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Personalized LearningGetting in the Game
Donna KrasovichMath/Computer Science Teacher
Nathan Hale High SchoolWest Allis, Wisconsin
Questions, Comments, Feedback
http://padlet.com/krasovichd/WMCpersonali
zation
Leave a comment with your name, where
you teach and what, if any experience you
have with personalization.
Contact me: [email protected]
Teacher Background
Donna Krasovich
Retired Computer Programmer Analyst
Certified to teach Secondary Math-2012
West Allis Resident and Tax Payer
Two daughters attend West Allis Schools
Teach Geometry and Computer Science
Courses
West Allis West Milwaukee Alumni
District Background
West Allis West Milwaukee School District
Growing more diverse each year
◦ Non-white rose 9% to 40% last 18 years
Free and Reduced Lunch: 57%
Students with Disabilities: 14.5%
12th largest Wisconsin School District
◦ Enrollment of 9800 for 2013-14
2nd year of a district wide one-to-one IpadInitiative
School Background
Nathan Hale High School
1750 Students
◦ Minority Enrollment: 26%
◦ Free/Reduced Lunch: 41%
◦ Students with Disabilities: 10%
7 Period Conventional Bell Schedule
Algebra-Geometry-Algebra 2-Pre Calc
◦ Remedial/Intermediate courses
◦ Intervention Support
◦ AP Calculus AB and AP Calculus BC
Course Background
Geometry
Text: University of Chicago School Mathematics Project 2nd
4 Part Lesson Plan Model
◦ Launch-Explore-Summarize-Assess
Balanced Instruction
◦ Whole Group/Small Group/Conferring
9th/10th/11th with an occasional 12th
Curriculum is Standards Based and in continuous collaborative development
Understanding Personalization
What is it?
How does it compare to differentiation?
What resources do I need to implement it?
What resources do I have access to?
How do I implement it?
How do I monitor success for myself and my
students?
Can this be done inside of a reasonable
work schedule?
Areas of Focus
Areas of Focus
Rapid Cycle Feedback
◦ Daily In-class demonstration/practice problems
◦ Daily Homework Assignments
◦ Increase quantity, quality and speed of delivery
◦ Building relationships with students
Customized Responsive Instruction
◦ Instantly assign problem sets for homework and in-class that address needs outside of the chose differentiated assignment
◦ Academic and psychological needs
Daily Feedback - Before
(Formative-Not Graded)
Includes student-to-teacher and teacher-
to-student
Mostly comprised of verbal exchanges
during class
◦ Answering questions
◦ Checks for understanding
◦ Observing student work
Also Included samples of student work
◦ Bell Ringers and Exit Tickets
Daily Feedback – Before
(Formative – Graded)
Daily Practice Assignments
Selected Problems reviewed as a class
Completion reviewed at the beginning of
class, work stamped if sufficient
quality/quantity.
Assignments collected weekly, reviewed
more thoroughly, written feedback
provided, graded
Daily Feedback - Problems
Students would only complete work when I was in close proximity
Practice was not being completed outside of class
Students who would get stuck would often stop and wait for direction.
Paper copies would get lost, or would not get turned in because they were incomplete.
Students would not ask for help
Rapid Cycle Feedback –Daily Formative Assessments (Non-Graded)
ClassKick Formative Assessment Tool
ClassKick
Formative Assessment Tool
ClassKick
Formative Assessment Tool
ClassKick
Formative Assessment Tool Free Ipad App◦ Similar to Socrative and other quiz type
assessment tools, but students can write on it to complete math problems
◦ Learning curve for teacher and students is low
◦ Teacher view can see all students completing work in progress
◦ Teacher can write on all student pages or only one student page
◦ Students can ask for help in the app
◦ Students can help each other
◦ Student work can instantly be projected and shared
Positive Changes from ClassKick
Increased student participation with demonstration practice problems
More students are willing to have their work displayed on the projector
More students are willing to explain their reasoning to others.
More students are providing help to each other
Students are getting more feedback from the teacher and each other
Teacher can answer questions after the student leaves the room
Improvements are always being made
Higher confidence on daily assignments
Minor Issues from ClassKick
Handwriting Editor is not the best, but is
improving
Requires WiFi to access completed work
Storage for past assignments is limited
Organization is limited
◦ Old assignments are stored by last used date
or alphabetically
Rapid Cycle Feedback –Daily Formative Assessments (Graded)
Showbie –Daily Formative Assessments (Graded)
Showbie –Daily Formative Assessments (Graded)
Showbie –Daily Formative Assessments (Graded)
Showbie –Daily Formative Assessments (Graded)
Showbie –Daily Formative Assessments (Graded)
Showbie –Daily Formative Assessments (Graded)
Showbie
Formative Assessment and Dynamic Assignment Tool
Free Ipad App (Subscription with upgrades for a low fee)◦ Assignments are paperless
◦ PDFs, video links, photos can be uploaded
◦ Work can be downloaded and printed
◦ Students can write on assignments digitally
◦ Students and teachers can leave comments, voice and text
◦ Work is always turned in
◦ Teachers have instant access to work in progress
◦ Work can be graded inside the app and exported to a pdf
Positive Changes from Showbie
Increase in attempted and completed assignments
Students are getting feedback for assignments in progress
Teacher can answer questions after the student leaves the room
Personalized work can be dynamically assigned
No time used in class to distribute/collect paperwork
No lost assignments
Less time to grade and records work
Improvements are always being made
Minor Issues from Showbie
Handwriting Editor is smooth, but takes
getting used to
Requires WiFi to access completed work
Free version has limited features and
storage
Other Personalization Efforts
Students Set Learning Goals
◦ MAP data, past performance,
etc.
Standards Based Curriculum
◦ Ongoing Curriculum
Evaluation and Update
Balanced Instruction
Next Steps for Personalization
Participation in WisMaths
Project◦ High Cognitive Demand Tasks
Online Curriculum◦ Coordinated effort with District
Curriculum Coordinator
Proficiency Based Progress◦ What does it mean?
◦ How does it reconcile with spiraling?
Teach, Reflect, Learn
“I am still learning.”
~Michelangelo
Donna Krasovich
Nathan Hale High School
West Allis, Wisconsin
