Personalized Learning vs Differentiation

Moving Beyond Differentiation into Personalized Learning

Teachers are constantly asked to take on more and more as professionals.  With class sizes ranging from 30-40 learners, there is always more to do to meet the needs of all their learners; implement and plan for instructional strategies, interventions, enrichments, technology, collaboration, etc., etc.  And yet, there are still those learners who, regardless, never really engage either for lack of effort or ability to do so.  It’s no wonder teacher burnout is so high and many are reluctant to take on “one more thing”.  So when Barbara Bray pointed out at a training on personalized learning that teachers are doing too much of the work she intrigued our interest in learning more about personalized learning vs differentiation.  

Six years ago leveled courses for 9th grade English in our school district were eliminated.  The new course was titled, Pre-AP English 9, with the intent that all learners would have access to rigor and be exposed to skills needed to take an AP class as a junior or senior.  This was an exciting change for us as we saw it as an active step to make student’s learning opportunities more equitable.  In order to meet the needs of a wide range of abilities, we became “master differentiators”.  Differentiation is a well-known practice in education where the teacher tailors instruction to meet individual needs.  While this instructional strategy is useful, we find personalized learning to be so much more effective.  We will illustrate by explaining three differences.

#1 Differentiation	Personalized Learning
Teacher designs different learning experiences and assigns them to the learners.	Learners have voice and choice in how they access, engage, and express information.

Questions What resources can I provide to support learner's learning paths? What are the different ways learners can access (get), engage (do), and express (show) information?

Differentiation:

We used to create 3 different tiers for all assignments that would get more in depth with each level.  All assignments related back to the same standard but offered 3 different entry points into working toward a standard.  One of the downsides of this approach was all learners were asked to do the same thing at the same time (work on their chosen tier while we as teachers tried to make it around to as many learners as possible), which was too slow for some and too fast for others.     

Personalized Learning:

Now our approach has changed.  Learners are now asked to apply skills to open ended topics that address the standards, and learners choose how they engage in that topic.  Our in class work time used to be all learners working on their chosen tiers. Now learners choose from an array of options for engaging in the work.  Typical choices are teacher seminar (working with teacher), collaborative groups (working in a small group) or independent work.  Depending on the standard and topic we may provide additional choices such as a Socratic Seminar (group discussion based on a text), or other exploration opportunities. The work looks different depending on the choice a learner makes.  We still help learners generate ideas as to how to tackle the topic/theme/concept of the day, but in the end they have an incredible amount of choice.  We take on the role of the “guide on the side” as opposed to the “director at the center”. As mentioned in earlier blog posts, this voice and choice time has increased student engagement tremendously.  Learners feel empowered by the choice and have more buy in.  Also, we find the learners that need extra guidance almost always choose teacher seminar, so we now have 7-8 learners who may have been off task because they don’t know how to begin sitting with us all at once.

Besides giving them choice in how to learn, we give them choice in how they want to meet the standards.   That brings us to our second difference between differentiation and personalized learning.    

       

#2 Differentiation	Personalized Learning
Teacher creates different assignments for learners to choose from.	Learning connects to interests, passions and/or skills.

Question: How can I create flexibility and choice in content, skill, and knowledge development in order to meet leaners where they are and spark their desire to learn?

When it comes to assessing learning, traditionally teachers create projects or tests for learners to complete.  With differentiation a teacher may create a menu of assignments from which learners choose.  Teachers put ample amount of time and creative thought into designing the assignments and then learners complete them.  While we still have assignments that all learners complete, such as essays (literary analysis, expository, and narrative), we also allow for learners to dictate how they will demonstrate meeting a standard.  This allows the learner to express original thought, refine critical thinking skills, problem solve, and grow in learning independence.  Most importantly, this also allows for learners to tie into their passions and interests.  We have seen learners more excited, engaged and motivated when they get to design their own summatives (assignments that measure mastery of a standard).  We have witnessed individuals stretching themselves further than they imagine, thus enhancing their self efficacy.

