WATG18

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This collaborative session will offer options for participants, like an un-conference.

Sheri will share Kettle Moraine's personalized learning continuum. Participants will then briefly discuss their own paths/experiences with personalized learning and generate topics based on interest and need. This format provides a model for meeting diverse needs in the classroom.

For those just getting started with personalized learning, Sheri will share a practical vocabulary process that includes student voice, self-pacing, along with a gradual release of ownership from
teacher to the students and shows the importance of personalized learning in developing advocacy and important soft skills.  For others, she will share the Buck Institute Resources.

This session will remain flexible to the group of people who attend. Others with expertise will be encouraged to facilitate groups as needed. We would all learn from each other. Resources will be shared by the presenter and others in the room.

Time will be provided for participants to brainstorm next steps on their own personalized learning journey to include more student voice, to begin to develop a plan of action, and discuss their ideas with others to obtain feedback that could help further develop their goals/ideas.

NAGC Standards Addressed
Standard 1: Learning and Development
1.7. Cognitive and Affective Growth. Students with gifts and talents recognize their preferred approaches to learning and expand their repertoire.

• 1.7.1. Teachers enable students to identify their preferred approaches to learning, accommodate these preferences, and expand them.

Standard 2: Assessment
2.1. Identification. All students in grades PK-12 have equal access to a comprehensive assessment system that allows them to demonstrate diverse characteristics and behaviors that are associated with giftedness.

• 2.1.1. Educators develop environments and instructional activities that encourage students to express diverse characteristics and behaviors that are associated with giftedness.

Standard 3: Curriculum & Instruction
3.1. Curriculum Planning. Students with gifts and talents demonstrate growth commensurate with aptitude during the school year.

• 3.1.6. Educators use pre-assessments and pace instruction based on the learning rates of students with gifts and talents and accelerate and compact learning as appropriate.

3.3. Talent Development. Students with gifts and talents develop their abilities in their domain of talent and/or area of interest.

• 3.3.3. Educators provide opportunities for students with gifts and talents to explore, develop, or research their areas of interest and/or talent.

3.4. Instructional Strategies. Students with gifts and talents become independent investigators.

• 3.4.2. Educators use creative-thinking strategies to meet the needs of students with gifts and talents.

Standard 4: Learning Environments
4.1. Personal Competence. Students with gifts and talents demonstrate growth in personal competence and dispositions for exceptional academic and creative productivity. These include self-awareness, self-advocacy, self-efficacy, confidence, motivation, resilience, independence, curiosity, and risk taking

• 4.1.1. Educators maintain high expectations for all students with gifts and talents as evidenced in meaningful and challenging activities