When schools consider personalized learning models, they often focus on the new and novel technology and instructional practices. But the often overlooked human capital can be a powerful asset of “personalization.”
Source: A new approach to personalized learning reveals 3 valuable teaching insights – Christensen Institute : Christensen Institute
Once again we end up with the fact that the greatest impact on student learning are the teachers. The paragrahp that adresses team teaching increases supportive relatonships is interesting too. At our school we have block scheduling that give ampel time for each teacher to connect and support every student during the day. But could we also look differently at this, with large groups and smaller grups alternativly during the day? Read extracts from the article here.
Across the K–12 education landscape, teachers have by far the biggest impact on student learning and student experiences. Even in classrooms with the latest adaptive learning technology, an expert teachers’ professional intuition is still the best way to understand and address the myriad cognitive, non-cognitive, social, emotional, and academic factors that affect students’ achievement. Additionally, one of the most valuable forms of personalization is authentic, personal relationships between students and teachers. It therefore makes sense that any school looking to offer personalized learning should not only explore new technologies and instructional practices, but also think carefully about how to increase students’ connections with great educators.
Team teaching increases supportive relationships
The most common theme across the schools we studied was a shift from one teacher per classroom to teams of educators collaborating to support larger-than-normal classes. At one school, classes of 60 students learned together in a large, open learning space with three team teachers at a time for ELA and math. At another school, students spent part of their day with co-teachers and part of their day in seven- to 12-person groups supported by a teaching fellow. At a third school, students rotated through in-class stations where they worked part of the time with a teacher and part of the time with a small group instructor. With these new staffing arrangements, schools found that having many eyes on each student helped keep students from falling through the cracks; increased students’ chances of forming a strong, positive connection with at least one adult; and decreased the odds that a student risked going through a year with just one “really bad fit” teacher