creativity

I remember early in my career when the term ‘personalized education’ was being bandied around the teacher table at lunch.  Being new to the profession, I stayed quiet, hoping to learn what this might mean for me and my classroom.  

 

Some colleagues discussed how personalized education meant that teachers would have to write detailed plans, personalized education plans (PEP) – similar to Individualized Education Plan (IEP), for every student.  As a new teacher, this notion was scary.

 

How was I to write and follow 80 plans?  The perfectionist in me panicked a bit.  

 

Other colleagues mentioned how students would have individual learning paths, a prescriptive program just for them.  This sounded extremely boring to me a teacher, so I could not imagine how a student might feel, knowing they were going to be following these paths in every classroom, all day.  I probably needed someone to talk me down from the ledge about that time.

 

While doubting my career choice, I listened to some of my more traditional colleagues state emphatically that they just wouldn’t do personalized education.  Some of the others were more fatalistic, believing that we should prepare ourselves since it was coming whether we liked it or not.

 

Thinking back on these depressing – and somewhat crazy – conversations, I am glad that none of the scenarios discussed actually materialized.

 

I shake my head, remembering how little I knew about my profession at that point.  I am glad, however, that decades later I and my profession know a bit more about what personalized education is and is not.

 

While we know more know about personalization, a universal definition is still somewhat elusive.  Here is my description of personalized education, which I am constantly refining:

 

Personalized education means that students have voice and choice in their academic lives, shaping curriculum, assessment, and products.  Personalization means that students can pursue their passions, but within a framework or structure that is provided by the teacher.  Project-based learning and technology integration figure prominently in the frameworks.

 

Now some educators would probably find fault with my definition, and that is fine.  As I said, I am constantly refining my belief as learn more about personalization.  It is somewhat difficult to put a finger on it and say, “This is it.  This is personalized education.”

 

Recently, I found time to read ASCD’s (www.ascd.org) March 2017 issue of Educational Leadership, whose theme is ‘Getting Personalization Right.’  I know, I know – the issue is several months old now!  I am so far behind on my professional reading, but better late than never, I suppose!  If you are behind on your reading, too, I would suggest that you start with this issue of Educational Leadership journal, the next opportunity you find to catch up.

 

Several of the articles in this issue provided similar definitions or descriptions to mine for personalization.  What I like about this issue of EL is that the articles provide specific examples of what it might look like in classrooms and schools.

 

Many of us realize that a one-size-fits-all approach or a ‘teach to the middle’ strategy just doesn’t work any more (if it ever really did).  Nor is it equitable for students.  

 

Personalized learning allows us to provide high quality instruction for all students.

 

I see teachers working their hearts out all the time, but they are not seeing the results they want to see.  Often, these hardworking teachers are caught in the one-size-fits-all trap.  It is understandable.  Many teachers were taught with this same approach, and so they find it natural to use what they know.  

 

I have said many times that if the approach you are using is not giving you the results that you want, then it might be time to try something different.  (I believe this is good advice for other professions, too, and good advice for life generally).  As central office administrators, we must provide help in the form of training and information for the ‘something different’ that we want teachers to try.  

 

DIfferentiation is an area in which many teachers struggle.  Personalized learning allows teachers to differentiate for their students without having to spend time creating individual assignments.  Indeed, using a project-based learning approach allows teachers and students to differentiate topics and/or products.  Teachers can utilize project-based learning for individual students or for small groups of students.

 

Differentiation in personalized education may also take the form of student goal setting.  Together, teachers and instructors may develop student profiles, analysis student work and student data, set goals, and provide opportunities for student reflection.  

 

Many people believe that personalization means that a school or district must roll out a 1:1 student to device (e.g., laptop or tablet) initiative.  In reality, personalized education can be accomplished with little to no technology.  However, technology integration can mean easier implementation of personalization.  And, more significantly, using technology appropriately in a personalized setting can mean richer student learning.   

 

I believe the best chance of success with personalized education is when district and school leaders and teachers plan the personalization intentionally.  None of this ‘let’s just try this and see if it works’ mentality.

 

If this is a significant shift for your district, I would suggest implementing some type of pilot program before a wholesale conversion.  In most districts, a few teachers are most likely already working toward a personalized model in their classrooms.  To gain momentum for personalized education in districts where only a few are dabbling in personalized education,  a cohort model can be the best method of implementation.  Oftentimes, a district’s early adopters can provide the enthusiasm and the fire in the belly to fuel successive waves of cohorts.

 

My guess is that many of our best teachers are already personalizing education for their students to some degree.  Many of the teachers I know involve their students in goal-setting and utilize various types of learner profiles, for example.

 

And many teachers provide project-based learning (PBL) opportunities for students.  PBL offers students possibilities for pursuing their specific interests within a framework developed by their teacher or maybe in collaboration with their teacher.

 

I think to take personalization to the next level, though, we must understand why we are making this shift in our classrooms and schools.  And we must be intentional in our implementation.

 

As a central office administrator, I believe the district office can assist schools and teachers to understand why this move is appropriate.  Often, we can see a bigger picture – larger data sets, community and business stakeholders, future workforce needs – that can inform the reasons for the shift at the district level.

 

It is important to gather input from all stakeholders, using the methods that work in your district.  For ideas on how to gather feedback through community focus groups, see my previous post, “Planning a Successful Community Event.”

 

Once the district vision is formed and articulated, principals and teachers have an easier time translating that vision for their schools and classrooms.

 

But understanding and communicating the district’s reasons for moving to personalized education is just the beginning of the work.  Intentionality takes time to plan and implement.  But often this is the work that I find the most enjoyable!

 

If you haven’t already read ASCD’s (www.ascd.org) March 2017 issue of Educational Leadership, I encourage you to do so.  I think it is invaluable if your district is implementing personalization or a Blended Learning model (more on this later).  And no, I am not getting paid by ASCD to promote their journal.  I truly believe this issue of the journal could be helpful to central office administrators who are involved in implementing or supporting a personalized education initiative.

Checkout the infographic I created that summarizes some of what personalization is and is not that I gleaned from ASCD’s (www.ascd.org) March 2017 issue of Educational Leadership, complete with references.

 

Have you found other great resources on personalized education?  If so, please share in the comments section.  As personalized education becomes more prominent in districts across the county, I am eager to learn more, and I am sure others are, too.