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WHAT WORKS IN EDUCATION The George Lucas Educational Foundation

Forest Lake Elementary School

Grades K-5 | Columbia, SC

Ten Tips for Personalized Learning via Technology

To challenge and support each child at his or her own level, the educators of Forest Lake Elementary deploy a powerful array of digital-technology tools. Discover what your school can learn.
By Grace Rubenstein
Fifth graders like Matthew write and produce an in-school news broadcast each morning.

At Forest Lake Elementary School, in Columbia, South Carolina, the student population grows more diverse by the day. Income levels, ethnicities, family structures, first languages, interests, and abilities now vary so much, that a traditional teaching approach, with a uniform lesson targeted to the average-level student, just doesn't cut it. (Sound familiar to you educators out there?)

To challenge and support each child at his or her own level, the Forest Lake teachers and staff are deploying a powerful array of widely available digital-technology tools. Each classroom is equipped with an interactive whiteboard and a Tech Zone of eight Internet-enabled computers. Plus, teachers have access to gadgets including digital cameras, Flip cameras, remote-response clickers, and PDAs.

More important than the gadgets themselves, of course, is how the teachers use them to create personalized lessons and a productive environment where each child is engaged. Here are Forest Lake teachers' top tips on how to do it.

1. Deliver Instruction through Multiple Forms of Media

You now have at your fingertips far more than just the old standbys of words and still pictures. Teachers at Forest Lake use computers and whiteboards to access oodles of instructional videos, audio clips, animations, and interactive games, some through software and some available online. Children also cement their knowledge by doing hands-on activities with these media. When learning about shapes, for instance, the youngest students sometimes scour the school with digital cameras, taking photos of shapes wherever they find them. (Download Forest Lake's ideas for using interactive whiteboards.)

2. Gather and Use Immediate Feedback on Students' Understanding

Why wait days or weeks to deliver and grade a quiz to find out which kids missed important concepts? Teachers here routinely use remote-response systems (clickers), colorful little gadgets that allow each child to enter her answer to a practice question so that the teacher can instantly see who got it right or wrong. Computer software programs, too, can give kids practice questions, quickly diagnose trouble spots, and allow teachers to customize subsequent lessons for each child's needs.

3. Give Students Options

All students shouldn't be required to show their learning the same way. And digital media open up a host of possibilities beyond the traditional essay, poster, report, or quiz. For instance, fourth-grade teacher Kevin Durden gives kids additional choices, such as creating a PowerPoint slide show or a comic strip (using Comic Life software) or filming a skit (using Flip video cameras). "This way," says Durden, "you don't see the students' disabilities. You see their abilities." (Download sample rubrics from Forest Lake.)

4. Automate Basic-skills Practice

Free up some hours for more creative, fun technology projects (and for yourself!) by using software to do much of the basic-skills practice and assessment that would otherwise take up a lot of time. Educational computer programs (Study Island and EducationCity are Forest Lake favorites) can identify specific weaknesses in a child's skills, such as understanding analogies or adding fractions. Teachers can review these outcomes daily, then assign lessons to each student according to her needs -- for the next time she logs on.

5. Practice Independent Work Skills

Differentiating instruction often means setting up kids to work alone or in groups. And that, we don't need to tell you, can lead to chaos. The solution for second-grade teacher Tamika Lowe is "practice, practice, practice." Early in the year, she makes her expectations clear, and she and her students repeatedly drill their procedures -- how to use the technology, what to do if you have a question, how to behave if Ms. Lowe isn't standing right there. (Download a sample lesson plan for grade 2 language arts.)

6. Create a Weekly "Must Do" and "May Do" List

Give a classroom of students an array of different, personalized tasks to do, and they'll inevitably finish them at different times. That's a tricky part of differentiation. Forest Lake teachers tackle this by assigning a weekly list of "must dos" and "may dos," so kids who finish first can always find something to do next.

7. Pretest Students' Knowledge Before Each Unit

Before starting each unit of study, grade-level teams at Forest Lake brainstorm a way to assess prior knowledge so they can tailor the lessons effectively to each child. It can be as simple as a question that the class answers with a thumbs-up or thumbs-down or as rigorous as a one-on-one conversation.

8. Be Flexible When Plans Go Awry

Computers don't always perform the way you wish or expect, especially if the teacher in command is new to digital technology. So as you embark on this journey, expect the unexpected. When obstacles arise, you can model good problem-solving behavior by asking students to help you devise alternative approaches. "I say to students, 'You know what? If something doesn't work, it's OK,'" Lowe explains. "Every experience is a learning experience."

