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Six examples of what personalize learning looks like

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Six examples of what personalize learning looks like

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We have a few answers to this question. One is that personalized learning always involves these core four elements - targeted instruction, data-driven decisions, flexible content, and student reflection and ownership. Check out our Core Four white paper for a more detailed description of these elements, as well as classroom examples.

Another answer is that, "it depends" - we believe strongly in the design thinking process, and that school leaders and teachers are in the best place to put together instructional models that meet the needs of their students. Check out this great blog post on the process by my colleague, Kelly!

That being said, we realize that we can never answer this question enough. In response to this demand, here is a short collection of videos, photos, artifacts, and teacher testimonies that we hope will help illustrate what personalized learning could look like at your school or district. Some of these examples are from Education Elements districts and schools, and some are from other places!

Personalized learning is: Incorporating Self-Reflection and Goal-Setting

In Middletown, NY , the school culture incorporates student reflection and goal-setting starting with the youngest grades. Check out these classroom photos of goal-setting artifacts.

From a Middletown teacher: "[Students] use a Google form, and t
he forms are sent to me automatically so I am able to instantaneously see how they are self-assessing. It gives them a sense of accountability and it also lets me be aware of how they think they did... I use their self-assessment to help guide my instruction and to help group them for math and ELA." Check out this classroom teacher as she talks about her approach to Student Ownership & Reflection
Personalized Learning is: Flexible & Intentional Master Schedules

In Wake County, NC, school leaders at Rogers Lane Elementary School have created a master schedule that's aligned to their three core principles: Agents of Change, Out of this World Learning, and Intentional and Reciprocal Relationships. While it's still a work in progress, the schedule does a wonderful job of showing the back-end work it takes to explicitly incorporate co-teaching, multi-level classrooms, student choice, and blocks for targeted small-group instruction.

Additionally, to help parents and students better understand how this schedule would affect a student's daily experience, Rogers Lane created a "Day in the Life of" Primer .
Check out this classroom teacher as she talks about her approach to Flexible Path and Pace Check out this video from a high school teacher, where she describes how she has students use a digital tool to demonstrate their ability to collect and analyze data from a field exercise.
Personalized Learning is: Using Digital Content and Tools in a Purposeful Way - Flexible Path and Pace
Check out from an elementary school teacher about how he uses a portfolio of digital content tools in his classes. These last 2 videos are part of a larger collection of great this video videos from BetterLesson on blended learning strategies.

Personalized Learning is: Incorporating Personalized Playlists

Many personalized learning classrooms incorporate flexible pacing by having students go through content via playlists. However, not all playlists are personalized.

My colleague Brittany, in partnership with teachers and school leaders at Rochester School District, NH, put together this helpful Playlist Building 101 Guide that describes how to build a personalized learning playlist.

Personalized Learning is: Planning for Flexible Seating
Photo: Loudoun County Public Schools (VA), Twitter #LoudounPL Photo: Loudoun County Public Schools (VA), Twitter #LoudounPL

Flexible seating is a popular strategy because it is a physical manifestation of targeted, fluid instruction. With a focus on student choice and comfort, flexible seating is a great way to convey to students, "You matter."

Edutopia has a terrific article specifically focused on flexible seating at the high school level, including classroom photos and teacher testimonies. Ashley Rice Broomfield, a 1st grade teacher, shares, " I am in my 13th year of teaching, but this is my first year incorporating flexible seating into my classroom. I will never go back to traditional seating."

EdSurge also has a great post on 10+ brain-based methods to redesign your classroom, and how to include your students in the redesign process. We love this quote: "A good friend of mine often reminds me that we aren't raising a class of second graders, but in fact, we are raising future adults. She says, 'If they're old enough to do it for themselves, they should not only be allowed to, but expected to do so.'"

Finally, see these pictures above from our awesome partners in Loudoun County Public Schools, VA!

check out the BONUS:#LoudounPL hashtag for more amazing pictures of how Loudoun County schools are personalizing learning.

