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Personalized Learning

A Vision for Personalized Learning in Georgia K-12 Schools

"Personalized learning is an educational paradigm shift that values learner differences and
harnesses technology to allow the educator and learner to co-plan an individualized
educational experience. Since personalized learning is an educational paradigm shift, it
cannot be reduced to simply a new initiative or instructional strategy. A paradigm shift
implies a change to the values on which the education system is built and therefore the
roles of all stakeholders in the system must also change. Personalized learning is an ideal
for which we will strive. The definition of the term stated above will evolve as research and
practice in the field develops. This process requires flexibility, comfort with uncertainty,
and the ability to take risks."

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A Batch of One: A Conceptual Framework for the Personalized Learning Movement

"Variation in definitions and models of personalized learning has created confusion and disagreement among practitioners and scholars. However, personalized learning continues to be
broadly promoted and funded within schools. This paper offers an inclusive definition of what is happening within the personalized learning movement and aims to be inclusive of diverse epistemologies and cultures. To do this, we revisit the seminal metaphor of the factory model of schooling and follow contemporary changes seen in manufacturing to highlight similar trajectories seen in both fields and justify this new definition, which states that personalized learning is the mass customization of learning through a unique combination of automated and student-centered pedagogies. We then propose the Personalized Learning Continuum Framework (PLCF) as a conceptual framework for this movement to help practitioners and researchers describe the relationships between various models as a function of Academic Learning Time, pedagogical methods founded on contrasting philosophical traditions, and the distribution of power in learning."

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Blended and Online Practices for Personalized Learning

"The 2017 National Educational Technology Plan asserted that personalized learning and blended learning are key strategies to technology’s transformation of all schools across the country (US Dept. of Education, 2017). While blended learning has been well conceptualized and communicated, personalized learning has been leaving educators feeling confused in concept and action. To help facilitate a common language and understanding for K-12 practitioners and researchers, this special issue dives into the connections between personalized learning and K-12 blended and online learning from conceptualization, to teacher preparation, and into teacher actions. A theme that pops up through the issue is the value of planning time and confidence as influences on teacher reception of the personalized learning movement (Tan & Chong, 2018). Additionally, the authors in this special issue share practices that represent the many roles and environments being impacted by the personalized learning movement, and they call us all to engage in future study of this emergent field."

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Want to read up on Personalized Learning? Check out some of these resources to get you up to speed!

Dawson, P., & Guare, R. (2014). Interventions to promote executive development in children and adolescents. In Handbook of Executive Functioning (pp. 427-443). Springer New York.

English, F. & B. Steffy (2001). Deep Curriculum Alignment: Creating a Level Playing Field for All Children on High Stakes Tests of Accountability. Scarecrow Press, Lanham, MD.

ISTE, (2017) ISTE Standards for Students and Educators. Retrieved from https://www.iste.org/standards/whatare-the-iste-standard.

Kuhn, T. S. (1970). The Structure of Scientific Revolutions, 2nd enl. ed. University of Chicago Press.

Jenkins, S., Williams, M., Moyer, J., George, M., & Foster, E. (2016) The Shifting Paradigm of Teaching: Personalized Learning According to Teachers. KnowledgeWorks  retreived from 
http://www.knowledgeworks.org/sites/default/files/u1/teacher-conditions.pdf

Meltzer, L. (2014). Teaching executive functioning processes: Promoting metacognition, strategy use, and effort. In Handbook of Executive Functioning (pp. 445-473). Springer: New York. Center on the Developing Child (2012). Executive Function (InBrief). Retrieved from www.developingchild.harvard.edu.

Patrick, S., Worthen, M., Frost, D., & Gentz, S. (2016). Meeting The Every Student Succeeds Act’s Promise. iNACOL retrieved from https://www.inacol.org/wp-content/uploads/2016/10/iNACOL_MeetingESSAsPromise.pdf

Patrick, S., Worthen, M., Frost, D., & Gentz, S. (2016). Promising State Policies to Advance Personalized Learning. Retrieved from https://www.inacol.org/wp-content/uploads/2016/09/iNACOL-Promising-State-Policies-toAdvance-Personalized-Learning-web.pdf

Porter, A.. and Smithson, J. (2001). Defining, Developing, and Using Curriculum Indicators. CPRE Research Reports. Retrieved from http://repository.upenn.edu/cpre_researchreports/69

Rhode Island Office of Innovation, (2016). Creating a Shared Vision in Rhode Island for Personalized Learning. White paper retrieved from 
http://eduvateri.org/projects/personalized/personalizedlearningpaper/

Sulla, N. (2017). Building Executive Function: The Missing Link to Student Achievement. Routledge: New York.

Wolfe, R. E., & Poon, J. D. (2015). Educator Competencies for Personalized, Learner-Centered Teaching. Jobs For the Future and the Council of Chief State School Officers. Retrieved from http://files.eric.ed.gov/fulltext/ED560785.pdf

Zmuda, A., Ullman, D., & Curtis, G. (2015). Learning personalized: The evolution of the contemporary classroom. John Wiley & Sons.

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