration that teachers can facilitate in their personalized learning environments.

Strategies for Facilitating Collaboration

Scaffold Collaborative Activities - Students might not know how to begin to work collaboratively, so a teacher can facilitate collaboration by modeling strategies for sharing responsibilities while still including everyone in the overall process and success for the activity. Teachers can also suggest roles with specific responsibilities within the group. For example, if students are developing a video based around a standard, there might be students with the following responsibilities: script writers, editors, videographers, prop designers, and actors.

Teachers are gradually abandoning roles that don't involve content, such as "time keeper" in favor of those that keep everyone truly involved in the standards-based or skills-based learning. The following list contains some suggested new roles for collaborative learning:

Standard Bearer - This role is responsible for making sure that the team's discussion and answer is aligned to the standard/scale/learning goal and steers the conversation back to that direction if it strays.

Clarification Guru - This role makes sure that what is being discussed/presented will be clearly stated to make it easy to understand while still remaining focused on the topic at hand.

Visualizer - This role is responsible for translating the group's full process (all the thoughts and ideas) into a visual (sketchnote or graphic organizer).

Deepener of Knowledge - This role is responsible for synthesizing questions or an enrichment assignment based on the standard and the group's process that will help other people dig deeper into the standard and get to a higher level of cognitive complexity.

Promote Interdependence - It is essential to have nurtured a learning community where students are encouraged to rely on each other for support. One strategy is to assign students who are experts at particular apps to be "Appsperts." Post the Appsperts on the wall and explain that if students are confused on how to use the particular app, they can go to the Appspert for expert advice. This provides students with an opportunity to develop leadership skills within the classroom digitally. Another strategy for promoting interdependence is to create a classroom norm that students discuss issues with each other before bringing them to the teacher. The teacher should also adhere to this norm by not interjecting in every conversation by assuming it is off-track.

Utilize Student Expertise - Once students have mastered a standard, they can develop materials and resources to teach other students that concept. Encouraging students to utilize what they have created to tutor or assist students who are having difficulties is empowering. This reciprocal teaching is one of the most powerful and effective ways to simultaneously offer remediation to struggling students and acceleration to students who are ready to move on at their own pace. Students can also facilitate a small group environment to teach other students a concept. If they can do this effectively, a student-led session can be recorded for future flipped instruction. If possible, a teacher could post this as an example or evidence for parents to see the powerful learning taking place in the classroom.

Many students may know how to use the technology in the classroom better than their teachers, but they might not know how to learn with that technology. The teacher can show a willingness to learn from the students how to use those technology tools, devices, resources, and applications for new learning opportunities.

Establish Clear Guidelines - A positive strategy is to have students develop a set of classroom rules, expectations, and norms that help the class to create a sense of community within the classroom. These norms should be posted and reviewed regularly to help guide collaboration. Before students begin working collaboratively is a good time for the teacher to model examples and non-examples of appropriate behaviors. It is essential to design these norms with the students in order to empower students and to achieve their buy-in. They can also assist in the design of a checklist or a rubric for evaluating participation so that they know what is expected of them when they collaborate with others.

Model Conflict Resolution - Creating a collaborative classroom culture is essential to any transformational change. One successful method is to implement a classroom vision statement developed by all students. Each morning, students can discuss ways they will achieve the classroom vision, and if they were unable to the previous day, they can develop a goal on how they will improve. Students can develop an action plan together to reach that goal using the following suggested questions:

What will I do today?

What will I do tomorrow?

What will I do next week?

How will I know that we have been successful?

It should be expected that as students collaborate, they will eventual experience conflicts. When conflicts do arise, the teacher should walk through the steps and norms that have been developed by the students for resolving conflicts. The teacher's role in this situation should be to coach the students by asking good questions that help to lead to a resolution.
More about Douglas - In addition to his role as the Coordinator of Digital Learning for Martin County School District in Florida, Douglas Konopelko is a connected educator and graphic design enthusiast (dkonopelko.com). His passion for collaboration and lifelong learning is woven into the fabric of each of these roles. As a classroom teacher, Douglas led the charge for BYOD in his district and continues to support the program as a district administrator.

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This post was written in collaboration with Douglas Konopelko. It is part of a series about the Building Blocks for Personalized Learning. Although it may seem unusual to connect collaboration to the practice of personalized learning, it is important to remember that students don't learn within a vacuum.

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Your “Bridge the Learning Scenario” (step 2)

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Your “Bridge the Learning Scenario” (step 2)

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Module 4: Strategies to empower students through collaborative learning

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Module 4: Strategies to empower students through collaborative learning

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further reflect on what effective collaborative learning looks like

learn about concrete strategies for organising collaborative learning with your students

reflect on how to organise collaborative learning outside the classroom

exchange on tools that foster collaborative learning

learn how to assess collaborative learning

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Elements of effective collaborative work

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Elements of effective collaborative work

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To organise collaborative learning effectively, teachers should ask themselves the following 3 questions:

Will collaborative learning actually help students to learn any more than they would individually?

Is this task going to make sure that every student is involved?

Is this collaborative task going to make every student think?

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I agree with what is said in the video. One reflection stayed in my mind, there cannot be a whole collaborative lesson. Students have to accomplish different tasks with different inputs from the teacher. The lesson has to be planned.

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Yes, I have already used Rubrics and created my Rubrics for different Collaborative Tasks. Here is an example:
https://drive.google.com/open?id=0B0UIzQlDt4EdMEsxcEhtcUZGb28

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When I organise activities for Projects, such as eTwinning projects, the first thing I assess is involvement, then curiosity for the tasks and ways of finding information, students' ideas. Their use of ICT. Their use of English language, too. Students' collaboration in group work. Their ways of involving parents or relatives to collaborate on cultural heritage tasks. It is not easy to assess projects activities.

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Student collaboration outside the classroom

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Student collaboration outside the classroom

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How he organised a collaborative learning experience outside of the classroom:
It isn't easy to create a collaborative activity outside the classroom. Students can't go out alone during curriculum time activities here in Italy.I sometimes let my students interview their parents or relatives for sharing traditions and culture or I ask them to search information online about topics we studied in class.

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I use a lot of apps to create my lessons or let my students create collaborative products. Here is a Map I've created with the most useful apps:
https://www.mindomo.com/it/mindmap/apps-and-sites-for-education-86afe2fc5c5b481e8151adca83e36a84

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I'm not surprised that students want to learn languages first. Knowing two/three languages is the aim of every person. It allows to communicate, to travel, to meet people, to create relationships all over the world.
Students like to learn at hoe, this is the future of learning. They have means of communication, they have knowledge in their pocket.
They prefer to learn individually, they are sons of our time. Most of teenagers spend their time in front of a screen, most of their relationships are online. This didn't surprise me, it's the changing of habits in a digital world.
https://padlet.com/eunacademy/xvvzhahooojq

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NESTT MOOC Module 4 Section 4.5 updated (002)

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Collaborative guidelines for connecting formal & informal learning

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Collaborative guidelines for connecting formal & informal learning

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http://bit.do/LearningScenarioERufo

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To Miriam Diaz Blanco

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Bulls eye document - Yes I can - review from Emiliana Rufo to Miriam Diaz Blanco

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To Ishak Kurt

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Bulls eye document - Yes I can - review from Emiliana Rufo to Ishak Kurt

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To Ferhat Koklu

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Bulls eye document - Yes I can - review from Emiliana Rufo to Ferhat Koklu

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Thank you very much!