James D. Parry, Nancy Hall, & Patricia Peel, Editorial Team

* It’s inevitable: Customized Teaching and LearningA Fieldbook For and From the Field

• Presents new vision for 21st Century schools—a vision of customization

• Shifts focus to learner-centered approach

• Challenges the familiar structures of the Industrial Age schools

Example of school pursuing customized teaching and learning . . . .

• Carpe Diem Collegiate High School and Middle School

Reflection Questions:• What is intriguing about Carpe

Diem’s approach?• What are your observations about

the teaching and learning process?• How does Carpe Diem challenge

traditional WBWs?

The voices of learners in schools pursuing the vision . . .

The fieldbook as a resource and support for “ramping in” to customized T & L

What might the fieldbook offer someone in the principal’s role?

Perhaps . . .• A Book Study for Growing a

Shared Vision (including Book Study Tool)• Recruiting and Hiring

What might the fieldbook offer someone in the tech leader’s role?

Perhaps . . .• On the Road to a Robust

Technology System• Getting Ready for Rollout:

Technology Assumption

What might the fieldbook offer someone in the curriculum leader’s role?

Perhaps . . .• Digital Content for Classrooms• Developing a Mathematics

Philosophy to the Guide the Transition

What might the fieldbook offer someone in the teacher’s role?

Perhaps . . .• Learner Motivation: Do We

Really Get It?• Teaching Differently: First

Steps

What might the fieldbook offer someone in the superintendent’s role?

Perhaps . . .• Facing Reality: An Audit

(including the Rubric for Customized Teaching and Learning)• Minimizing the Risk;

Maximizing the Decision (including the Decision Tool)

• Allows us to group students and to move them through the twelve-year cycle.

* Name the Weight Bearing Wall which:

• Provides written documentation/records of the performance and achievement of students.

* Name the Weight Bearing Wall which:

-Grade Levels -Assignments to Classrooms-Class Periods/Bells –Courses/Curriculum-Textbooks -Paper and Pencil-ABC Grading System -Report Cards-Learning at School -Nine-Month School Year

*Weight Bearing Walls

• What is the perception about each WBW?

• What is the reality?

* Reflection Questions about WBWs:

-Grade Levels -Assignments to Classrooms-Class Periods/Bells –Courses/Curriculum-Textbooks -Paper and Pencil-ABC Grading System -Report Cards-Learning at School -Nine-Month School Year

*Weight Bearing Walls

• Perception?• Reality?

• Based on your perspective, which WBW(s) is/are most approachable for changes? Why?

• Based on your perspective, which WBW is the most untouchable? Why?

* Discussion Questions about WBWs:

-Grade Levels -Assignments to Classrooms-Class Periods/Bells –Courses/Curriculum-Textbooks -Paper and Pencil-ABC Grading System -Report Cards-Learning at School -Nine-Month School Year

*Weight Bearing Walls

• Most approachable?• Most untouchable?

Fieldbook:• Not a silver bullet• Not a recipe• A source of ideas,

strategies, processes, and tools to fit with the context of the school.

You can’t steal second with your foot on first.

* Presentation available at http://jparry.tie.wikispaces.net/