Personalized Learning is: Involving Students in Grading Conversations

Prolific blogger Catlin Tucker offers another great strategy - including "grade interviews" with students. Tucker shares, " As grade reporting approaches, I sit down with every single student for a grade interview. Students come to these grade interviews prepared with a formal argument. These conversations are invaluable. Students walk away knowing exactly what they need to work on or what they are doing well. Also, I feel like I know my students so much better because we sit down and chat about their learning every 5-6 weeks!" Check out her full blog post !

Additionally, student-led conferences (SLC's) can be a great way to engage both students and parents in reflection. In an SLC, a student might not only explain what progress he or she is making, but why it is that progress is occurring. This Edutopia post has a great set of resources on SLC's, sourced from articles like this Atlantic piece to protocols and videos of SLC's in action.

To learn more about how these examples build on the core four elements of personalized learning, check out our white paper.

More Personalized Learning reading

Blog: Personalizing Learning: Getting it Right

Blog: Personalizing Learning: Reflection and Goal-Setting

Blog: How to Pick the Right Instructional Model for Your Classroom

Blog: Personalizing Learning: Flexible Pace & Path

Blog: Personalizing Learning: Targeted Instruction

Blog: Personalizing Learning: Collaboration & Creativity

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Six Examples of What Personalized Learning Looks Like

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Personalized learning takes different forms in different classrooms - here are six examples of what personalized learning looks like.

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The Iceberg

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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PROTOTYPE FOR PERSONAL LEARNING TOOL KIT

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The MEG Academy for Personalized Learning

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The MEG Academy for Personalized Learning

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A basic concept for exploration within the Learner Profile

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MYP Personalized Learning in Science grade 7

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Personalized learning experience SAMBA group

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Personalized learning experience SAMBA group

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quick thinking and collaboration of four ladies (as we lost a man...)

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personalized learning classroomt SAMBA group_Oct 2018

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Finnish learning tool

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IB Learner Profile is a great starting  point for promoting  personalized  learning. There are digital platforms that help the teacher to facilitate students skills. See for example Qridi (picture attached).

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Source: Interaction design foundation

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design thinking toolkit by interface design foundation

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An executive’s guide to artificial intelligence 

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An executive’s guide to artificial intelligence 

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Updated with the latest artificial-intelligence developments, our interactive helps business executives learn the ABCs of AI.

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The students are engaged in their learning as agents of their learning. They are involved in the process of setting clear learning targets. The entire learning community works to make learning accessible to all learners.

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https://www.dwight.edu/mission-philosophy#personalized-learning

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Home
Personalize Learning, LLC has restructured, and the company's founders, Barbara Bray and Kathleen McClaskey, have separately expanded on what they do best. All students who are googling "write my essay" can find help at this essay writing service. The Personalize Learning, LLC website will continue to be available with existing resources, blog posts, and new contact information. For more information regarding the founders' services, please refer to their contact information below: Barbara Bray
Cell: 510-593-7835

Office: 510-635-0585

Website: Rethinking Learning

Podcast: Conversations on Learning
Kathleen McClaskey
Cell: 603-494-0346

Office: 603-424-4534

Website: Make Learning Personal

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What does it mean to Make Learning Personal?
The term "Personalized Learning" is very controversial and confusing. We created this site to dispel some of the myths about personalized learning and for you to:

learn about the latest research on personalized learning.

follow the thought leaders in the field of personalized learning.

hear from teachers and learners who are personalizing learning.

use strategies and tools to support changing teacher and learner roles.

OUR VISION

Each learner...

is unique and is on their own personal learning journey.

follows their passion so they discover their purpose.

has the skills to drive their learning.

owns their learning that happens anywhere at anytime.

OUR MISSION

Guide the transformation of schools to sustainable personalized learning environments.

Build a worldwide community of practice on personalized learning.

Share research and models of personalized learning from around the world.

CORE BELIEFS

Successful learners understand how they learn best.

