Kids are not Sick...except of School!

 Chronic Absenteeism is something that every school has tried to tackle for decades. How do we address it though? We address it through punitive measures. In some cases, students are actually suspended for not coming to school! We set up plans, we build teams, and we develop all of these strategies for how we are going to get a kid to come to school that doesn't want to be there. We go to court, we make home visits, and the list goes on and on. Yet, what really changes? Not much. 

News Flash People!!!! The only thing kids are sick of is school! 

The daily grind of coming in and opening up a book, reviewing some sections of a text, and unfortunately some are still answering the questions at the back of each section. Or now we have systems to track missing assignments and we have kids getting in trouble because the didn't complete the cross word puzzle! A cross word puzzle...come on. Yet we wonder why kids fall asleep in class or cause problems. They have no desire to complete the work because how much of it is busy work. Here is a list of busy work that I guarantee is taking place somewhere in a classroom right now as you read this:

• Crossword puzzles
• Word searches
• Centers that hide the worksheet with 50 math problems
• Chapter review questions...

While these activities are going on, you bring up the mention of integrating STEM and possibly Problem-Based Learning and what is the first reason why they can't..."I don't have time to do that"! We have all the time we need by simply changing our practices and eliminating time fillers and busy work.

So you want to make some changes, here are ways to make time in your classroom AND ways a building principal can make time and transform your building into a sleepy little school that kids go through the motions at to a place full of passion, innovation, and creativity.

Classroom:

1. Eliminate worksheets...especially word searches and crossword puzzles.

There is no real purpose to either of these. Start there OR at least begin with reducing 50% of your worksheets. Look at the piles of paper kids go home with almost everyday. Think of the time it takes you to go through a stack of 26 worksheets and mark whether the right word is in the blank or the crossword puzzle has correct spelling.

2. Create a Choice Board...with varying levels of Rigor that accomplish the same goal.

A choice board can be a mix of tasks with varied levels of rigor...AND they do not have to be worksheets. Below is a choice board for the Ohio Math 3rd Grade Standard 3.NF.3 where students explain the equivalence of fractions and compare fractions by reasoning about their size.

Equivalent Fractions Choice Board for week of 2/26/2024

Levels				Final
1	Fractional Pizza Slices: Divide a pizza (circle) into equal parts to represent halves, quarters, thirds, AND eighths) using the same size circle for each.		Fraction Art: Draw or create the common fractions (quarters, thirds, and halves) using a circle and rectangle for each common fraction. (This can be in any art or media you choose…digital or a model of any type)	Level 1 is worth 1 Point Each.
2	Ordering Fractions: Fraction Number Line	Real World: Real Fractions… Research and finding real world examples of how fractions are used and create visual representations.		Level 2: 2 pts each
3	Exploring Mixed and Improper Numbers: Create a instructional tool with some form of media of your choice that explains how an improper and or mixed number can be divided into smaller equal parts represented by fractions.	Create an equivalent fraction table that can be displayed in the classroom as a resource for others.		Level 3: 3 Points Each
4	Create a way, using fractions to distribute equally a set of items to a group of 12 people. (5 Points)	Fractional Feast: Students plan a “fractional feast” where they select recipes that involve fractions, complete a shopping list for a list of ingredients based on their chosen recipes within the constraint of having only $100 to serve 50 people.  (10 points)		Level 4: Varied Points
Total				Must earn at least 10  Pts Total

Now...start small. Don't feel like you need to create 12 different choices that first year. Create what you are comfortable with and build on it. BUT do this...Create an option where students can choose to complete a Project (PBL) instead of multiple activities. This gives options for kids and the PBL will have them applying all of the lower level activities.

3. Create Collaborative Group Time around Problem-Based Authentic Learning Scenarios.

Centers are great, but again...what happens a lot of times is the centers are nothing more than worksheets that kids complete on their own time. Rather than filling in time with worksheets, create an authentic PBL that possibly brings in another area as well. Literacy and Writing can easily be brought into another subject area.

Take some time to develop with your learners what a good working group looks like. How they communicate, etc... You can do this by modeling a PBL together to begin with and having that structured time; however, slowly move away and implement PBL as an ongoing problem that students are working on. Give them autonomy as a group by developing broad problem statements that allow students to explore their passions.

By building in time to collaborate with their peers and have structured social time around a project they choose that is authentic, you will increase engagement and limit the disruptive behavior. The key though is to make it authentic...not just for a presentation for you, but how can they connect with the community to actually implement their idea. NOW, you have tied in community service which also can lead towards graduation points (I'm in Ohio).

Unsure of where to get started with PBL...look no further than PBLworks. PBLworks is considered one of the top models for PBL and they have a free membership that opens up dozens of curated PBL's. As you develop a comfort level, you can begin to use their tools to create your own PBL's...Better yet, turn it over to your students by asking a broader question such as:

"How do we make our school a better place?"

