dhody parham buck smith

    Personalized Learning is a type of pedagogy that honors students’ differences by providing and facilitating various forms of pathways, assessments, and authentic learning opportunities while pushing students to own their learning through self-advocacy, goal-setting and monitoring, and reflection and revision.

    Our focus? Do right by our students. We believe if something isn’t working, it is our responsibility to own it and change it. Every year, we reflect on our practices, and we aren’t afraid to make changes for the sake of our students.

    This year at HHS, PL shows up in a variety of ways depending on the classroom and the teacher. Talk to your student’s teacher about what PL “looks like” in their classroom. All types of PL are valuable and ask your student to engage in rigor and substantive decision-making.

    In every classroom, it is the expectation that:

    1.    Strong, positive relationships are the cornerstone. In order for teachers to give various, personalized opportunities for success to each student, teachers must know their students.

    2.    The teacher uses data from each individual child as well as the class as a whole to drive instruction.

    3.    Students should demonstrate 21st century skills consistently (creativity, critical thinking, communication, and collaboration). Balanced literacy are a focus in every content area.

    4.    Students should regularly reflect on their work. Reflection not only happens at the end, after an assessment, but it also happens throughout the process. Similarly, teachers are reflective of their own practices through collaborative planning and data analysis.

    5.    Students should receive timely and detailed feedback regarding their work (again, in-process and to conclude a unit of study).

    6.    Students are expected to advocate for themselves. For example, if they are struggling with material or would like extended opportunities to learn more, they should talk to their teachers professionally about their concerns, goals, and progress. Teachers are receptive to and encouraging of these conversations.

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