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learning styles

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Student led discovery

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Ownership, personal connections to the material, personal connection from teacher to student (making connections), 

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Ownership, personal connections to the material, personal connection from teacher to student (making connections), 

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Student driven

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Modernize Learning
Accommodates Learner
Customize
Understands the learner
Modify Learning
Assessement of Learing
Supports Learner
Clear Objectives

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What is individualized learning?

Individualized learning, or individualized instruction, is a method of teaching in which content, instructional technology, and pace of learning are based upon the abilities and interest of each learner.

Closely related to personalized learning, goals based on curriculum design and standards may be the same for all students, but the individual learning profile and plan for each student may vary. This is because each learner progresses through the material at different speeds, according to his or her own learning needs and abilities. For example, a student might take longer to progress through a given topic, skip topics that cover information already known, or repeat topics on which they need more help

Adaptive learning technology is an important way to individualize learning.

Learn about U.S. Department of Education and its endorsement of individualized, technology-driven education .

The individualized learning plan (ILP)

While students with special needs have long had individualized education programs (IEP) to guide them from kindergarten through Grade 12 education-ensuring that they are receiving the instruction and resources they need to be successful-individualized learning is beginning to take hold in all areas of public education in the form of the individualized learning plan (ILP).

The ILP is a document that includes information about a student's career goals and education plans post-high school. As college-and career-readiness of students becomes a greater priority as states implement the Common Core State Standards, ILPs are becoming an increasingly important tool for student success.

Get the answers to the most frequently asked questions about the Common Core State Standards .

Developing an ILP

ILPs are both a document and a process developed by students in conjunction with teachers, school counselors and their parents. Information included in an ILP ranges from the student's skills and hobbies, to current and past activities, to grades and test scores. All of this is compiled to guide the student's decision making during middle and high school so s/he can achieve his or her goals. Because they are unique and used for different kinds of learning at different ages and life stages, ILPS take many different forms.

If you're looking for a place to start, the Office of Public Instruction of the State of Washington has free-to-use learning plan templates .

States mandating ILPs

Louisiana, South Carolina, Washington and New Mexico all use some form of the individualized learning plan that is introduced during middle school or the beginning of high school and revisited as students' progress through their education. In Kentucky, a form of ILPs called the individual graduation plan (IGR) has been a requirement since 2002, and the state has seen a dramatic increase in completion rates since switching to a web-based platform in 2006.

Benefits of ILPs

Research indicates that students benefit most from having individualized learning plans when introduced in middle school and frequently revisited until high school graduation. The ILP will likely be refined as the student changes his or her goals, and should be constantly updated so the student is aware of the paths he or she will need to take to achieve those goals. In general, students with individualized learning plans have displayed more motivation to attend school and better academic achievement.

Read a recent report from the Rennie Center for Education Research & Policy (that also includes many additional research and resources) about the efficacy of individualized learning plans .

Technology-assisted individualized learning solutions in the classroom

In today's environment of growing class sizes-with an average of 25 students in elementary classrooms and 150 students a day in high school classes-it's difficult for teachers to provide one-to-one instruction. In addition, teachers are required to ensure that every student is being taught at his or her appropriate instructional level, and that all of the instruction meets grade level state standards. One of the main challenges in education today is providing every student with individualized instruction, including remediation on grade-level work or enrichment, which is necessary.

How technology helps individualize learning

Both students and teachers are finding that online technology helps individualize the learning process and makes better use of learning time. Although the teacher can by no means be replaced in the classroom, hardware devices and adaptive learning technologies are a great 'assistant' to improve students' educational experiences. Sometimes, the method of learning needs to be ' flipped', with teachers using class time for review and practice while learning is done independently.

Adaptive learning technology and how it individualizes learning

Providing truly differentiated and individualized instruction has been a goal of educators for decades, but new technologies available today are empowering schools to implement this form of education in a way never before possible. Adaptive learning, and intelligent adaptive learning technology in particular which tailors learning to the individual student provides many benefits for students and educators:

Seamlessly integrates instruction with assessment.

Adapts within and between lessons in real-time.

Deeply personalized, engaging individualized learning experience for every type of student - the right next lesson at the right level of difficulty at the right time.

Supports and empowers teachers with current student progress data to set and meet goals and state standards.

Complements all learning models.

Read about adaptive learning and intelligent adaptive learning .