In a typical unit we begin with the “why” and show the standards that learners will work toward meeting.  As Jim Rickbaugh says, “If one starts and stays with the why, this opens the flexibility for the how.”  To form the foundation of the ‘why” for learners, we develop an essential question based on the standards that are being addressed.  Next, we map out the summatives (“final “ assessments that measure competency), that will be required for all learners to complete.  We also make sure to incorporate voice and choice in meeting standards (as demonstrated in our previous blog “3 Pillars of Personalized Learning”).  For us, the voice and choice come into play with regards to answering the essential question.  

Consider the following example, used for a novel unit where To Kill a Mockingbird serves as the vehicle for the learning.  For one standard, we have learners complete a literary analysis around the evolution of theme (learners chose the theme).  This is a staple and it’s a common summative each learner needs to complete. Learners were also asked to meet the standard of:  9.9.8.8 As an individual or in collaboration, create a multimedia work, a remix of original work and the work of others, or a piece of digital communication for a specific purpose.  Learners needed to answer the question, “How is one inspired, influenced, or impacted by their community?” (Also known as the “why”).  Learners were able to express their understanding through choice.  We encouraged them to consider their personal passions around elements of a community be it volunteering, sports, environment, literacy, music, and art just to name a few.  Their projects were authentic, meaningful and inspiring-all because we tapped into one of the most underutilized resources in classrooms today, learners themselves.  

Example projects  

#3 Differentiation	Personalized Learning
Teacher passes out and directs learning	Learner setting goals, self monitoring, and directing learning with guidance from the teacher.

Questions: Based on what I know about my individual learners, what actions can I take to increase their learning success? What instruction will my students need to support the next stage of learning?

The gap for some learners gets bigger and bigger because they cannot keep up with the pace of a class.  A teacher introduces content or skills and if a learner does not understand the materials or is unable to complete the task, the class keeps moving on.  The approach assumes kids can effectively be taught in “batches”.  Should a learner “fall behind” he or she would be expected to get extra help before or after school, and for some kids that is simply not an option.  Those kids miss out, lose interest and begin to lack confidence.  

There are many external factors that keep teachers moving at a certain pace, the standardized tests, the large amount of standards to cover and content a teacher is expected to get through in a school year.  Differentiation typically does not allow for different pacing, but different choices in how a learner may show their learning.  Personalized learning is achieved by learners setting goals, monitoring, and directing their own learning, so pacing can vary.  We have found this experience to be about equity, all learners are being met where they are at and allowed to slow down or speed ahead based on their readiness.  With the ratio of our classes (the number of learners to teacher) this can be challenging, but we have found ways to allow for multiple paces in our 9th grade Pre-Ap English class.  We accomplish this in a few different ways, and in each unit it works differently, but we plan out “pacing parameters” for an entire unit and learners can then navigate their way through the unit.  We demonstrate this in other blogs, but here are some different unit maps, the pacing calendars are in the middle of the documents. TKMB Personalized   The Other Side of the Sky Personalized  

Correspondingly, we ask learners to goal set at the beginning and end of each unit to guide learners through the process.  We still offer direct instruction (teacher seminar) and still have large and small group discussions based on various topics that all learners can participate in regardless of where they are at in the pacing calendar.  Learners have reflected that they like the independence, flexibility, and extra time this method allows for them to process and truly gather not only what they learn but how.  The learners who move through at a faster pace, have time to go on to a challenge, extend their thinking, or have more time to process and go deeper into the content. Our class is organically evolving based on learners’ needs, interests, and relevancy.

Why We Stopped Giving Reading Quizzes

Are We Assessing Learning or Compliance?

During a novel study, we began each class with a short 2 or 3 question reading quiz.  This would tell us who had done their reading and who had not. Or did it?   Every teacher has felt the frustration and annoyance of learners failing quizzes because they have not done their homework.  It is hard not to take it personally when a learner did not complete what was assigned. 