"How do we make our community a better place?"

"Thinking of our community, what is a group that is underserved and how could you support them?"

While that last question is a little more narrow, you might start narrow if that is your comfort level.

https://my.pblworks.org/projects

So these are a couple classroom examples, but what if you are a building principal, what changes can you make to support student engagement?

Building Level:

1. Schedule: Does it meet the needs of learners or does it meet the needs of the adults?

Scheduling a building can be a overwhelming task and it is easy to continue to stick with a schedule that is traditional. Like an 8 period schedule with 40-minute classes that meet everyday. It takes care of teacher prep periods, lunches and specials fit in nicely, and it works for adults. But does the traditional schedule continue to work for learners? If I want to put in more hands on collaborative time, does a 40-minute period really an effective use of time? Even worse, maybe a 35-minute period or anything shorter than 40. If you are going to do something and go deeper, how do you do this in a short time frame? How much of your day is taken up by transition time, cleaning up at end of class, setting up at beginning of class. We are in a day and age where students need to have flexibility and the ability to personalize their experience. So consider a block schedule or possibly a modified block schedule to begin with.

See the schedule example for a HS on a block schedule. If you are looking for resources and examples, consider School Scheduling Associates. In the beginning, a membership provides you to a wealth of actual schedules that can help you problem solve.

HS block schedule example

I believe a block schedule and all the positives far outweigh the negatives. It gives you time for collaboration and flexibility. 

To go beyond this, what if you developed a schedule that allowed for an "Open Campus". What is an Open Campus? I define it as allowing opportunities for scheduled time for students to attend their home school, yet have time built in for internships or off-site placements. What if all core academics took place in the morning? Learners are engaged in their required courses then released for the afternoon for experience in their chosen career pathway? Maybe now, you core content teachers have their prep in the afternoon but also spend time as mentors for students placed off site. OR your students are engaged in Collaboration around a Problem Based Learning with a community partner and they have a faculty member to check in with? 

There is no blueprint or guidebook that is going to work for every school or district. You have to be willing to be innovative and create the "it" that works for your learners and your community.

2. Personalized Learning Pathway: What if?

We have learners that are sitting in schools who are simply passing the time because they can master the content at a quicker pace...then we have others who need longer, yet they all have the same timeline of around 180 days of sitting in a class. Then we have these same students who could meet their credit requirements early yet they have to wait until year 4 for their sequence of credits. What if we allowed learners to demonstrate mastery of learning when they are ready? What if a learner can master Algebra 1 by Christmas and earn a full credit? Does your school allow that or are we holding them hostage for seat time because we don't know what to do with them if they finish early. Then what about the kid who needs extra time in math but can breeze through ELA? 

So consider this:

What if you realigned your departments such as math and ELA to focus on courses rather than grade levels? What if students had the option of working through a checklist of standards for each subject/class and they were self paced. They had a dedicated math time in their schedule for example and if they were working on Algebra, they went to teacher A or if it were Geometry, they went to Teacher B? Teachers become facilitators. They meet individually with learners as needed, analyze assessment data and plan small group direct instruction as needed. Some kids might fly through Algebra 1 and begin with Geometry next or some may take longer.  When a teacher/facilitator sees a group of students struggling with a concept/standard, he or she sets up a series of mini lessons around that standard and provides learners with what they need when they need it. At the same time, you can spend additional time with the students who need additional time. 

What if the learners made a plan where they decided for the first semester of the year, they were going to master Algebra 1, English Composition, and World History? Then the second semester, they were going to do Geometry and Biology and maybe start on another ELA credit? Sounds crazy right...but it is already being done in various schools around the country. If you want to see success, look at Northern Cass in North Dakota or Lindsay Unified in California. See the link below for Lindsay and see their story of how they transformed.

https://www.lindsay.k12.ca.us/en-US

It can be done...All it takes is for leaders (at any level or any position) to say enough is enough. What we are doing is not working and we have to change. You have to be willing to disrupt the status quo. Otherwise we continue the insanity of repeating the same old thing year after year and expecting different results.

Thanks for taking the time to read my ramblings...I am passionate about rethinking schools from top to bottom and engaging our learners that need us most in their education that creates a brighter future. We have decades of data to support the need for change, it is time to do it. If you want to connect, you can follow me on twitter @cmill_stemguy or want to connect, you can send me an email at cmill.stemguy@gmail.com. I don't have all the answers but I can be a thought partner and help you find your answers.

NOTE: I will revisit the building level but honestly...I need to cut this short. Nobody wants to read a blog the length of a dissertation.

Authentic Learning: Transforming our Classrooms and Schools

 Personalized Learning requires educators to co-design and facilitate authentic learning pathways, experiences and assessments aligned to equitable supports around students’ needs, interests, aspirations and cultural backgrounds to foster meaningful connections to their learning. Learners are able to articulate what they are learning and why. Relevant learning experiences allow students to build skills toward post-secondary pathways to careers.