Current reporting helps individualize learning in alignment with standards

Schools across the U.S. and Canada faced with growing class size and fewer resources have come to rely on an individualized learning model supported by technology. For example, elementary math students are proven to move further and faster with adaptive online instruction, in alignment with new state and Canadian standards.

Read a recent white paper that explains how individualized learning can help students excel in math .

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Individualized Learning - DreamBox Learning

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What is individualized learning? Individualized learning, or individualized instruction, is a method of teaching in which content, instructional technology, and pace of learning are based upon the abilities and interest of each learner. Closely related to personalized learning, goals based...Read more ›

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Students reading at their own level

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Starting with the student, rapport
making connections
student driven

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create custom learning platform for each learner

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create custom learning platform for each learner

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Learning at your own pace. Less teacher focus. Teacher is more of a facilitator in the classroom. Collaboration amongst students using technology as a tool for learning.

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student led discovery

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building a network of students with similar interests

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Blended learning or hybrid learning, also known as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is an approach to education that combines online educational materials and opportunities for interaction online with physical place-based classroom methods.

Blended learning requires the physical presence of both teacher and student, with some elements of student control over time, place, path, or pace. While students still attend brick-and-mortar schools with a teacher present, face-to-face classroom practices are combined with computer-mediated activities regarding content and delivery. It is also used in professional development and training settings.

Since blended learning is highly context-dependent, a universal conception of it is difficult. Some reports have claimed that a lack of consensus on a hard definition of blended learning has led to difficulties in research on its effectiveness. A well-cited 2013 study broadly defined blended learning as a mixture of online and in-person delivery where the online portion effectively replaces some of the face-to-face contact time rather than supplementing it.

Whereas, "Hybrid learning is an educational model where some students attend class in-person, while others join the class virtually from home."

Many Universities turned to remote learning during and hybrid formats returning from the pandemic.

The terms "blended learning", "hybrid learning", "technology-mediated instruction", "web-enhanced instruction", and "mixed-mode instruction" are often used interchangeably in research literature.

Although the concepts behind blended learning first developed in the 1960s, the formal terminology to describe it did not take its current form until the late 1990s. One of the earliest uses of the term appears in a 1999 press release, in which the Interactive Learning Centers, an Atlanta-based education business, announced a change of name to EPIC Learning. The release mentions that "The Company currently operates 220 on-line courses, but will begin offering its Internet courseware using the company's Blended Learning methodology."

The term "blended learning" was initially vague, encompassing a wide variety of technologies and pedagogical methods in varying combinations (some making no use of technology whatsoever). In 2006, the term became more concrete with the publication of the first Handbook of Blended Learning by Bonk and Graham. Graham challenged the breadth and ambiguity of the term's definition, and defined "blended learning systems" as learning systems that "combine face-to-face instruction with computer mediated instruction".

Technology-based training emerged as an alternative to instructor-led training in the 1960s on mainframes and mini-computers. The major advantage that blended learning offers is scale, whereas one instructor can only teach so many people.

One example is PLATO (Programmed Logic for Automatic Teaching Operations), a system developed by the University of Illinois and Control Data. PLATO in particular had a long history of innovations and offered coursework from elementary to the college level. Mainframe-based training had a number of interface limitations that gave way to satellite-based live video in the 1970s. The advantage here was serving people who were not as computer literate. The major challenge was the expense required to make this work.

In the early 1990s, CD-ROMs emerged as a dominant form of providing technology-based learning as bandwidth through 56k modems wasn't able to support very high quality sound and video. The limitation to CD-ROMs was tracking completion of coursework, so learning management systems emerged as a way to facilitate progress tracking. The aviation industry used this heavily to track how well one did on courses, how much time was spent, and where someone left off. AICC, Aviation Industry Computer-Based Training Committee, was formed in 1988 and companies such as Boeing used CD-ROMs to provide training for personnel.

Modern blended learning is delivered online, although CD-ROMs could feasibly still be used if a learning management system meets an institution's standards. Some examples of channels through which online blending learning can be delivered include webcasting (synchronous and asynchronous) and online video (live and recorded).

There is little consensus on the definition of blended learning. Some academic studies have suggested it is a redundant term. However, there are distinct blended learning models suggested by some researchers and educational think-tanks. These models include:

Face-to-face driver - where the teacher drives the instruction and augments with digital tools.