What could possibly be more important than their reading homework, right!? We gave them quizzes to motivate learners to complete their reading and be prepared for class. But a pattern emerged; the same learners failed and the same learners did well quiz after quiz. The quizzes were not serving any purpose other than to give out points.  And did these “points” really offer a true reflection of where a learner was at and what they knew? 

It would be different if we used the quizzes as a way to assess which learners were comprehending the reading and implementing strategies; or if we used them to create interventions or changes for those who were struggling.  But back when we taught in a more traditional format, there was not time for this, we kept everyone marching along at the same pace whether they were getting it or not.  Reading quizzes are about compliance, not about learning.

As we started to personalize our instruction we got rid of reading quizzes. First of all, creating quizzes that accurately assess a learner's reading comprehension can be difficult.  Many students could simply read Spark Notes and do well on the quizzes. Other learners, who had actually read the assignment, were unable to recall the details we chose to quiz them on because they had paid attention to other aspects of the story. 

We have since found a much better way to spend that first ten minutes of the class.  We actually let the students have the time to READ their books. Each day we mark or copy off a passage for learners to read during that first ten minutes of class.  This reading gives them the information needed to access the formative work for the day.  It can serve as a review for a learner who struggles to remember what they read the night before, a second close read for someone who is reading ahead, or a first read for a learner who was not able to complete the reading.  This practice has increased engagement, leaves no learner behind, and helps assure that for the 90 or 60 minutes we have them in our class they are going to be learning something.    

Learners have expressed that they find reading this way far more enjoyable.  The anxiety around trying to figure out what will be on the quiz and guessing what the teacher will think is important, vs being able to choose their own focus and pay attention to what strikes them feels more approachable to most learners.  This does not mean all required reading is done in class, learners are still assigned to read outside of class.  Nor does it mean that we don’t provide insight or direct instruction on the reading.

This brings us to the bigger issue that every teacher must ask themselves; what are we really assessing and why are we assessing it?  

We would much rather spend our time documenting a learner's ability to comprehend the novel and use reading strategies as evidence of their progress vs a reading quiz.  For each reading section we ask learners to think about and model a different strategy so they can not only practice, but also discover which strategies work best for them.  We use bookmarks for this process and instruct and model different ways to comprehend, connect, visualize, make inferences, and ask questions while reading. Monitoring the learner's bookmarks allows us to see who is reading, comprehending and executing reading strategies.  See below for some of the strategies we use with the reading bookmarks. 

Because our pacing map is a guide and not a mandate, there is also time to allow for interventions for learners who are struggling, and offer challenges for those learners moving at a faster pace. 

Once again we take this same thought process with all of our assessments.  What LEARNING are we assessing?  What are the different ways we can assess learning?  For every unit of study the learners complete formative work (daily work) that prepares them for summative work (final test, project, paper, presentation, etc).  All of the formative work is directly related to the summative, which can be linked back to standards.  Most formatives can be applied to different content as they are about skills and acquiring information vs completion or “doing”.  When it is not just about the content, personalized learning (self paced, related to passions/areas of interest, voice and choice, etc) is possible. 

Our English class learners can be at different places in the novel, but still complete the same formative work.  As teachers we give them ample feedback on their formative work so they learn from mistakes, vs all the feedback coming after the final test or paper when the learner cannot apply what they learn.  This allows for more than one opportunity to learn the skills or information so they can demonstrate their understanding on the summative.

 

All formative work is connected to standards

Essential Question Board

sample bookmark that is folded into 3 parts

a learner's sample bookmark

Bookmark Ideas:  We print off an image of the setting, learners fold in 3 folds,  and on the backside address one of the following ideas per section of reading.  

-print off an image of the setting:  examples; To Kill a Mockingbird we use this map: Maycomb

Lord of the Flies this map: Island

-For each chapter we ask them to make note of the focus for the next day, usually relating back to themes, example of courage, innocence, racism…

-Write down different connections, text to the world,text to  text, and text to self

-Make a prediction, look for examples of foreshadowing

-Look at last lines of the paragraphs and chapters, and analyze them

-Look for something that is repeated, a lesson learned by a character or a contradiction

-Find evidence of the character development: actions, inner thought and feelings, appearance, speech and what other’s say.

