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The Personalized Learning Spectrum

The style of instruction varies within personalized learning. Teachers move throughout the spectrum

depending on the capabilities and needs of the students in their class on any given day.

Teacher Directed

Learner is more passive receiver

Teacher Centered

Learner options provided

Teacher & Learner Co-Designers

Learner choice is available  

Learner Driven

Self-directed with teacher guidance


Purposeful Learning
TEACHER DIRECTED Learner is more passive receiver TEACHER CENTERED Learner options provided TEACHER & LEARNER CO-DESIGNERS Learner choice is available LEARNER DRIVEN Self-directed with teacher guidance
Teachers choose resources to build and support learning. Teachers offer a choice of resources to build and support learning. Learners, in collaboration with teachers, find and/or create resources to support learning. With teachers as facilitators, learners find and/or create resources to support learning in the classroom.
Teachers communicate relevance of learning and how it can be used beyond the classroom. Teachers engage learners in activities that reveal relevance of learning and how it can be used beyond the classroom. Learners, in collaboration with teachers, investigate relevance of learning and how it can be used beyond the classroom. With teachers as facilitators, learners demonstrate relevance of learning and how it can be used beyond the classroom.
Teachers craft activities to drive learner engagement and growth. Teachers differentiate activities to drive learner engagement and growth. Learners, in collaboration with teachers, craft personalized activities to drive learner engagement and growth. With teachers as facilitators, learners demonstrate growth through personalized learning opportunities.
Teachers explain and use the ECCS Behaviors that Support Learning Teachers provide opportunities for learners to practice the behaviors and skills that support learning. Learners, in collaboration with teachers, self assess and conference on the behaviors and skills that support their learning. Learners are self aware and can monitor and adujst their behavior to support their learning.

Alignment to McREL

  • 4-c: Teachers adapt resources to address the strengths and weaknesses of their learners.
  • 3-c: Recognize the interconnectedness of content areas/disciplines. Promote global awareness.
  • 4-e: Help learners develop creative, critical thinking, and problem-solving skills.

Examples I can use in my classroom

  • Be a learning facilitator for each learner by guiding students towards mastering content and life success skills
  • Develop success criteria with your content team
  • Reflection Process
  • Flexible pacing
  • Variety of resources
  • Connect learning beyond the classroom
  • Conference with learners about Behaviors that Support Learning
  • Integrate curriculum with other teachers/content
  • Behaviors/skills: taught and supported through conferencing
Purposeful Instruction
TEACHER DIRECTED Learner is more passive receiver TEACHER CENTERED Learner options provided TEACHER & LEARNER CO-DESIGNERS Learner choice is available LEARNER DRIVEN Self-directed with teacher guidance
Teachers have access to common course learning targets that are aligned with common course power standards. Teachers use common course learning targets to guide instruction and communicates them to learners. Empower-logo Learners, in collaboration with teachers, design instruction based on common course learning targets and learners can articulate how their learning is connected to the learning target(s). With teachers as facilitators, learners guide their learning through the use of common course learning targets
Teachers communicate connections, new ideas/insights, and chooses strategies to help learners. Teachers provide multiple strategies to help learners make connections, investigate, inquire, and bring new ideas/insights into learning. Learners, in collaboration with teachers, work to choose effective strategies through investigation, inquiry, and insight into learning. With teachers as facilitators, learners choose strategies to make connections, investigate, inquire, and bring new ideas/insights into their learning.
Teachers create learning opportunities based on formative and summative assessment data. Teachers create learning opportunities based on balanced assessments (pre, formative, and summative). Learners, in collaboration with teachers, create learning opportunities where pacing is flexible and balanced assessment data is used. With teachers as facilitators, learners create meaningful learning opportunities based on individual needs; pacing is flexible with balanced assessment.
Teachers are aware that intelligence is developed (growth mindset). Teachers embrace a growth mindset and instill in their learners a belief that learning is continuous. Teachers and learners collaborate to foster experiences focused on learning as a continuous process (growth mindset). With teachers as facilitators, learners reflect on their learning and exhibit personal growth.

Alignment to McREL

  • 3-d: Incorporate 21st century life skills. (Leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, & social responsibility).
  • 4-e: Help learners develop creative, critical thinking, and problem-solving skills.