Rotation - students cycle through a schedule of independent online study and face-to-face classroom time.

Flex - Most of the curriculum is delivered via a digital platform and teachers are available for face-to-face consultation and support.

Labs - All of the curriculum is delivered via a digital platform but in a consistent physical location. Students usually take physical classes in this model as well.

Self-blend - Students choose to augment their physical learning with online course work.

Online driver - Students complete an entire course through an online platform with possible teacher check-ins. All curriculum and teaching is delivered via a digital platform and face-to-face meetings are scheduled or made available if necessary.

It is important to note that even blended learning models can be blended together and many implementations use some, many, or even all of these as dimensions of larger blended learning strategy. These models, for the most part, are not mutually exclusive.

There are many components that can comprise a blended learning model, including "instructor-delivered content, e-learning, webinars, conference calls, live or online sessions with instructors, and other media and events, for example, Facebook, e-mail, chat rooms, blogs, podcasting, Twitter, YouTube, Skype and web boards".

Blended instruction is reportedly more effective than purely face-to-face or purely online classes. Blended learning methods can also result in high levels of student achievement more effective than face-to-face learning.

By using a combination of digital instruction and one-on-one face time, students can work on their own with new concepts which frees teachers up to circulate and support individual students who may need individualized attention. "Rather than playing to the lowest common denominator - as they would in a physical classroom - teachers can now streamline their instruction to help all students reach their full potential."

Proponents of blended learning argue that incorporating the "asynchronous Internet communication technology" into higher education courses serves to "facilitate a simultaneous independent and collaborative learning experience".

Blended learning also has the potential to reduce educational expenses, although some dispute that blended learning is inherently less expensive than physical classroom learning.

Blended learning can lower costs by putting classrooms in the online space and it essentially replaces pricey textbooks with electronic devices that students often bring themselves to class. E-textbooks, which can be accessed digitally, may also help to drive down textbook budgets. Proponents of blended learning cite the opportunity for data collection and customization of instruction and assessment as two major benefits of this approach.

Blended learning often includes software that automatically collects student data and measures academic progress, providing teachers, students and parents detailed students data. Often, tests are automatically scored, providing instantaneous feedback. Student logins and work times are also measured to ensure accountability. Schools with blended learning programs may also choose to reallocate resources to boost student achievement outcomes.

A classroom environment that incorporates blended learning naturally requires learners to demonstrate more autonomy, self-regulation, and independence in order to succeed. If teachers offer a form of initial program orientation before introducing blended learning strategies, it can better prepare students to feel confident navigating the different components and developing a stronger sense of independence.

Blended learning plays an important role to prime students' learning and to then maximise in-person opportunities and resources.

Some online institutions connect students with instructors via web conference technology to form a digital classroom. These institutions borrow many of the technologies that have popularized online courses at the university level. Some advantages of blended learning, particularly at a Kindergarten to grade 12 level of education, can be found under the general concept of educational technology. It is also one of the most effective ways for personalized learning at scale.

Blended learning supports the use of standards as a way to manage quality and ease of use. This includes multiple kinds of standards: interoperability standards like the SIF specification from A4L or the Learning Tools Interoperability specification from IMS Global Consortium or academic standards like state standards and Common Core State Standards, which encourage integration of technology into a variety of subjects.

A learning management system, or federation of systems, helps develop a better feel for an online community where discussions can be held to better aid students.

The advantages of blended learning are dependent on the quality of the programs being implemented. Some indicators of excellent blended learning programs are "facilitating student learning, communicating ideas effectively, demonstrating an interest in learning, organizing effectively, showing respect for students, and assessing progress fairly".

Unless successfully planned and executed, blended learning could have disadvantages in technical aspects since it has a strong dependence on the technical resources or tools with which the blended learning experience is delivered. These tools need to be reliable, easy to use, and up to date, for them to have a meaningful impact on the learning experience.

There are several disadvantages to blended learning. While this type of learning does offer students the ability to go online when necessary, or learn from anywhere, there is no guarantee that each student will have access to the tools that they need to learn on the computer. Another problem that may arise is unreliable internet. Many times, the internet may be down. If the whole class does not have access to the same tools, then the teacher will not be able to keep the class on the same page. This creates a learning gap within classrooms. Unless the education system can offer reliable internet and computers to all students, it is not possible to ensure that this is an effective alternative to mainstream education.

