ILPs began with Scope and Sequence

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Barbara Bray

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ILPs began with Scope and Sequence

By Barbara Bray November 18, 2009 -- 02:24 PM

Individual Learning Plans (ILPs) help learners define their learning goals and the action steps needed to meet those goals. An ILP can be set up for one or more goals with evidence of where the individual is currently and where they plan to be by a specific date toward meeting those goals. Individuals can create multiple ILPs for different goals. If the individual is part of an online coaching program, their eCoach or online mentor/coach can monitor their progress as they meet their goals with ongoing feedback. The reason why I found ILPs to be helpful was how they personalized the learning process for the coachee or mentee. Actually, I found the ILPs worked with large groups.

The online assessment tool that I created for my master's program was based on the old NETS for teachers and their skill levels. I set this up online for teachers to register individually and take the assessment when it was convenient for them. Remember, this was in the early 90s. We started with a scope and sequence we created for several of the school districts with their input.

With Help	H
Introduce	I
Develop	D
Independent User	IU

Integration and Projects

Pre

creates developmentally appropriate multimedia products with support from teachers, family members, or student partners

uses technology resources for problem solving, communication, and illustration of thoughts, ideas, and stories

works responsibly, independently, and as part of group in developing project

uses teacher-created rubric for assessment of project

uses technology for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom

determines when technology is useful and selects the appropriate tools and technology resources to address a variety of tasks and problems

uses information literacy skills to research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of information sources concerning real-world problems

saves, finds, and retrieves work in different formats via email, network, and online sources for project work

develops and uses student-created rubrics for assessment

takes on specific role and manages different group activities and rotation strategies as part of project

develops essential and subsidiary questions as part of projects

properly cites all information sources

designs, develops, publishes, and presents real-world products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom

selects appropriate technology tools for research, information analysis, problem-solving, and decision-making in content learning as part of project-based learning

compiles projects in electronic portfolio

Actually when I look at this now, and I think much of this is still relevant. Each school and classroom's scope and sequence may be different, but they could start here and adapt it to meet the needs of their school population. What we tried to do is provide a resource that complemented K-12 curriculum and age appropriate skill levels.

The assessment was a 20 minute online survey that asked about access to technology, technology skills, and comfort level based on CBAM. After the individual completed the survey, they could generate an ILP that listed up to ten learning opportunities that they would need to do to meet their goals. This was really cool but it needed to be updated on a regular basis. All of the references to the technology and opportunities were from 1996-98.

We decided to update the individual learning plans in My eCoach to support coaching programs more effectively. Right now, an individual member can fill out their ILP (under My Locker > My ILPs) using a form like the one below:

The individual can then write their action plan to reach their goals and any concerns they might have that could be a challenge or obstacle that might keep them from reaching their goals.

We wanted to make sure anyone could add one or more ILPs. You have more than one goal so why not create as many ILPs as you need. When we set this up, it was part of coaching programs so the eCoach could provide ongoing feedback.

We are realizing that ILPs are actually a pretty good thing especially if a learner has a coach or peers to provide feedback. We will be changing some of the features of the ILPs on an ongoing basis including the ability for eCoaches to customize the assessment piece. We plan to start with an assessment that focuses on technology integration. That seems to be an important focus for many of our members.

Categories: "Individual Learning Plans" "Ilps" "Assessment" "Feedback" "Scope And Sequence" "Technology Integration"