Indicators of Authentic Learning include:

3.1 Personal learning pathways and experiences are learner driven.

3.2 Learners engage in relevant experiences that build skills such as innovation, problem-solving and design-thinking.

3.3 Learners are provided with opportunities to demonstrate career-ready competencies in real-world settings by solving challenges that are relevant to their local community.

3.4 Learners are immersed in experiences that are connected to their cultural identities and community contexts.

Authentic Learning is a complete shift in how we view education. FOR decades, students have had to transform in order to be successful at school. Authentic Personalized Learning asked the questions and challenges the status quo of schools and how they can transform to meet the needs of our learners and our community. When we think of school, we think of the essentials: Reading, Math, Science, Social Studies with electives such as physical education, Ag, etc... for high school students. We transitioned to "College Prep" and began advanced classes that were suppose to prepare our students for college in the mid 80's. Then the next transition really became College Credit Plus where students could take college classes instead of their regular core classes or take both. This could be done sometimes on the high school campus or students became comuter students and went to their local universities or community colleges. At the same time, students could elect to attend the local career center or vocational school if they wanted to earn a skilled trade credential or certificatoin that allowed them to go into the workforce. For everyone else, nothing really changed. In some instances, Industrial arts and agriculture shops at our schools disapeered and eliminated as budget cuts happened and staffing was reduced.

Fast forward to 2024...and the need to transform our schools is more apparent than ever. No longer can we think only about prepping for college or sending students to trade schools. We have reached critical mass where skilled labor positions in all areas are in such high demand that we cannot produce enough candidates to come close to filling the demand. Ohio is in the middle of a transformation. We had a shortage of a skilled workforce before Intell arrived, and now it has only grown. Yet, many of our schools still look the same. We keep the status quo because it is what we know and it is what our community knows. It is easy to say..."But our kids" or "We can't get our kids there." The list of easy No's go on and on.

When you look at the indicators for being a STEM designated school or the indicators listed above for Authentic Learning, where does your school fall in trying to create an experience that exposes students to demonstrate career-ready competencies that are relevant to your community? How have you partnered with your local businesses to find the needs they have and work together to create those opportunities? With the transformation of the Ohio Department of Education to the Department of Education and Workforce...it is clear that the focus moving forward is going to be on transforming our schools to align Ohio with the needs of the future. We have to for our students transform NOW! We can no longer wait.

Personalized Learning and the framework Ohio has developed is designed to support this transformation. In order to allow our students to complete internships and externships in high school, the transformation has to start before they get there. In elementary and middle school, we can begin to provide authentic learning opportunities through problem-based learning (PBL) and reimagine our middle schools to begin to introduce and expose our students to potential career pathways in high school. In many instances...there is no playbook for this change. That should not stop us. That should not stop you.

Empowering Minds: The Crucial Role of Student Engagement and STEM Integration in Education

In the ever-evolving landscape of education, fostering student engagement and integrating STEM (Science, Technology, Engineering, and Mathematics) into the classroom have become paramount. This dynamic approach not only prepares students for the challenges of the 21st century but also cultivates critical thinking, problem-solving skills, and a passion for lifelong learning. In this blog, we will delve into the significance of student engagement and the integration of STEM subjects, shedding light on the transformative impact these strategies can have on the educational experience. While education is evolving, it is critical that we speed up the progress of tranformation. We need to step on the accelerator (in some cases, find it would be a start) and mash it through the floor and not let up. If we are not addressing student engagement and the integration of STEM, we are doing a disservice to our learners.

The Power of Student Engagement:

Student engagement is the cornerstone of effective learning. When students are actively involved in the learning process, they are more likely to retain information, develop a deeper understanding of concepts, and apply their knowledge in real-world scenarios. Engaged students are not passive observers; they become active participants, contributing to a vibrant learning environment.

1. Personalized Learning: By tailoring lessons to students' interests and abilities, educators can create a personalized learning experience. This approach empowers students to take ownership of their education, fostering a sense of responsibility and intrinsic motivation.

2. 
   

3. Interactive Learning: Incorporating interactive elements, such as group discussions, hands-on activities, and collaborative projects, enhances the learning experience. These methods not only make learning enjoyable but also promote teamwork and communication skills.

4. 
   

5. Real-world Relevance: Connecting classroom concepts to real-world applications provides students with a sense of purpose. Understanding the practical implications of what they are learning sparks curiosity and enthusiasm, making the educational journey more meaningful.

The Role of STEM Integration:

STEM education goes beyond individual subjects; it is a holistic approach that encourages interdisciplinary learning. Integrating STEM into the curriculum has far-reaching benefits, preparing students for a rapidly advancing world driven by technology and innovation.

