When I talked to people about our school model, they are always impressed with, how we allocate time and how we allocate student time around focusing on exactly what they need and now wasting their time with what they don't.

And, focusing teacher time on coaching

kids and setting goals, coaching kids on drawing out their skills.

Rather than on the mundane tasks of

grading papers or preparing simple test.

>> So at Summit public schools we really start to see these different roles for teachers come to life in a few

distinct ways that we want to highlight.

>> The first one is this notion of

personalized learning time or what Summit calls PLT.

It's in essence students learning their own learning.

Next, the teacher's job is really different during their project time.

Here their focus is all on non-cognitive skills, and teaching

students those mindsets that they want them to develop.

The third area that we want to focus on is what Summit does with team teaching.

And finally, it's really interesting to think about how they use their Fridays, where the teacher's jobs almost

entirely mentoring and goal setting with students.

>> So we're going to start by looking

at how summit uses this personalized learning time for

an hour each day.

Take a look.

[SOUND]

>> I find it fascinating to watch how independently all these students are working and when we're there you can just feel that they are hungry for their knowledge during this

time. And they're working on many different

things at the same time.

[NOISE]

You've probably noticed that there's a

shift also in the teacher's role. They're not in the front of the room lecturing, or guiding every single thing.

Instead, they're not facilitating.

[NOISE]

>> We were surprised at how quickly

and easily students took to personalized learning time.

We saw that when we put them in there, in

the driver's seat, and we put the tools in front of them, that

they dove right into it.

And we believe it's because they had choice, and they had time to explore.

And they also had the relationships with

their teachers in a safe space, in order to fail in a very

useful way.

>> So we have community groups where

they read everyday.

And in those community groups we discussed like what personalized learning time is, and what it looks like, and what it sounds like with each group.

And then we sometimes revisit it as

needed. and, so instead of us as teachers saying

like, personalized learning time is silent,

personalized learning time is blink.

A long list, it was like let's come up with it. So, like they created it instead of like us time on what to do.

And, it was all about student choice.

And, I think back, just gets there buying

it and they want to learn and realize, oh, this is what's

going to make me successful.

>> So this is one of those cases where

culture is everything.

They've built this school from their first

day to make this PLT time sacred and have the kids really have that uninterrupted, quiet, focus.

And it allows the teachers to do some very

different things.

So the teachers you do see on the floor,

their main job during PL, PLT time, is actually

to do assessments.

So when a student is ready, when they

learned enough that they know they can take an

assessment, they just put their name on a board

or raise their hand and let their teacher know.

And the teacher unlocks the assessment,

let's the student take it, and then the student has

immediate results. It's really interesting to just watch this

happen in action.

>> Brain.

[NOISE]

>> To Brian's point about culture,

you can see that some of us work really hard in the first few weeks to instill in the students the idea being self directed learners.

And the big idea for teachers here is that you're no longer being that explainer of every concept, but you're only intervening once the student has exhausted every other route in front of them.

>> And this ties in deeply to that idea of student agency which we are such big proponents of.

>> Sometimes I have trouble finding something or like, or like doing something.

And with the teacher, they'll help you or something like that.

But I think it's kind of a challenge for me so that i could be a self-directed learner.

>> So if  PLT at Summit is all about the individual time

for students then the other parts of their day's in project based time.

And this is where students are collaborating with other students and teachers are still not being explainers.

They're just now facilitating students through these projects to get at those deeper learning skills.

>> And Summit has decided to block schedule their project time so they can use teachers in different ways.

And one thing that's emerging is they're starting to play with team teaching.

And it's really interesting to hear the teachers talk about how much they enjoy this and how much they're

actually learning from each other.

>> Brian and I will have had a lot of

experience teaching but neither one of us have co taught on a regular basis.

I had like push and support from special

ed teacher. But I didn't have like, Brian.

I didn't have someone, like, in my class

full time, who like, we can sit down and

co-plan together.

So, even if we, was on a professional level, like co-teaching with someone else, has really helped.

and is really just like started, just like a very trusting relationship with each other where we can, like I can show him my lesson plans and I can care less like I hope he had a lot of feedback to give me.

And it's the same thing for him and like

we've learned from each other because we have

full kind of lot of different experiences and he's really

pushed me to like think older and I've pushed him to think

like younger.

Because I've taught younger grade levels and he's taught high school. and so, we, and it's great. because we can like, if you forget something

[LAUGH]

we can like bounce off each other. And like, or mind on each other. Like oh, I hate this is what we're

supposed to do next.

Or let's add more to that or I don't think they're understanding this, and like, we trust each other so much that we're not like, offended or, you know, or we don't feel

bad.

we just feel like we're able to grow, and it's just a really like, trusting, comfortable situation.

>> So, if every teacher doesn't have to do the entire job

of teaching by themselves, we can imagine this shift

happen from generalist to specialist.

And then, also, just think for a moment

about being a teacher in a setting where you have a colleague to play off of and the camaraderie to work together.

And we've had teachers telling us about

how much they're learning from each other.

Because in the old system, the doors are

closed right, we say teaching is the 2nd most

private act, were opening the doors here and letting

people interact and be together and frankly

improve their craft.

>> And lastly on Fridays at Summit,

what they do is basically an expanded PLT day, the entire time is devoted to personalized learning time for students.

But what that means for teachers is that they are operating as mentors, literally pulling students into 10 minute meetings at a time were they are reviewing their progress and how they've learned over the whole week.

Holding them accountable and then setting learning goals for the next week which really is that engine that

drives soft directed learning.

>> We also have one on one check ins with the kids every Friday so I sent my entire Friday, maybe doing a 10 minute checking with about 32 different kids.

