But neither are they equally important. Let me make the case, as a father of two high school girls, that personalized pacing is a must-have, personalized pedagogy is a nice-to-have, and personalized content is largely to be avoided, at least until the end of the K experience. Course material is divided into discrete units and subunits, with each having clear goals for students and teachers and clearly connecting to the next.
It moves fast, the expectations are high  , and there is little downtime. Difficult-to-grasp concepts can be reinforced somewhat in future lessons, but Metro students are generally required to remediate their previous work while continuing with new material. More on this in a moment. Willingham and others suggest that such a model sounds messy for teacher and student, but it is here that pedagogical tailoring comes in.
Using the verb "works" (in the sense of "functions," not in the sense of "labors") I would be more likely to use the progressive for something that isn't in a state of. Blocks some of the fat & carbs from meals; Helps balance blood glucose level and reduce cravings; Designed to be taken up to an hour after meals.
Approaches to remediation must be varied: student-driven efforts to find and correct errors test corrections, report revision, etc. Remediation can take place as homework, in a study hall, or after school in office hours.
Whatever works to make the material understandable to students must be available. At Metro, pedagogical tailoring is not a distinct version of PL but just another tool in the same box. But that is not a reason to reject the approach. Consider: The students who pass an accelerated class at the end of the semester move on to another class, another teacher  , leaving, say, the sixth grade math teacher with only those students who still need help. By stating clearly what students must know and be able to do to succeed in the next math course and by employing ongoing assessment and remediation during the regular course to determine specific proficiency gaps, the teacher can concentrate her post-course remediation where it is needed.
If such a school would dare to hold him back, he would repeat the entire course again over another year. Perhaps there would be additional tutoring, perhaps not. It also works for English, social studies, and science, too. As you can imagine, there is a lot of prep work involved in building a PL education model. All teachers in a department must be on the same page as to what their incoming students must know and be able to do to succeed in their courses; assessments must accurately define the required level of proficiency all along the continuum; and administrators must make sure that remediation practices are thorough and rigorous while causing the least interference with overall forward progress.
But once that infrastructure is in place, PL looks pretty much like regular teaching and learning. Students and parents must understand the acceleration and remediation processes, but the basic pedagogy is wholly recognizable. The various lessons and approaches need not be invented anew every year.
New teachers will need to get up to speed and additional approaches can always be workshopped and added to the rotation, but if you've got three or four reliable ways to teach sixth grade math or freshman biology concepts, that's probably all you'll ever need. My daughters attended a Montessori school from age three through the end of first grade. Montessori education is a tried and tested version of the individualized content concept.
Children are free to choose their activities from the classroom materials and those activities are often multi-disciplinary. It allows students to spend a lot of time on subjects and activities of interest making calendars was a huge favorite for both of my girls but it also allows for procrastination and outright avoidance of topics of lesser interest, as Willingham and others fear.
For me and my wife, that was a no-go: We were okay with our kids picking whatever they wanted from the buffet, but they still needed to eat their vegetables, too. When preschool was over and the stakes got higher, we left for a more traditional private school where math was never optional.
Interestingly, as our daughters are currently finishing up their high school requirements early thanks to the acceleration described above , the opportunity to reintroduce individualized content has arisen: higher level elective classes, college credit-bearing classes, student-interest driven research, community service projects, student-led theatrical productions. Self-tailored and largely self-directed work, with an advisor to oversee inputs and outputs, this content is less traditional and more an exploration of future paths they could take in college and in life.
To summarize: the basis for successful PL is an accelerated course model with solid structure and frequent assessment of mastery. Patrick has one of the biggest biztech networks in Belgium, both on the IT supply and on the IT demand side. To know more, check out his LinkedIn profile.
With an ever-growing set of powerful analysis capabilities right in the app, you can discover common ground, learn what matters to specific groups and take action knowing what sort of support and buy-in you have. Can it help you lose weight? Other benefits. Read the Press Release. Interestingly, as our daughters are currently finishing up their high school requirements early thanks to the acceleration described above , the opportunity to reintroduce individualized content has arisen: higher level elective classes, college credit-bearing classes, student-interest driven research, community service projects, student-led theatrical productions.
On the E17 you continue in the direction of Kortrijk. In Zevergem you take exit 8. At the end of the exit road you turn left on to the N60 in the direction of Ghent. The Technology Park is situated after the fourth set of lights on your right.
You turn right into the Technology Park and continue past the roundabout and take the third lane at your right side. On the E17 take exit 8 to Zevergem. You will come on to the N60 Gent-Oudenaarde, in the direction of Ghent.
Leave the E40 at the exit marked "Gent - Expo". Continue in the direction of "Ziekenhuis Maria-Middelares". Stay on the R4 along the ring past the hospital and take the exit to the N60 Oudenaarde. At the end of the exit road turn right towards Oudenaarde. Stay on the N60 past the first lights and turn left before the second traffic lights once more in the direction of Ghent.
The Technology Park is situated on the right. Toggle navigation. About I. Mission statement "Elevator pitch" I.
Focus areas I. Deliverables Our most important deliverables are seminars, workshops and IT updates. Top Differentiators. Tweets by itworks.