1. Critical Thinking and Problem Solving: STEM subjects inherently foster critical thinking and problem-solving skills. Students engage in activities that require them to analyze information, think creatively, and develop solutions to real-world challenges.

2. 
   

3. Innovation and Creativity: STEM education nurtures innovation and creativity by encouraging students to explore, experiment, and take risks. These skills are essential for success in today's dynamic job market, where adaptability and originality are highly valued.

4. 
   

5. Career Readiness: As the demand for STEM-related skills continues to grow, integrating STEM into the classroom equips students with the knowledge and competencies needed for future careers. It opens doors to a wide array of opportunities in fields such as technology, engineering, and scientific research.

In conclusion, the importance of student engagement and STEM integration in the classroom cannot be overstated. It is time for education to transform...What worked for us even 10-15 years ago does not prepare our students for their future. These approaches not only enhance the learning experience but also prepare students to thrive in a world that demands adaptability, critical thinking, and technological proficiency. By fostering a love for learning and providing the tools necessary for success, educators can empower the next generation to tackle the challenges and opportunities of the future with confidence and enthusiasm.

If you would like to connect, you can do so through twitter (or x) by following me @cmill_stemguy or reach out to me at cmill.stemguy@gmail.com.

Personalized Learning: Facilitating Motivation In our Kids

     I came across an article by Ryan and Deci (2000) that defined extrinsic and intrinsic motivation in our kids and the impact it has on our kids. Two things jump out at me. First, as usual, this article is 23 years old and expresses the importance of tapping the power of intrinsic motiviation in our kids through essentially what is a learner driven approach to teaching. The teacher should be a facilitator of learning not the controller of learning. Second, here we are 23 years later and very little has changed in our schools. We have pockets and we have schools that have transformed; however, the majority of our kids still do not have access to innovative practices and their days still look very traditional. Why do we take so long to change in education? Some I believe is fear...Fear of stepping out and being different and having it fail. Some of it is driven by the extrensic motivation of high stakes tests and how they are viewed by the public. So we maintain the status quo and go about our day. 

    Yet look at the schools that have taken a chance and what they have done for kids. Being from Ohio, several schools jump out at me that I am familiar with. 

Graham Elementary and Middle School, St. Paris, OH

    Both of these schools embraced the agriculture of the region and began to develop hands on, real-world, student driven learning experiences. Through the process, they have developed a small-scale farm with food plots, bees, a green house, and other opportunities for kids to find their interests and follow their passion. When our kids have voice and choice, they follow their passion and are truly engaged in their learning. Learning becomes an experience rather than something that happens to them.

    Full Disclaimer: I was principal at Graham Elementary for eight years; however, the school board, teachers and leaders of the district did all of this without any new operating money since 1992. 

Global Impact STEM Academy (GISA), Springfield, OH

    Global Impact is a independent school in Springfield, Ohio that is a collaboration of the dreams of educators and the needs of the local business advisory council (BAC). What makes GISA unique is that it is an independent school and it receives the state minimum of around $6500 per student, yet they have created a culture and learning experience that is next to none. How do they do this? Their faculty often teach courses simultainiously during the same block. This allows learners to gain 2-3 credits. This allows GISA to be extremely efficient with their funds while providing additional opportunities for their kids. GISA started as an Agricultural based STEM school; however, they continue to work closely with the BAC and adding programming based on the needs and trends of local businesses.

Dayton Regional STEM School, Kettering, OH

    All I can say about Dayton Regional STEM School (DRSS) is this...Every kid should have the opportunity that DRSS provides. DRSS was developed again by the needs of the community and sits in the shadows of Wright-Patterson Air Force Base. There was a high demand for engineering and DRSS was developed out of necessity for the region. Students enter a lottery due to the high demand; however, the school is driven by student interests. Each student completes an internship between their junior and senior year that they are responsible for. They complete passion projects around real-world problems that are great interest to them. They are given responsibility for their learning and they thrive in a high achieving culture. Why? It is the intrinsic motivation where the teachers become facilitators of learning and support the students as they explore their passions. On a recent visit, our group spoke with a junior who was responsible for managing the makerspace where 3D printers, graphic printers, lasers, and other equipment were all buzzing as they produced prototypes and products for students following their passion. 

Noble Local School District, Sarahsville, OH

    I again have to add that I was principal here for 3 years; however, I was just a small part of what was taking place. Noble Local serves approximately 900 students in grades K-12 on a campus in the middle of a district that is 289 square miles without a single stop light. Despite the geographic isolation, around 200 students choose to leave their home school and attend Noble Local. Much of the transformation that has taken place is due to an active BAC that helped develop a portrait of a graduate and came to the district with what they needed in future employees. Being geographically isolated required changes. Many of the students who wanted to seek some type of vocation had long commutes, so over time, high demand, high paying careers such as welding were brought back to the high school. STEM became a focus to expose students to opportunities. The middle school added more exploratory courses and all 8th graders begin their day by taking 2 high school electives before being bussed to the middle school to get their core classes. Through the efforts of grant writing, the school has started a 136 acre working livestock farm that is completely student led. While AG is a primary focus, the work and real-world experience can be applied to many careers beyond AG. 

