{"id":7429,"date":"2018-08-03T09:42:13","date_gmt":"2018-08-03T13:42:13","guid":{"rendered":"https:\/\/news.elearninginside.com\/?p=7429"},"modified":"2018-08-03T09:50:36","modified_gmt":"2018-08-03T13:50:36","slug":"when-personalized-learning-isnt-high-tech-some-solutions-from-the-better-together-california-teachers-summit-2018","status":"publish","type":"post","link":"https:\/\/news.elearninginside.com\/when-personalized-learning-isnt-high-tech-some-solutions-from-the-better-together-california-teachers-summit-2018\/","title":{"rendered":"When Personalized Learning Isn’t High-Tech: Some Solutions from the Better Together: California: Teachers Summit 2018"},"content":{"rendered":"

Discussion around personalized learning typically revolves around the technology being developed to aid teachers in instruction. Tech leaders Mark Zuckerberg and Bill Gates have been funding efforts to develop the pedagogy through their charitable foundations. Using AI and adaptive algorithms stands as one of the most future-looking–and to some, unrealistic<\/a>–methods of personalizing. \u201cThe real power of artificial intelligence for education is in the way that we can use it to process vast amounts of data about learners, about teachers, about teaching and learning interactions,\u201d said Rose Luckin, a professor of learning-centered design at University College London, according to The Atlantic. \u201c[It can] help teachers understand their students more accurately, more effectively.\u201d That means logging data, tracking student progress, and in some cases, AI delivering educational content to students. But at the Better Together: California Teacher\u2019s Summit this past week, many instructors presented personalized learning strategies that were specifically low-tech. <\/span><\/p>\n

“One hack that I really like is to take notes in my planner,\u201d said Sarah Kesty, a special education teacher at Castle Park Middle School in Chula Vista, CA. \u201cJust today we were writing in our notebooks and I had the kids number their pages.” (Kesty’s class is currently in session.) “And you\u2019d think for an 8th grader, that\u2019d be pretty easy. But one of my kids got completely lost, had a really hard time organizing his pages, didn\u2019t know where to write, started with content on the table of contents, it was a mess. That prompted me to note, \u2018Next time the kids are busy, I\u2019m going to pull this kid and give him a couple of support lessons in terms of how to look at structure and organizing his own space.\u2019 Because something in his brain is clearly not letting him access that part of learning. But if I didn\u2019t write it down in my planner, I\u2019d forget. So it\u2019s just keeping track of those things is really helpful for me.\u201d<\/span><\/p>\n

\"colored
Jess Watters, Unsplash.<\/figcaption><\/figure>\n

Better Together: California Teachers Summit Takes on Personalized Learning<\/h1>\n

The theme at this years\u2019 conference was \u201cIt\u2019s Personal: Meeting the Needs of Every Student.\u201d Other teachers who gathered, presented, and listened at one of 31 sites throughout the state often used similar low-tech solutions to personalize learning. Kesty was impressed with an instructor who asked his learners to do a check in at the beginning of each class with a note on the smart board and discuss how they\u2019re feeling with school and life in general. <\/span><\/p>\n

\u201cIf a student checked in with something that looked negative, then he would say, \u2018do you want to talk about it.\u2019 And if the student yes, they would share their problems. And then he would open it up to the other students and ask them how they would solve the problem. And so it really empowers them to be peer coaches and problem solve out loud so it\u2019s not the wah-wah-wah<\/span><\/a> from a teacher, but it was coming from peers.\u201d<\/span><\/p>\n

Science Meets Art<\/h1>\n

There\u2019s no doubt that the kind of personalized pedagogy that Kesty implements takes a lot of work. \u201cIt is a lot of logistics, I\u2019m not perfect at it. Teachers are data-driven, but instead of data coming from assessments, it comes from my interactions and observations and <\/i>my assessment. It\u2019s a more of a holistic look for me when I personalize learning.\u201d<\/span><\/p>\n

That\u2019s the part of the equation that is typically missing from more high-tech personalized solutions. In Kesty\u2019s view, there\u2019s nothing wrong with using new technology to support personalized learning. But instruction can\u2019t be compromised in the process.<\/span><\/p>\n

\u201cEspecially in special ed, I\u2019ve seen a lot of plug and play where the teachers don\u2019t interact with kids, they just monitor compliance. Sometimes that turns students away from learning. Even though it might be acceptable by some standards, we still need to look at the role of the teacher so it’s not an instance technology taking over instruction.\u201d<\/span><\/p>\n

Nearpod, a lesson creation platform, helped arrange this interview.\u00a0<\/span><\/em><\/p>\n

 <\/p>\n

Cover Image: Marion Michele, Unsplash.<\/em><\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Discussion around personalized learning typically revolves around the technology being developed to aid teachers in instruction. Tech leaders Mark Zuckerberg and Bill Gates\u2014through their charitable foundations\u2014have begun to pour money into developing the pedagogy. \u201cThe real power of artificial intelligence for education is in the way that we can use it to process vast amounts of data about learners, about teachers, about teaching and learning interactions,\u201d said Rose Luckin, a professor of learning-centered design at University College London, according to The Atlantic. \u201c[It can] help teachers understand their students more accurately, more effectively.\u201d That means logging data, tracking student progress, and in some cases even employing adaptive algorithms to deliver educational content to students. But at the Better Together: California Teacher\u2019s Summit this past week, many instructors presented personalized learning strategies that were specifically low-tech.<\/p>\n","protected":false},"author":11,"featured_media":7435,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[5,6],"tags":[13067],"class_list":["post-7429","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-articles","category-editors-picks","tag-personalized-learning"],"yoast_head":"\nWhen Personalized Learning Isn't High-Tech: Some Solutions from the Better Together: California: Teachers Summit 2018 - eLearningInside News<\/title>\n<meta name=\"description\" content=\"At the Better Together: California Teacher\u2019s Summit this past week, many instructors presented personalized learning strategies that were specifically low-tech.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/news.elearninginside.com\/when-personalized-learning-isnt-high-tech-some-solutions-from-the-better-together-california-teachers-summit-2018\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"When Personalized Learning Isn't High-Tech: Some Solutions from the Better Together: California: Teachers Summit 2018 - 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