An abundance of resources are available now to make learning personal.

Universal Design for Learning (UDL) is the framework to make learning personal for ALL learners.

Technology levels the playing field by removing barriers to learning.

Learners learn best in a creative, flexible environment.

Use the term "learners" instead of referring to them as "students."

Learners have a choice in how they acquire information and knowledge.

Learners have a voice in how they express what they know and understand.

Learners who own their learning are intrinsically motivated to learn and succeed.

The community can be the school. Everyone is a learner and a teacher.

Learning is a process and failure is a learning opportunity.

Everything can be a teachable moment.

Making learning personal is a cost-effective way to teach and learn.

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personalizelearning-com - Write Essay for Me

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Home Personalize Learning, LLC has restructured, and the company's founders, Barbara Bray and Kathleen McClaskey, have separately expanded on what they do best. All students who are googling "write my essay" can find help at this essay writing service. The Personalize Learning, LLC website will continue to be available with existing resources, blog posts, and [...]

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here are a couple of other continuums they have designed

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here are a couple of other continuums they have designed

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Chris Watkins, an independent consultant and leading authority on meta-learning in the UK and former reader at The Institute of Education, London Centre for Leadership in Learning, has been a researcher on learning over the last two decades. In his research article, " Learners in the Driving Seat", he developed a metaphor to better understand the concept of 'driving' our learning. When driving we have an idea for a destination - perhaps a bit of a map of the territory; we have hands on the wheel, steering - making decisions as the journey unfolds; and all this is crucially related to the core process of noticing how it's going and how that relates to where we want to be. Watkins makes these four points of what happens when learners drive the learning. When learners drive their learning,

it leads to greater engagement and intrinsic motivation for them to want to learn,

learners setting a higher challenge for themselves,

learners evaluating their own work, and

better problem-solving skills.

Barbara McCombs, PhD, from the University of Denver, states in her research Developing Responsible and Autonomous Learners: A Key to Motivating Students that motivation is related to whether or not learners have opportunities to be autonomous and to make important academic choices. Having choices allows children to feel that they have control or ownership over their own learning. This, in turn, helps them develop a sense of responsibility and self-motivation.

Compliance means that learners do not own their learning or may not believe they are the ones that have to do the work to learn. This is what most of us as learners experienced because "school" was designed for "students" to follow instructions. Since the late 1800's, school has been designed so that the teacher is responsible and accountable for learning. When you walk in a class where the teacher owns and drives the learning, they usually tend to be the hardest-working person in the classroom. You will see walls covered with materials the teacher purchased or created. They are doing most of the talking and learners contribute by doing what is asked of them.

Understanding

In the Understanding phase, learners share how they learn best with the teacher. In the next chapter, we'll introduce a new tool, the Personal Learning Plan (PLP), which will help learners think through and articulate how they learn best. Being able to write how they learn, their interests, talents and aspirations, gives the learner a voice. These conversations with the teacher help validate them as a learner that begins to shift responsibility for learning from the teacher to the learner. In this phase, learners also consult with the teacher to determine their learning goals, for which we've provided the PLP. The learner shares evidence of their learning as they learn with the teacher and their peers.

Investment

Investment is when learners build confidence in developing the skills they need to work independently and with others. They see the value of goal setting. They refer to the PLP with guidance from the teacher to determine action steps they will need to progress in their learning. They are now more invested in their learning and know how to identify and choose the best evidence of their learning that demonstrates mastery. Walking in a room where learners are invested in their learning looks different. Learners are focused on completing tasks, talking about their learning, and excited about sharing the process and evidence of what they are learning.

Autonomy

Autonomy is when learners have the confidence and skills to work independently and with others. In using innovative and creative strategies, learners extend their goals to now pursue their interests and passions and include those in their learning goals. They are determined to self-monitor progress as they adjust their PLP as they learn and meet their goals. Learners identify and create passion projects that they showcase and exhibit the process and products to peers, family, and possibly a global audience.