Innovation requires Failure and a Lack of Fear

    I think if you were to talk to any of the faculty of these schools, they would tell you they are not perfect and they continue to work on improving. BUT here is the difference and what sets them apart. Rather than playing the "yeah but" game over and over and deciding something can't be done, they launched on a journey and continue to transform their schools. They learn what works and often learn even more from what doesn't. They adapt and continue to transform. Too often, we feel like we have to create these plans that are perfect then at the first sign of failure, we revert back to our comfort zone and say, "It will not work". There is no playbook for innovation. We have to get out of our way and create the culture in our schools that allow for innovation, allow for failure, and give our leaders, our teachers, and our kids the opportunities to follow their passion.

STOP Chasing TEST Scores

    First, I am not saying throw out academic measures; however, they cannot become the sole measure of the success of a school. I was presenting a few years ago on STEM and developing opportunities for kids when a person raised their hand and asked, "Will this improve test scores?"! While I feel if we address the engagement pandemic occuring in our classrooms through a personalized learning approach, we will increase test scores I also do not feel that these scores are the primary measure of a school's success. Why not measure the employment rate of our graduates upon graduation for 4 years in high demand, high paying jobs? If you saw a recent front page of the NY Post regarding the rate of teens who do not enjoy life and can't do anything right. How about we measure a student's hope for a brighter future and gauge school success on growing this number (or at least part of it)? There is just too many ways to measure the success of a school and test scores are just a snapshot.

We have an Engagement Pandemic

    First, I have to give credit where credit is due. Trevor Tom in a recent PD on Personalized Learning gave the answer to "Why Personalized Learning?" and he stated, "We don't have an engagement issue, we have an engagement crisis in our schools. And he is right. We have an Engagement Pandemic in our schools. While it may be compounded by the constant negativity displayed by our teens towards one another on social media, we have an engagement crisis in our schools. Students do not see a connection between school and their future. They don't see a brighter future in many cases because they do not see relevance in their school experience. We can change this though. We can transform our schools and it does not require fancy programs or shiny new buildings. It takes a paradigm shift in what school should be and what the school experience should look like for our kids. It takes a partnership between our BAC and our KIDS. We need to empower our kids to be a part of the solution. Again, I'm not saying we turn the keys to the school over to the kids, but we need to empower them to take ownership in their learning and be a part of the transformation. 

"Money often becomes one of the first excuses..."Look at what they got? or Have you seen our schools compared them Changing a mindset or a paradigm shift costs nothing!"

Personalized Learning can transform our Schools

    In order to address the engagement pandemic, we have to take a more personalized approach to education. We need to develop a learner-centered approach to transforming our schools. We can do this through authentic learning experiences that connect our kids to their future. We can develop opportunties through school transformation that allow students to explore their passions while at the same time, solving some of the issues in our communities that inspire our kids. In Ohio, Personalized Learning has 5 key components:

• Learner Driven
• Optimal Path and Pace
• Authentic Learning
• Flexible Learning Environment
• Evidence of Learning and Feedback

These 5 key components can be explored more at personalizeoh.org and each would require an in depth explanation of what they look like. If interested in finding more, connect with the website and/or reach out to me.

    Ohio has invested in developing a network across the state of Educational Service Centers to work together to develop Personalized Learning in our Schools. I am excited to be a part of it and see how we can develop a model of support for our schools to develop a more human-centered, learner-driven approach to schools. It is hard work to begin with; however, the payoff cannot be measured in test scores. We truly can transform what school looks like after decades of watching kids fall through the cracks. So what are we waiting for?

    The Ohio Personalized Learning Network is now working in conjunction with the Ohio STEM Learning Network to support schools to transform. I have stressed the importance of STEM and Personalized Learning and how the two cannot be done without one another. STEM Is not simply a class or a place, it really is about a culture of developing problem solvers and critical thinkers...And you cannot do this without a personalized approach to learning. 

    Ohio is beginning the second cohort of schools that are taking on the challenge of transforming their schools by no longer accepting the status quo. Schools that are saying what we are doing is not good enough. Schools that are willing to transform and develop innovative practices that will engage their kids like never before. As my friend and mentor, Dan Leffingwell, would say, "They are building the plane as they fly it". Is your school ready to "Launch"? If you would like to explore a more student-centered approach to education, send me a message at cmill.stemguy@gmail.com and I will connect you with a Ohio Personalized Learning Specialist in your area and/or your regional hub for the STEM network. Both of these are great supports that can help you and at no cost to you. All it takes is a desire to change and accepting a little bit of fear of disrupting the status quo. 

