Why do we NEED
personalized learning?
Have you ever been in a class, a meeting or a professional development session and felt like the little guy on the right? ---->
Is THIS the voice you hear when you're checked out and not paying attention? Guess what! Our students feel the same way! |
|
|
|
2014-15 I-SS Overall CWT data
Here's an average for the "levels of class engagement" data from our final CWT numbers for the 2014-15 school year:
Operational definitions:
Well managed – Students are engaged because they are expected to be. They're learning for the test or to avoid the consequences for not learning it. They're learning it simply because they have been trained or told to do so. Compliance is the motivation. No deep personal interest.
Highly engaged – Students have an internal and authentic strong desire to learn the information being taught. They are highly intrigued by what is being taught. They are fully attending, motivated by their own deep personal interest.
What does the data tell us?
What does the data not tell us?
More importantly . . . What are some implications for not engaging students?
Operational definitions:
Well managed – Students are engaged because they are expected to be. They're learning for the test or to avoid the consequences for not learning it. They're learning it simply because they have been trained or told to do so. Compliance is the motivation. No deep personal interest.
Highly engaged – Students have an internal and authentic strong desire to learn the information being taught. They are highly intrigued by what is being taught. They are fully attending, motivated by their own deep personal interest.
What does the data tell us?
What does the data not tell us?
More importantly . . . What are some implications for not engaging students?