When learners feel a sense of ownership, they want to engage in academic tasks and persist in learning. If teachers and learners are learners first, then responsibility comes with being a learner. Learners of all ages become responsible for their learning when they own and drive their learning so they can be more independent and eventually self-directed learners.

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Continuum of Ownership: Developing Autonomy

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Chris Watkins, an independent consultant and leading authority on meta-learning in the UK and former reader at The Institute of Education, London Centre for Leadership in Learning, has been a researcher on learning over the last two decades. In his research article, " Learners in the Driving Seat", he developed a metaphor to better understand the concept of 'driving' our learning.

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These personalised learning coaches create some great visuals connected to learners having self efficacy, choice, autonomy

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The teacher or a computer program provides a menu of options for learners. These options are choices for learners to learn content through images, videos, text-based resources, audio, hands-on activities, or interactions with peers. These options allow learners to access information, engage with content, and express what they know and understand. The choices offered provide learners opportunities to showcase what they know from writing a paper to creating a performance.
Co-Designer

The teacher provides learning possibilities and then gets out of the way for learners to go on their own journey (via ). They invite input from learners to add to options of choices on how they would prefer or need to access information, engage with content, and express what they know. The teacher collaborates with the learner to brainstorm ideas for lesson design, assessment strategies and types of tools and resources to use with activities. Teachers and learners review and collaborate how to give more choice as they learn and demonstrate evidence of learning.

Designer

The learner chooses topics and direction for what they plan to design based on personal interests. They research topics based on questions generated individually or with peers. The learner acquires the skills they need to choose the appropriate tools and resources for developing and creating their design. Learners, individually or with peers, brainstorm and choose ideas using the design thinking process to create change or design new products:

1. Empathize is where they talk to people and reflect on what they see.

2. Define is where learners become aware of needs and how to make changes to meet needs.

3. Ideate is where learners brainstorm ideas and questions around changes.

4. Prototype can be a sketch or model that conveys the product or idea for change.

5. Test is to determine what works, what doesn't work and then modifies the prototype.

The learner can be part of a pathways program that guides the design of their learning. They find an advisor or mentor who can guide them as they explore their interests, talents and passions to discover their purpose. They can choose extended learning opportunities such as internships or apprenticeship to take their aspirations to another level.
The learner chooses a challenge or problem that they are passionate about. This is where the learner wants to make a difference and perseveres to choose what will be their purpose of learning. When they identify the challenge or problem they then own an authentic voice with a clear purpose for the choices they will make to advocate for what they believe. They employ strategies and build a network of others who want to solve the challenge or problem to advocate for change. The group works strategically to develop an action plan to shape the change. When the learner has the experiences of advocacy working toward something they believe in, they are using the power of democracy and understand their part in the system.

Entrepreneur
The learner self-regulates, adjusts, and determines learning based on what they want to do with their lives. They take their ideas and passion to pursue an idea and possibly to create a business. Even young learners may invent or come up with an idea that improves a product or invent something that has never been done before. This is the driving force that becomes their purpose. They take the lead by driving the design process and advocating for what they believe is an important product or idea. They build a support system as their personal learning network (PLN) that helps guide them on their journey to learn, build, design, create, develop, and promote an idea or product. The learner understands the importance of being connected, branding who they are and pursuing their purpose for learning.

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The goal to move from participant to a self-regulated learner takes time and a process for both teachers and learners. The continuum of choice was developed to provide a guide and strategies for teachers and learners who follow this process. When you move to learner-centered and eventually learn-driven environments, learners take more responsibility for their learning. The more choices learners make on their own will challenge them to advocate for what they believe is their purpose for learning.

A big Thank You to Sylvia Duckworth @sylviaduckworth from Crescent School, Toronto, Canada for designing the graphic of the Continuum of Choice 11/2015.