    We can make the transformation from controllers of learning to facilitators of learning. We can build and capitalize on the intrinsic motivation that Ryan and Deci (2000) have defined as critical to student success. We can end the engagement pandemic. Rather than learning being something that happens to our kids, it will become an experience that they are a part of. Let's all work to transform our schools into the places our kids desparately need. Pick up the challenge of being a #statusquodisruptor!

Thank you for taking the time to read about my thoughts and views. These thoughts and views are my own. If you want to discuss further, please reach out to me and/or give me a follow on twitter @cmill_STEMguy.

References

Ryan, R. & Deci, E. (2000). Instrinsic and extrinsic motivations: Classic definitions

    and new directions. Contemporary Psychology, 25, 54-57.

STEM BITS and PL Update

Learner Agency: Refocus or Change Your Lens on How You View Student Engagement

 Here I go again...writing about the importance of student engagement. However, over the past few months, I have began looking at student engagement through a different lens or at least I have refocused my lens.  As I dive into Personalized Learning,  it is no longer simply about creating activities that engage our students...it is about Learner Agency. What is the difference? 

In the traditional sense, student engagement still falls back on the teacher. How we lead our classrooms. How we as teachers design our lessons. What activities we provide for our students. Sounds exhausting right? We can have high student engagement in a teacher-centered culture but the learning falls back on the teacher. 

Learner Agency though is a paradigm shift. First, consider changing your vocabulary from student to learner. Rather than considering yourself as the teacher, consider yourself the learning facilitator and ask yourself, "How can I empower learners to take charge of and be responsible for their own learning?" Shift and refocus your lens and begin to transform your classroom or building. The Aurora Institute has a definition for personalized learning and when I think of Learner Agency, I always seem to come back to the first part of their definition:

"Learners are empowered daily to make important decisions about their learning experiences, how they will create and apply knowledge, and how they will demonstrate their learning."

Take a look at the chart below from Barbara Bray and Kathleen McClaskey with the graphic by Sylvia Duckworth. Look at the transfer from a teacher-centered high student engagement culture to a Learner-Driven culture of Learner Agency. I think this best illustrates the difference between student-engagement and Learner Agency. While I would be thrilled to have my own son in the classroom where he is a participant and co-designer: The thought of him being able to advocate and create his own learning...I love it. As a parent or guardian, you would probably be thrilled with the classroom described on the right as well yet look at the difference. Our learners can go from a participant of learning to a creator of their own learning pathway.

This is a paradigm shift for me...I have been an advocate for increased student engagement for as long as I can remember, "We have to engage our students in their learning through meaningful activities" Now, with this transformation, "We have to empower our learners to create the learning experiences they want around their interests and allow them to have learner agency to be the problem solvers of today...not tomorrow, but today". I believe it was Sir Ken Robinson in one of his videos that discussed how the majority of students enter Kdg scoring as gifted thinkers (don't quote me on this but he stated something along these lines) yet this number decreases over time...We essentially teach the creativity out of them. We put them on the assembly line of education and they forget how to think for themselves. We need to change that. So here is my challenge to you as a newly anointed Learning Facilitator or Learning Leader:

What is one thing you can do to move from the teacher-centered classroom to a learner centered classroom next week? My challenge to you is to take three one-hour blocks next week and post these questions on day 1:

What is an issue that needs resolved in our classroom?

What is an issue within our school?

What is an issue within our community?

Directions to your Learners:

Given one of the questions above, identify and create a proposal for how your group would address the issue and prepare a presentation. You have 3 hours over the course of this week. If you need extra time, see me and we can arrange for a working lunch (I am guessing that you will have a group or two voluntarily come spend extra time on their problem...how many would do that to complete a center or worksheet). You will present your proposed solutions next week to either our class, our principal, or a city official. This plan is your preliminary plan and after receiving feedback/input from your presentation, you will have time to revisit your proposal and include input from our audience. 

Set the parameters for the expectations of a set of standards you want students to incorporate...possibly writing or maybe there are some social studies standards around citizenship, find them and find what works for you. Give them the deadline much like we face in our lives and then set them free. (At this point, I envision many teachers having a panic attack and beginning the old "Yeah but" game.) Get over it and take a risk. If it doesn't work, blame me and tell your principal you followed some crazy guy on twitter talking about Utopia where kids actually wanted to be in your classroom for something besides the candy jar or suckers you give out as rewards. You tried it and it bombed.

 Better yet, collaborate and allow your learners to plan the next activity after reflecting and facilitate them designing the next Learner-Driven activity. You will probably find out they need supports in collaboration and effective teaming, time-management, etc... Why? Because they have sat around waiting on us to play the role of teacher all their lives.