From an educator's perspective, most recently, it has been noted that providing effective feedback is more time-consuming (and therefore more expensive) when electronic media are used, in comparison to traditional (e.g. paper-based) assessments. Using e-learning platforms can be more time-consuming than traditional methods and can also come with new costs as e-learning platforms and service providers may charge user fees to educators.

Finally, in educational fields where interprofessional simulation and clinical based placement are key components (i.e. medicine, obstetrics & gynaecology), in-person teaching remains a cornerstone of clinical skills education, and teaching via online discourse alone is not sufficient to completely replace and provide comparable learning outcomes.

These literacies are dynamic due to the ability to be linked to one another. According to NCTE, active, successful participants in this 21st century global society must be able to:

develop proficiency and fluency with the tools of technology;

build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought;

design and share information for global communities to meet a variety of purposes;

manage, analyze and synthesize multiple streams of simultaneous information;

create, critique, analyze and evaluate multimedia texts;

attend to the ethical responsibilities required by these complex environments.

Digital badge - Indicator of accomplishment can be used to recognize any achievement, from passing a class to completing a training course

Educational technology - Use of technology in education to improve learning and teaching

Flipped classroom - Instructional strategy and a type of blended learning

Instructor-led training - any training that occurs in a training room, typically in an office, classroom, or conference room

M-learning - distance education using mobile device technology

Media psychology - Area of psychology

Mixed reality - Merging of real and virtual worlds to produce new environments

Networked learning - process of developing and maintaining connections with people and information

Synchronous learning - Type of learning event

Virtual university - University that provides higher education programs through electronic media, typically the Internet

1. ^ "Enhancing Students' Language Skills through Blended Learning". Electronic Journal of e-Learning. 14.

2. Friesen, Norm (2012).تیتبصتبخهثبتخهسثتبخسثبخهسثتبسثبخس "Report:Defining Blended Learning"

3. "Blended course design: A synthesis of best practices". Journal of Asynchronous Learning Networks. 16.

4. ^ Moskal, Patsy; Dziuban, Charles; Hartman, Jole (December 20, 2012). "Blended learning: A dangerous idea?". Internet and Higher Education. 18: 15-23. doi:10.1016/j.iheduc.2012.12.001.

5. Siemens, G., Gašević, D., & Dawson, S. (2015). Preparing for the Digital University: a review of the history and current state of distance, blended, and online learning. Pg. 62. Athabasca University. Retrieved from ^ http://linkresearchlab.org/PreparingDigitalUniversity.pdf

6. Siemens, G., Gašević, D., & Dawson, S. (2015). Preparing for the Digital University: a review of the history and current state of distance, blended, and online learning. Pg. 71. Athabasca University. Retrieved from ^ http://linkresearchlab.org/PreparingDigitalUniversity.pdf

7. ^ https://www.thenationalnews.com/uae/education/2021/07/16/uae-universities-embrace-hybrid-learning-as-students-thrive-during-pandemic/.

8. ^ Harasim, Linda (January 1, 2000). "Shift happens: online education as a new paradigm in learning". The Internet and Higher Education. 3 (1-2): 41-61. doi:10.1016/S1096-7516(00)00032-4. ISSN 1096-7516.

9. ^ James, Trotter; Faiza, Qureshi (February 2023). "Student perspectives of hybrid delivery in a transnational education context during Covid-19". https://journals.sfu.ca/jalt/index.php/jalt/article/view/631. 6 (1): 103-111. doi:10.37074/jalt.2023.6.1.10.

10. ^ Bersin, Josh (2004). "How Did We Get Here? The History of Blended Learning" (PDF). The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned. Wiley. ISBN 978-0-7879-7296-7.

11. ^ "BLENDED LEARNING Defining Models and Examining Conditions to Support Implementation" (PDF). Philadelphia Education Research Consortium (PERC). September 2014.

12. Alexander, S. (2010). "Flexible Learning in Higher Education". In Penelope Peterson; Eva Baker; Barry McGaws (eds.). International Encyclopedia of Education (Third ed.). Oxford: Elsevier. pp. 441-447. doi:10.1016/B978-0-08-044894-7.00868-X. ISBN 9780080448947.