This page including the chart was created by Barbara Bray and Kathleen McClaskey 11/2105 of Personalize Learning, LLC (c). For permission to distribute copies, to adapt or to use in a publication, contact Personalize Learning, LLC at personalizelearn@gmail.com.

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The teacher or a computer program provides a menu of options for learners. These options are choices for learners to learn content through images, videos, text-based resources, audio, hands-on activities, or interactions with peers. These options allow learners to access information, engage with content, and express what they know and understand.

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What are the differences between individualization, differentiation and personalization? Do you agree?

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What are the differences between individualization, differentiation and personalization? Do you agree?

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PERSONALIZATION:

•Instruction paced to learning needs, tailored to learning preferences and specific interests of different learners.

INDIVIDUALIZATION: Instruction paced to learning needs of different learners.

DIFFERENTIATION:

Instruction tailored to learning preferences of different learners.

Source: US Department of Education

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Personalized learning empowers students through clear learning targets that they work toward at their own pace.  It’s made possible by a student-centered culture that encourages risk-taking and growth mindset, where teachers, learners and community members set a shared vision and build innovative and transparent learning environments where all students grow.

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Personalized learning empowers students through clear learning targets that they work toward at their own pace.  It’s made possible by a student-centered culture that encourages risk-taking and growth mindset, where teachers, learners and community members set a shared vision and build innovative and transparent learning environments where all students grow.

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Source: KnowledgeWorks

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Parents and teachers looking to expand student lessons might consider using virtual reality (VR) experiences to turn education into play. With much learning now happening at home, these experiences can also be used to expand the way children are learning.

Big brands from Discovery to the BBC have added VR to their line-up, and while some require moderately to expensive VR headsets, others can be played on more affordable Google Cardboard headsets.

Here are seven apps, some even free, that can transport students beyond the limits of a field trip.

With this $4.99 experience, people are invited to put together a Tyrannosaurus rex from fossil bones, and then go back millions of years to when the dinosaur actually lived. There's a game to play, and then students are actually give a tour by Mark Norell, a curator at the American Museum of Natural History in New York City (which helped to develop the experience) about the T.Rex to learn what happens when it loses a tooth or if it could sit on its nest. The T.Rex Skeleton Crew experience is available on Viveport, and works on Vive, Vive Cosmos, Vive Pro and Vive Cosmos Elite.

Art Plunge Preview, free inside the Oculus store, puts viewers inside a virtual gallery with both Leonardo da Vinci's Mona Lisa and Johannes Vermeer's Girl Reading a Letter at an Open Window. You get to feel like you're currently inside the paintings - the Mona Lisa has an effect where it looks like she's even breathing and moving her hands. And if you want to expand to additional paintings, including Starry Night, The Birth of Venus and The Creation of Adam, you can upgrade to the main Art Plunge experience for just $1.99. You can play this on an Oculus Go, as well as Gear VR, if you already own one.

Back in the Oculus Store, take the time to check out the Anne Frank House VR experience, which is free and works with Oculus Go and Gear VR. Virtually walk through the home that hid Anne Frank, including the space where she and her family lived. The experience won two Halo Awards in 2018, a Bronze for cinematic VR and a Gold best non-fiction.
Google Expeditions
Google Expeditions is a free experience designed for both Android and iOS apps - and there are hundreds of options here, with many added in the last few weeks. These experiences are virtual field trips that uses a Google Cardboard viewer and take people all over the world from England's forests to Glaciers to Angkor Wat to Argentina. Some can be previewed, like these beautiful Desert Botanical Gardens.
MEL Chemistry VR Lessons

This experience includes 80 virtual reality lessons plus test as well. Lessons are three to seven minutes long, and cover subjects from atomic mass to ionic bonds. You can get five free lessons to try just for signing up for the MEL Chemistry VR Lessons, and the experience will work on Google Daydream, Oculus Go, Gear VR and any Google Cardboard VR headset that has a button.
Apollo 11 VR
The Discovery VR app makes use of the network's extensive documentary content. The app works on nearly every single VR platform: Google Daydream, Samsung Gear VR, HTC Vive, Oculus Rift and Google Cardboard viewers using both iOS and Android devices. Did we mention it's free? Once installed, you, your child or your students can peek at elephants in South Africa, or glimpse Whale Sharks off the coast of Mexico. Some of the experiences are produced in partnership with groups including the World Wide Fund for Nature.

