Model Description:
Percent ALT on Automated Pedagogies: Most students will spend 50% on automated pedagogy instructional time in my classroom during my Personalized Learning Strategies implementation. The students will obtain the skills necessary to self-regulate emotional responsibility, cognitive responsibility through the implementation of the Automated Pedagogies. This will differ from other subject areas because most of the school is on a traditional instructional schedule.
Types of Automated Pedagogies: I will be implementing the following Automated Pedagogies:
a. Flipped Classroom Model: This strategy will allow more time for classroom discussions and personal attentions to students who need it. By posting the assignments online and allowing the students to review the material previously to them arriving in class, will give them time to digest the information, come up with questions about the lesson, review the material multiple times before arriving to class and prepare them for class discussions. Students can formulate questions prior to arriving to class and teachers can address those questions on a personal level with each student. Students can also review the material multiple times on their own, allowing what would be lecturing time to become open discussion and collaboration as needed. Students can move at their own pace, those students who can move forward will do so, while students who need more instruction will be able to receive it.
b. Blended Learning: Combining Face-to-Face instruction and Online learning, this method can be very useful. A teacher can move from lecture to an online virtual tour. Students can utilize their devices in class, provide feedback during instruction without interrupting the speaker and collaborate with other students remotely or in the same space. Because this model utilizes various media platforms, the students and the teacher can collaborate at the same time or during different times of the day, freeing up time for discussions and one-on-one interactions. Students do not have to rely on the teacher for every inquiry, they can research answers during class time, collaborate with other students in different classes or even other parts of the world.
Percent ALT on Student-Centered Pedagogies: The students will be spending about 50% of the time on student-centered activities. This will differ from other subject areas because the school is on a traditional instructional schedule.
Types of Student-Centered Pedagogies: I will be implementing the following student-centered pedagogies:
a. Project-Based Learning: This strategy allows students to select their own driving questions, choose the manner in which they will prove mastery of the standards with a final product to be presented, viewed and/or shared with others. Students showcase their 21st learning skills, select and design their own products on how to show their learning as well as the mastery of the learning objectives. Students will get engaged in the learning because in this strategy they get to show what they have learned in a way that develops their creativity as well as their critical thinking skills.
b. Collaborative Learning: The students will be able to collaborate using a variety of tools to include Web 2.0 tools along with Google platform for education, Nearpod lessons, videos, Webquests, among other tools. We will be collaborating also through the districts LMS, Canvas. The students will collaborate through Reciprocal Learning interchanging roles as they move through the activities of the task. They will receive peer feedback on the different assignments such as presentations, video assignments.
c. Alternative Learning Opportunities: All learning styles will be addressed throughout the lessons; students will rely on multiple sources of media in order to have a greater reach of the topics. Students will obtain information that targets their interest and makes learning more personal. Students can have information that covers all aspects of the task.
Power and Agency: The role of the student will be to advocate for their interest and agency that allows them to express themselves in a way that is relevant to the tasks in an environment that promotes freedom of expression in an identity safe classroom. The students will have the opportunity to express agency during the implementation of their Personalized Learning Plan. The students will be able to express their interests through the different tasks, have choices and input during co-planning to assert their ideas and interest. I will be coaching the students to maximize their agency, providing challenging tasks that promote a Growth and Mastery mindset in all students. I will provide means for collaboration and peer feedback that is meaningful and related to student achievement. I will provide the students with several pathways to prove mastery of the tasks and standards discussed in class and I will redirect fixed mindsets towards growth and mastery through challenging tasks.
The students’ input and agency will be considered when making assessments to prove mastery of the standard, and the ultimate responsibility for approval relies on the instructor.
Other defining features: This is a great opportunity for my students because in a language acquisition classroom, we will focus on understanding and communicative skills, therefore, we will branch out to unlimited topics that will include interdisciplinary concepts from math to the culinary arts. Their mastery can be proved throughout a variety of media and an unlimited topic supply.
Types of Automated Pedagogies: I will be implementing the following Automated Pedagogies:
a. Flipped Classroom Model: This strategy will allow more time for classroom discussions and personal attentions to students who need it. By posting the assignments online and allowing the students to review the material previously to them arriving in class, will give them time to digest the information, come up with questions about the lesson, review the material multiple times before arriving to class and prepare them for class discussions. Students can formulate questions prior to arriving to class and teachers can address those questions on a personal level with each student. Students can also review the material multiple times on their own, allowing what would be lecturing time to become open discussion and collaboration as needed. Students can move at their own pace, those students who can move forward will do so, while students who need more instruction will be able to receive it.
b. Blended Learning: Combining Face-to-Face instruction and Online learning, this method can be very useful. A teacher can move from lecture to an online virtual tour. Students can utilize their devices in class, provide feedback during instruction without interrupting the speaker and collaborate with other students remotely or in the same space. Because this model utilizes various media platforms, the students and the teacher can collaborate at the same time or during different times of the day, freeing up time for discussions and one-on-one interactions. Students do not have to rely on the teacher for every inquiry, they can research answers during class time, collaborate with other students in different classes or even other parts of the world.
Percent ALT on Student-Centered Pedagogies: The students will be spending about 50% of the time on student-centered activities. This will differ from other subject areas because the school is on a traditional instructional schedule.
Types of Student-Centered Pedagogies: I will be implementing the following student-centered pedagogies:
a. Project-Based Learning: This strategy allows students to select their own driving questions, choose the manner in which they will prove mastery of the standards with a final product to be presented, viewed and/or shared with others. Students showcase their 21st learning skills, select and design their own products on how to show their learning as well as the mastery of the learning objectives. Students will get engaged in the learning because in this strategy they get to show what they have learned in a way that develops their creativity as well as their critical thinking skills.
b. Collaborative Learning: The students will be able to collaborate using a variety of tools to include Web 2.0 tools along with Google platform for education, Nearpod lessons, videos, Webquests, among other tools. We will be collaborating also through the districts LMS, Canvas. The students will collaborate through Reciprocal Learning interchanging roles as they move through the activities of the task. They will receive peer feedback on the different assignments such as presentations, video assignments.
c. Alternative Learning Opportunities: All learning styles will be addressed throughout the lessons; students will rely on multiple sources of media in order to have a greater reach of the topics. Students will obtain information that targets their interest and makes learning more personal. Students can have information that covers all aspects of the task.
Power and Agency: The role of the student will be to advocate for their interest and agency that allows them to express themselves in a way that is relevant to the tasks in an environment that promotes freedom of expression in an identity safe classroom. The students will have the opportunity to express agency during the implementation of their Personalized Learning Plan. The students will be able to express their interests through the different tasks, have choices and input during co-planning to assert their ideas and interest. I will be coaching the students to maximize their agency, providing challenging tasks that promote a Growth and Mastery mindset in all students. I will provide means for collaboration and peer feedback that is meaningful and related to student achievement. I will provide the students with several pathways to prove mastery of the tasks and standards discussed in class and I will redirect fixed mindsets towards growth and mastery through challenging tasks.
The students’ input and agency will be considered when making assessments to prove mastery of the standard, and the ultimate responsibility for approval relies on the instructor.
Other defining features: This is a great opportunity for my students because in a language acquisition classroom, we will focus on understanding and communicative skills, therefore, we will branch out to unlimited topics that will include interdisciplinary concepts from math to the culinary arts. Their mastery can be proved throughout a variety of media and an unlimited topic supply.