Deficient? Detoxing from Negative Framing

equal testing has all animals climb a treeI attended the welcoming reception at the education conference I am at this week – an opportunity for vendors to entice people to their booths with free food. Obviously this works on me because I was there. I enjoy looking for new tools or strategies for our students, so the exhibit hall is a favorite part for me. However, as I went from one booth to another, there was one I hesitated approaching. It was huge, dominating a large portion of the room, but I passed by it several times. I was struggling with first bullet point on their sign: deficiency diagnostics.

Now, I understand the concept of deficiency diagnostics, and the importance of knowing where the gaps are – especially in a mastery-based program like ours. So I forced myself to finally read the rest of the booth’s signs to see if there was anything to redeem the negative feeling.

Nope.

What’s my hang-up? After years of detoxing kids from negative framing, I find that instead of becoming jaded, I have only become more sensitive. We often get students who see themselves as “deficient” and who need to be “fixed” because of all the things “wrong” about them. It takes time to help them reframe their approach: use their strengths to tackle the challenge areas to the best of their abilities, and focus on their gifts and personal goals to define themselves as the wonderfully unique beings they are.

Maybe there isn’t a better way of saying “deficiency diagnostics” that would fit on a display sign. However, is there a way we can help students recognize and work on areas for growth without them feeling “broken” as a result? Can we – the teachers, parents, and other potential mentors – model this, or are we struggling with this for ourselves?

I would love to hear your thoughts on this. Also, if you know of any tools, strategies, or other resources that focus on a positive growth mindset, please share them with me.

 

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Personalized Learning No More?

Words clipart cute kid“I’m not using the words ‘Personalized Learning’ after this session,” said Adam Garry, speaker of the iNacol presentation titled The Possibilities of Personalized Learning. With that title, you can see why he was kind of stuck using the words for at least another hour.

I knew immediately why he felt this way. There were many sessions at the conference with the words personalized learning in the title or description, but much of what was being presented wasn’t really personalized learning.

Blended, differentiated, individualized, and data-driven learning can all be options for a personalized learning experience, but they are not by themselves “personalized learning.”

Has personalized become an empty buzz word? Better question: what makes learning personalized? Answer: the student. Not the curriculum. Not even the teacher. The student.

How much voice does the student have in his or her learning experience? Is the student in the driver seat, setting the goals and choosing how to get there? This can range from selecting from a menu of options that meets the student’s needs, to the student taking the goals and designing a program from the ground up.

I call it personal agency, but I like how Adam summed it up: Voice and Choice.

In the personalized programs I have been part of, students enroll for many reasons, and with many different goals. Some are aiming for university admission and will need to make sure their program is designed for that, requiring more guidance from their coach and instructors. Meanwhile some want to gain specific skills or knowledge and might not even be interested in a diploma; they want to take, even design, the courses that make sense for their goals. For both of those scenarios, and many others, we are here to serve.

However, I am stuck with the question of whether or not we should continue calling it personalized learning. What else would we call it? Maybe we could create an acronym comprised of defining words (personal agency, empowerment, voice, choice, etc.); educators are very good at creating ever-changing lists of acronyms. Or should we just stick with the admittedly over-used terms personalized learning.

What do you think?

Click here for a chart showing how personalized is different from differentiated and individualized learning.

 

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