The Apollo 11 VR app puts viewers in Neil Armstrong's seat during the moon landing of Apollo 11 in 1969, and even take a walk along the Moon's surface. There is archival footage woven into this virtual reality experience and it is designed to work with Oculus Rift, and Oculus Rift S.

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Parents and teachers looking to expand student lessons might consider using virtual reality (VR) experiences to turn education into play. With much learning now happening at home, these experiences can also be used to expand the way children are learning.

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8 Must Have Gamification Apps, Tools, and Resources

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Spread the loveStudent engagement is tricky, but it's also vitally important. When students are engaged in a lesson, they pay attention, ask questions, actively participate, and ultimately learn more. But how can you increase student engagement in your classroom? How can you get young people to find grammar or science fascinating?

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Executive Summary

Hollywood screenwriters typically get three to five minutes to pitch their movie ideas, but it takes only around 45 seconds for producers to know if they want to invest. Specifically, producers are listening for a logline: one or two sentences that explain what the movie is about. If there is no logline, more often than not, there is no sale. This is a valuable lesson for innovators in any field. Business leaders are often asked: What does your startup or product do? What's your idea? If they can answer in one compelling sentence, they can hook their audience and influence people to invest in their work. Though mastering the art of the logline is challenging, there are steps leaders can take to do so: (1) Keep it short. (2) Identify the one thing you want your audience to remember. (3) Make sure your team is on the same page.

Stuart McCall/Getty Images

Long before your favorite movie made it to a theater near you, it was presented in a pitch meeting. Hollywood screenwriters typically get three to five minutes to propose an idea, but it takes only around 45 seconds for producers to know if they want to invest. Specifically, producers are listening for a logline: one or two sentences that explain what the movie is about. If there is no logline, more often than not, there is no sale.

A winning pitch starts with a winning logline - a valuable lesson for innovators in any field. The most valuable innovations offer novel solutions to challenging problems. But without the support of investors, even the best ideas might never get off the ground. To influence the people who can turn your idea into a reality, you need to deliver your pitch in an exciting and straightforward way. All this starts with the logline - an art that screenwriters have mastered.

When asked what their movie is about, successful screenwriters have a ready answer that is clear, concise, and engaging. Business leaders are asked a version of this same question throughout their careers:

What is your presentation about?

What does your startup or product do?

What's your idea?

If you can answer in one compelling sentence, you can hook your audience. According to molecular biologist John Medina of the University of Washington School of Medicine, the human brain craves meaning before details. When a listener doesn't understand the overarching idea being presented in a pitch, they have a hard time digesting the information. A logline will help you paint the big picture for your audience.

You and Your Team Series

Public Speaking

In Hollywood cinema, one of the greatest loglines of all time belongs to the iconic thriller that kept kids out of the ocean during the summer of 1975:
A police chief, with a phobia for open water, battles a gigantic shark with an appetite for swimmers and boat captains, in spite of a greedy town council who demands that the beach stay open.
What makes it work? The logline for Jaws identifies the key elements of the story: the hero, his weakness, his conflict, and the hurdles he must overcome - all in one sentence. It depicts the overarching storyline in an interesting, straightforward way, rather than focusing on details that might seem meaningless without the context of the bigger picture.

Business leaders can use loglines in a similar manner to clearly explain a complex idea. If mastered, this can be a powerful and influential tool. But communicating your point in a simple, digestible way is hard. It's actually easier to add clutter to business presentations than it is to eliminate unnecessary details and condense. Though mastering the logline is challenging, there are steps you can take to do so.