13. ^ Alexander, S. & McKenzie, J. (1998). "An Evaluation of Information Technology Projects for University Learning". Canberra, Australia: Committee for University Teaching and Staff Development and the Department of Employment, Education, Training and Youth Affairs.

14. ^ "The E-Learning Edge: Improving Access With OntarioLearn". www.conferenceboard.ca. Archived from the original on March 10, 2016.

15. ^ Harel Caperton, Idit (2012). "Learning to Make Games for Impact". The Journal of Media Literacy. 59 (1): 28-38.

16. ^ Jacob, Anna M (2011). "Benefits and Barriers to the Hybridization of Schools" (PDF). Journal of Education Policy, Planning and Administration. 1 (1): 61-82. Archived from the original (PDF) on September 27, 2013.

17. ^ Ingfei Chen (May 21, 2014). "For Frustrated Gifted Kids, A World of Online Opportunities". KQED.

18. Lee, Timothy (2022). "Blended (online and in-person) Women's Health Interprofessional Learning by Simulation (WHIPLS) for medical and midwifery students". ANZJOG. 62 (4): 596-604. doi:10.1111/ajo.13531. PMC . PMID 35435241. S2CID 248229101.

19. Aleksej Heinze & Chris Procter (2006). "Online Communication and Information Technology Education" (PDF). Journal of Information Technology Education. 5.

20. ^ Peter Bradford; Margaret Porciello; Nancy Balkon; Debra Backus (2007). "The Blackboard Learning System: The be All and End All in Educational Instruction?" (PDF). The Journal of Educational Technology Systems. 35 (3): 301-314. doi:10.2190/X137-X73L-5261-5656. S2CID 62186614. Archived from the original (PDF) on February 19, 2018.

21. ^ Wicks, David A; et al. (2015). "An investigation into the community of inquiry of blended classrooms by a faculty learning community". The Internet and Higher Education. 25: 53-62. doi:10.1016/j.iheduc.2014.12.001.

22. ^ M. Gosper; D. Green; M. McNeill; R.A. Phillips; G. Preston; K. Woo (2008). Final Report: The Impact of Web-Based Lecture Technologies on Current and Future Practices in Learning and Teaching (PDF) (Report). Australian Learning and Teaching Council, Sydney.

23. ^ Grieve, Rachel; Padgett, Christine R.; Moffitt, Robyn L. (January 1, 2016). "Assignments 2.0: The role of social presence and computer attitudes in student preferences for online versus offline marking". The Internet and Higher Education. 28: 8-16. doi:10.1016/j.iheduc.2015.08.002.

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Blended learning or hybrid learning, also known as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is an approach to education that combines online educational materials and opportunities for interaction online with physical place-based classroom methods. Blended learning requires the physical presence of both teacher and student, with some elements of student control over time, place, path, or pace.

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Personalized learning is instruction that offers pedagogy, curriculum, and learning environments to meet the individual student's needs. The experience is tailored to learning preferences and the specific interests of different learners. In a personalized learning environment, the learning objectives and content, as well as the method and pace, may all vary. Personalization also encompasses differentiated instruction that supports student progress based on subject matter mastery.

Read a report and key findings from the Software& Information Industry Association about innovation and redesigning education for personalization.

Personalized learning is non-linear

The way people learn is 'messy' and intensely personal -research has shown that it doesn't happen in a straight line or easy progression. Because learning isn't linear, true personalization can't be either. Learning is a complex, interconnected web, particularly in the early elementary grades. Students need to have the opportunity to learn concepts and construct their own knowledge and understanding in a way that honors students' ideas.

Read a white paper from the Center for Digital Learning that covers current and future pathways to personalized learning.

Read a brief government document that reviews brain research and how it relates to early childhood learning and personalization.

Developing a personalized learning plan

So, how can curricula be designed to do create greater efficiency and personalization at the same time? It has to be designed 'backwards' from the goal. It's important to ascertain the variety of ways that a student may arrive at an answer or understanding, how they got there, how much time it took, whether they asked for help or not, and then tailor the experience.

While one-on-one instruction between a teacher/tutor and their student is the best way to achieve a high-level of personalization, a ratio of one teacher per student can be unrealistic in today's environment.

To solve this issue, and particularly for elementary schools to align with new standard mandates for math and language arts, many school districts have turned to the use of adaptive learning technology in blended learning environments, according to the Clayton Christensen Institute for Disruptive Innovation.

