Bena Kallick

Allison Zmuda

Educators’ most important work is to help students develop the intellectual and social strength of character necessary to live well in the world. The way to do this, argue authors Bena Kallick and Allison Zmuda, is to increase the say students have in their own learning and prepare them to navigate complexities they face both inside and beyond school. This means rethinking traditional teacher and student roles and re-examining goal setting, lesson planning, assessment, and feedback practices. It means establishing classrooms that prioritize ▪ Voice—Involving students in “the what” and “the how” of learning and equipping them to be stewards of their own education. ▪ Co-creation—Guiding students to identify the challenges and concepts they want to explore and outline the actions they will take. ▪ Social construction—Having students work with others to theorize, pursue common goals, build products, and generate performances. ▪ Self-discovery—Teaching students to reflect on their own developing skills and knowledge so that they will acquire new understandings of themselves and how they learn. Based on their exciting work in the field, Kallick and Zmuda map out a transformative model of personalization that puts students at the center and asks them to employ the set of dispositions for engagement and learning known as the Habits of Mind. They share the perspectives of educators engaged in this work; highlight the habits that empower students to pursue aspirations, investigate problems, design solutions, chase curiosities, and create performances; and provide tools and recommendations for adjusting classroom practices to facilitate learning that is self-directed, dynamic, sometimes messy, and always meaningful.

Personalized Learning with Habits of Mind

Students at the Center

Greg Curtis

Diane Ullman

A real-world action plan for educators to create personalized learning experiences Learning Personalized: The Evolution of the Contemporary Classroom provides teachers, administrators, and educational leaders with a clear and practical guide to personalized learning. Written by respected teachers and leading educational consultants Allison Zmuda, Greg Curtis, and Diane Ullman, this comprehensive resource explores what personalized learning looks like, how it changes the roles and responsibilities of every stakeholder, and why it inspires innovation. The authors explain that, in order to create highly effective personalized learning experiences, a new instructional design is required that is based loosely on the traditional model of apprenticeship: learning by doing. Learning Personalized challenges educators to rethink the fundamental principles of schooling that honors students' natural willingness to play, problem solve, fail, re-imagine, and share. This groundbreaking resource: Explores the elements of personalized learning and offers a framework to achieve it Provides a roadmap for enrolling relevant stakeholders to create a personalized learning vision and reimagine new roles and responsibilities Addresses needs and provides guidance specific to the job descriptions of various types of educators, administrators, and other staff This invaluable educational resource explores a simple framework for personalized learning: co-creation, feedback, sharing, and learning that is as powerful for a teacher to re-examine classroom practice as it is for a curriculum director to reexamine the structure of courses.

The Evolution of the Contemporary Classroom

Learning Personalized

Violet H. Harada

Zmuda and Harada explore the increasing number of job descriptions in schools for learning specialists with the accompanying difficulty in effectively leveraging these roles to positively affect student learning. School librarians have been one of these learning specialists for decades. The ranks have expanded in recent years to include many other content area specialists. Grant Wiggins' foreword emphasizes the relevance of learning specialists is grounded in their ability to deliver results on mission-critical measures. This title incorporates quotations, exemplars, and findings from experts in both mainstream and librarian-focused education literature in an inclusive approach making the text accessible and credible for any leader charged with improving the system's ability for improved student achievement. There are an increasing number of job descriptions in schools for learning specialists - certified teachers with specialized areas of expertise whose job it is to improve student performance. While these positions are attractive ideas in theory, there are real challenges in effectively leveraging such roles to positively affect student learning. School librarians have been one of these learning specialists for decades. The ranks have expanded in recent years to include reading specialists, literacy coaches, writing coaches, technology specialists, mathematics specialists, science specialists, and teachers of English Language Learners. References included throughout the book incorporate quotations, exemplars, and findings from experts in both mainstream and librarian-focused education literature. This inclusive approach makes the text accessible and credible for any leader charged with improving the system's ability for improved student achievement. Grant Wiggins' foreword emphasizes the premise that the relevance of learning specialists is grounded in their ability to deliver results on mission-critical measures.

Meeting the Learning Imperative for the 21st Century

Librarians as Learning Specialists: Meeting the Learning Imperative for the 21st Century

Grant P. Wiggins

Jay McTighe

Based on: Schooling by design / Grant Wiggins and Jay McTighe.

An ASCD Action Tool

Schooling by Design

كيف يمكن للمدرسة، أي مدرسة، أن تصبح مكاناً كل من فيه يتعلم وينمو ويتطور ويعمل لتحسين مستوى إنجاز الطلبة؟ يكمن الجواب عن هذا السؤال في التفكير من خلال النظام والتركيز على التحسين المستمر، فهما مفهومان قادران على تحويل عملية تطوير المعلمين من شيء يقبلون به على مضض إلى شيء يسعون إليه بقوة لخلق تحسينات دائمة في عمليتي التعليم والتعلم. كل فصل في كتاب (التغيير داخل المدارس: خلق ثقافة التحسن المستمر) يستند إلى مجموعة من مبادئ العمل التي تشكل توجيهاً وإرشاداً عملياً لقادة المدارس. وقصة المدرسة الوهمية التي يتضمنها الكتاب تبعث الحياة في الأفكار، حيث شخوص هذه المدرسة ـ مديرة المدرسة والمعلمات والإداريون على مستوى المنطقةـ يمرون بتجربة التبدلات في التفكير اللازمة لتغيير المدرسة وتحويلها إلى نظام كفء. ومن خلال هذه القصة يكتسب القارئ فهماً جيداً لا غموض فيه للخطوات الست التي تؤدي إلى التحسن المستمر وهي: 1. تحديد المعتقدات الأساسية. 2. خلق رؤية مشتركة. 3. الاستعانة بالبيانات لتحديد الثغرات بين الواقع الراهن والرؤية المشتركة. 4. تحديد البرامج التي يعتقد أنها تسد الثغرات. 5. وضع وتنفيذ خطة عمل. 6. المسؤولية الجماعية. كما أن التحليل الذي ينم عن تفكير عميق للحوارات الوهمية داخل هذا الكتاب تزود القارئ بفهم جيد للطبيعة الدينامية للتغيير وللتفكير من خلال النظام وللتحسين المستمر. والأسئلة التي بها يختتم كل فصل تساعد القارئ في تطبيق هذه المفاهيم الأساسية في مدرسته. وسواء التي كانت أهدافك لتحسين المدرسة واضحة وجلية أم هي لا تزال في مرحلة التطوير فإن كتاب التغيير داخل المدارس - الذي نضعه بين يديك - يساعدك في التصدي للتحديات العديدة التي تتضمنها عملية التغيير. العبيكان للنشر

Allison Zmuda

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