# data[].attributes.body
Personalized learning looks like students working at their own learning level. Students might be at CL 6 but they are scaffolding their learning either up and or down to show mastery.

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Learners know what they need in order to be successful. 

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Learners know what they need in order to be successful. 

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All modalities taught

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To personalize learning looks like it differentiates to meet Learners needs; for example, differentiating for those that just need a little push to meet the target/goal or setting challenges to those that are excelling.

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Personalized learning for individual learners

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Differentiated instruction for all learners based on IEP needs.

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Differentiated instruction for all learners based on IEP needs.

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Active learner centered

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All Ls have a voice and feel empowered i their LE

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Learners working on the the learning targets they need for their academic progress.

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Learners working on the the learning targets they need for their academic progress.

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Differentiation instruction to meet the learner's needs

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The learners are grouped according to formative assessments.

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The learners are grouped according to formative assessments.

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Learners are aware of their own individual agenda, where they stand, what their achievements are, goals, how to obtain and move forward

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Learners are aware of their own individual agenda, where they stand, what their achievements are, goals, how to obtain and move forward

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Personalized  learning looks like learners having access to multiple modalities and the ability to access the curriculum at their current academic level and learning rate.

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LF's design lessons based on formative data.  Learners are working on what they need to do in order to reach proficiency in the targets that they're still trying to master.

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Students have a clear understanding of expectations.  What targets/goals they are working towards

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Students have a clear understanding of expectations.  What targets/goals they are working towards

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Learners working at their personal level that meets their needs.

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learner centered

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Learners working at their own pace and at their individual skill level.

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Learners working at their own pace and at their individual skill level.

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Learners engaged within their own level and pace

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Learners collaborating and supporting each others' learning

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Learners collaborating and supporting each others' learning

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Learners

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The L outcomes, progress, lack of progress, drive

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The L outcomes, progress, lack of progress, drive

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Sometimes it's noisey and collaborative, engaging and allow for plenty of discourse. But sometimes it is quite and think time , assessments and learning is occuring.

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Every learner has their own start and end point in every MT -  in every content area.

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Every learner has their own start and end point in every MT -  in every content area.

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LF has the responsibility to provide a range of curricular lessons and activities which will give learners multiple opportunities or avenues to reach learning objectives.

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Learners working on their own

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Personalized learning allows all learners to work at their own pace to allow them to work on their own individual areas of need.

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Learners focused and working toward their learning targets.

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Learners focused and working toward their learning targets.

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Collaborative discussions with peer support

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groups of students working together in small groups

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Learners working at their own level.

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Learners know their educational needs-Such as reading goal, learning targets and expectations 

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Learners know their educational needs-Such as reading goal, learning targets and expectations 

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Learners are taught appropriate CL while receiving instruction on skills that may have not mastered yet.

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Learners are taught appropriate CL while receiving instruction on skills that may have not mastered yet.

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Currently working on developing station rotation to allow learners to work on skills at their level.

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Collaboration with LF and learners.

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Ls own their learning and feel empowered

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Lfs and learners know exactly where they are as far as content levels.

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Lfs and learners know exactly where they are as far as content levels.

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Learners working on their own individual learning on their own pace.

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Learners working on their own goals without a set start/end time for activities.

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Procedures and routines established. Community of learners established

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Learners asking questions, thinking, sharing, and taking ownership of their own learning.

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Learners work together based on personal need. The learning environment is learner centered allowing learners to be an active part of their learning.

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Meeting Ls at their level and providing instruction and activities that work best for them

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collaboration and sharing from ALL learners

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collaboration and sharing from ALL learners

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content knowledge and creative strategies to reach all learners

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content knowledge and creative strategies to reach all learners

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Discussion regarding goal setting

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LF must spend extra time developing plans that allow for differentiation for instruction and assessments.

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Personalized learning should sound like collaboration is taking place between learners, facilitators, and support staff.

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Provide resources for every student to accomplish the standard 

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Provide resources for every student to accomplish the standard 

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Learners have been taught what is expected (transparency and clarity).

