Your tutorial can follow you

In our time, teachers can only guess: read their students’ textbooks or abstain – this is the opinion of professors from Texas A & M University. They can not understand – whether students miss some pages and do not consider it necessary to make abstracts, or at all do not take the textbook in hand.

“It’s something like Big Brother, only with good intentions,” says the dean of the business school, Tracy Harley. Teachers of the university no longer wish to be clairvoyant or to look at students over their shoulders. Together with colleagues from eight colleges, they test new technology from Silicon Valley – CourseSmart; It will allow students to track the study of digital textbooks.

The largest publishers of educational literature have already collected information on the use of digital educational materials. But CourseSmart went further; She provides the teacher with specific information about each of his students. This allows you to track how the teacher gives the material and what remains in the heads of the students after the lecture.

A management professor at the A & M University, Adrian Gardia, drew attention to the fact that one of the students answered questions well. Good tests have also been shown; And the CourseSmart program produced a low “participation index.” Aha, the lecturer understands – it is good, if the student opened his textbook once.

“It was a moment of truth,” says Gardia. His task is to control 70 students from three groups. “Do they really think they can learn something if they read a textbook on the eve of the test? I must reach out to them so that they understand that it is necessary to study differently. ”

Students see their “participation index” only if the teacher wants them to show it. However, they are all in the know – the books are watching them. For some, the index of the “participation index” becomes a real shock – for example, for the 43-year-old Charles Tejeda. The low score, obtained on the test, meant a little to him, but the low “participation index” unpleasantly surprised him.

“They caught me,” Tejeda says. With two works and three children of the time to study a little – Charles only at night can afford to read a textbook. “Apparently, we’ll have to read it more often,” the student admits.

The owners of the CourseSmart program are such large publishers as Pearson, McGraw-Hill and others. In an effort to consolidate their leadership in the market of digital textbooks, they offered universities a way to track students’ independent work with the book.

Sometimes, teachers in the expression of the student’s face understood – he learned the material or not. Now many classes are virtual, including the class of Mr. Gardia. Teachers, not seeing students, it’s hard to understand how well they worked-CourseSmart will help them in this.



Statistics page in CourseSmart


CourseSmart data will reach publishers – they will be useful to make the necessary changes to the textbooks. Previously, publishers and authors could only dream of such feedback. It makes their efforts more effective, and ultimately, increases direct sales of books. Companies Amazon and Barnes & Noble said that they also plan to receive such data from their readers; However, how they want to dispose of these data, the companies are still silent.

It seems that the pre-digital era, when writers wrote, and publishers published solely on their influx, becomes a symbol of ignorance. “Previously, the publisher did not even suspect that no one reader read the third chapter of a book to the end,” says CourseSmart executive director Sean Devine. Now about three and a half million students and teachers can find out whether they read the third chapter to the end or not. Among the participants of the experiment are the Clemson University, the Technical College of Central Carolina and the University of Stony Brook.

Four-year education at the University of Texas A & M is very prestigious, on the one hand, on the other hand – only half of those enrolled complete this university. If CourseSmart is connected to each class, we will be able to increase this figure, says Dean of the University Dr. Harley.

At the lecture on management, the teacher Gardia invited the students to watch a video in which the director of the printing house gives a shake to his employee, not knowing all the circumstances of the situation. Gardia concludes – the manager must have accurate data. Then the teacher invited the students to analyze the data on their self-preparation, which he sent them the day before by e-mail. It is necessary to study the material more carefully, this is the conclusion of students about their work. However, some students said that CourseSmart did not consider the notes they wrote by hand.

Mr. Gardia also complained about mistakes in the program. So, the student who crammed the material at the last moment, said that he opened the textbook not one, but several times. Well, such is the modern analogue of the complaint that the domestic work was eaten by a dog! In fact, the errors in CourseSmart have not yet been noticed.

