Student-Centered Learning (Personalization)
P. 2-3 Goal
To determine if the learning is visible
“Students have to know what they are learning, why they are learning
it, what it means to be “good” at this learning, and what it means to
have learned.
P. 4
“Visible learning asks teacher to go even a step further. It asks us to
create the conditions necessary for student to become their own
teachers.”
General Literacy Learning Practices p. 21-27
1. Challenge
Identify where students are.
2. Self-efficacy
Belief by student that he/she can make learning happen.
3. Clarity (.75)
Goal Setting (.5)
Belief that students should be able to answer 3 questions
1. What am I learning today?
2. Why am I learning this?
3. How will I now that I learned it?
Feedback (.75) p. 33
Student current level of performance
Student expected level of performance
Actions they can take to close the gap
Deep Learning p. 91
“As they (students) move into deep consolidation, they benefit from
approaches that foster metacognition, self-talk, and the ability to examine
texts outside the direct guidance of the teacher.”
Class Discussion: .82
Effective questioning: .48
Metacognitive Strategies: .69 (p. 93)
Knowledge about our learning selves
An understanding of what the task demands and necessary strategies to
complete them
The means to monitor learning and self-regulate
Self-Questioning: .64 (p. 93)
Teach students to pause periodically throughout a text to generate their own
questions.
Transfer: (p. 110)
Low Road Transfer
Teacher/students are…
High Road Transfer
Students are…
Organizing Conceptual Knowledge: .85 (p. 115)
“They (students) can analyze their understanding and identify where they
need to go next in their learning. Importantly, it is the student who is in the
driver’s seat.”
Transforming Conceptual Knowledge: .85 (p. 122)
“Literacy learning opportunities listed in this section can furnish students
with the forums they need as they become their own self-directed teachers.”
Class discussion (Rules of Discussion) .82
Accountable talk
Metacognitive thinking
.69
Close reading
Open-ended questioning focused on exploration over opposed
to discovery.
Extended writing
Summarize
.63
Concept Mapping
.60
Feedback
.75
Clarity
.75
*Note: Concept Mapping: .6 (When used as a planning tool for something else. =
showing your work in a multi-step math problem.