PROJECT PROPOSAL MODULE 2

Project Title
Personalized Learning: Maximizing the Knowledge of Every Student

Sponsoring Organization
This proposal would be appropriate for an Elementary School. Depending on the book choices
for the unit, it could be used at all grade levels. The mission of the Elementary School
is to provide our students grades K4-6 with the skills and strategies
necessary to navigate successfully through life.

Project Description
With increased emphasis on personalized learning, it is necessary for educators to be able to use
goal setting and conferencing to accomplish this task. This project will instruct educators how to
facilitate goal setting and conferencing within a Readers Workshop using comprehension skills
and strategies through a book study. Oftentimes an educator is handed a book or a manual as
part of their training, but often not instructed as to how to make full use of the text in front of
them. This project will give educators a road map of ideas to maximize their students learning,
effectively increase their knowledge of goal setting and encourage a love of learning (and
reading) at the same time.

Aim
My aim is to supply educators with the tools necessary to facilitate personalized learning and
goal setting within their reading classrooms through a comprehensive book study.

Target Audience
The audience for this project will be:
Elementary School Teachers
Reading Specialists
Reading Teachers

Delivery Options
I plan to use a blended format for this course. I believe it is important to get
to know my learners face-to-face to start with: get to know their
backgrounds, their interests, and discuss any front-end issues. However,
once we meet initially, I would like to move to an on-line format using the
discussion boards to work through difficulties and celebrate successes,
possibly use some assignment modules as we move along. I would,
however, like to meet face-to-face mid-way through, and at the end, to share

ideas and evaluations. Giving them the blended option will alleviate stress
not having to be physically present each week.

FRONT-END ANALYSIS: INSTRUCTIONAL NEED MODULE 3

Instructional Need
Personalized learning is an ever increasing expectation in todays classroom,
whether it is an Elementary School Classroom, a Middle School Classroom, or
a High School classroom.
Because of yearly budget cuts to many school districts across the country,
especially in Wisconsin, class sizes are continually increasing with an
average class size in many Elementary School classrooms between 25-30
students, while middle school/high school classrooms are often between 3035 students. Herein lies the problem: How are educators supposed to have a
personalized learning plan for each child in their class plus teach the content
expected to be taught each year? This is where goal setting through
conferencing in reading comes into play. By starting in one area of the
curriculum, such as reading, educators are then able to become quite
proficient at goal setting thus possibly leading them to other areas of the
curriculum, making personalized learning not quite so daunting.
Many educators have the knowledge and are effectively implementing
Readers Workshops within their classrooms. Within that Readers Workshop,
many educators are implementing Guided Reading. The individualized
instruction is the area many educators struggle to implement. This could be
due to lack of time, and often lack of instruction in this area. Implementing a
goal setting piece through individual conferencing will help to effectively and
efficiently strengthen this piece of Readers Workshop and address the need
for personalized learning.

FRONT-END ANALYSIS: LEARNER CHARACTERISTICS

MODULE 3
Learner Analysis
Primary Audience
Elementary Teachers
Reading Teachers
Reading Specialist
Secondary Audience

Middle School/High School Teachers

Administrators
Pre-Service Teachers

General Learner Characteristics

Women and Men Ages 22-65 of various cultural backgrounds
Work Experience: Beginning Teachers through Teachers nearing
retirement
Education: Bachelors Degree through Masters Degree, some with
Doctorate Degrees
Entry Characteristics
The learner must have a basic understanding of Readers Workshop
including guided reading and individual conferencing.
The learner must have an understanding of personalized learning
and goal setting.
The learner must have working knowledge of a computer.
The learner must be willing to learn information about goal setting
and be willing to test it out within their classroom setting
The learner must be willing to share their knowledge and
experience with others in the class, as well as co-workers not
currently in the class.
The learner must be willing to ask for help in times of difficulty, as
well as be open to suggestions to increase the success of the
content being taught.