Of course, CourseSmart invades in some wayIn the privacy of students. However, they are aware of this and in jest they call the program “Big Brother”. And what’s surprising, because the transparency of privacy has long been part of the world we live in. “Amazon knows more about me than my own mother,” says 51-year-old Carol Johnson, a high-tech specialist. But the technology teacher Training in the Harvard Graduate School of Education, Professor Chris Dede, is afraid. “It is necessary to analyze the work of students with a textbook,” he says, “but we must be sure of the high quality of the data that we analyze.” CourseSmart certainly has its own problems. For example, it is enough for a student to leave his digital book open, and now the program seems to read it – while the student can do something completely stranger. “Teachers should not be so naive as to think that students have a large Meaning all these “participation indices,” – warns Professor Dede. CourseSmart says that data collection is just the beginning of a long journey. “We give the student objective information about how he reads the textbook. Sooner or later, students will understand that the “participation index” and success are closely related, “states Sean Divine. Last year student Hillary Torres is fine studying, given that her” participation index “is low. Maybe the abstracts that it makes are not tracked by the program. “If the program sends the teacher information that I do not work with the text, then I’m afraid my image will fall in his eyes,” Hillary says. “If things go this way, I’ll have to reconsider my working habits with the text.” Having worked in the CourseSmart system for a couple of months, the teacher Gardia came to his own conclusions. If earlier students received high scores for tests and he did not worry for them, now high scores are accompanied by a low “participation index”. And this is a weighty reason to think about. “Maybe the course is too easy,” says Gardia, “maybe the textbooks are not too good either.”


10 ways how the education system punishes for errors

For some reason, the public has spread the view that mistakes are bad and should be avoided. But it has long been shown that mistakes are an indispensable element of learning, and if they are constantly avoided, then the scope for experimentation and creativity is greatly narrowed. It is necessary to learn from mistakes, but not to avoid them. This article will tell you about 10 ways in which the education system punishes for mistakes and forces them to avoid, as well as why this is a wrong approach.


1. Today’s educational system punishes for mistakes and does not encourage risk

School education has developed with the advent of the industrial revolution. The requirement for him was one thing – to teach children to work with maximum efficiency. At that time it meant – to follow a clear algorithm, to avoid unnecessary creativity. In the conditions of factory work, which was expected by the majority of students, these skills were justified. In the conditions of the modern economy, we expect the alumni of the educational institution to be quite the opposite: the ability to find many ways to solve one problem; That is, what is now called divergent thinking.
2. Today’s evaluation system offers the student to avoid failures and mistakes

Often errors are just a lack of necessary training or a lack of understanding of what exactly needs to be corrected. Only those who do nothing do not make mistakes. Every failure is a valuable experience.
3. It takes too long to not make a mistake

The fact that the student has learned the textbook from cover to cover does not mean that he can apply this knowledge in practice. Let the theoretical knowledge of the student be not so extensive – the main thing is that he knows how to apply them in the real world. If the student needs to solve a specific problem, he will return to the old topic and study it more deeply. In our world, knowing is more important than knowing.
4. Too much attention – a hard set of topics, too little – specific skills

If we concentrate on mastering the skills, the teacher will have more time to teach the topic deeper, and the students have more time to achieve mastery. Now the teacher looks at the calendar and is worried – will he be able to “go through” the required amount of material? Requirements for the volume passed is very tough. If they become more flexible, this will ultimately bring more benefits.
5. If success does not come immediately, we decide that it will never come

Instead of honing our skills, we are doing our best to avoid mistakes. Five on the test is not put to the one who offered several solutions to the problem, but to the one who gave the exact answer, not providing options. The trial and error method is not for us. If the student makes mistakes, we sadly say “yeah, he does not know the topic”, instead of analyzing these errors with him and paying attention to how the student applies his knowledge. Exams should create information, not check it.
6. We focus on theoretical lectures

Yes, theoretical lectures give a deep idea of the subject. But only solving practical problems and problems allows the student to use the trial and error method.
7. Teachers prefer to ask students to do the job easier

They can not allow students to waste time on mistakes when they are executed. Too many errors, they believe, will confuse the student. While mistakes are an exceptional opportunity for learning.
8. Training is the initiative of the teacher, not the students

Here is a model of learning, to which we are accustomed: the teacher lectures, then conducts practical exercises. This traditional model can be modified. Let the teacher first poses a problem for students, then the students under his leadership are looking for ways to solve it. This scenario again involves the inclusion of trial and error, which is an excellent opportunity for growth.