Examples I can use in my classroom

  • Live in the Power Standard/Learning Target work your course has developed
  • Align materials and assessments to Standards and Learning Targets
  • Provide opportunities for learners to extend standards or “move forward” once they’ve met a learning target
  • Use words with students such as Power Standards, Learning Target and Evidence
  • Create remediation tools for those struggling
  • Group and regroup learners by identifying common needs among your learners
  • Use formative feedback to drive instruction and learning opportunities
  • Develop success criteria with your content team
Purposeful Assessment & Feedback
TEACHER DIRECTED Learner is more passive receiver TEACHER CENTERED Learner options provided TEACHER & LEARNER CO-DESIGNERS Learner choice is available LEARNER DRIVEN Self-directed with teacher guidance
Teachers align assessments to learning targets. Teachers design assessments that clearly identify and label learning target(s) being assessed. Learners, in collaboration with teacher, use assessments to give feedback on learner progress toward current level of mastery for individual learning targets. Empower-logo With teachers as facilitators, learners self assess their level of mastery on individual learning targets and can partner with their teachers to determine what the next steps for learning.
Teachers have applied an 80% summative 20% formative rule to assessment of learning. Teachers use no less than 90% summative to assess learning and has organized the gradebook by learning targets. Learners, in collaboration with teachers, look at “bucket of evidence” and assesses the level of mastery of individual learning targets. (100 summative) Empower-logo With teachers as facilitators, learners self assess their level of mastery of individual learning targets and determine their next steps for learning.
Teachers understand how balanced assessment guides instruction and supports learning. (Pre-test, Formative and Summative) Teachers create learning opportunities based on balanced assessments. Learners, in collaboration with teachers, understand the role of balanced assessment and how they inform learning and assessing overall level of mastery of individual learning targets. With teachers as facilitators, learners self assess their level of mastery of individual learning targets and can determine what the next steps for learning.
Teachers provide feedback on learning tasks. Teachers provide specific feedback related to standards and learning targets. Learners, in collaboration with teachers, use effective feedback to inform learners of their progress and plan their next steps. With teachers as facilitators, learners use just-in-time feedback to inform their learning and plan their next steps.
Teachers communicate to parents about learners’ learning journey and progress. Teachers provide evaluation tools for learners to self-assess. Learners, in collaboration with teachers, use peer evaluation strategies to assess their learning. With teachers as facilitators, learners effectively communicate their learning journey and progress

Alignment to McREL

  • Place content here

Examples I can use in my classroom

  • Use pre-assessment data to inform student learning (pathways) and inform next steps
  • Gather and use immediate feedback
  • 100% summative reporting (if you haven’t already done so)
  • Feedback in different ways
  • Organize your gradebook by learning targets and power standards – Exit tickets
Engagement with Learning Tools
TEACHER DIRECTED Learner is more passive receiver TEACHER CENTERED Learner options provided TEACHER & LEARNER CO-DESIGNERS Learner choice is available LEARNER DRIVEN Self-directed with teacher guidance
Teachers use technology as a substitute for non-technology materials. Teachers use technology to enhance instruction, feedback and/or assessment. Empower-logo Learners, in collaboration with teachers, use a variety of technology tools to enhance instruction, feedback and/or assessment. With teachers as facilitators, learners apply their skills to select or create technology tools that enhance instruction, feedback and/or assessment.
Teachers select learning tools and resources for learning aligned to power standards/learning targets. Empower-logo Teachers direct learners to various learning tools and resources aligned to power standards/learning targets. Learners, in collaboration with teachers, design opportunities for learners to appropriately choose from a variety of learning tools and resources. With teachers as facilitators, learners self-direct how to access and use a wide variety of learning tools and resources to maximize learning.

Alignment to McREL

  • 4-a: Differentiate-Know the appropriate levels for intellectual, emotional, physical, and social development
  • 4-c: Use a variety of instructional methods to meet all learners’ needs.
  • 4-d: Integrate and utilize technology.
  • 4-f: Help learners collaborate in teams and develop leadership qualities.