Review a presentation by Grant Wiggins about his work, Understanding by Design, and the basics of 'backward design'

Read some recent case studies about how districts are personalizing instruction.

A look at the personalized learning classroom environment

After assessing each student academically and understanding 'where they are' in their learning progress, it's important to learn about their strengths, weaknesses and learning style. The classroom can have different areas or stations based on needs and abilities to accommodate auditory, visual, and kinesthetic style learners. For example, some stations may support inquiry-based, independent learning; while there can be a separate area for group activities. Groups can be based on content, ability and assessment results.

Social-based learning, which gives students the opportunity to collaborate with each other, is important to the new personalized learning classroom. In many cases, the classroom may not be a 'room' at all.

Read blog posts about personalized learning trends.

Technology and personalized learning

In a blended learning environment that leverages technology, students are not bound by their classroom walls in terms of access to information, knowledge, and experts. A digitally-rich learning environment provides students with the context and relevancy for learning that they want. Most children today are technologically fluent and make daily use of laptops and mobile devices. Learning programs that offer a rewarding gaming environment that younger and older students play with on their own time is a good way to engage learners by making their learning work feel like play. In any case, techno-fluency is important to the development of 21st century skills to ensure a successful academic and work life.

So, the keys to personalized learning are providing access to appropriate technology, for the teacher to provide appropriate support when it's indicated, and to give students flexibility around physical space, learning time frames, and instructional modalities.

With this new paradigm of personalized instruction, instructors have an unprecedented opportunity to redefine their roles and scale personalized education like never before. But this isn't about educating more students with fewer teachers. This is about educating the students we already have, with the teachers we already have, more successfully.

Review case studies and results related to how personalized learning boosts achievement.

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Personalized Learning - DreamBox Learning

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Personalized learning is instruction that offers pedagogy, curriculum, and learning environments to meet the individual student's needs. The experience is tailored to learning preferences and the specific interests of different learners. In a personalized learning environment, the learning objectives and...Read more ›

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making connections, building raport, bonding on local community experience

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making connections, building raport, bonding on local community experience

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thinking outside the box, letting students go,learn, and create something new and different

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thinking outside the box, letting students go,learn, and create something new and different

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elementary and middle school #connecting

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Tapping students' interest/strengths to better learn the objective & teach their classmates.

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meeting all students needs at their own levels

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meeting all students needs at their own levels

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Helping all students access the information and reaching the bar, not lowering it.

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Students reflect on their learning

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Learn more....

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by TeachThought Staff

There is a difference between personalized learning and differentiation.

Differentiation is a kind of personalized instruction, where teachers adjust process, & product, according to a student's readiness, interest, & learning style. Planning of the learning starts with the content, and the content remains the same for all students. This is a school and curriculum-centered approach that attempts to amend the delivery of the content to match the student's needs, strengths, and general readiness.

Personalized learning starts with the learner and asks the question, "What does this student need to understand, and how best can that happen?" This is a student-centered approach, and is built around the idea of recognizing the vast differences in students-not just in terms of literacy or schema, but an authentic need to know.

In that context, consider the above graphic from Mia MacMeekin (who also gave us 27 Simple Ways To Check For Understanding). It frames the idea of personalized learning around the who/what/where/why/when series of questions, and then separates things again into three categories:

1. What is personalized learning?

2. How to personalize learning

3. Examples of personalized learning

In this way, it represents an excellent beginner's guide to personalized learning. The fact that it's highly visual and limited to brief questions and examples makes it all the more readable, shareable, and fun. Give Mia's site a visit, and let her know what you think!
A Beginner's Guide To Personalized Learning

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A Beginner's Guide To Personalized Learning -

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A Beginner's Guide To Personalized Learning by TeachThought Staff There is a difference between personalized learning and differentiation. Differentiation is a kind of personalized instruction, where teachers adjust process, & product, according to a student's readiness, interest, & learning style. Planning of the learning starts with the content, and the content remains the same for all students.

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culturally sensitive

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What is individualized learning?

Individualized learning, or individualized instruction, is a method of teaching in which content, instructional technology, and pace of learning are based upon the abilities and interest of each learner.

Closely related to personalized learning, goals based on curriculum design and standards may be the same for all students, but the individual learning profile and plan for each student may vary. This is because each learner progresses through the material at different speeds, according to his or her own learning needs and abilities. For example, a student might take longer to progress through a given topic, skip topics that cover information already known, or repeat topics on which they need more help

Adaptive learning technology is an important way to individualize learning.

