North Springs Charter

High School
Personalized Learning
Models
2015

Our Instructional Models

15 minutes

25 minutes

WHOLE GROUP
LESSON / CLOSING

PEER TO PEER
LEARNING

REFLECTION

10 minutes

OPTION A
Implementation: 1 day

This model is a simple place to start when

incorporating Personalized Learning. According
to weekly observations, many classrooms are
stuck in whole group instruction and we
believe this model will help direct those teachers
to more personalized learning opportunities.
Peer to peer learning is collaborative work. This
can be partner or group work that might include
discussions, problem-solving, projects,
application, or other appropriate activities as
planned by the instructor.
Reflection is a term that we used for final
moments in this model. This could be personal or
group reflection activities, exit tickets, checklists,
etc. The goal for this time is for the students to
reflect on what happened in class today in
regard to learning goals and for teachers to
have a quick understanding of what students
2
understood.

OPTION B

Implementation: 2-3 days

Teacher-led station may be
a required small-group
teaching opportunity or
only used as needed to pull
students from other groups
(conferencing, goalsetting, remediation, etc.)
DIGITAL CONTENT or
TOOLS

20 minutes

WHOLE GROUP
LESSON / CLOSING

TEACHER-LED
SMALL GROUP

20 minutes

5-7 minutes

CREATION STATION

20 minutes

REFLECTION

5 minutes

2015 Education Elements

WHOLE GROUP
LESSON / CLOSING

OPTION B
This model is representative of our
intermediate personalized learning
integration.

DIGITAL CONTENT
or TOOLS

TEACHER-LED
SMALL GROUP

CREATION STATION

REFLECTION

In this model, classes begin with whole group instruction and then break into
different groups. Groups should be decided using formative data. In the digital
content group, students can explore or apply new knowledge using technology
(tutorials, practice, videos, etc.). In the teacher-led small group, teachers can
remediate, provide more in-depth content, or conference with students. This
group could be phased out during the duration of the model in a lesson, as
needed. In the creation station group, students will apply knowledge through
activities selected by the teacher. This might be a PBL activity or other
knowledge-application assignment. Teachers can make this an individual
activity or collaborative.
The final reflection piece is very similar to reflection in model A. Teachers will
quickly assess where students are, address, questions, and provide time for
student individual reflection.
2015 Education Elements

FLIPPED
CLASSROOM

OPTION C
SELFASSESSMENT

TEACHER-LED
SMALL GROUP

PROJECT
STUDENT
CHOICE A

PROJECT
STUDENT
CHOICE B

REFLECTION

2015 Education Elements

Implementation time
will vary on this
option. Suggestion is
no more than 3
days/week.
PROJECT
STUDENT
CHOICE C

OPTION C

In this model, classes focuses the classroom time on application of student knowledge. Because
the flipped classroom exists, teachers can provide content to students (videos, online lectures,
learning modules, etc.) outside of the specified class time. We believe that appropriate use of the
flipped classroom can also help our students become better independent learners.
Once students have received content through the flipped classroom, they will be checked for
understanding through a self-assessment at the start of class. Teachers can decide the format of
this, but the team envisions some type or reflection or formative assessment to gauge what they
understood from the flipped content. Those students who achieve master can move on to the
project, those students who did not complete the flipped content or understand it will begin in the
teacher-led small group.
After the self-assessment, students in the teacher-led small group will receive instruction based on
the flipped content. Teachers can also use this time to conference with students regarding
learning goals and progress. Other students can move on to the student choice projects. These
are activities or projects that allow students to apply their knowledge. Students have a choice in
how they demonstrate their application. Again, we leave choice variation to teachers
professional decisions, but suggest that projects be based on deliverables options or learning
styles.
2015 Education Elements
The reflection portion is the same as models 1 and 2.