This first time...It is going to be messy. Bray and McClaskey (2017)  even point this out, 

    "When learners are in the flow, this is called 'messy learning'. There is no way to capture 

    what it might look like...This is when learners are pursuing their interests, are curious, and are             seeking what they are passionate about. You can hear it in their voices and actions." (p. 45)

Who am I kidding, get use to it. Learning should be messy. Get comfortable being messy, but also be ready to ignite the fire in your students. In my experience, it is often our most reluctant learners who thrive in an experience where they don't have to "play school". Sure, there are going to be bumps along the way. Maybe your learners are not prepared to work in collaborative groups. If that is the case, consider checking out the free site, Start SOLE. SOLE stands for Student Organized Learning Environment and there are so many great resources to help organize your learning environment...or better yet, ask your kids to develop their own rubric on what a good teammate looks like and what it looks like to collaborate effectively. SOLE will get you started though.

If you would like, I have included a link to a survey that your learners can complete at the end of this learning experience. Learner Experience Survey Please feel free to copy the survey and collect your own data. When we empower our learners and they take ownership of their learning, a lot of the issues we complain about in a traditional setting will quickly go away. Yes, it is messy and it looks different, but so do the careers of tomorrow. Isn't it time we change how we engage our learners?

Here is the great thing about technology though, If you would like to connect and collaborate before you jump all in on learner agency, please feel free to reach out to me and we can schedule a virtual meeting and walk through the details together. As a personalized learning specialist for Ohio, I would be happy to connect with you regardless of whether you are in Ohio or California and we can learn together. A zipcode should not determine whether we can collaborate or not. My next suggestion to you would be to consider joining the Leading Change PLC where you can gather with other status quo disruptors looking to transform their classrooms and schools. It is a safe place for you to find supports and grow your professional tool box. Click on the link below.

Join the Leading Change PLC

In closing, let's refocus our lens on how we engage learners. Rather than allowing our learners to sit back and wait, let's transform our classrooms and schools into learner driven environments where we find the passion in our learners and we run with it.

I appreciate you taking the time to read my ramblings. Obviously, I am going to the extreme and I love our schools and our teachers. I just feel as a system, we can do better and if I can get help a teacher or leader to refocus their lens and transform to become that lone nut and create a movement, then so be it.

If you want to connect, we can do so in the old Twitterverse. You can find me at https://twitter.com/CMill_STEMguy. or in the Leading Change PLC. My passions are Learner Agency (I have refocused my own lens), STEM, and creating new opportunities for our learners. 

References

Bray, B., McClaskey, K. (2017). How to personalize learning: A practical guide for getting 

    started and going deeper. Corwin: Thousand Oaks, California.

Personalized Learning: It's Time for a Change.

As educators, we often dream of "What If" and we talk about our ideal situation in the classroom. Other times, we read or watch a video of an amazing classroom where everyone is all smiles and engaged in their learning and we call it "Education Utopia" and not real and add something like "They don't have my kids".  Consequently, we often fall back and begin to think, "Yeah, but..." and things remain the same. We have been talking and talking for decades (me included) about learning for all and meeting the needs of all of our students, yet we have not had systemic change in education. We have pockets of excellence and innovation, yet much has remained the same. 

What If I told you it can be real and Ohio has assembled a team of specialist from across the state to help transform your classroom, building, or district into what is often called "Utopia".

In August of 2021, the Office of Personalized Learning was created at the Ohio Department of Education. Shortly after, ten educational service centers (ESC) from around Ohio were awarded grants to create a position of Personalized Learning Specialists. At the same time, ESCs around the state not awarded funding understood the importance of this work and began joining the network because they saw the value in the work. This fall, innovative schools and districts along with their courageous learning facilitators (teachers) and building leaders from across Ohio will become the first cohort of educators to join the Ohio Personalized Learning Network. The educators who accept the challenge of being the trailblazers for Ohio will begin the transformation of their learning communities from a heavily teacher-centered culture to one that places students at the center and becomes a learner-centered, learner-driven culture. Think of a teacher-centered culture:

• Teachers are the holders of the knowledge
• Teachers make the majority of the decisions
• Students wait for directions and guidance from the teacher
• Majority of students are covering the same material before an assessment and then move on after the assessment regardless of whether everyone mastered the content or not.
• Student engagement is an issue: sometimes because they are bored and other times because they cannot keep up with the pace of the lesson and they become disengaged due to a lack of ability to master the standards, they become discouraged and lose motivation to try.

Does this sound like a classroom you know? Not being critical because I do believe that as educators we strive to do our best; however, does this sound pretty common? As you reflect on this classroom and the practices in your buildings and districts, yourself a couple simple questions:

1. Are you meeting the needs of all learners?

2. Do all of your learners leave your school with a plan for their future?

3. Are our learners engaged in a meaningful learning process that is preparing them for their future?

If the answer is yes. that is awesome and I would say continue with what you are doing. However, if that is not the case, I would challenge you to create the opportunity for change and consider learning more about Personalized Learning.

