“You can’t buy personalized learning…” I read this statement by Richard Culatta recently and it really resonated with me because personalizing learning is about skilled teachers, not students working on computers for a large part of a day. Yes technology can support and enhance the learning, but what it actually comes down to is good teaching practices, implemented by teachers who are prepared to learn, collaborate and reflect, and take risks (and sometimes fail) to improve the learning process for their students. Good teachers are a crucial element of personalized learning.
Interest in personalized learning continues to surge all across the country. However, not everyone understands what personalized learning looks like or the changes it will necessitate, and people are often wary of what they don’t understand. So how we talk about personalized learning can either engage families or push them away.
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Several years ago I observed a highly effective veteran teacher during her annual formal observation. She had incorporated many elements of personalized learning into her classroom practices and her learners were demonstrating evidence that they were capable of being actively involved in their own learning. Unfortunately, this teacher’s years of being in charge of the classroom and the need to control each aspect did not allow her to enjoy the empowerment she had gifted to her learners. Over the past several years, I have continued to urge her to pause, let go, get out of the way and let the learning happen. She continues to challenge herself to let go of the fear of losing control as well as changing deeply embedded past practices as she transforms her classroom to a truly learner centered learning experience.
Creating a strong relationship between an instructional coach and teacher is not a simple task. In fact, starting off a successful coaching relationship is a lot like blind dating. Two people who don’t know each other get paired up in hopes that a special bond can be formed. You have similar networks of people that believe it will be a good match and both parties experience mixed emotions – excited but nervous. But coaches don’t get to walk away at the end of the night and never see that person again if chemistry isn’t immediately ignited. Like any new relationship, there is a lot of potential, and how the relationship begins makes a huge impact. Luckily, there are some things a coach can do in order to form a positive connection quickly and avoid common relationship bumps! Here are a few tips to make sure the coaching relationship starts strong:
As the saying goes, change is hard. This is especially true for leaders introducing personalized learning into their organizations. I often have a front-row seat to the resulting backlash and chaos that stems from leaders as they help their districts make shifts toward personalizing learning for students. Frequently, there are patterns that I see across districts: teachers facing initiative fatigue, questions about why, how, and what, and concerned parents. Although the specific challenges that each district faces may differ, one lesson is clear: how personalized learning is introduced into a community matters.
Aside from my family, Drew Brees, and my work in education, I have another great passion - photography. I fell in love with cameras and editing photos when I first set foot in a darkroom in high school. Up until that point, I would look at a picture and judge its impact based on my own personal interest or something of beauty that I saw in the photo. After nearly two decades of refining my skill set in the field of photography, I’ve learned that the photos that leave the greatest impression on the viewer actually follow very technical photography rules. A talented artist, like a talented teacher, brings much more than technical skills to their craft, but for a teacher just beginning their journey in say, a personalized learning approach to teaching, the technical skills can be instrumental in creating a classroom that leaves an impression on its students. Enter composition.