Learn about U.S. Department of Education and its endorsement of individualized, technology-driven education .

The individualized learning plan (ILP)

While students with special needs have long had individualized education programs (IEP) to guide them from kindergarten through Grade 12 education-ensuring that they are receiving the instruction and resources they need to be successful-individualized learning is beginning to take hold in all areas of public education in the form of the individualized learning plan (ILP).

The ILP is a document that includes information about a student's career goals and education plans post-high school. As college-and career-readiness of students becomes a greater priority as states implement the Common Core State Standards, ILPs are becoming an increasingly important tool for student success.

Get the answers to the most frequently asked questions about the Common Core State Standards .

Developing an ILP

ILPs are both a document and a process developed by students in conjunction with teachers, school counselors and their parents. Information included in an ILP ranges from the student's skills and hobbies, to current and past activities, to grades and test scores. All of this is compiled to guide the student's decision making during middle and high school so s/he can achieve his or her goals. Because they are unique and used for different kinds of learning at different ages and life stages, ILPS take many different forms.

If you're looking for a place to start, the Office of Public Instruction of the State of Washington has free-to-use learning plan templates .

States mandating ILPs

Louisiana, South Carolina, Washington and New Mexico all use some form of the individualized learning plan that is introduced during middle school or the beginning of high school and revisited as students' progress through their education. In Kentucky, a form of ILPs called the individual graduation plan (IGR) has been a requirement since 2002, and the state has seen a dramatic increase in completion rates since switching to a web-based platform in 2006.

Benefits of ILPs

Research indicates that students benefit most from having individualized learning plans when introduced in middle school and frequently revisited until high school graduation. The ILP will likely be refined as the student changes his or her goals, and should be constantly updated so the student is aware of the paths he or she will need to take to achieve those goals. In general, students with individualized learning plans have displayed more motivation to attend school and better academic achievement.

Read a recent report from the Rennie Center for Education Research & Policy (that also includes many additional research and resources) about the efficacy of individualized learning plans .

Technology-assisted individualized learning solutions in the classroom

In today's environment of growing class sizes-with an average of 25 students in elementary classrooms and 150 students a day in high school classes-it's difficult for teachers to provide one-to-one instruction. In addition, teachers are required to ensure that every student is being taught at his or her appropriate instructional level, and that all of the instruction meets grade level state standards. One of the main challenges in education today is providing every student with individualized instruction, including remediation on grade-level work or enrichment, which is necessary.

How technology helps individualize learning

Both students and teachers are finding that online technology helps individualize the learning process and makes better use of learning time. Although the teacher can by no means be replaced in the classroom, hardware devices and adaptive learning technologies are a great 'assistant' to improve students' educational experiences. Sometimes, the method of learning needs to be ' flipped', with teachers using class time for review and practice while learning is done independently.

Adaptive learning technology and how it individualizes learning

Providing truly differentiated and individualized instruction has been a goal of educators for decades, but new technologies available today are empowering schools to implement this form of education in a way never before possible. Adaptive learning, and intelligent adaptive learning technology in particular which tailors learning to the individual student provides many benefits for students and educators:

Seamlessly integrates instruction with assessment.

Adapts within and between lessons in real-time.

Deeply personalized, engaging individualized learning experience for every type of student - the right next lesson at the right level of difficulty at the right time.

Supports and empowers teachers with current student progress data to set and meet goals and state standards.

Complements all learning models.

Read about adaptive learning and intelligent adaptive learning .

Current reporting helps individualize learning in alignment with standards

Schools across the U.S. and Canada faced with growing class size and fewer resources have come to rely on an individualized learning model supported by technology. For example, elementary math students are proven to move further and faster with adaptive online instruction, in alignment with new state and Canadian standards.

Read a recent white paper that explains how individualized learning can help students excel in math .

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Individualized Learning - DreamBox Learning

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What is individualized learning? Individualized learning, or individualized instruction, is a method of teaching in which content, instructional technology, and pace of learning are based upon the abilities and interest of each learner. Closely related to personalized learning, goals based...Read more ›

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collaboration
collaboration
Helping all students
 Helping all students access the information and reaching the bar, not lowering it.