9. Do not give the opportunity to make a mistake

Today’s model of education shows students where and how they can make mistakes, and tries to exclude all errors of students before they started to do anything.


10. Disciples are framed

We set strict standards of training, in which there is no place for mistakes and failures. And this is the main mistake and failure of today’s education system.

Seven rules for the successful organization of online learning

Although initially these principles were formulated for use in the usual offline class 25 years ago, they have not lost their relevance today, with respect to online learning. The only thing that has changed with the change of the learning paradigm is the practical implementation of these principles. We bring to your attention the very principles and experience of the online practice of their application.




1. Encourage communication between students and teachers

Students should know exactly how and at what time it is possible to contact online teachers in order to ask them a question if necessary. I, as part of my online course, always tell students clearly how to contact me (via e-mail, skype, twitter, etc.), and stipulate the time when I will be available for contacts. I admit that students can use the time for online training, so during working hours with me, too, you can communicate. Students always appreciate this opportunity.


2. Develop cooperation between students

This is very important, because the training is better and faster in the group. The online course should not be a closed communication between a teacher and a student. Online teachers should take care that all students of their course are connected by joint work. In my experience, students who feel isolated from the training group are worse off than others. On my online courses I try to include various interactive interactive seminars as early as possible. Ideally, the teacher should organize a discussion during which students could discuss different concepts and exchange ideas with each other. How important it is in online learning is the communication of the student with the teacher, just as important is the communication of students with each other. You, the teacher, should provide them with space for this communication.


3. Encourage active learning

The student should not be a passive receiver of some knowledge, broadcast by the teacher. The student’s goal is to get this knowledge thoughtfully, purposefully and actively. When developing an online course, do not forget to create opportunities for students to learn actively. This can be both interactive management of the student by their training, and the use of various Internet tools (for example, the services of GoAnimate, Animoto and the like). However, active learning should not be limited to the use in the online course of various Internet innovations. Teaching of technical disciplines can be accompanied by practical student work in their own kitchen, and teaching sociology and psychology – observations in the park or conducting interviews with visitors to the shopping center.


4. Provide quick feedback

Of course, in conditions of large online courses it is not very simple. And yet, even if the number of your students exceeds a hundred, they must quickly get information – a good or bad job is done. If you see that the test work is too large to quickly verify it – at least, tell your students so that they do not wait in vain. Try to check for small tasks, then feedback will be much easier to set up. Now the practice of tests is popular, when students’ answers are analyzed by the program; However, it is much more interesting and useful for students to receive an answer personally from the teacher who checked the work.


5. Ask students what tasks they can perform

Training requires a lot of time – this is understood by both students and teachers. And if online training has a flexible schedule, this does not mean that there is less time left for it. Teachers should be realistic about their tasks and the time that will be needed to implement it. You can ask students to read 500 pages of the textbook in one day, but seriously expect that they will carry out this task – we can not. Put great hopes on the student’s intellect, but be aware of his intellectual and physical abilities.


6. Specify your requirements

It is not enough just to expect both students to communicate their demands in detail and clearly. Then it will be easier for the student to meet the expectations of the teacher. Do you want students to visit the portal of online courses daily? Should the tasks be presented in a specific format? Do you encourage the use of emoticons in communication between the student and the teacher? These and other questions you must answer yourself before your online course begins.


7. Be flexible

Training can occur through a thousand different ways. The text is good, but not the only way to transfer information. Do not be afraid to use a variety of multimedia tools. Do you plan on a long theme on the Middle Ages? Call for help YouTube or Vimeo, use screen capture, arm the program to create Jing screenshots. Instead of reading out ten pages of text to the students, take the time to write a video together with the students about the fact,What they learned in today’s lesson.

10 examples of using MMORPG in training

There are many situations where MMORPG, or a massively multiplayer online role-playing game, can bring society benefits. We have already described the experience of building a special game based on the learning process – World of Classcraft. In addition to this, teachers use the opportunities of these games to better illustrate their lectures, develop the necessary educational and professional skills of students and achieve many more educational goals, which you will learn by reading this article. We have selected 10 examples of MMORPG application in a classroom or classroom.