I think that really helps to because it helps them sets the goal towards those areas and every week reflected the feedback on this if they improve and if not what strategies they can try to get better.

当我向人们说起我们学校的学习模式时，他们总是对 “我们如何分配时间，如何可以准确围绕学生真正所需而分配时间”印象深刻。

同时，人们会关注教师教育学生、设定目标，关注学生练习能力，而不是关注教师简单的批阅试卷或者学生备考。

所以，在公立学校的研讨会上，正如我们突出强调的，我们真正的开始关注教师日常的不同角色，

第一，点就是个性化的学习时间的概念，及被称之为PLT的峰会。

本质就是学生可以自主学习。

其次，教师的工作在他们项目工作期间真正具有不同。

在这里，老师们集中重点在非认知技能上，心态集中在发展学生需要发展的能力上。

第三就是我们想关注的就是峰会上提出的团队教学。

最后，一项很有趣的思考既教师如何利用他们的星期五，教师工作几乎完全是指导学生，和学生一起设定目标。

所以我们要先看看，在峰会上如何使用个性化的学习时间，每天一小时的时间。

我发现观察学生如何独立学习很有意思，你能感受到学生们对知识的渴望。同时，学生们也致力于其他的学习任务。

很可能，你也会注意到教师的角色变化。

他们不再在教室前面演讲，指导每一件事，他们没有对学生进行一味督促。

我们很吃惊的看到，学生们进入个性化学习的时间有多快。我么看到当我们把学生置于主导地位，把工具放在他们面前，他们会马上进入主导角色。

我们认为这是因为他们有选择权,他们有时间去探索。

在安全合理的范围内，与教师保持关系。

所以，我们设立了社区团体，在社区团体内，我们探讨什么是个性化的学习时间，在每个小组内怎么样才算是个性化学习。

有时我们根据需要，要从新审视这点。

个性化学习时间是安静的，取代的是教师一味讲解。

就像我们想出的一长串问题，就像是创造它，而不是按部就班的做什么。

这些都关乎于学生的选择。我回想起，只要学生想学，想认知，就会按照设置学习。这就是致使我成功的原因。

这就是其中一个例子，文化就是一切。

从第一实施PLT时间起，他们就建立了这所学校。让孩子们可以真正做到不间断，安静，专注。

同时允许教师做一些不同的事情。

所以，你看到的PLT时间教师坐在地板上，其实是在做学生评价。

所以，当学生觉得自己已经准备好了，已经学成，教师可以给出一个评价。学生把自己的名字写在黑板上或者举手示意老师。

教师对学生作出评价，学生可以立即得到评价结果。

在行动中，如此观察，真的是很有趣的一件事。

布莱恩对于文化的一种观点，您可以看到，前几周工作中，我们中的一些人真的会努力灌输给学生自我导向学习的学习想法。

在此，对教师而言，教师不用再对每一个概念进行解释，教师只能干预一次，而且是学生在用尽了其他方式仍不能解决问题时。

我们会对有这种意识的学生机构给予大力的支持。

有时，我很难找到，我喜欢什么或者喜欢做什么。

在教师指导下，你可以顺利找到你喜欢的。

但是，对于我来说，成为一个自主学习者，是一个挑战。

所以，如果在峰会上，PLT都是关于学生个人时间。基于项目基础时间的额外时间。

即学生彼此间合作时间，教师不再是解释者的时间。

在这一项目中，不但是促进学生，更深入发展学生的学习能力。

在会议上，已经决定安排他们的项目的时间，以至于他们可以把教师安排在不同角色上。

最新兴起的是他们开始实施团队教学。

真是很乐于听到教师们讨论这种模式下，教师对工作的享受，彼此间实际学到了哪些。

布莱恩和我有很多的教学经验，？

布莱恩和我会全力支持教师教学，但我们也没有足够的时间，像有些人可以坐下来一起制定计划那样。

所以, 喜欢与他人联合教学,对我们专业水平发展, 确实有帮助。

就像是彼此互相信任的一种关系，我可以给别人看我的课程计划，我也很关心他能反馈给我一些信息。

对于他来说，同样如此。我们从彼此不同的经验方面互相学习。他的经验促使我思考再成熟一些，我的经验促使他思维年轻化些。

主要是因为，我教授低年级，而他教授高中，所以，

我们可以从彼此借鉴经验，这真是不错的事情。

思想上，我们可以彼此影响。我讨厌假定要做什么事情。

也许再添加些想法，否则，在我们不是充分了解彼此的基础上我认为他们不能理解。

在舒服，信任的环境下，我们觉得我们可以成长。

因此，如果每个教师不必完成自己教学的整个工作

我们可以想象出从普遍到特殊的改变开始发生。

然后，思考一下，教师在同事相处，共同工作方面的处置。

有的教师已经告知我们，他们从彼此之间学到了多少。

由于在旧的教学体系中，彼此沟通交流较少，教学也被称为第二私人行为。现在，我们打开交流之门，

让人与人之间互相影响，团结起来，共同提高。

在上周五的会议上，我们探讨了从基础上扩大PLT 时间，整个时间致力于学生个性化的学习时间。

对于教师来说，也就意味着他们作为导师，把学生置于一个十分钟的会议中，学生可以总结他们的进步以及整个工作中他们的所学。

他们要对自己的行为负责，同时制定下一周的学习目标，其实就是实施的软驱动学习。

每个周五，我们会对学生做一对一的检测，大约32个学生每人10 分钟的检测，这就需要耗费我整个周五的时间。

我想这必定是有所帮助的。因为检测能帮助他们对这些学习区域设置目标，每周都有反馈，得知哪里有所提升，哪里可以有更好的学习战略。