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Sam Redding Center on Innovations in Learning CIL Science of Innovation Institute June 2017 Relational Suasion Learning Technology 1. 2. ◦ A. Techniques (Methods) ◦ B. Tools Competency-Based Education 3. ◦ A. Variation in time, place, or pace ◦ B. Student engaged in planning Personal Competencies 4. ◦ ◦ ◦ ◦ A. Cognitive B. Metacognitive C. Motivational D. Social/Emotional Center on Innovations in Learning www.centeril.org Think Small The promise of personalized learning excites many educators, and schools are wondering how best to introduce it and how they know when they have achieved it. Rather than thinking of personalized learning as an “it” (i.e., a program that is either present or not), we might think of it as an approach to teaching and learning that has many expressions. Introducing a process of “personalization” may be more feasible and understandable than a full plunge into “personalized learning,” by any definition. The split screen of continuous improvement of the fundamentals and simultaneous introduction of innovations seems right for most schools, with some “science” to reduce the risks of misguided innovation for students while encouraging measured change. From Redding, Twyman, & Murphy (2016). Advancing Personalized Learning Through the Iterative Application of Innovation Science 1. See each child individually – personalize 2. See improvement one fundamental step at a time 3. See innovation as better ways to do small things Test and Refine “When I was up there, stranded by myself, did I think I was going to die? Yes. Absolutely, and that’s what you need to know going in because it’s going to happen to you. This is space. It does not cooperate. At some point everything is going to go south on you. Everything is going to go south and you’re going to say 'This is it. This is how I end.' Now you can either accept that or you can get to work. That’s all it is. You just begin. You do the math, you solve one problem. Then you solve the next one, and then the next and if you solve enough problems you get to come home.” The whole of personalized learning is a large, ungainly, and minimally tested concept, so it makes sense to introduce it through an iterative process of testing and refining its parts. This approach accomplishes both an orderly institution of personalized learning and the behaviors that, when routinized, bloom as a culture of innovation. From Redding, Twyman, & Murphy (2016). Advancing Personalized Learning Through the Iterative Application of Innovation Science Think Small With Big Hearts Step by step In every classroom Every day For each child