The teacher and gamer Ben Bertoli decided not to rely on the already existing MMORPG. He specifically designed a new computer game for training his sixth graders and named it ClassRealm. Like any MMORPG, it has a level balancing system; Competing and cooperating with each other, the participants of the game learn to work in a team, extract information and share it. Bertoli did not require students to accumulate gaming achievements, so he was surprised to find that students are absorbed in the game, and even in their free time, they want to do some teaching tasks! To become a samurai-yeti, a ninja werewolf or a princess-mermaid? Choose and start the quest.

“By the end of the lessons, no one wants to be Billy-the ordinary guy. Where better sounds – Molkor, a mountain goblin of the third level! “- says a teacher from Indiana, Ben Bertoli.


Moonbase Alpha

The game Moonbase Alpha was created with the direct participation of NASA. In its scenarios can participate from 1 to 6 players. The training game immerses the pupil in the simulated lunar environment, where he, alone or with his companions, solves the problems of colonization of the Earth’s satellite, performing the astronaut’s difficult duties. Returning from the expedition, you become a witness to the fall of the meteorite, which destroys the settled life of the lunar settlement. The precious minutes are draining – you must urgently repair or replace equipment that produces oxygen! The key to success is the competent distribution of the resources at your disposal. The game can be played not only in the classroom, it is available for downloading to a home computer. And importantly – for free!



Language acquisition

This project is a joint offspring of New York State University employee Edda Schneider and game designer from China Kai Zheng. In its creation also participated graduate students of the American College SUNY Potsdam and Chinese schoolchildren. Uniting in the guild (as in Blizzard’s World of Warcraft superhit) and playing together, adult players are taught the younger English. Instructions for the passage of quests are illustrated in such a way that players-learners inevitably replenish and consolidate their vocabulary of an unfamiliar language. Chinese testers-schoolchildren highly appreciated this teaching game. Playing computer games with American doctors of science is the most effective way to learn English, they said.


Save the world (“Save the World”)

The Pontifical Catholic University in Chile, too, does not stand aside from business. Within its walls a project has been developed that will help to better assess the capabilities of MMORPG for training. The game Save the world is already included in the curriculum of the Department of Ecology. Passing various quests, students prevent the consequences of the emergence of new species, virus epidemics, demographic explosion and simultaneously try to solve the pressing environmental problems of mankind. Visibility is the main training “trump card” of this game.



Revolution (“Revolution”)

A joint project of the Massachusetts Institute of Technology and Microsoft, the Revolution game is an exciting history course for American students, during which they acquire knowledge about the past of their country. The game takes place in 1775; The inhabitants of Williamsburg, Virginia, are seething with indignation against the British imperialists, the city on the verge of a revolutionary explosion. At the disposal of the participants are seven scenarios for the development of events. Passing each of these scenarios, the students evaluate the pros and cons of their consequences. There are no right and wrong decisions in the game, but, taking one or another position, students should take into account the historical features of culture, economics and politics.



Managing your behavior

The training game, created by the biology teacher Lucas Gillespie on the basis of World of Warcraft, was originally intended for youth from the risk groups of the states of New York and North Carolina. But Gillespie soon realized that teaching the intricacies of teamwork and conversation skills would be useful to ordinary children from the school in which he teaches. He invited educators around the world to think about the fact that online role-playing games can prevent the consequences of people’s aggressive behavior.


Shoot your shyness!

