At a Glance
Personalized learning is an educational approach that trains to customize learning for each student’s strengths, needs, skills, and interests.
Each student gets a learning plan that’s based on what he knows and how he learns best.
Personalized learning doesn’t restore an IEP, a 504 plan, or intervention programs.
To get an idea of what personalized learning is:-
Learning Personalized was made by Education Consultant Allison Zmuda with the plan of a community that shares ideas around making schooling more interesting, fascinating, and powerful for both students and educators. Their hope is for that community to be committed personalized learning: an instructional model where students have a central role in what they learn, how they learn, and how they demonstrate learning. Allison Zmuda would passion for that community to be made up of fellow education thought leaders, up-and-coming and teacher superstars leading the charge in personalized learning, and any educator looking to scout how personalized learning can positively impact young minds.
For a successful future, young people will need innovation and leadership experience as a meaningful part of their upbringing. The challenge is to make “room” for it — kids need to follow their ideas but with time, attention, and support from adults in their lives.Mark Lang played a major role in developing new methods and approaches to help entrepreneurs and presented manufacturers grow innovative businesses that became standard practice nationally and even internationally. Now he is working on a stirring project with Lincoln Leadership Academy Charter School that integrates the skills of initiative, leadership, innovation, communication, and collaboration into personalized projects inspired by student interests.
What personalized learning is ?
Personalized learning means meeting each student at their own level, daring them with high expectations for academic achievement, and growing student agency through Instruction aligned to thorough academic standards and social-emotional skills students need to be ready for college, career, and life.
1. Schools that use learner profiles.
concept of “learner profiles.” In general, a learner profile supplies a practical way for educators to make use of assessment results, student interest data, and other relevant information. Even though they can come in many forms, effective profiles have two main characteristics: they are coherent and actionable. If the information obtainable in the profile is unclear or at times contradictory, it leads to confusion. And if the learner profile does not lead to action concerning changes in instructional practices to further personalize instruction, then a key reason why the profile was developed in the first place is lost.
Many educators and schools that make use of learner profiles are also centralizing on including students in their development and revision. This gives students more ownership of the learning process. Several ed-tech products and platforms are also pointing to simplify the process for teachers so that accessing actionable information in a student’s’ learner profile is as timely and seamless as possible.
2. Schools that use personalized learning paths
Most of all students complete the same series of activities/instructional experiences to master an academic learning objective. I.e., students are uniformly doing the same thing OR
Based on their needs, some students complete a differentiated series of activities/instructional experiences to master an academic learning objective. I.e., students take part in pathways that have been uniquely tailored to them.
Pathways may be specially made at the individual student level and/or group level. E.g., a group of students needing remediation on one-variable equations may have a mini-lesson with their teacher.
Based on their needs, most or all students complete a differentiated series of activities/instructional experiences to master academic and non-academic objectives.
Customized pathways are equitably as important for noncognitive skill development
and social-emotional learning as academic content. I.e., teachers customize experiences so that students have a chance to master non-academic objectives in a way that works best for them.
Students build sentimental skills through the lens of academic content. E.g., first-grade students practice rapport through interviews with one another to understand the beliefs, customs, languages, and traditions of other communities.
Pathways may be specially made at the individual student level and/or group level.
Pathways modify in real-time as a student progresses. I.e., a pathway can change based on how the student is doing on the pathway.
3. Schools that use competency-based progression
This type of school frequently assesses students to monitor their progress toward specific goals. This system makes it clear to students what they want to master. These competencies include particular skills, knowledge, and mindsets like developing resilience.
Students are given options on how and when to show their mastery. For example, a student might work with a teacher to invent certain math skills for an internship at a retail store.
The student might work on several competencies simultaneously. When he masters one, he marches on to the next. The student gets the support or services he needs to assist master the skills. The priority isn’t on taking a test and getting a passing or failing grade. Instead, it’s about continuous learning and having many chances to show knowledge.
4. Schools using flexible learning environment
Flexible learning is a technique of learning where students are given privilege in how, what, when, and where they learn. Flexible learning environments marks how physical space is used, how students are grouped during learning, and how time is used throughout teaching.
A key theme in education today is “how can we best personalize the learning experiences for our students?” There is a shift from teacher-centered to creating a student-centered and optimally, a student-driven classroom, where students have choices in the pace, tools, learning objectives and based on their interests. There are many welfares to personalized learning, especially through promoting student voice and choice, a flexible learning space, and the ability to learn anytime, from anywhere. Knowing how to find the most helpful resources that will empower students to develop their skills in the content area, and have their respective needs met to go about doing this can be a challenge when considering the typical class period length and number of students taught per class. Setting aside time to provide authentic and meaningful feedback to each student and be able to individualize the learning materials is critical for student success.
When I got began with personalized learning, it was because I wanted to do more than have all students completing the same activities each day. I wanted to hearten students to self-assess and choose their own learning paths. To achieve this, I would create a Blendspace lesson or use Edmodo (an LMS) to post links to videos and games. By using these implements, it opened class time for me to work with each student. Being able to provide one-to-one instruction made a tremendous difference in how we were learning in our classroom. To personalize learning
in your classroom, examine your student needs, and think about what it is that you want to do differently for them. This is what got me started and brought to many changes within my classroom. Simply put, I came to the realization that I just was not doing enough for my students.
The Potential of Personalized Learning
Personalized learning isn’t widely used in schools yet. Many aspects still need to be explored. But this approach has the possibility to help reduce the stigma of special education and better meet the needs of kids with learning and thinking differences.
IEPs are too often focused mainly on deficits. But personalized learning paths can balance that by focusing on students’ strengths and interests. Jointly, IEPs and personalized learning can give kids the supports to work on weaknesses and a customized path that engages their interests and helps them “own” their learning.
Personalized learning can also give students the chance to build self-advocacy skills. It motivates them to speak up about what interests them. It also permits them to be equal partners in their learning experience.
Personalized learning has a lot of potentials, but it also has some risks. Teachers might not have sufficient inclusion training to make this approach accessible to all students. They might not know how to bear kids with executive functioning issues. They might not know how to traces competencies or analyze other kinds of student data.
The key is to ensure that when schools start using personalized learning, teachers have the training to meet your child’s needs. And the more you know, the more involved you can be in the conversation.
Ready for further information? See how one charter school is using personalized learning for kids with learning and thinking differences. For a deeper dive, you can inspect personalized learning trends across the nation. You can also learn how to recommend for teacher training to help your child’s school start using personalized learning.
Like other educational technology terms, the definition of personalized learning is in danger of becoming diminished to the point where it becomes no more than a marketing hype. We expect that the field can converge around a definition that accounts for the key aspects of a robust system discussed above, that respects learner agency and expands learning communities, and that is attuned to issues of equity. If personalized learning is to provide on its promise, then those who implement these systems need to measure and optimize these impacts side-by-side with learning outcomes. Our perspective to personalized learning needs to reflect both our aspirations and our values.