Examples I can use in my classroom

  • Use Google classroom
  • Deliver instruction through multiple forms of media (technology can provide another avenue for students to access information)
  • Anchor charts
  • Graphic organizers
  • Teach multiple tools and let learners choose what works best for them
  • Create layered playlists aligned to standards
  • Support students in selecting appropriate learning tools
Collaborative Environment
TEACHER DIRECTED Learner is more passive receiver TEACHER CENTERED Learner options provided TEACHER & LEARNER CO-DESIGNERS Learner choice is available LEARNER DRIVEN Self-directed with teacher guidance
Teachers design learning space for one method of instruction Teachers design learning space in a way that supports various learning opportunities and educates learners about the purpose of each space. Learners, in collaboration with teachers, identify the appropriate space to achieve their learning goal. Learners can choose and/or create a space to achieve their learning goal and can articulate why that space can enhance their learning.
Teachers decide when the whole class should work alone, in pairs, or in larger collaborative groups Teachers decide when learners should work alone, in pairs or in larger collaborative groups Learners, in collaboration with teachers, choose when to work alone, in pairs or in larger collaborative groups Learners choose and articulate when it is useful to work alone, in pairs or in larger collaborative groups
Teachers create an awareness of diverse learner experiences. Teachers provide a variety of resources for learners to explore diverse experiences. Learners, in collaboration with teachers, develop an understanding of their diverse learner experiences. Learners independently explore and embrace others’ diverse experiences.

Alignment to McREL

  • 2-b: Demonstrates awareness of diversity (learners & global issues).
  • 3-d: Teachers make instruction relevant to learners.
  • 3-d: Incorporate 21st century life skills. (Leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, self-direction, & Social responsibility).
  • 4-f: Help learners collaborate in teams and develop leadership qualities.

Examples I can use in my classroom

  • Redefine learning spaces with established norms and clearly identified spaces
    • PL Learning Environment Definitions: Seminar, Personal Flex, Group Flex, Coaching Workshop, Conferencing, Learner Led workshops, etc.
  • Establish skills for collaboration with students. Allow choice of working alone, in partners, or in groups…based on learner needs and choice.
  • Encourage learners to use their peers as resources
  • Teach learners the differences between collaboration and cooperation (Collaboration vs. Cooperation)

 

Learner Voice & Choice
TEACHER DIRECTED Learner is more passive receiver TEACHER CENTERED Learner options provided TEACHER & LEARNER CO-DESIGNERS Learner choice is available LEARNER DRIVEN Self-directed with teacher guidance
Teachers design lessons for whole group setting. Teachers provide multiple pathways for learners to engage in learning. Learners, in collaboration with teachers, create rigorous pathways to engage in learning using a variety of methods and modes. Learners design their own rigorous learning pathway based on standards, interests, talents, and passions.
Teachers decide what will be taught and how learners will show their learning. Teachers demonstrate awareness of diverse learner experiences in the options provided to learners to show their learning. Learners, in collaboration with teachers, choose ways to show learning. Learners design the way they showcase their learning for an authentic audience based on individual styles, experiences, passions, and needs.

Alignment to McREL

  • 1-a: Lead by taking responsibility for progress. (Data-driven instruction).
  • 2-b: Demonstrates awareness of diversity. (learners & global issues).
  • 2-c: Treat learners as individuals. Holds high expectations.
  • 2-d: Adapt teaching for benefit of learners with special needs.
  • 4-b: Plan data-driven instruction appropriate for the learners. learners engaged in the learning process.

Examples I can use in my classroom

Provide voice and choice in the:

  • What – content related to a standard
  • Who – learners collaborate with
  • Why – purpose for learning “I will learn this in order to…”
  • Where – environment/ space where students work best
  • Can they show it a different way?
    • Student designed products
    • Student designed pathways
  • PBL/Genius Hour/Maker Space/Passion Projects

   

ECCS Personalized Learning Star Reflection Tool

View in Google Sheets

“…I think what was most amazing

about our time in the district yesterday

was the culture of growth and

learning that was so apparent.”

 

-Educator feedback from touring our schools

“What stood out for me was how

proud and enthusiastic the team

was about the work both their staff

and students are doing around

the Flexible Learning Model.”

 

-Educator feedback from touring our schools

ECCS staff collaborating

Visits from other schools to observe our staff

Learn more about authentic, personalized learning

Schedule a tour of our schools
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