-Write three questions after each chapter

-Draw an image or story board after each section.

-Write down main idea and supporting details (nonfiction reading)

-Note types of conflict: person vs person, person vs self, person vs society

3 Pillars of Personalized Learning

Exciting times continue as we spread the love of Personalized Learning!  When recently sharing our work with a group of leaders in education, we were asked the following thought provoking question, “How did you get to your current mindset around Personalized Learning?”  What a great question to ask when considering how to get other educators to change their practices.  So, great in fact we decided to dedicate a post to it.

In thinking back to early conversations in our district around formative (daily work) and summative (“final”) assessments, and debating whether or not learners should be able to reassess (take tests/quizzes again and revise papers), we remember having hesitations.  Our concerns came from considering reassessments through a more “traditional lens” in education where the system was designed around compliance.  We considered whether allowing learners to retest would negatively impact individual responsibility. In seeking an answer to this question we began to shift our thinking.  As we gathered insight one thing came up repeatedly.  Trying to fit all students into a “one size fits all” approach is ineffective and unjustified.

Consider this analogy, offered by James Rickabaugh.  “If one is building a house and the builder is a week behind or the builder needs to tear down the framework in order to make the new house solid and well built, would you say that’s unacceptable?”  The answer, no.  We would want the builder to ensure his or her best work and that might mean extending a promise date or redoing an element in the plans.  The same goes for the learners in our classrooms.  To us it became a “no brainer” that we wanted to help our learners portray their best work.  In turn it was clear that would allow us to accurately report a learner’s true competency around a skill.   After all, the point is to learn and acquire skills (competencies).  It isn’t a race to see who grasps the concepts fastest.  Grades needn’t be based on when one is able to acquire the competency but IF one acquires them.

At the same time, our district eliminated leveled English courses at the 9th and 10th grades (grouping students by like abilities).  Knowing learners with a wide range of skills would all be in one class, we had to move away from a “traditional” one way fits all philosophy.  Our mindset shifted from being married to the content to being focused on the skill behind the standard/competency.  When the content becomes a vehicle to achieve learning vs teaching to the content, the options for personalized learning begin to grow. Individuals learn to learn and can apply their newfound skills to future content areas.  We don’t suggest that learning the content isn’t important.  But the point isn’t to recall, to our dying day, each detail of a book we’ve read.  It’s to apply the skills we learn to everything we read, in English class, in other classes, in life.  The foundation of our mindset shift around how we construct learning experiences revolves around three pillars of personalized learning: voice and choice/multiple pathways, standards/competencies, and learning profile/learner reflection.

Pillars/Instruction on Demand

There are elements from each of these pillars in all our units of study and they help guide our planning.  When designing and planning for a new unit we begin with the standard(s) that will be addressed.  Next we outline which assessments will be used to measure learner’s ability to meet the standard(s).  When it comes to assessments, we have a balance of  “required” assessments that all learners will complete, paired with learner choice assessments.  

Next, we design a pacing map that includes all the formative (daily work) work that will prepare learners for summative (“final”) assessments.  This organization allows for learners to follow their own pace, create multiple pathways, and have voice and choice in how they want to access, engage, and express the information they are learning.  Classes always start and end together, and we still include direct instruction, but during the formative work time learners choose to participate in a teacher seminar, work independently or collaborate with others.  Their choices can change from day to day.

Finally, we plan for and allow learner reflection both at the beginning and end of every unit.  At the start, after discussing the “why” behind the unit and the standards to meet, learners write personal learning goals.  At the close of the unit, we meet and discuss with each individual learner.  The meetings address how an individual sees growth in specific skills, such as reading and writing.  We also discuss how each person feels they learn best.