Contextual Analysis
Orienting Context
The learners goals in this context to increase their knowledge of goal
setting through individual conferencing. This increase in knowledge
will then allow them to apply personalized learning principles more
effectively in the classroom. Taking this in a group setting will also
allow them to work through their challenges and struggles with one
another, as well as celebrate their successes.
The learners perceived utility is receiving information he or she can
implement in their classroom the next day, if comfortable doing so.
The learners will be expected to implement the information to
determine effectiveness within the classroom, not just in the textbook.
Therefore, this class will be providing the learner with make and take
ideas to discuss and try.

The learners will be held accountable for the activities and discussions
within the class. Unfortunately, I cannot provide a certification or a
guarantee of a pay raise. However, the learners will most likely be
able to use this class for their PDPs or credits towards their teachers
certification, which has to be done every five years.
The learners potential misconceptions could be the application of
instruction. As I will try to provide them with as much concrete
information as possible, I will not provide an exact step-by-step as to
how the material should be utilized. I will simply provide resources and
ideas to be implemented, and how he or she chooses to do so will be
up to each individual instructor. At times, educators come in just
wanting the instructor to tell he or she how something is done because
he or she does not have time to figure it out themselves. Another
potential misconception could be coming with the attitude that he or
she already knows all of this information, and expects not to learn
anything new.

Instructional Context
Since my plan is to present an 8-week course, I will begin in October.
By October, all of the beginning of the year assessments are finished
and teachers are beginning to work in their Guided Reading groups.
The first meeting will be face to face, the first week in October for two
hours after school (not the best timing), we will then meet face to face
4 weeks later as a quick check-in (1 hour), and then finish up the class
the week before Thanksgiving with a face-to-face meeting to discuss
the class in general, new learning, challenges, and successes, etc. (2
hours). In between face-to-face meetings we will I will communicate
instruction and discussion on-line.
The class will take place in a Large Group Area in the front of the
school. There are no blinds on the windows, and windows make up the
whole back wall. The lights are easily accessible and can be dimmed
and brightened as needed.
The class will start at approximately at 4:00, therefore noise should be
at a minimum as classes will be done for the day.
It is often chilly in the Large Group Area, therefore I would recommend
learners being sweaters and/or sweatshirts.
I will have the room set up with rectangular tables that seat 6-8
learners. They will be oriented towards the front of the room, where
the Smartboard is located,
No additional accommodations for this particular class will be
necessary as it will take place after school for teachers within the
district. Although I will provide snacks (especially chocolate) and drinks
to provide teachers with a positive atmosphere upon finishing their
school day.

I will need to use the projector along with the Smartboard to present
the introduction to the class. The learners will need laptops, which will
be provided by the school the class is being taught at, as each
Elementary Building has 8 computer carts with 15 computers in each
cart. Learners can choose to bring their own learning device as well.
No need for transportation accommodations. Learners in the building
will walk on down to the class from their classrooms, while other
teachers in the district will drive on over.

Technology Inventory
My learners will have access to the internet.
I will also provide them with a link to the class, including a discussion
board in order to complete given activities.
My learners will need access to Smartboard technologies, as my
presentations will be loaded onto this database.
Transfer Context
The content taught in this class will be easily transferred to the
learners teaching environments.
My goal with this class is to provide them with content that will be able
to be used the next day, or at least within the next few days in their
classrooms. I am hoping to make this class as user friendly as
possible. I do not want to necessarily add onto the teachers
workloads, but rather enhance the classroom environment through the
learning that is taking place.
My learners will be provided with support in a couple of different ways.
I will be available to answer questions either through e-mail, discussion
blog, and/or phone class. Since this class will be taught within one
school district to start, I can also stop in and observe, model, etc. I will
also provide the learners with a support group-two or three students
that will be their go-to people in times of need. People they can
brainstorm with, discuss ideas, etc, especially if there are questions
that need to be answered before I am able to get to them.

