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Of all the ways presented here this is where I am weakest. I have not managed to figure out how to individualize learning, maintain classroom management, and have a cohesive unit/lesson yet.

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I use this more when I pull students into homeroom time for small group or one on one instruction based on current data than I do during class every day. Again, another area where I would like to do better.

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I guess I do this some with choice menus and options for presenting mastery but I feel like this is an area I struggle with.

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During writing I often do one on one conferences to help students individually with their writing skills. I also do this during math stations.

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I often give my GT students an assignment that includes an extension that makes the assignment a bit more rigorous for them, I also often break down assignments for students who have a difficult time with the lesson.

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I often have free pick centers during the activity part of a lesson. Students can pick which centers they prefer and use that to practice their lesson.

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I use individualized learning when I have one on one conferences with the student. I target specific areas that need support. In addition, I may reteach areas that need to be addressed again.

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During my reading workshop, I use differentiation when I form reading groups and stations based on data.

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The students have voice and choice when they monitor and set their goals to show growth in reading.

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I feel like this is my weakness. There is some personalized learning during centers.

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I work with students one on one or will give individual assignments based on the student's need.

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I use flexible grouping based on the student's level.

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I give different levels and modalities for my students to complete their assignments.

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Grouping student based on their level or adjust the curriculum

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I use small groups and stations. I modify and accommodate the assignments based on the individual needs of my students.

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I know this is an area of weakness for me. Many of my students struggle to learn on their own. They don't have the pre-requisite skill or the confidence. I have been focusing on trying to incorporate it more in my classroom.

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For small groups and stations. I modify assignments based on student needs.

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Learners set their own goals and are tracking their learning.

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working with students one-on-one

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I was not able to provide a lot of this as I was more focused on the individualized learning since there were set curriculums we had to use with special education students. For my co-teacher students it was important to review the pre-assessment to determine what needed the most attention and what was a strength.

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For some of our reading passages, I would pick similar themes, but provide students passages that are on their reading level so they can participate.

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I did this all the time in special education as I often pulled students 1:1 to work on their specific goals.

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I have worked with my students one-on-one to go over projects and assignments. I often speak with students individually to praise or offer suggestions to improve their work. Students are encouraged to express their needs to me in exit tickets/pass out checks so I can answer or otherwise address any problems they have.

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I have used groups where I assign different levels of an assignment to different groups and I spend time with each group to ask questions, assess where they need help, & reteach as needed.
I have also used rotations and centers to help students.

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I know this is the area I need mot to work on. I strive to let my students express themselves in the way that best fits their learning style. They can show their learning (prior to assessment) thru writing, drawing, questions, etc.

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I provided one-on-one conferencing with students to work on their writing when I taught 4th grade. This was the most effective method to be able to really dig into it with them.

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I did small groups with flexible grouping and centers rotations. I also modified assignments based on students needs and mastery.

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I think the most I used personalized learning when I was in the classroom was when GT students proved mastery of a concept and so got to choose what to learn about while the class worked on that concept.

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Individualized learning is done when I pull a student and do one on one work with them. Sometimes that one on one learning is important to help them feel successful

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This is an area I struggle in and honestly, I probably didn't have much going on in my classroom. After some training, I see the benefits of the students being more responsible for their learning.

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One think that I use to help differentiated in my classroom our the performs task.  I like that it is kind of the same question and no one knows that they are really all that different.
I also do stations and group the students on their needs

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I feel like some aspects of personalized learning were utilized during our distance learning in the spring. Students all had access to the material given by the district, but they could choose how they wanted to see it. We had multiple live zoom sessions daily, slide decks, extra practice, and they could choose how they wanted to submit it to me. I won't say that it was a true personalized learning experience, but it definitely had some characteristics.

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I have used individualized learning while working one to one with a student if they need help or any other type of assistance. It is usually at my back table with access to more manipulatives and allows me to check their work for any misconceptions as they go.

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I have used differentiation during my math workshop time. Students are all working on the same material, but some are given different access points to scaffold their learning.

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I have worked one-on-one with students to address their specific needs. I have adjusted assessments based on student needs.

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I have grouped students based on their needs. I have also provided learning materials to address various learning styles.

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This is learner driven based on student interests. I have used choice boards so students can choose how they demonstrate their learning.

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As with others, I have used this most for students who require specific accommodations which include learning styles and dissemination of information. I realize that I have been doing this longer than I realized there was a name for it.

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Before I understood either of the other two categories, there has always been this. Having a common learning objective but varying the groupings, utilizing small groups to deliver information tailored to the group's needs, and allowing for varying methods of showing mastery has consistently been my MO with differentiation.

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I realize this is the most difficult to do with my students, other than, as others have stated, my GT students. Thrively is a great help, as are student inventories given at the start of the year. Understanding how to utilize Schoology with G Suite has helped me become more proficient with PLPs.