MMORPG, as Lucas Gillespie learned, shows not only aggressive young people at risk. But his companion Peggy Shihi uses multiplayerOnline online games to help shy, constrained, anxious children learn to communicate with the team and work in a team. After all, if you do not know how to cooperate, you can not complete a group quest and you will not go through a complicated raid alone. MMORPG perfectly encourages the player to find a common language with his friends. At the same time, the role played by a shy child is served by a kind of soothing protection. Wow2 Virtual Peace It seems that in our time the word “think” has become an antonym to the expression “to sympathize and empathize,” and this – A big social problem. Help to solve it is called the game Virtual Peace – the project of the Center for International Peace Studies and Conflict Resolution at Duke University. Starting the game, its participants – and this, students and teachers – face the invasion of Hurricane Mitch. Nicaragua and Honduras have suffered, their residents need humanitarian and medical assistance. The slightest delay – and from disease, death and hunger can not be saved. Quickly navigate, achieve their goals, but still sympathize with their loved ones, that’s what the Virtual Peace.disaster game teaches. And for science too, the benefits of the University of Wisconsin Constance Steinkyler and Sean Duncan have established the relationship between the game of World of Warcraft and scientific literacy. Surprisingly, 85% of players’ conversations with each other show their confident scientific knowledge. On the other hand, what are we surprised at? The level balancing system MMORPG requires the player to accurately understand the game’s mechanisms and behaviors of a variety of game races – from orcs and gnomes to space aliens. So teachers should not be greatly upset if their students study the algorithms of behavior of rogue-killers or shadows of the Collaboration! Teamwork! Almost all the training multiplayer online role-playing games require players to have teamwork skills. However, in offline works the same system. Teachers at the Rensselaer Polytechnic Institute (USA) break the training group into guilds, and now the task of players, that is, students, is to raise the level of the overall achievements of their guild. Each student passes personal and group quests (remember, in our youth this was called “tests” and “tests”?) And tries to bring his guild to the highest possible level. So, if someone does not want to use online games, welcome to offline! After all, in teaching, the main thing is not the tools and methods, but the personality of a good and knowledgeable teacher.

10 Ways for Interactive Training

Interactivity – the interaction of teachers and students – is a key component in the learning process. Interactivity is itself implicit in a classroom or classroom where the teacher, when looking at students’ reactions, can instantly pick up an effective reception, but what does the online teaching teacher do? Alas, it is much more difficult for him. All that he can – is only to assume, based on his own experience, what kind of reaction in this or that case will the online students give out.

Developing training materials for online learning, you need to determine the scope and content of the material that should be studied, determine what the student should do specifically, and also bring the training material in line with these tasks. Using methodological materials, online listeners, in turn, receive information and perform training tasks.

The essence of interactivity is as follows: the teacher not only wants to teach something; He also understands what the student is now learning and doing. When developing online training materials, remember the interactivity. And the next ten useful tips will help you not forget about it.


Learning styles


1. Allow online students to monitor their learning

Then they will study with pleasure. Show them prospects – to what result they go and what options they have at each stage of this path.


2. Have different learning styles and offer them

Different students do not fit the same style. Let the students have a choice – this introduces a personal note in online learning and greatly increases the motivation.


3. Create students’ interest in information

There is no point in cramming knowledge into them. Let students themselves work out to get this or that information.


4. Doubt in the knowledge of students, challenge them, attack them

Not only to understand how much they have already learned (and therefore how much they still have to learn); This makes them more receptive to new ideas and methods.


5. Offer students a choice and self-study methods

Some require more theoretical information, others need practical action to acquire knowledge. At the disposal of online students should be both, and more.


6. Draw the attention of students that each choice entails different consequences

This can be done using an interactive script, the result of which will vary depending on the actions of the students. Develop it.


7. Create a learning “stress”

Then the knowledge that an electric current, without too much effort, will flow from one place to another. If the student cares about the correctness of the decision to be taken, he will study the teaching materials with great diligence and will soon learn to apply them not only in teaching, but also in everyday life.


8. Encourage students to persevere in learning

It can even be out-of-school awards – say, a student who demonstrated excellent knowledge of the material, you can briefly open access to a computer game. It’s better if she is also teaching!


9. Comment on each mark of the student, provide him with feedback

And believe me, it’s much harder to do than to say this!


10. Make educational materials as eye-catching as possible

The attractiveness of the educational material is not a guarantee of its effectiveness. But we can not evaluate the effectiveness of unattractive material – for the simple reason that nobody will even look at it.

Try to make teaching materials interactive – this makes them intuitively more understandable and memorable. Interactivity is your best helper!

17 ways to motivate “adult learners”

More and more adults, trying to find a better job, sit down for virtual desks. But finally the question “How to motivate adults to learn?” Is not closed. On the way for adults, there are many obstacles to learning. Let’s try to overcome them.

The head of an adult is stuffed with different thoughts much more densely than the child’s. He, maybe, would like to fulfill the task of the online course, but just got lost. In addition, people of the age are not so clearly aware of the fruits of their educational efforts, like young students. Their training habits also long ago went to the background or even completely forgotten. Moreover, often adult students are not so interested in learning how much they are forced to take online courses in order to improve their qualifications, save their jobs, get a new job or move up the career ladder. That is why it is difficult for adult students to motivate themselves for studies and make them active participants.

