Personalize Learning (#plearnchat)

"This term, I have been trying to give my students more voice in our classroom learning environment with regards to the way we go about things and the tools we use to demonstrate our learning. I think this has stemmed from the Personalised Learning approach we have taken as a whole school this year, and my efforts to embed the purposeful engagement of the approach in every facet of my practice.

In this post I'd like to share a ten-minute, Friday afternoon tool that is promoting reflective thinking, goal setting and student voice with positive results in our classroom.

A Reflection, a Goal and a Wish

During the last hour on a Friday, students relax and choose their working space in the classroom. They then discuss and choose two relevant sentence starters that they finish in their learning diaries. Their learning diaries are accessible in the classroom whenever they need them to set goals or reflect."

Thank you Teddy in sharing your journey to personalise learning!

From Stephen Petrucci's blog, Leadership i Public Education, a connection is made between UDL and Personalized Learning. Here are some of the connections he has made:

"As we continue to search for ways to frame personalized learning in British Columbia, we can point to some practices that have been around for a long time - notably the Science Fair. Rather than pitting the philosophies of revolution vs evolution in our education system, I believe it is crucial to recognize what currently exists as excellent practice in personalized learning. This approach is very much in line with the appreciative inquiry model which encourages a focus on what is going well."

"The Science Fair project is an excellent example of "independent study" - a term we use in describing a personalized learning framework."

"Finally, it is clear to see how well a science fair project fits in the Universal Design for Learning framework through Multiple means of Representation, Multiple means of Action and Expression and Multiple means of Engagement."

Kevin McLaughlin, a primary school teacher and Apple Distinguished Educator has initiated a "personalised learning approach" in his classroom. He has introduced the "Personal Journey" to students and it includes Numeracy, Literacy and an area where new discoveries can be recorded.   He has also designed The Learning Zone that is divided into 5 areas in his classroom:

1. Discussion and Thinking Zone – Learners can drop in whenever they wish to talk about their learning, find solutions, help each other and just to think and chill out. 
2. Discovery Zone – These contain laptops, pc’s and other technology that the learners can use to guide them on their learning, discover answers, investigate and solve problems, collaborate on projects and create presentations.
3. Show Off Zone – This is where the learners focus on discoveries they have made and demonstrate their understanding through writing, presentation, art work, display whatever medium they wish to present their work.
4. Repeat Level – This has evolved from my use of Gamification of learning and an approach that my class enjoy. Whenever any learner requires help, advice, explanations and is ‘stuck’ this is the area they come to repeat the learning so they can move to the next level.
5. Creation Zone – Creating content for use in their learning, creating presentations to demonstrate learning, blogging, refining, editing. It happens here and it’s usually very busy.

Thank you Kevin for sharing this innovative and personalised approach to learning!

This is the blog of Mr Edwards who teaches a year 2 class at Chad Varah Primary School,  Lincoln, England. He describes his classroom as a Learning Zone that includes iPads, personalised learning, free-flow learning, child initiated learning, twitter, fun and much more...

He has modeled his classroom from a colleague, Kevin McLaughlin.  He has redesigned his classroom into 5 learning zones:

> Discussion and thinking Zone

> Discovery Zone

> Demonstration Zone

> Group/Help Zone

> Creation Zone

Richard provides his perspective about personalized learning from four different perspectives:

"When I think of personalized learning in light of these roles I find that my mind-set (perspective) can not help but influence my views.

as a …

Parent – I am all for personalized learning. I really am not all that concerned how it happens as long as it is good for my son and helps him develop the qualities of an engaged life-long learner.

as a …

Curriculum Developer – I find that personalized learning is not so much about the content of the curriculum (I am speaking of learning outcomes, in particular mathematics outcomes and processes) but about the modes through which students are able to meet the outcomes.

as a …

Student – I can only say yahoo. About time.

as a …

Teacher – I believe that personalized learning is a good thing for students and I hope to promote a classroom atmosphere that supports personalized learning. I am also really nervous about how this is to be done as my learning was certainly not personalized so I am working it out as I go."

What is your perspective?

One needs only to look at the buzz created by the release of British Columbia’s Education Plan by the Ministry of Education.

The Plan identifies five main features for change:

> Personalised learning for every student
> Quality teaching and learning
> Flexibility and choice
> High standards
> Learning empowered by technology

These elements may be somewhat obvious, but their articulation is significant because it provides a framework to guide the change that is necessary in the way that schools function.

From:  insync21.com - Realising the Revolution: Walk the Chalk