         We have heard the criticism (concern) voiced that personalized learning removes responsibility and accountability.  These are also skills students must learn and practice as they advance through school so that they can demonstrate them in life.  Contrary to reducing the expectation that students meet these criteria, we find students are even more responsible and accountable with this system.

With this system they are choosing how they might best learn.  They become accountable not just to the teacher but to themselves.  They don’t opt out using the excuse that one size fits all learning doesn’t help or engage them.  They begin to focus on the answer to the age old question students ask “what good will this do me?”  Learners realize what they stand to gain by mastering the standards and how they will be able to use those skills to better their lives in future.

    We find this dynamic creates highly engaged students.  And students are still learning to complete their work and their projects on time using parameters that are well established and understood.  Students gain a sense of control over their learning and demonstrate a high level of pride in their accomplishments. Students who formerly drifted through class, or were disruptive, become engaged and excited about learning.

As we dig deeper into Personalized Learning, the learning opportunities change and evolve organically as we take on new standards.  By offering “instruction on demand” the learning in the classroom becomes much more meaningful, relevant and enjoyable for all.

**Here is the actual document that the screen shots are taken from: https://docs.google.com/document/d/1QRuMbmgBBjoVmNuWAcHwFWjr45fVkBusGY5KwOJIC7g/edit

Learner Reflections

The learners are well aware of the benefits of personalized learning.  Watch this: Alina and Ashley!!!

Once learners reach a point of meeting a standard they reflect and add to their learner profile.  They consider what they discovered about how they learn.  We ask them to contemplate on the progress they made towards meeting the goals they set at the beginning of the unit.  For instance, once learners read, discussed and wrote an essay on To Kill a Mockingbird, we also asked them to identify the strategies that helped them grow as a reader and writer.  They express what they learned about their reading and writing process.  Considering a learner’s approach to reading we might ask the following: did you access visuals, audio or summaries to help your comprehension?   How much of a text did you read at a time? Did you find post-it notes, interactive bookmarks or other reading strategies helpful?  If you got stuck or distracted how did you work through it?  We ask similar questions when it comes to writing.  Some examples are as follows:  What did you learn about your writing process?  How did you feel starting the essay mid-way through the book?  Which brainstorming, outlining and drafting techniques did you try?  

All of this reflection helps learners continue to create their own learning pathways. They are not simply following the teacher's instructions, they are working side by side with us to be active participants in their education.  After learners reflect, we always conference with them to discuss what/how they learned.  These conversations also allow for us to encourage learners to outline the course they took to meet a standard.  Throughout this personal reflection process we believe it's important for individuals to move forward with purposeful learning.  

Connecting to the Learners' Passions
While learners reflected with us one on one, the other learners continued working toward meeting another standard(9.9.8.8 As an individual or in collaboration, create a multimedia work, a remix of original work and the work of others, or a piece of digital communication for a specific purpose ).  Once again, each learner had a choice in how he or she wanted to demonstrate meeting the standard.  This approach was similar to what individuals did at the start of the school year, we just required that they use a multimedia platform to “show what they know”.  We created an essential question that related to the unit/standard.  We asked: How is one impacted, influenced, or inspired by their community? Learners could choose their own way to answer this question.  Anxieties were higher the first time learners tackled voice and choice to this degree.  Notably, the second time around, we witnessed a dramatic decrease in anxiety and a highly visible increase in engagement and energy around the work.  They were ready to embrace this creative process as an active participant.  

In the past we outlined entire projects for learners.  In retrospect we see that we had done all the critical and original thinking.  The result is a group of learners just checking off the steps in order to complete the task.  Now we are assisting learners as they do all the inventive thinking and problem solving.  The most rewarding part for learners is the invitation to tap into personal areas of interests and passions.  One group of learners came running into class with more enthusiasm than we have ever seen regarding class work.  They created a web cartoon and plan to carry it out long after the project parameters.  They were motivated by the choice they had in their project and have a goal to gather followers and expand their vision.  They came in during lunch, put in extra time on weekends and beamed with excitement around the ideas they went after.  Other learners also investigated topics around personal interests such as sports, fashion, music, art, literacy, the environment, community service, gender equality, racism and distribution of wealth/social class.  One learner even focused on how society paints this image of perfection using makeup.  Indeed, our learners continue to inspire us in ways we never could have imagined.