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I have used individualized learning with my SpEd kids to address specific needs. I have also used it with GT for passion projects.

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I have used differentiation with my small group reading and math groups to deliver instruction on the content needed.

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I used this with my GT students through preasessments, compacted curriculum, choice boards, and interest groups.

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I have used individualized learning for my students with IEP's or any other student who did not understand a concept even in a small group.

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I have used skill specific small groups to review and/or reteach material to students as needed.

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This is the one I need the most support with. I have used Choice Boards in my room for enrichment during intervention time.

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I used individualized learning for certain students, i.e. students with an IEP or 504, to ensure that they are receiving their accommodations.

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I used differentiation in instruction to support learning for various learning groups and sometimes differentiated how students showed mastery.

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The last couple of years when I was in the classroom, I started to shift my instruction towards personalized learning.  I provided pre-assessments to determine student needs for RtI and students determined their pathway.

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Individualized learning is beneficial, but only for students you target. When I think of individualized learning, I think of students with accommodations either through aa 504 or just teacher given. Our goal as teachers is to reach all students, not only our low babies, that need the teacher all the time. Our high kiddos also need us. We won't be reaching all our students with this approach.

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Differentiation is what I think teachers feel more comfortable with. I didn't realize it, but based on the article, differentiation is still very heavily teacher led. Our goal should be to be facilitators while letting students guide their learning.

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Personalize learning is our goal. It is a great idea to create students that drive and own their own learning. I can't wait for the time I have this concept mastered. The benefits and engagement are immense.

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Being a Special Education teacher, we do a lot of individualized learning. This is what their IEP goals are based on and what we collect data towards their goals on.

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I use differentiation when Co-Teaching. We will group students based on their performance on assessments for enrichment, small group, and reteach/retest

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I feel this is an area I need to work more with.  I use Choice Boards with my students.  Also, using students IEP's, we have open discussions about their progress and collaborate on what they can do to achieve their goals.

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I've used this more with my level classes than my AP classes, but if I'm going to be honest, most of it is led by zeros, not by objectives or data.

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I use this, but it doesn't DRIVE my instruction yet. I give students choice with novels (at times) and have given choice with assignments, but I'm working on it. For me, I find it's about giving up control and focusing on the goal instead.

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I’ve used individualization with students with specific needs that no other student in my classroom has.

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I’ve used differentiation in reading during guided reading groups. Students are grouped based on their needs and receive reading differentiated instruction to move their learning forward based on their needs.

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I’ve used personalization in math by providing students with choice boards where they can select activities to show what they know. Students select these activities that best support their learning.

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Providing instruction that allows the learner to make choices about how they will acquire the required content knowledge and demonstrate mastery of it to then further pursue deeper learning into the content or into something they are desiring to learn more about.

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Providing instruction that may vary in degree of difficulty or learning style to meet the needs of a learner. Making accommodations for gifted learners, twice exceptional learners or English language learners, etc. to ensure their needs are met in the classroom so they are challenged or helped with scaffolding of the activities.

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Modifying instruction to meet the needs of one or a few students that require specific types of instruction to me their academic goals. Meeting with them one-on-one to deliver the instruction or in a small group is a few have the same need.

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Based on data collected from pre-assessments students that master a TEK are given choices of projects and topics that extend the learning on a specific TEK given by me to them and they even have the choice of making their own project which needs to be discussed with me and then they work on their own in class and out of class. I am also thinking of implementing a Genius Hour during our Wolf Den time.

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I group students based on data and then the students have different activities and choice to complete to master the TEK.

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Individualized instruction is used in my tutoring before and after school and when meeting students'I EPs and 504s. I will help students individually when they have a question which is 1 to 1 instruction. I have also used Schoology grading groups to help with this.

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This is the area I need to consolidate as a teacher.  I have provided opportunities for my self-directed students.  I need to expand it to allow every student to have a choice in their learning,
Lorena Angel

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I differentiate my Reading and Writing small groups according to data provided by MAP and other classroom data.  These groups are flexible and have a common goal and need for specific teacher support.
Lorena Angel

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This is done in my classroom to meet IEPs and 504s.  I also conduct reading and writing conferences to determine next steps in their learning and my planning.

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This is done in my classroom to meet IEPs and 504s.  I also conduct reading and writing conferences to determine next steps in their learning and my planning.

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Lorena Angel

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These students have one-to-one instruction with the teacher. This is teacher led. We will meet with individual students as we walk around the room during stations. We have some idea at the beginning who we will check in with and give some extra instruction.

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This is teacher centered. Groups of learners receive different instruction. We achieve this by creating our flexible groups depending on the concepts that are being taught and not understood.

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Personalized Learning is led by the student. They get to choose the instruction that best suits their learning with the teacher. We made choice boards for math with technology and depending on what the student is struggling with they would choose that concept to work on within the choice board.

