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|a Zmuda, Allison.
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|a Learning personalized :
|b the evolution of the contemporary classroom /
|c Allison Zmuda, Greg Curtis, Diane Ullman, forword by Heidi Hayes Jacobs.
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| 264 |
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|a San Francisco, CA :
|b Jossey-Bass, A Wiley Brand,
|c 2015.
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|a 1 online resource
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|a "A real-world action plan for educators to create personalized learning experiences Learning Personalized: The Evolution of the Contemporary Classroom provides teachers, administrators, and educational leaders with a clear and practical guide to personalized learning. Written by respected teachers and leading educational consultants Allison Zmuda, Greg Curtis, and Diane Ullman, this comprehensive resource explores what personalized learning looks like, how itchanges the roles and responsibilities of every stakeholder, and why it inspires innovation. The authors explain that, in order to create highly effective personalized learning experiences, a new instructional design is required that is based loosely on the traditional model of apprenticeship: learning by doing. Learning Personalized challenges educators to rethink the fundamental principles of schooling that honors students' natural willingness to play, problem solve, fail, re-imagine, and share. This groundbreaking resource: Explores the elements of personalized learning and offers a framework to achieve it Provides a roadmap for enrolling relevant stakeholders to create a personalized learning vision and reimagine new roles and responsibilities Addresses needs and provides guidance specific to the job descriptions of various types of educators, administrators, and other staff This invaluable educational resource explores a simple framework for personalized learning: co-creation, feedback, sharing, and learning that is as powerful for a teacher to re-examine classroom practice as it is for a curriculum director to reexamine the structure of courses"--
|c Provided by publisher
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| 504 |
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|a Includes bibliographical references and index.
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|a Machine generated contents note: Foreword Acknowledgements About the Authors Introduction Chapter 1: Making the Case for Personalized Learning Disconnect between traditional school and preparation forpost-secondary world Power of a student-centered model Contemporary debate on personalized learning and clarification onwhat it is Chapter 2: The Design of a Student-Centered LearningExperience Element 1: Academic outcomes Element 2: Growth outcomes Element 3: Mindsets Element 4: Task Element 5: Audience Element 6: Feedback Chapter 3: Tasks that Demonstrate Personalized Learning Evolution in Practice Task frames to illustrate elements described in Chapter 2 Ideas to inspire: Go personal, go local, go global How the Role of Teachers Shift How the Role of Students Shift Needed Systems and Supports beyond the Classroom Chapter 4: What Personalized Learning Looks Like at anInstructional Level Element 7: Environment Element 8: Process Illustrative example: day in the life narrative Chapter 5: What Personalized Learning Looks Like at a SystemsLevel Element 9: Assessment of Learning Element 10: Time Element 11: Advancement Chapter 6: Leading the Change for Personalized Learning Clearly articulating and creating urgency for the change Releasing control of the work to teachers Managing change as its occurring The Conclusion of the Era of "One Size Fits allSchooling" Index
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|a Print version record and CIP data provided by publisher.
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|a Introduction -- 1. Making the Case for Personalized Learning. Disconnect between Traditional School and Preparation for a Post-Secondary World ; The Power of a Student-Driven Model ; Contemporary Issues of Control ; Personalized Learning Evolution -- 2. The Aims of Contemporary Schooling. Element 1: Disciplinary Outcomes ; Element 2: Cross-Disciplinary Outcomes ; Element 3: Mindsets -- 3. The Design of a Student-Driven Learning Experience. Element 4: Task ; Element 5: Audience ; Element 6: Feedback ; Element 7: Evaluation -- 4. Tasks that Demonstrate Personalized Learning Evolution in Practice. Inspiration for Task Designs ; How the Role of the Teacher Shifts ; How the Role of the Student Shifts ; Needed Systems and Supports beyond the Classroom -- 5. What Personalized Learning Looks Like at the Instructional Level. Element 8: Process ; Element 9: Environment ; A Day-in-the-Life Narrative -- 9. What Personalized Learning Looks Like at the Systems Level. Element 10: Demonstration of Learning ; Element 11: Time. Element 12: Advancement -- 7. Leading the Change for Personalized Learning. Clearly articulating and Creating Urgency for Personalized Learning (the "Why") ; Giving Back the Work to Teachers (the "How") ; Managing Change as It Is Occurring (the "What") -- The Conclusion of the Era of "One-Size-Fits-All Schooling."
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| 650 |
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|a Individualized instruction
|z United States.
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|a Classroom management
|z United States.
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|a Educational change
|z United States.
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|1 https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq
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| 700 |
1 |
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|a Ullman, Diane,
|d 1964-
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| 700 |
1 |
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|a Curtis, Greg,
|d 1950-
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| 758 |
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|i has work:
|a Learning personalized (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCGD9kyRxMj3Db9WWVbHCry
|4 https://id.oclc.org/worldcat/ontology/hasWork
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|i Print version:
|a Zmuda, Allison.
|t Learning personalized.
|d San Francisco : Jossey-Bass Bass & Pfeiffer Imprints, Wiley, 2015
|z 9781118904794
|w (DLC) 2014037500
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| 856 |
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|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=1895729
|y Click for online access
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