The faces of engaged learners.

We were excited to present at the Minnesota Middle School Conference on personalize learning, check out our presentation: Personalized Learning Snapshot

Our "pillars" for Personalized Learning.

   

Letting Go!

The Choice

            One of easiest changes to make, but hardest to let go of is the teacher control in a class.  Letting learners make choices in how they want to learn and show personal growth goes against the intuition of many teachers.  Why is it we feel the need to tell learners everything they are going to do every step of the way?  We know the value of learning through trial and error, but do we ever let learners experience this in the class?  Why do we feel that all individuals are able to learn at the same pace?  If one knows the learning outcomes/standards isn’t it possible for example to have some learners to slow down while others speed up as they strive to reach the same end point?  How often is it that the same four or five students in a class are doing all the talking?  In letting go, we have actually seen levels of engagement dramatically increase.  We are hearing more voices on a daily basis by those who seem to feel empowered by the voice and choice.  We can’t help but believe this increase in engagement and participation is due to the walls of the “right answer” or “the right way” being broken down.  Our learners are finding their own way and it’s fascinating.  An added bonus is the little amount of time we spend managing behaviors.  Truly it’s minimal at best.  

In most of our classes there is time set aside for learners to delve into the content on a very personal level.    During this time we let learners have voice and choice with how they work with the materials or information.  For the last few units that choice for learners has been working individually, in collaborative groups, or sitting in on a teacher seminar.  Some advantages learners have experienced when working individually is they can work at their own pace, whereas learners who choose to work in collaborative groups prefer that social interaction with others.  Teacher seminar provides learners with the guided instruction that some feel they need to process and make sense of the content.  Individuals ebb and flow throughout different choices depending on their knowledge of their needs.  One young man expressed how he appreciated the chance to work independently, tune into the teacher seminar when he wanted, then go back to his individual work without being reprimanded for “not paying attention”.  We have our classroom set up with designated areas for each learning environment.  At the front of the room is are tables that form a half circle for teacher seminar, at the back are clustered tables for collaborative group work and to the side of the classroom are tables that allow for individuals to work alone.  Voice and choice time always begins with everyone hearing the objectives of the day (instructions related to the activities that are based on standards, reiterating the WHY?) followed by learners moving to the area of the room that matches their choice.  This mobility helps the learners focus and lets us, as the teacher, easily see what the learners’ choices are.  Here is how we set up this learning experience with our classes: https://youtu.be/bMdY16cq-GQ

We are finding much more pros than cons in this new format of class time.  The pros included learners feeling validated and respected by being trusted and in control of their learning.  Our instructional coach (teacher assigned to observe and reflect with us) noted during an observation that 100% of the students in teacher seminar were on task and not using their device to be distracted in any way.  He felt that because of the fact that there was an individual choice to be there without the traditional coercion they’re used to, the learners were more invested.  He also noted he felt the learners having to physically get up and move was effective in focusing students, even if it was a subconscious factor.  Another advantage is during the teacher seminar we get to work with about 8-15 learners at a time.  We have found that for the most part the learners that choose teacher seminar are the ones that we would have selected to work with us, or they are the learners that we would have been trying to circulate to during class work time.  Now we have their attention in a much more personal way with a more consistent framework, proving to be more effective.  There was a lesson where everyone in the class choose teacher seminar, but it still felt more focused because everyone got up, moved to get closer to the front of the room, and CHOSE to be a participant.  The only con that we have come across is that a few students have chosen to work by themselves or in a group and have not been able to show any formative evidence of how they are building their capacity to learn.  For these few students we have asked that they remain in teacher seminar until they can show progress around knowing their learning needs, and how their choice of how to learn, helps them work toward the standards.    

