This post explores a teacher-facing view of personalized learning. Specifically, what implications does a personalized learning environment have on instructional practices? In a personalized learning environment, there is a fundamental shift to the relationship between learner and teacher. Learner and teacher are repositioned and their relationship becomes interdependent.
This posts focuses on learners and the shifts in role they experience as learning becomes a personalized, purposeful experience for them. An important change in role is a shift towards working on a customized learning path with the intent of achieveing proficiency.
Regardless of the information we encounter, experiences to which we are exposed or examples we see, we only learn if we make a connection, experience some type of interaction or identify a context within which to place the experience. This post makes the connection that in reality, all learning is personal and explores the implications of this reality.
Personalized learning should not be devoid of standards. Standards give learners and educators a framework or matrix against which to evaluate and choose what to learn at what time and in what order. Quality standards can still provide plenty of room for learners and educators to co-design how learning will be approached, what goals will be most appropriate for the learner, what tools will be most useful, which strategies to employ, where and how learning will be accomplished and how best to show that learning has occurred.
A fifth-grade teacher at Goodrich Elementary School in the Milwaukee Public Schools reflects on his previous dissatisfaction with traditional teaching methods and the effect that personalized learning has had on student performance and behavior. In the video educators and learners describe meeting each learner where they are and using their knowledge as a resources.
This blog post pushes educators to make connections from personalized learning to cultural responsiveness. The call to action is to enhance the learning experience by incorporating each learner's culture, strengths and history into everyday projects, assignments and demonstrations of proficiency.
In this video, a father of a learner describes the positive shift to personalized learning. He specifically speaks about customized learning paths and how they have impacted his child's educational experience.
This activity helps educators understand the process of conferencing with learners more deeply by role-playing the scenario from the perspective of an educator, learner, and observer.
A Goodrich Elementary School second-grade teacher discusses the challenges of personalizing learning for a large group of students and shares her early success in increasing reading engagement and achievement.
Dr. Jim Rickabaugh elaborates on the importance of competency based learning and where it fits in a personalized learning environment.
This tool helps the user create a template for a learner profile for their classroom/school/district. It's not a sample, but instead intended to help you think about the different areas you might want to include in your profile to develop a rich understanding of your learners.
Educators discuss a shift in roles and relationships as learners and educators co-design learning experiences together. Educators also discuss their struggles with changing the mental models they have long held about what teaching should be.
This post gives an example of a young learner who is being encouraged to develop a sense of ownership of his learning and offers educators strategies to build ownership in their learners.
This blog post provides specific steps educators can take to begin the goal setting process with learners.