In a personalized, learner-centered classroom, the learners are empowered to be a part of their learning and increase ownership. It goes beyond differentiation and small-group instruction which many think of when you think of Personalized Learning.  While that plays a part in a personalized, learner-centered classroom, there are other elements. Eric Sheninger (2021) has visited and worked with hundreds of schools across the US and identified these key elements:

• Focused on the Learner
• Adaptable & Authentic
• Future-Focused Curriculum & Assessment
• Differentiated Instruction & Pacing
• Personalized to Learner's Interests
• Aligned Virtual and & Classroom Instruction
• Balanced Virtual & Classroom Instruction

Over the past year, Ohio Personalized Learning Specialists have been engaged in examining the work of others around the country and identified the key components of a Personalized Learning Classroom highlighted below:

• Learner Driven
• Optimal Pace and Path
• Evidence of Learning and Feedback
• Authentic Learning
• Flexible Learning Environment

The Ohio Personalized Learning Network (OPLN) has been examining the work taking place across the country in states like South Carolina and North Dakota. There are examples of personalized learning right here in Ohio with districts like Marysville Exempted Village School District and Delaware City Schools. In September, The OPLN is excited to support the trailblazers for Ohio that are looking at joining districts like Marysville and Delaware to truly transform the educational practices that have been ingrained in all of us since the industrial age. There are three opportunities to help learning facilitators (teachers), building leaders, and districts to learn and/or apply some concepts of personalized learning. 

The first option is Explore. In Explore, a building team consisting of the principal and a small team will go through some module to learn more about what personalized learning really is. You will be supported by your regional PL specialists. These modules are flexible and would allow for a building to determine their own timeline for completing the modules.

The next option is Launch. In Launch, a building and/or district would make a 2-yr commitment and join a cohort of schools that would examine Personalized Learning and begin with actionable strategies they can utilize to begin implementing Personalized Learning.  A small team will be formed consisting of the principal, a coach, at least 3 teachers, and a district representative. You would work with your regional PL specialists to determine the best path for you and be supported along your journey by the entire network.

Lastly, there is Transform. In Transform, a district would commit to joining a 5-year cohort and begin a district-level transformation and adoption of a personalized learning approach to education. This would involve key stakeholders from around your district. Again though, you would be supported by your regional Ohio Personalized Learning Specialist team. 

You can visit personalizeoh.org to find out more information. If you are ready to make a change in your building, you may sign up for launch and take that first step to transforming learning in your building. If you want more details, reach out to your Ohio Personalized Learning Specialists from across Ohio listed below.

 I'm Ready to Launch

Educational Service Center	Personalized Learning Specialist	Email
Educational Service Center of Central Ohio	Christina Grady-Watts	christina.gradywatts@escco.org
Madison-Champaign County Educational Service Center	Tracy Merica	tracy.merica@mccesc.org
Educational Service Center of Northeast Ohio	Amy Harker	amy.harker@escneo.org
Educational Service Center of Western Reserve & Summit County Educational Service Center	Jake Miller	PersonalizedLearning@education.ohio.gov
Ohio Valley/Athens-Meigs Educational Service Center	Chad Miller	chad.miller@ovesc.org
Muskingum Valley Educational Service Center	Cathy Morgan	cathy.morgan@mvesc.org
Educational Service Center of Lake Erie West	Heather Townley	htownley@esclakeeriewest.org
Mercer County Educational Service Center	Missy McClurg	missy.mcclurg@mercercountyesc.org
Montgomery County Educational Service Center	Liz Wolfe-Eberly	elizabeth.wolfe@mcesc.org
Butler County Educational Service Center	Tammy Metcalf	tammy.metcalf@bcesc.org
North Point Educational Service Center	Brandi Goodwin	bgoodwin@npesc.org
Hamilton County Educational Service Center	Allison Curran	allison.curran@hcesc.org
Educational Service Center of East Central Ohio	Marcia Murphy	Marcia.murphy@gozeps.org

While this blog is not designed or intended to answer all your questions regarding Personalized Learning, I hope it has made you reflect on your current practices in your classrooms, building, and districts. Maybe even reflect on your own child's experiences with learning? I hope you will take the time and review some of the resources and possibly reach out to your Personalized Learning specialists to find out more and how you can transform education for your community.

I appreciate you taking the time to read my ramblings and if you want to connect and continue this conversation, give me a follow on Twitter @CMill_STEMguy or shoot me a direct message. Personalized Learning is not an initiative...It is a call to action to transform education.

Here are additional resources for you to review regarding components of Personalized Learning:

Learn more about Explore, Launch, or Transform

Agency by Design: Making Learning Engaging

What is Competency-Based Education?

Students Talk Equitable and Personalized Learning Podcast

Are We Listening to our Learners?

Personalized Learning at Marysville Schools (short video)

References

Sheninger, E. (2021). Disruptive thinking in our classrooms: Preparing learners for their future. 

        Connect EDD: Chicago, Illinois.