The Oklahoma Public School Resource Center created this program to support innovation in both teaching and learning that will better address each student's learning needs. Cohort schools within the program receive substantial training and preparation prior to the implementation process, support after implementation and ongoing professional development opportunities to ensure the program’s success.
Personalized learning is a student-centered approach designed to help all students develop a set of skills including thinking critically, using knowledge and information to solve complex problems, working collaboratively, communicating effectively, learning how to learn and developing academic mindsets.Under a personalized learning model, teachers, school staff and, as appropriate, other adults in these communities receive the time, tools and resources to accomplish the following:
In a personalized learning classroom, it often can be hard to identify the teacher. While teachers still provide some whole classroom instruction, it is only one of a number of tools available. Teachers and administrators design innovative ways of meeting their students’ needs, mixing direct instruction with small group, one-on-one and peer-to-peer instruction, as well as incorporating self-paced and online learning, among other flexible learning environments. Consequently, it is common to see students working individually or collaboratively on challenging tasks with the teacher moving fluidly between groups and students.
Students in personalized learning classrooms engage deeply in their work and clearly understand what they are doing, what comes next and how their work connects to the real world. They have ample support and structure to develop personal responsibility for meeting learning and personal goals. They engage in authentic experiences with multiple opportunities to demonstrate their mastery of subject matter and skills through means such as projects, public presentations, performance tasks and extended writing.
Students in a personalized learning environment participate actively in the design and evaluation of their learning and performance, making meaningful choices about their learning experiences. They work more independently and collaboratively on real-world problem solving, practicing and demonstrating critical thinking skills as they apply new knowledge to new situations and in new ways. Most importantly, they regularly self-reflect on their strengths, interests and future aspirations.
To support this student independence and self-direction, educators expertly design personalized learning experiences and customize academic interventions that provide students with ongoing feedback that is timely, frequent and based on clear and predetermined criteria, such as rubrics. Educators accomplish this by using schoolwide systemic, data-driven processes to identify student needs and monitor progress. They also incorporate assessments that allow students to demonstrate knowledge and skills and use grading systems that reflect learning progressions and students’ personal goals. These efforts, combined with structures that maximize collaborative and peer learning among students and educators, create an instructional environment that focuses on teaching students how to learn, shifting from a teacher-led to student-led approach to learning.
Personalized learning is a student-centered approach designed to help all students, regardless of their academic level, age, motivation or background. By tapping into students’ interests and passions in the classroom and beyond, personalized learning engages students and sparks their love of learning. Through personalized learning, students are better able to see the relevance and purpose of their work and retain more of what they learn.
Personalized learning models have proven effective in schools and districts around the country with significant proportions of traditionally underserved students, including students from low-income families, students of color, students with disabilities and English language learners. As the nation seeks to close achievement gaps for traditionally underserved students, this approach becomes even more important. In personalized learning environments, students develop trusting and caring relationships with their teachers as well as a commitment to and ownership of their learning by working with their teachers consistently to remain aware of their academic path.
Based on a national survey from the Alliance for Excellent Education, a large majority of parents are open to a new learning approach—even if that approach differs from their own school experience—and, specifically, are very open to a personalized learning approach. Two-thirds of parents agree that giving students more ownership over their learning experience will engage students more deeply in their own education and spark a lifelong love of learning.
Meanwhile, more than three-quarters of teachers say they are comfortable with a different approach to teaching and learning, including personalized learning. Teachers who are shifting to personalized learning report that the biggest and most important challenge is releasing control gradually as learners become more independent and self-directed so that learning is collaborative and students are fully engaged. They also describe this transition as the best work of their careers.
Early research on the impact of personalized learning on student achievement is promising. A recent RAND study finds that high-quality personalized learning models have a largely positive impact on students’ math and reading scores after two years:
Many teachers and schools experimenting with personalized learning also report early success with boosting student and parent engagement, improving student attendance, increasing teacher retention and other measures of progress.Importantly, studies also show that strategies such as formative assessment (formal and informal assessments teachers conduct during the learning process to modify teaching and learning activities to improve student attainment) and metacognitive (awareness and understanding of one’s own thought processes) approaches—techniques typically employed in personalized learning classrooms—improve student learning. Additional research shows that close and supportive student-teacher relationships—a hallmark of personalized learning classrooms—are associated with positive academic and social student outcomes as well.