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Learners are expressing their voice and choice on how they will demonstrate mastery.

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Learners are expressing their voice and choice on how they will demonstrate mastery.

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Learners are talking, moving, directing activities, in charge of or facilitating the learning

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Learners are talking, moving, directing activities, in charge of or facilitating the learning

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Transparency...All students have a pacing guide for the whole semester

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All learners participate in the learning environment-They are able to work independently, with a partner, and a group  

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All learners participate in the learning environment-They are able to work independently, with a partner, and a group  

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The willingness to learn and enjoy learning

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The willingness to learn and enjoy learning

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Students engaged in meaningful conversations about the work they are doing.  

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Students engaged in meaningful conversations about the work they are doing.  

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Learners collaborating, working with the LF.

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The pace of the MTs being taught and responsibility to teach the content to the students

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making wise choices that meets the needs/standards or outcomes they need to master/practice

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making wise choices that meets the needs/standards or outcomes they need to master/practice

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Their learning, outcomes and progress.  Their own drive, motivation and goals.

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Their learning, outcomes and progress.  Their own drive, motivation and goals.

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Time, prepping, lack of resources like curriculum

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Time, prepping, lack of resources like curriculum

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Learners are collaborating with peers and LF

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Learners collaborating in microteaching, as LF asks engaging questions. 

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Learners collaborating in microteaching, as LF asks engaging questions. 

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Learners encouraging each other.  LF facilitating the needs of the learners.

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Learners encouraging each other.  LF facilitating the needs of the learners.

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Lots of differen

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Learners are responsible for setting and working towards goals. Learners are motivated to be active listeners and participants of the learning process

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Learners waiting to be directed in their learning and not taking initiative to seek out learning 

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Learners waiting to be directed in their learning and not taking initiative to seek out learning 

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discovering how to empower and motivate learners to drive their instruction

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The teacher owns the direction and guides the conversations. it is active listening or over hearing to prompt deeper thoughts so learners can expand on their own and group learning

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The teacher owns the direction and guides the conversations. it is active listening or over hearing to prompt deeper thoughts so learners can expand on their own and group learning

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Learners are responsible for tracking their academic progress using the tools provided.

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The teacher owns the pace, the learning and the differentiation. 

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The teacher owns the pace, the learning and the differentiation. 

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Possible barriers- fear of change, doing things the old way (sage on stage), fear of letting Ls drive content

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Possible barriers- fear of change, doing things the old way (sage on stage), fear of letting Ls drive content

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The LF is responsible for knowing where learners are and what they need.  The LF will provide the necessary tools/instruction for learners to complete these tasks.

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The LF is responsible for knowing where learners are and what they need.  The LF will provide the necessary tools/instruction for learners to complete these tasks.

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our own confidence to build activities that provide personalize options

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The LF owns the responsibility of taking the L from the known to the unknown.

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The LF owns the responsibility of taking the L from the known to the unknown.

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The LF owns the classroom environment that was created by him/her and the learners. The engagement. As well as the opportunity of giving every learner options and different opportunities to demonstrate their knowledge.

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The learning facilitator is responsible for facilitating learning. It is our responsibility to ensure that all learners understand what the expectations are and ensure that learners are guided through their learning.

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The facilitator should own the direction of learning, maintaining learner engagement, and implementing strategies that maximize learner's opportunities for social and academic success.

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Time and motivation

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The teacher provides rigorous and meaningful learning opportunities

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The teacher provides rigorous and meaningful learning opportunities

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It differs from learner to learner...sometimes it is quiet and done individually, sometimes it is a group project and needs to be talked through and discussed

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The learners own their learning and the need to continue to grow personally, socially and academically. 

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The learners own their learning and the need to continue to grow personally, socially and academically. 

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Motivating and encouraging the learning process by holding the students accountable and providing support/structure, as needed.

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Learners are talking about where they are in the class, ahead of pace or on pace or behind pace.

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Not all LFs update Empower to reflect current standing and Learners struggle to identify where they are at academically.

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Learners own the process of their learning and what it will take to obtain their goals.