The Driver Model is Denver Public Schools’ framework for Personalized Learning (PL), a major initiative to ensure equity for all learners. The primary drivers guide the educators and learners to develop a new type of learning experience for all learners that maximizes opportunities for learner control and achievement. It represents our current understanding about how PL can be implemented within a public school by describing teacher and learner actions along a progressive continuum, from teacher-driven to learner-driven.
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Foundational Practices |
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Foundational
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Relationships | All members contribute positively to the school community and work to build trusting, meaningful and authentic relationships. | ||
| Culture | Learning and teachers consistently demonstrate cultural awareness and sensitivity, respect, and empathy. | |||
| Mindset | Mindsets around learner agency, the role of the teacher/learner and growth mindset are shared and demonstrated by stakeholders in the learning community. | |||
| Metacognition | The process used to plan, monitor, and assess one's understanding and performance. | |||
Primary Drivers |
Secondary Drivers |
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Learner Paths |
Learner Profile Data | Learners, teachers and families understand each learner’s assets, interests, and needs and use this information along with outcomes data to personlize and drive learning. | ||
| Goal Setting & Progress Monitoring | Learning and teachers use the learner profile to co-create golas and monitor progress. | |||
Evolving Learner and Teacher Roles |
Learner as Lead, Teacher as Facilitator | Learners excercise increased control and responsibility for their learning, and teachers serve as guides by providing support structures and processes. | ||
| Learner Collaboration | Learners work collaboratively to achieve their learning goals. | |||
Strategic Resource Use |
Strategic Space | Learners and teachers design and use space to support learners’ needs and preferences. | ||
| Strategic Tech | Learners and teachers utilize technology as a resource to expand and deepen the learning experience and outcomes. | |||
| Strategic Time | Learners are able to create schedules with the teacher’s assistance that meet their educational needs for best learning. | |||
| Strategic Community | Learners and teachers use community resources and partnerships to support relevancy and personalization. | |||
Developing & Demonstrating Compentencies |
Compentency Based Progression | Learners are able to progress at their own pace based on demonstrated compentencies. | ||
| Demonstration of Learning | Learners demonstrate learning through a variety of authentic means that include application and creation of knowledge and support increasing levels | |||