INSTRUCTIONAL IMPACT BASED UPON LEARNER

CHARACTERISTICS
Application of Learning Theories
While beginning to plan this project, I kept many of Knowless Theory of
Andragogy in mind. Minus the face-to-face classes, the on-line classes will
be self-directed relevant to their teaching situations. The learners will be
able to apply what is learned in each class to their own classroom the next
day if he or she chooses to do so. With so much going on in and out of a
classroom on a daily basis, it is crucial that the learning be relevant to the
learner and not just something extra he or she has to do. I am hoping to
create a learning experience that is motivating and engaging. The learners
in my class will not only use me as a resource, but also each other, as they
will be put in support groups. I am hoping to provide ample opportunity for
discussion and debate. The learners will be able to problem solve with one
another as they begin to try out various teaching methods and strategies.
Because of the push of personalized learning, I am hoping the idea of goal
setting within the Readers Workshop will be a natural step in this process.
I will also keep the constructivist theory in mind while planning. I want my
learners to be active participants in this process. I want them, given the
knowledge, they receive to map their own way using methods that are most
prevalent and most efficient for them. I will be the guide on the side and
step in when necessary to answer questions or clarify confusions. It will be a
very student-centered class in which the learner will experience the
application of the topics covered first hand in order to cement the learning
further.

Application of Motivational Theories

Throughout my instruction in his course, I will apply John Kellers ARCS Model
of Motivational Design. I will use the four steps: Attention, Relevance,
Confidence, & Satisfaction in a variety of ways.
Attention: Within the introductions to my in-person introductory class, as well
as the weekly on-line classes, I will begin with a story or question related to
the weeks readings and activities. I may also add in a humorous cartoon or
meme to stimulate discussion.
Relevance: Experience in the classroom will always be a mode of
communication. Each week the class will be presented with a strategy or
strategies to incorporate into his or her mini-lessons or one-on-one
conferences. This experience will be shared in discussions on-line, as well as

in support groups. Each week will be exactly relevant to the material being
taught and applied.
Confidence: I will provide my learners with a rubric to be used during one-onone conferencing., therefore the learners will know exactly what is expected
of them. I also plan to front-load the learning, making sure the learners feel
confident in the background information before applying it in their
classrooms. Feedback after an assignment will be timely so that the learner
is able to apply new learning the next assignment.
Satisfaction: My goal is to get the learner excited about personalized learning
and goal setting through the natural setting of the classroom. I plan on
providing them with information that he or she can apply the next day in the
classroom. Teachers do not have time to take in learning that is not
applicable. Providing them with useful, hands-on lessons will build their
confidence and in turn intrinsically motivate them to apply it in their own
classrooms, as well as share with others who may not be in the class.
I will also apply William Glassers Choice Theory. When working with adults,
it is imperative that he or she has choice in what their work includes. It
needs to be applicable to their daily work life. By giving choices within
assignments, the learners will be able to determine which activities or
material fits his or her specific needs.

Impact of a Diverse Audience on Instruction

Primary Audience
Elementary Teachers
Reading Teachers
Reading Specialist
Given a population of educators can be very diverse, I will make sure to
include examples of literature including a variety of cultures. I will also
encourage my learners to do the same as they are working

TASK/GOAL/PERFORMANCE ANALYSIS MODULE 5

Goal Analysis
Step 1 Write down the goals.
Teachers will implement personalized learning through goal setting.
Teachers will implement goal setting in Readers Workshop through one-on-one
conferencing.
Step 2 Write down everything a learner would have to say or do for you to agree that the
learner has achieved the goal. This is not a list of what you will need to do as the
instructional designer or teacher.
Be able to define personalized learning.
Be able to define goal setting.
Explain how personalized learning and goal setting are related.
Implementation of Readers Workshop.
Be able to identify the parts of a Readers Workshop.
Knowledge of One-on-One Conferencing within Readers Workshop.
Understand and name successful Reading Strategies/skills.
Knowledge of activities to strengthen areas of challenge (goal setting areas)
Set goals for each student focusing on chosen reading strategies/skills.
Create a calendar of conference dates with individual students.
Develop steps for each student to achieve their individual goals within the identified reading
strategy/skill.
Assess individual students in order to determine areas of strength and challenge, both in
decoding and comprehension.
Time management skills in order to successfully conference one-on-one with students.
Teach students how to track their goal setting.
Assess student to determine appropriate reading level, both decoding and comprehension.
Develop a system, for yourself and individual students to keep track of the students goals and
achievements.
Step 3- Sort the items listed in Step 2.
Be able to define personalized learning.
Be able to define goal setting.
Explain how personalized learning and goal setting are related.
Implementation of Readers Workshop.
Be able to identify the parts of a Readers Workshop.
Knowledge of One-on-One Conferencing within Readers Workshop.
Understand and name successful Reading Strategies/skills.
Knowledge of activities to strengthen areas of challenge (goal setting areas)
Set goals for each student focusing on chosen reading strategies/skills.