It’s good that we have 17 ways to increase the motivation of adult students to study. Apply them all!


1. Integrate students into groups of close age and the same training.

Focus on practical exercises. Excellent, if the knowledge you have obtained can be immediately applied in practice! Students at an age much more accurately prefer practical skills than all sorts of abstract theories and facts.


2. Be in the online students research vein.

It is known that children have a particularly developed curiosity and a thirst for research. However, it is also pleasant for adult students to be children and satisfy their cognitive interest. Give them that opportunity. Let them have at their disposal all kinds of free resources: educational materials, information, graphics, short videos, podcasts and so on. An ideal information environment inspires knowledge.


3. Bring students together through a social network.

In your hands, social networks are a powerful tool. It is useful for teamwork, discussion and exchange of information. Social networks are a pleasant exchange of knowledge. Finally, sotsseti – it’s fun!


4. Do not limit yourself to the voiceover.

Add a personal contact. Let the online course associate students with your face. Be available to students. Organize discussions on the air, questions and answers sessions, as well as invite experts, other teachers and specialists.


5. Introduce online gaming notes.

Think of game exercises and case studies that could be performed in many ways. Let your students look for solutions!


6. Humor is your everything!

With the help of humor, you will interest the most disinterested participants. If students know that they can hear something funny on your lectures, they will listen to them very carefully, so that they do not accidentally miss the most interesting. Be witty and you will always win!


7. Crush the information.

Small portions are easier to digest. Let online students easily learn and remember information.


8. Create tension!

Do not open all your cards at once. Let the students wonder what will happen next. If you know what the book ends with, it’s not so interesting to read it.


9. Show the students the prospects of their career.

Tell us how they will be able to meet their needs with the help of new knowledge. Let them be personally interested in learning!


10. Stimulate the students.

Encourage them when they turn on their brains. Let them break their heads over some interesting task.


11. Allow students to learn from their mistakes.

Here is an experiment conducted by an online teacher. He divided his students into two groups. The first group received training material for 4 lectures. Another group received the same material during one lecture, and 3 times passed the test for learning a new one. And what? The second group learned the material 50% better. Morality – do not be afraid if the first or even the second pancake will be a lump.


12. Take care of the visual effect.

You in fact in a course, that 83% of the information we perceive by eyes?


13. Fill your lecture with emotions.

If your story does not have a spark of inspiration, if the material sounds dull and flat – how will you make the students understand and remember it? “Punch” students on emotions – come up with contradictory theses, click on memories, include in your story stories from real life.


14. Require students practical results of their studies.

Let them tell how they use new knowledge in their workplace. And if you do not use it, your job is to help them find the connection between theory and practice.


15. Treat the students with respect.


16. Need feedback.

When a student knows that his opinion is important to the teacher, he learns much more willingly.


17. Demonstrate students the benefits they will receive after completing the training course.

Perhaps, it was necessary to put this item on the first place. After all, sometimes one is enough to motivate the student

10 predictions of personified learning

The main change that will occur in teaching and learning in 2017 is due to the expansion of opportunities. Teachers and students will have more opportunities to take responsibility for training. We will be able to see this as they share their learning outcomes.



1. Active position of students

Teachers and students of all ages will be interconnected like never before. In 2013, we will see how teachers expand their personal training networks (PLN) through social networks. They will tell more stories and share impressions after the journey, as the learning process becomes more personal and individualized. Students will begin to actively use mobile devices for training both in and out of school. We will be able to see students participating in more global collaborative projects in 2017.


2. Mobile devices

When any student uses mobile devices, this is personal, unless the learning process has been adapted to the learner through algorithms for detecting performance and the number of responses. Mobile devices provide students with access to educational resources, but the learner needs to understand how he can best learn and what resources are most suitable for him. Technology can support the learner, but not lead him to a path that can match his learning goals. The student must take responsibility for their education to achieve the goals. Not technology is the driving force of learning. More schools will switch to the BYOD concept (the concept of using mobile devices owned by employees / students to solve work tasks (with access to common information resources) at any time regardless of the location of the employee / student) and changing the AUPs (rules of acceptable use) To enable the use of mobile devices. Even the White House created special software BYOD.


