Education Week - October 22, 2014 - Special Report - S3

EDUCATION WEEK OCTOBER 22, 2014
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Taking Stock of Personalized Learning > www.edweek.org/go/personalized
| S3
ONGOING
STRENGTHS & NEEDS
How do we capture each student's
current level of mastery within each
of the dimensions that we believe are
essential for his/her success (e.g. academic
standards, skills)? How can we highlight
students' academic gaps to draw
attention to their individual needs?
MOTIVATIONS
How might we
support each student
in understanding and
articulating his/her
interests and
aspirations?
ASSESSMENT
In what ways and how
frequently should we assess
each student's level of mastery
within the dimensions that we
believe are essential for
his/her success?
INDIVIDUAL
COMPETENCYBASED
LEARNER
PROFILES
INFORMATION
&
FEEDBACK
In what ways and
how frequently might we
provide timely, actionable
information and feedback
to students, teachers,
and families?
GOALS
How might we
support each student
in setting personalized goals
within each dimension that we
believe is essential for his/her
success? In what ways and how
frequently might we ask students
to reflect on their progress
and adjust their goals
accordingly?
Each student has an up-to-date
record of his/her individual
strengths, needs, motivations,
and goals.
PROGRESSION
Each student's progress toward
clearly-defined goals is continually
assessed. A student advances
and earns credit as soon as
he/she demonstrates
mastery.
PERSONALIZED
LEARNING:
A WORKING
DEFINITION
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 also
identified critical questions for K-12
officials to consider in implementing
personalized learning.
PERSONAL
STUDENT
OWNERSHIP
In what ways might
we enable students to
develop and manage
their own learning
paths?
LEARNING PATHS
All students are held to clear, high
expectations, but each student follows
a customized path that responds and
adapts based on his/her individual
learning progress, motivations,
and goals.
VARIED LEARNING
EXPERIENCES (MODALITIES)
What types of experiences (e.g. complex
tasks, experiential learning) do students
need to achieve their goals? What are the
ideal methods for delivering (e.g. small
group instruction, one-on-one tutoring,
online learning) these experiences?
ADVANCEMENT
Can individual students
pursue new learning
experiences as soon as they
have mastered the prerequisite
content? How can students
attain course credit
based on mastery?
OPERATIONAL
ALIGNMENT
How might we deliver all of
the learning experiences that our
students need, with the resources
we have available? What flexibility
is in the design to enable us
to respond and adapt to
changing student
needs?
FLEXIBLE
LEARNING
ENVIRONMENTS
Student needs drive the design of the
learning environment. All operational
elements-staffing plans, space
utilization and time allocation-
respond and adapt to support
students in achieving their
goals.
STAFFING
& ROLES
In what ways might we
structure teacher and other
educator roles to support our
instructional vision? What flexibility
is needed to enable our staff
to respond and adapt to
changing student needs?
PERSONALIZED
LEARNING PLANS
How can we ensure that
each student has a learning
plan that takes into account
his/her strengths, changing
needs, motivations,
and goals?
TIME ALLOCATION
In what ways might we
maximize the time each student
spends pursuing his/her goals?
How might our student and staff
schedules respond and adapt to
changing student needs?
SPACE
UTILIZATION
GROUPING &
CONNECTIONS
SOURCES:
Developed by
the Bill & Melinda Gates
Foundation, Afton Partners, the
Eli and Edythe Broad Foundation,
CEE Trust, the Christensen Institute for
Disruptive Innovation, Charter School
Growth Fund, EDUCAUSE, iNACOL, the
Learning Accelerator, the Michael &
Susan Dell Foundation, Silicon
Schools, and educators
How should we group students
to enable the varied learning
experiences we hope to offer and
modify to their changing needs?
In what ways might we facilitate
personal connections among
students, and between
students and adults?
How can the design of the
physical space support our
instructional vision? Can we
use spaces beyond our
walls, and if so, how?
http://www.edweek.org/go/personalized
Education Week - October 22, 2014 - Special Report

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