Create a calendar of conference dates with individual students.

Develop steps for each student to achieve their individual goals within the identified reading
strategy/skill.
Assess individual students in order to determine areas of strength and challenge, both in
decoding and comprehension.
Time management skills in order to successfully conference one-on-one with students.
Teach students how to track their goal setting.
Assess student to determine appropriate reading level, both decoding and comprehension.
Develop a system, for yourself and individual students to keep track of the students goals and
achievements.
Step 4 Write a complete sentence to describe each of the items on your final list.
The learners can assess their reading students strengths and challenges in comprehension and
decoding skills to determine their reading level.
The learners will define both personalized learning and goal setting through comparison and
contrast.
Applying their understanding of goal setting, the learners will develop and implement a plan to
aid in the accomplishment of their students defined goals.
The learners will successfully implement Readers Workshop and all of its components.
The learners will apply appropriate skills and strategies to their students learning in order to
strengthen their challenges.

INSTRUCTIONAL OBJECTIVES MODULE 5

Project (Instructional) Goal
After a thorough book study and application of teaching strategies learned,
teachers will be able to successfully implement personalized learning
through goal setting within one-to-one conferencing in the Readers
Workshop.

Terminal Objectives and Enabling Objectives

Using comparison and contrast, the learner will be able to define and
apply personalized learning and goal setting within the Readers
Workshop - Cognitive Domain

The learner will be able to identify the parts of, as well as implement,
the Readers Workshop, focusing specifically on one-on-one
conferencing - Cognitive Domain

After assessing each student, the learner will be able to identify an

individuals strengths and challenges. Cognitive Domain
o Using the Benchmark Literacy assessment, the learners will
assess each student for both decoding skills and
comprehension skills. (cognitive domain)
o Using the Benchmark Literacy Assessment, the learners
will determine each students reading level. (cognitive
domain)
o Based on the strengths and challenges determine by the
Benchmark Literacy Assessment, the learner will
brainstorm a list of appropriate decoding and/or
comprehension skills to strengthen with a given student.
(cognitive domain)
o From the list of decoding and comprehension skills, the
learner will begin to develop mini-lessons to strengthen his
or her areas of challenge. (cognitive domain)

Based on the students areas of strengths and challenges, in a one-onone conference, the learner will be able to set goals for each student
focusing on his or her areas of challenge. Cognitive Domain

Using identified reading strategies/or skills with the students input

(personalized learning), the learner will develop steps for each student
to achieve his or her goal(s).- Cognitive Domain

In a one-on-one conference, the learner will guide the student in

developing a progress monitoring system in order to keep track of his
or her successes towards meeting his or her goals. Cognitive Domain

REFERENCES
References
Blooms Taxonomy of Learning Domains (n.d.). Retrieved February 1, 2016,
from, http://www.nwlink.com/~donclark/hrd/bloom.html
Choice Theory (2011). Retrieved February 1, 2016, from,
http://www.funderstanding.com/choice-theory/choice-theory#more1056
Holton, H.F, Knowles, M.S, & Swanson, R.A. (2015). The adult learner: The
definitive classic in adult education and human resource development
(8th ed.). New York, NY: Routledge.
Instructional Design Models and Methods (2012). Retrieved January 13, 2016
from
http://www.instructionaldesigncentral.com/htm/IDC_instructionalesign
models.htm
John Kellers ARCS Model of Motivational Design (1988). Retrieved January,
27, 2016, from
http://www.nwlink,com/~donclark/hrd/learning/id/arcs_model.html
Mager, R. F. (1997). Goal analysis (3rd ed). Atlanta, GA: The Center for
Effective Performance, Inc.
Serravallo, J. (2015). The reading strategies book: Your everything guide to
developing skilled readers. Portsmouth, NH: Heinemann.
The Multiple Intelligences Theory (2011). Retrieved on January 27, 2016
from http://www.funderstanding.com/category/theory/