The Voice

Through our training with Dr. Sharroky Hollie with culturally responsive teaching, we have more strategies for making sure everyone has a voice.  We want all the voices in our class to be heard and if we are not intentional about discussion protocols we find the same few students speaking out.  As much as we try and personalize the learning, we also take advantage of the collaborative opportunities that arise out of a large group discussion in the classroom setting.  Part of our work with personalizing learners is making sure all learners are engaged, affirmed and validated throughout their time with us.  

Here are some of the CRL strategies we use on a regular basis:

• Clock partners: for a fun classroom building exercise we asked learners questions and they made clock appointments.  Questions such as, “Find someone with the same birthday month. Find someone who has the same favorite food, is wearing the same color as you, falls in the same birth order, similar shoe size, favorite season, and so on…”  They are not allowed to have the same person more than once and we only make 6 appointments at a time.  Throughout the year at different times in the class we ask them to get with their clock partners (go to a 1:00 appointment) in order to discuss the anticipatory set, journal, content or anything else.
• Numbered heads: when students are in groups each member has a number and we roll a dice to see who will speak on behalf of the group (after the group has already had time to discuss).
• Shout Outs: when appropriate we have students call out answers and not raise hands.  
• Whip Around: works well as a debrief where we go around and every learner says one word or thought on the content we worked through  
• Popsicle Sticks: Learners’ names are on sticks and one is pulled to see who will share out, to engage all learners and hear from a variety of voices.
• Speed Learning: we make an inner and outer circle of learners, the match up with another person (we usually have them greet one another with a class handshake that we make up together) and then they discuss for a few minutes the topic at hand.  Next, one of the two circles rotate so they have a new partner, greet one another and share out.  Learners get to talk to numerous students in a short amount of time.  
• Bright Ideas:  each student is given a star and as they share his/her bright idea they throw in their star.  
• Phone a friend:  learners phone a friend for help with problems or answers in a call and response format.
  
    
  

Change the Sequence

Another way we have found to personalize learning has been to change the sequence and allow for learners to meet standards throughout the unit and not wait until the end.   Learners don’t need mastery to begin applying the skills.  When an athlete learns a game he or she practices the skill for a bit, plays a game and comes back to practicing the skill(s) again.  Because we begin the unit by outlining each standard, learners can meet the standards at different times.  For example, learners began to write their literary analysis essays midway through the novel To Kill a Mockingbird.  In doing this, we as teachers can give learners formative feedback so they could apply it as they moved forward with the essay.  Giving more intense and thorough feedback early on rather than waiting until after they have finished has proven to increase engagement.  Learners can continue to work on their essay as they progress through the novel, once again allowing for learners to finish their work at different paces.  

In this unit of study, we also give learners the option for meeting the other standards they need to demonstrate at any time in the second half of the novel.  We model and practice different reading strategies that address standards in the first half of the novel and in the second half the learners choose the evidence of meeting the standard.  This choice encourages original thoughts and ownership of the learning.  Once again our attempt is to take away the “one size fits all” model and allow for students to work at different paces and meet standards when they are ready.  This is in addition to the way we personalize how students engage in the work (teacher seminar, collaborative groups or individual work).    

This year we are intentionally aware of how we are implementing personalized learning and this framework is our first go round.  We look forward to the continued data we will be collecting including parent and learner feedback, as well as a learner’s final essay and projects in order to continue gauging how effective the work is for learners and their families.  Stay tuned for the results!

One learner commented, “Mrs. Pettis, if I were reading To Kill a Mockingbird on my own I would not appreciate at it, but because of your enthusiasm and our discussions I really like it.”  The essence of teaching is not lost in personalize learning, it is ever more important in guiding learners in their journeys.  Recently at a conference Kaela picked up the quote, “our best one to one device will always be great teachers.”  To us it has become clear that learners NEED their teachers, just in different ways.

What are ways you have personalized your class?