Collaboration is the key. This is complex work, and teachers must work together and with administrators to create a culture around personalized learning with the goal of constantly improving practice. Teachers need to evolve their roles from dispensers of information to designers of curriculum and student-centered learning experiences and environments. Additionally, they need to provide sufficient structure so that over time, students can take greater ownership and responsibility for their learning. To do this, educators use tools, technology and data to enhance classroom instruction, assess students’ progress and identify the next steps for meeting students’ needs. Teachers also work with their peers to better identify learners who need intervention or acceleration and support those students sufficiently. In general, educators need to create personalized learning environments that will:
Yes. In schools and districts committed to personalizing learning for all students, teachers receive the support and time they need to shift their practice. Admittedly, personalized learning typically requires a major culture shift, but it is one that can clarify other organizational decisions to support it. While becoming comfortable with a personalized learning approach requires time and commitment, teachers often say it makes their jobs more rewarding. Personalized learning can, in fact, make their jobs easier in the long run by allowing them to focus their time and energy on what each student needs to succeed.
School leaders play a critical role in establishing the vision, building the culture and creating the enabling conditions for personalized learning to flourish. School leaders should have deep expertise in high-leverage practices, including the following:
School leaders should build in ample time, personal support and opportunities for educators to continuously develop and improve their skills.
Districts play an important role in creating and supporting the enabling conditions that allow personalized learning to flourish. Districts strengthen curriculum by implementing Advanced Placement, International Baccalaureate and dual-enrollment programs. Also helpful is increasing access to applied learning opportunities such as work-based and project-based programs implemented in partnership with community-based organizations. Further, districts provide the digital tools and data systems necessary to help teachers track student progress, create early-warning systems that trigger interventions for struggling and off-track students and plan and implement effective districtwide technology infrastructure and approaches.
Districts encourage teachers and school administrators to use performance-based assessment and rethink the use of learning time to better support teaching and learning. Districts also can increase formal and informal learning opportunities for students and teachers by fostering district wide professional networks that allow teachers and students to collaborate around personalized learning and spread effective practices. Finally, districts should vertically align the pathways between elementary, middle and high schools to ensure smoother transitions for students and work with higher education partners to improve students’ information about, transition to and completion of postsecondary learning.
To successfully implement personalized learning, districts must engage their communities to identify what is, and what is not, working for their students. District and school leaders should solicit as much authentic input and consultation as possible from teachers, administrators, staff, parents and other community members to establish a clear vision of student success and then decide how to proceed. Typically, this vision initially takes hold with a cohort of committed educators in a select number of schools and expands gradually districtwide as understanding spreads and excitement grows.
Schools and districts embracing personalized learning are experimenting with diverse strategies and developing their own variations to address their students’ specific needs and goals. Some have used project-based learning as their initial vehicle for personalizing learning, while others have emphasized competency-based learning or created multiple learning pathways for students. Still others use a robust deployment of high-quality blended learning to jumpstart their effort and enable students to take greater ownership of their learning.
While all schools and districts using a personalized learning approach use technology effectively to enhance teaching and learning, technology usage in and of itself is not the ultimate goal of personalized learning. However, some technological tools do make personalized learning more viable. For example, digital platforms that help students and teachers monitor student progress in acquiring knowledge and demonstrating skills and that organize next steps in learning often play an important role in personalized learning classrooms. Personalized learning does not treat technology solely as a means for students and teachers to find and consume information; instead, personalized learning treats technology as a tool students use to create work products that demonstrate their knowledge and skills, especially under a competency-based model. New technology also enables the application of universal design of learning principles and the integration of appropriate accommodations for students with disabilities and English language learners.
FAQs.” Alliance For Excellent Education, www.all4ed.org/issues/personalized-learning/key-resources/faqs/.