3. Communities for the exchange of experiences

Teachers establish contact with each other to discuss best practices. They discuss issues in teacher’s, lecture halls and conferences. Now they are joining the online communities to share knowledge around the world. For example, the Community for Sharing the Experience of Applying a Personalized Approach to Learning in LinkedIn is organized, which is growing due to the accession of educators around the world.


4. Assessment of knowledge

The assessment will look slightly different in 2017. It will occur directly in the learning process. The data will be collected and evaluated all the time, instead of waiting for the test. More schools will stick to the Compulsory Education Standards and start using ePortfolios (electronic portfolio). In some cases, training will be based on professional suitability, when students will demonstrate their skills using authentic evaluation strategies instead of standardized tests.


5. Taking risks

Teachers can make the schedule more flexible in order to apply new strategies. The head teachers will change their system of teacher assessment, relying not only on test results. This method has been used for too long and it does not work. The education departments will understand how important the role of the teacher is and what impact it has on children’s lives. Some teachers change the orientation of class activities and spend more time practicing when working in the classroom. More teachers will change the approach to the learning process in such a way that students can independently take responsibility for their education. Students will participate in organizing their training together with teachers on the basis of partnerships. Teachers will be more likely to hold presentations because they took risks and received the necessary support, so that each student will be able to achieve the set learning goals. In 2013, there will be some examples and models that will be of interest to many.


6. Storytelling

And it’s really about stories, literally. Gillian Locke, a senior teacher from Wisconsin, shared her story about the freedom of choice regarding her studies. Here is a quote from her blog:

“All students are different, and each of them needs different things. Each school in the US has the potential to make personalized learning real, for this it is only necessary to show a little creativity, to allocate time and a few purposeful students, head teachers and teachers. ”
Teachers are increasingly using blogs and social networks to share their stories. It is likely that it will be about the stories and travels that teachers, students and some organizations will share, which will certainly benefit. We only know what we know and do not know what we do not know. Sounds easy, does not it? 2017 will be the year of stories.


7. Opinion and choice of pupilA literate student has the right to vote and choose in the course of his education. He independently regulates training and manages the process. Of course, this takes time, therefore, three stages of the Personalized Approach in Training were developed. The first stage involves the presence of a teacher in the center with a student who has the right to vote and choose. The transition from a traditional and well-established approach to teaching that encourages students to express their opinions about their learning and to choose how they will evaluate their knowledge is a huge shift in the overall culture of education. As more and more teachers and students are connected than ever before, we will hear their opinion. In 2017, look for more YouTube channels where teachers will provide examples of lessons that reflect how students express their opinions and make choices in the learning process. 8. Identifying standards The new standards of education open the door for creativity and flexibility in training. Better communication with practical knowledge makes standards more reliable for students. This can also be seen in the standards of other countries: the UK, Australia, Canada and others. The world is getting smaller and smaller. Students want to control their learning at an early stage, and identifying standards with the help of teachers can help them. It’s time to encourage questions that do not have the right answers. We believe that in 2017 we will see lessons stimulated by questions that will blow your mind. Children are amazing, and it’s about time to put responsibility on them for what they need to learn to achieve their goals. 9. Transformation of the learning environment When teachers move to the first stage in personified learning, they understand that they are no longer experts in the classroom. Space with tables looking forward, just does not work anymore. Kevin McLaughlin began personalized training a year ago and realized that for this you must allow students to move freely around the class, interact with peers, sit, anywhere and with anyone, use space on the floor and on tables, and exclude groups of any kind , If for this there are no special reasons. Chris Edwards saw how this system works on the example of Kevin, and applied to his class the 2nd year of training. He calls it “disorderly learning.” 10. Creating a common terminology Over the past few years, we’ve heard about a personalized approach to learning with different definitions. Is it about technology or not? We are unanimous with some of the leaders around the world who occupy a unified position: A personalized approach to learning is an umbrella or picture that connects points. Points are projects, programs and techniques that are currently used in schools or departments of education.