Differentiated Grouping at Pleasant View
Teachers split learners into four groups for instruction.
August 11, 2016
Tag: Targeted and Relevant
Student Group Selection at Pleasant View
Teachers create small groups to offer workshops to students during personalized learning time.
August 11, 2016
Student Supports at Pleasant View
Students working on learning objectives have multiple options for support, including peer mentorship, additional learning resources, and teacher help.
August 11, 2016
Student Partner Choice at Pleasant View
Students can work independently or with others during independent learning time. If working with others, and not assigned to a small group for instruction, students may choose their learning partner.
August 11, 2016
Shifting Instruction at Pleasant View
The PVES principal discusses how she has supported teachers in making the shift to personalization.
August 11, 2016
August 10, 2016
Personalized Playlists at Lindsay
Teacher Marla Earnest explains how personalized learning playlists are created in Empower.
Transcript: Marla Earnest: They use Empower, the program I was telling you about earlier. And Empower has a playlist set up in it. And that playlist is determined based on what the kid, that learner, has gaps in. So at the beginning of the year I look at their overall progress. I look at their CELDT scores. I look at their SRA data and I set up a playlist for them. “Here are the learning targets that you need to show proficiency at before the end of the year.” And they have activities that they can do on their own. So as they’re doing those activities and we’re doing the whole class and I’m putting data in they are able to say, “Oh, I don’t have this learning target completed. Let me do some of these tasks to show that I have proficiency and then Ms. Earnest can give me my 3V and I can see if I am proficient at that.” So they already have a playlist with all their tasks laid out. And so during personalized learning time they go to the computers, they figure out what it is they need to do, they have me there for support, they can ask their classmates for help as they’re working through those things. And then when they feel like they’re ready they can have a 3V application experience at the end.
August 10, 2016
How Pacing is Structured at Lindsay
Teacher Brandy Quintero explains how they use matrices built around the assumption of the average amount of time they expect a student need to complete at standard or skill.
Transcript: Brandy Quintero: the pacing matrix is set up with the idea of the average student, this is average, you know. And so you do have students who are going to take a little longer. And so when we set up the pacing guide, when we get to the end of the semester, there’s some extra time, and that’s either for like remediation that I had to do throughout, because I don’t actually just wait to the end to do remediation. So like my Period Three that came in reading at an average third grade reading level, we’re not done, we’re still working on assignments. And so because I had to slow down, we had to remediate in the process. But like this group of kids that we just had after the presentation this last piece, they’ve had everything that they need from me. Like I’ve taught every lesson, not to say that they’re totally perfect at it, but we’re done. And so they’re done before this other class, three weeks earlier than this other class.
August 10, 2016
Using a Capacity Matrix as a Pacing Guide at Lindsay
Brandy Quintero, a teacher at Lindsay, explains why and how teachers decided to integrate a pacing guide into the district’s capacity matrix.
Transcript: Brandy Quintero: When we started out with the capacity nature, just it was more like a checklist like, “Do this, do this, do this,” and there weren’t maybe like dates on there; it was just kind of like one to the next. And so we’re actually going to change it next year, because some of our students, especially at the high school and they started it like, “Oh, go at your own pace.” And realize like, okay, a high schooler takes that and says, “I’ll just chill all year long, and in June I’ll do my work.” So we’re having to fix some things. And so we’re going to call it a pacing matrix, and those are already – those have been changed. […] And so the pacing guide has the dates, and what I have done as the teacher is I’ll say, “Okay, I’m the expert in what needs to be taught. I know about how long it should take for each of us,” and so I’ve given the students those dates and they know, “Hey, from 125 to 23 this is what should be done in this period of time.” Now if they can go faster, great, go faster. And so that’s what the capacity matrix pacing guide – and, again, we’re just going to call it a pacing matrix next year, kind of blend them all together. It lets them know kind of the assignments that have to go along with it. And then we also put the – and different grades do it a little bit different. But we’ve put the standard, you know, so how the kid knows, “Hey, these are like assignments right here and this is the assignment that’s going to go in to educate, and this is the standard it’s going to go underneath.”
August 10, 2016
Eng 9B – Pacing Guide
This is a sample 9th grade English capacity matrix and pacing guide for a Unit on Romeo and Juliet.
August 10, 2016