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This is done in my classroom, by meeting students IEPs and 504 accommodations.  I also will observe and meet with students individually based on observations and student data.

Roxann Byrd

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I do this everyday through Math Workshop and my whole group mini lessons.  I will do different lessons at my small group table with some groups, based on their needs.

Roxann Byrd

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I don't feel I have used this as much in my classroom as I could have.  This tends to be more learner centered.  The student is driving the instruction.  This year I plan on doing this through pathways in Schoology, based on Pre-Assessments.

Roxann Byrd

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Incorporating a student's individual needs via their 504 or IEP, but also through observation and parent involvement. I make a parent contact form for parents to let me know places their students shine and where they need to grow. I reference that occasionally to build the students' confidence.

Kessler McClanahan

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Using data from MAP to assess their reading levels and applying that to the passages they read in small groups.

Kessler McClanahan

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Using TEKS Mastery through Schoology to dictate what a student should complete.

Kessler McClanahan

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Teacher time (working on IEPs with teacher or support staff), using student interests to engage learners in activities and classroom environment

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Teacher time (working on IEPs with teacher or support staff), using student interests to engage learners in activities and classroom environment

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Lindsay Brock

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Differentiating tasks for different levels of learners within the same or similar lesson, individual visual schedules, accessing grade level and prerequisite skills based on student's academic need

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Differentiating tasks for different levels of learners within the same or similar lesson, individual visual schedules, accessing grade level and prerequisite skills based on student's academic need

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Lindsay Brock

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Choice boards, individualized Google classrooms for students with collaboration from related services and partner teachers, data collection

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Choice boards, individualized Google classrooms for students with collaboration from related services and partner teachers, data collection

# data[].attributes.body
Lindsay Brock

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Individual sight word lists, goal setting conferences, as well as reading and writing conferences to determine need

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Small groups based on reading and writing goals, Groups based on need as well.

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I have used choice boards and choice of rotation during impact.

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One-on One Conference time. This helped to reach the individual student at their learning level. I used data and IEP's to help my conferences.

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Flexible groups- are organized by MAP scores, Reading Level, CCA and classwork data. My groups changed many times throughout the school year.

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I have used and created choice boards.  I feel that I need to venture out here and get more creative and innovative with the choice boards.

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Meeting with students to set goals and to discuss where they are in their goals is one way that I individualize learning in my classroom. Students and I work together to formulate a plan of action to help them in their next steps after discussing their goals.

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Students participate in flexible groups that receive instruction that meets their level of support.

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By recognizing who needs modifications, what ieps are involved and what languages are to be considered, each student is recognized and has the opportunity to stretch their learning by using strategies they are comfortable with, as well as trying new strategies.  Continuing to encourage them, so their self confidence grows as they try new things and expand their tool set.  Relieving them of the fear of failure and stoking their desire to be their best. By asking them more questions about what they think about things or how to accomplish a goal and letting them see they can think for themselves (with scaffolding) and do more than they thought they were capable of.

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Knowing the strengths and areas of improvement for every student, helps when knowing where to adjust lessons and how to group, or not group students.  Varying the delivery, media and discussions also helps keep students engaged.

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Using team projects that have an outline of what is expected and let the team members choose how to solve the problem using their gifts and talents.  While they work, I listen and watch to see who's on track and who's not, to help them or to compliment their work.  They sometimes get upset b/c I wouldn't have an example for them to see what the product might look like.  They were told to read the directions and see what their team devises, knowing that there were many ways to reach a quality end result.  A hook is used in the beginning to catch their attention and there is a connection/comparison to what they are doing and how it may tie to real life.  I love watching them work out the situation and enjoy their productions.  Their work is a true reflection of who each of them are and what they bring to the team.  This also lets everyone learn while, reading, listening, speaking, writing and thinking.  <3

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This has been achieved through providing accommodations for students when needed - such as oral admin/use of manipulatives/additional RTI time

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Choice boards and learning path visuals would be an example of Personalized Learning in my classroom. The learner has a choice of instruction based on the choices that I provide.

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Reading and writing conferences would be an example of Individualized Learning in my classroom. Here I meet with my students one on one and teach mini lessons (2-3 mins) and guide the learning based on their individual needs.

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I accomplished this using small groups (which may change depending on the skill being covered), tiered station/extension activities. I used preassessments, test data and MAP data to determine the smaller groups of students.

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I meet with small groups and teach lessons designed to reach those student groups. Guided reading would be an example of Differentiated Instruction in my classroom.

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This is an area where I need to grow as a teacher. I need to make the learning more student centered and give them more choice in how to demonstrate their mastery of a skill.  I was able to accomplish this with my GT students this year, but I want to extend the opportunity to all of my students in the future.