9. Let Students Drive

If you've got the tech tools, put them in kids' hands. In Lowe's class, students use Flip cameras to film each other doing oral book reports, then critique both the presentation and the videography. Other Forest Lake teachers routinely give kids turns at leading lessons on the whiteboard, either by hand or with remote tablets called AirLiners. These opportunities allow students to work at their own pace, capitalize on their skills, and discover ways to work around their challenges.

10. Share the Work of Creating Differentiated Lessons

To ease the burden of planning lessons for students at diverse levels, Forest Lake teachers often divide up this task. When they plan each unit of study, different members of each grade-level team design the activities for higher-skilled kids, lower-skilled kids, etc.

 


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Comments (29)Sign in or register to postSubscribe to comments via RSS

Stelamaris's picture

Being familiar with webtools will not only help us create personalized lessons but also be able to offer our students different possibilities of using the tools in their learning process; so each student have the option to choose their favourite tools to work with. According to a fourth-grade teacher Kevin Durden, doing this,we'll be able to see the students'abilities and not their disabilities.

Stelamaris's picture

Being familiar with webtools will not only help us create personalized lessons but also be able to offer our students different possibilities of using the tools in their own learning process.So each student can choose his/her favourite webtools to work with.According to a fourth-grade teacher Kevin Durden, doing this we'll be able to see the students'abilities and not their disabilities.

Karen North's picture

I like the positive comments on using web tools, but would like some solutions to the time problem. Is anyone working is a large urban district that has overcome this problem? Trying to solve problems with limited resources.

Karen North's picture

I like the positive comments on using web tools. But, does anyone have solutions for solving the time problem, especially in large urban school districts? Trying to solve problems with limited resources.

Suzanna's picture

Great tips, however you have to have access to many gadgets in order to promote a pesonalised learning. Indeed technology helps customize the learning process and focus on the students' abilities and not on their disabilities as Kevin Durden mentioned. Another important aspect is the coolaborative work among teachers. Sharing is essencial.

Nancy Jacobs's picture
Nancy Jacobs
ELL teacher for grades 7-12 at Norfolk, NE.

I found the top 10 list eye-opening. I love the idea of doing basic skills drilling with technology. I am about to get an iPad and iPods (iPad for me, and iPods for them) in an effort to show them how technology can assist their learning, and how not everything is about gaming. I would love to try digital storytelling with them too.

However, what I have found is that my students (most from Mexico, one from Cuba and another from Guatemala) have a difficult time understanding that learning can be an independent process. That they don't have to wait for the teacher to show them where the answer is. They're all about just finding the answers and writing something down so they can just get the work handed in.

For this reason, I want them to use technology to show them that learning is a process and not just quickly handing in a bunch of homework.

Any thoughts on this?

panteraroz - 40789's picture
Anonymous (not verified)

A couple of years ago, when the internet degrees began being accepted on a large scale in the academic communities a huge step has been taken towards improving the educational system. Many people just didn't have the time to attend regular classes or, for many other reasons, couldn't get their diplomas in various areas, although they were people with great intellectual possibilities. in my case, I was very happy about this as I succeeded in getting a promotion after I earned my online criminal justice degree, as I really wouldn't have had time to go to classes or exams. It's a great project and I think that from this point we can only go forward as far as education in concerned!

Elena Morel's picture
Elena Morel
ELL teacher, Kauai, Hawaii

reply to Nancy Jacobs:
Nancy, I believe you are dealing with a cultural issue. In Hispanic countries, learning is traditionally handed down from the teacher. Maybe explaining to them that this will not be the case in your class and reward them for independent work/actions?

John Samuel's picture

You added a great value and this point impressed me a lot "Practice Independent Work Skills"

Heather's picture
Heather
Elementary Resource Teacher

I am one of the resource teachers at Forest Lake. I use my SMARTBoard daily to teach reading. I have games that I have organized according to the steps of the reading curriculum use, so that I pull them up to target specific encoding & decoding skills. e.g. short e, or closed syllable words that end in the digraph ck.
When I am working with individuals or a small group, I also assign students specific "may dos" & "must does" on the computer. In some cases, the list may require them to record a score on the educational online game they used to practice.
Forest Lake subscribes to Education City which has games to address standards-based reading skills that are super practice for phonemic awareness. I can monitor student progress through Education City when they do those activities.
I have found that long-term planning makes my whole year proceed much better. I spent last summer creating SMARTBoard lessons and developing my long range plans to include online resources. I put the web sites or games from Education City right into the plan, so when I'm planning during the school year everything is there already.
There's a document a colleague & I developed for a presentation called Smart Ways to Use the SMARTBoard here on Edutopia in the free resources and tools section that provides a breakdown of websites that are annotated by use. I constantly add & adjust the handout for my own use in planning throughout the school year.
Forest Lake's Links for Kids site is another great place to find student activities. http://www.fle.richland2.org/~sweston/websites.htm

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