Personalized Learning

Love to Learn

A student’s desire to learn and effectiveness in learning are enhanced when the learning is personalized, meaning that the student is given greater choice in selecting topics, greater control over the learning environment and learning strategies, greater access to learning resources, and frequent feedback about learning progress. (Sam Redding, S. (2014) Personal Competencies in Personalized Learning. [PDF file]. Philadelphia, PA: Temple University (Center on Innovations in Learning). 

Personalized learning is a term being used to describe those classrooms where engagement and purpose are part of the fabric of the classroom. The different learning needs of the students are met by accommodating and personalizing their education. Technology is often used to facilitate the personalization of the student's learning environments. 

How do you as a teacher incorporate personalized learning into your classroom?

Steps:

1. First view this PowerPoint on personalized learning by Richard Culatta, Deputy Director of the Office of Ed Tech., U.S. Dept of Education. 

                                      culatta

2. Next, read this interesting article where the authors take a step back to ask a critical question: should personalization be the future of K–12 schooling? What are the risks? What do students stand to gain? Can personalized learning accomplish what we might hope? Benjamin Riley, founder of Deans for Impact, makes the case for an abundance of caution, while Alex Hernandez, a partner at Charter School Growth Fund, supports continued efforts to get personalization right.

3. Finally watch this TEDx Talk by Richard Culatta Richard Culatta. He identifies 3 major challenges with our current approach to education and suggests how a shift to personalized learning is the key to the future of education in America.

A group of philanthropies and school and technology advocacy groups, with contributions from educators, compiled a four-part "working definition" of the attributes of personalized learning. 

They are:

  • Competency Based Progression
  • Flexible Learning Environments
  • Personal Learning Paths
  • Learner Profiles

In the next four sections, you will learn more about each of the four. 

Click here to go to Learner Profiles

Standards

Addressing the ISTE Standards For Educators 

Learner
1a. Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.
1c. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

Leader
2b. Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.
2c. Model for colleagues the identification, exploration, 
evaluation, curation and adoption of 
new digital resources and tools for learning.

Designer
5a. Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
5b. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
5c. Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

Facilitator
6a. Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
6b. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.
6c. Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
6d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.

Analyst
7a. Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
7b. Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.
7c. Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.

CITW 9:

1. Setting Objectives and Providing Feedback;
2. Cues, Questions, and Advance Organizers;
3. Summarizing & Notetaking;
4. Assigning Homework and Practice