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Learning Personalized

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Table of Contents

Foreword xi Acknowledgments xv About the Authors xvii Introduction 1 1 Making the Case for Personalized Learning 5 Disconnect between Traditional School and Preparation for a Postsecondary World 6 The Power of a Student-Driven Model 7 Contemporary Issues of Control 12 Personalized Learning Evolution 15 Conclusion and Reflective Questions 21 Works Cited 21 2 The Aims of Contemporary Schooling 23 Element 1: Disciplinary Outcomes 25 Element 2: Cross-Disciplinary Outcomes 30 Element 3: Mindsets 47 Conclusion and Reflective Questions 55 Works Cited 56 3 The Design of a Student-Driven Learning Experience 59 Element 4: Task 60 Element 5: Audience 63 Element 6: Feedback 67 Element 7: Evaluation 70 Conclusion and Reflective Questions 72 Works Cited 73 4 Tasks That Demonstrate Personalized Learning Evolution in Practice 75 Inspiration for Task Designs 76 How the Role of the Teacher Shifts 95 How the Role of the Student Shifts 103 Needed Systems and Supports beyond the Classroom 104 Conclusion and Reflective Questions 107 Work Cited 108 5 What Personalized Learning Looks Like at the Instructional Level 109 Element 8: Process 110 Element 9: Environment 119 A Day-in-the-Life Narrative 124 Conclusion and Reflective Questions 128 Work Cited 129 6 What Personalized Learning Looks Like at the Systems Level 131 Element 10: Demonstration of Learning 132 Element 11: Time 143 Element 12: Advancement 145 Conclusion and Reflective Questions 147 Works Cited 147 7 Leading the Change for Personalized Learning 149 Clearly Articulating and Creating Urgency for Personalized Learning (the ``Why'') 150 Giving Back theWork to Teachers (the ``How'') 152 Managing Change as It Is Occurring (the ``What'') 155 Conclusion and Reflective Questions 160 Works Cited 161 The Conclusion of the Era of ``One-Size-Fits-All Schooling'' 163 Appendix A: Additional Resources for Chapters 1-3 165 Appendix B: Additional Resources for Chapter 4 181 Appendix C: Additional Resources for Chapters 5 and 6 193 Appendix D: Additional Resources for Chapter 7 203 Index 209

About the Author

ALLISON ZMUDA is an international consultant who works with schools and districts to create dynamic learning environments and author of seven books. She is founder and curator of the online community GREG CURTIS has worked with international schools around the world as a technology director, a curriculum and professional learning director, and a strategic planner. He currently consults on strategy, systems-based change and approaches to deep learning in private and public schools and districts. DIANE ULLMAN is Senior Director with the District Management Council, a firm that partners with educational leaders to improve student outcomes and operational efficiency. She formerly served as Superintendent in Simsbury, Connecticut schools and was the 2012 Connecticut Superintendent of the Year.

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