Keep it short. In his book , venture capital investor Michael Moritz tells the story of two Stanford graduate students who walked into his office at Sequoia Capital and delivered the most concise business plan he had ever heard. Sergey Brin and Larry Page told Moritz: "Google organizes the world's information and makes it universally accessible." In 10 words, that logline led to Google's first major round of funding. Moritz said the pitch was clear and had a sense of purpose.

A logline should be easy to say and easy to remember. As an exercise, challenge yourself to keep it under 140 characters, short enough to post on the old version of Twitter (before the platform allowed 280 characters per tweet). At 77 characters, the Google pitch makes the grade.

Identify one thing you want your audience to remember. Steve Jobs was a genius at identifying the one thing he wanted us to remember about a new product. In 2001 it was that the original iPod allowed you to carry "1,000 songs in your pocket." In 2008 it was that the MacBook Air was "the world's thinnest notebook." Apple still uses this strategy today. Executives repeat a one-sentence description when presenting new products. This same logline goes on to appear on the Apple website and in the company's press releases.

The "one thing" should cater to the needs of your audience. A sales professional for a large tech company recently told me a logline that he uses to address the needs of his audience - IT buyers: "Our product will reduce your company's cell phone bill by 80%." With one sentence, his customers want to know more because his logline solves a specific problem and will make them look like heroes to their bosses. Above all, the logline is easy to remember and gives people a story they can take to other decision makers in their organizations.

Make sure your team is on the same page. Every person who speaks on behalf of your company or sells your product should deliver the same logline. For example, I worked with top leaders at SanDisk, the flash memory company, to prepare them for a major financial analyst conference. Seven executives delivered five hours of presentations. I suggested that - before going into nitty-gritty financial details - each person should deliver the same logline at the beginning of their presentations, and then end their presentations by repeating it once more. As a group we decided on the logline: "In the coming decade, flash will be bigger than you think."

The logline was meant to stir up excitement for all the products flash memory would enable, like iPads, laptops, smartphones, and cloud services. As the conference concluded, the first financial blog post that appeared carried the headline: "Flash will be bigger than you think." Loglines attract attention; consistent loglines are memorable and repeatable.

If you can't communicate your pitch in one short sentence, don't give up. Sometimes the language will come to you immediately, other times it might take more practice. Be patient. Once you master the logline, you will be able to easily clarify your ideas and help the audience retain, remember, and act on them.

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Executive Summary Hollywood screenwriters typically get three to five minutes to pitch their movie ideas, but it takes only around 45 seconds for producers to know if they want to invest. Specifically, producers are listening for a logline: one or two sentences that explain what the movie is about.

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Username: guest@ibo.org
Password: Vienna18

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ib professional services: our learning platform is currently being upgraded and will be accessible again from saturday

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please contact support@ibo.org . sorry for the inconvenience

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IB Professional Services: Our learning platform is currently being upgraded and will be accessible again from Saturday, April 21st. If you have any questions, please contact support@ibo.org . Sorry for the inconvenience

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An introduction to the IB’s professional development hub for DP staff.

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Personalized learning in classrooms template

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Personalized learning in classrooms template

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Personalized learning in schools template

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Personalized learning in schools template

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Co-design is an inspiring method to work on innovative solutions for today's real world problems, and for other questions. But what is it? Take a look! More information www.proudeurope.eu

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Universal design for learning (UDL) 4.36'

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Universal design for learning (UDL) 4.36'

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Flexible Classrooms: Making Space for Personalized Learning (5.17')

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Flexible Classrooms: Making Space for Personalized Learning (5.17')

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Flexible Classrooms: Making Space for Personalized Learning

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New Classroom Personalized Learning (2.04')

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New Classroom Personalized Learning (2.04')

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New Classrooms Personalized Learning Instructional Model - Part 1

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Ultimate Personalized Learning Model (4.42')

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Ultimate Personalized Learning Model (4.42')

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The Ultimate Personalized Learning Model: Inside the School of Tomorrow, 8:20 am, December 3, 2015