As education consultants working with countless school administrators and educators, we field many questions. Some are asked so frequently, in fact, that we have written our responses below.
Question #1: What is personalised learning, really?
There are so many definitions out there for personalised learning that it is often difficult to get through the noise. In responses to Dan Meyer and Annie Murphy Paul, we offer that personalised learning is personal — honoring the student in front of you as a partner, co-creator, and community member. Personalised learning is a progressively student-driven model where students deeply engage in meaningful, authentic, and rigorous challenges to demonstrate desired outcomes.
One of the examples that we love comes from Henry County Schools in Georgia where they worked with their community to clarify what Personalised Learning is, and what it is not. They built what they affectionately nicknamed the “Parthenon.”
Also found as incredibly impactful was their visual to dispel some of the misconceptions that they have heard voiced from various stakeholders in the community.
Question #2: How do we make sure the “juice” of PL is worth the “squeeze?” How can we increase personalised learning without sacrificing achievement? Why is this good for kids?
Personalised learning is truly about equity — honoring the person in front of you. Manchester Public Schools in Connecticut made a powerful statement on “the why” for personalized learning:
“As a result of a substantial achievement gap in our District, we believe that a transformational shift to personalised learning will change both our culture, expectations, opportunities, and outcomes for every child and also inform and transform our adult communities in the same manner.”
We also must ensure that the promise of personalised learning results in a more growth-oriented experience by making certain that there is:
• equitable access to resources and opportunities in school and community
• an understanding and acceptance of cultural differences
• relevant and rigorous curriculum
• a culture of trust as we expect the best of one another
• remaining open as we engage in innovation and self-discovery
• an opportunity to become an advocate for learning, not only for the students but for all members of the personalised learning community
• dedication to encouraging the dreams and passions that learning can inspire
Question #3: How do we get our colleagues to share our desire for personalising learning?
1. It is really important to show what it looks like, feels like and sounds like. It is always better when you can point to examples within the school division. In addition, you might want to look at two
powerful examples, such as Blueprint or Design 39.
2. Provide various entry points of how teachers can begin.
Make certain that everyone understands that we are progressively moving toward personalising. It is not a race but a journey. Check out the seven elements of Personalised Learning in articles from Education Leadership.
3. Create and sustain a culture dedicated to growing innovative ideas in empowering environments.
That means we operate with the mindset of entrepreneurs, engineers and artists. We allow ourselves to take responsible risks. We become critical friends to one another — critical meaning that we are able to thoughtfully critique because we are a friend of everyone’s success.
Question #4: How do we communicate to our families about what it means to shift to a personalised learning environment?
In a personalised learning classroom, the role of the student clearly shifts. They have more:
freedom to shape inquiries and ideas.
responsibility with self-direction and managing the heavy lifting of investigating, generating, reconceptualizing, and revising.
We need to include parents and caretakers in our conversations about why we are moving toward personalising learning. A good catalyst for the conversation could be the inspiring TED talk by Simon Sinek or perhaps one of the blogs on the ‘Learning Personalized’ site.
What is most significant is that the content inspires a good and thoughtful conversation and that the process of learning how to listen to one another with understanding and empathy paves the way for thinking flexibly as people share their concerns and excitement.
Another important aspect of communication with parents and caretakers is to share student work so that they see the quality of how students demonstrate what they know and are able to do. Avoid trying to persuade; rather, let the work and the voice of students be the tour guide for the changes.
Question #5: Why have we connected the Habits of Mind with our approach to personalised learning?
As we design work with our students, we also need to pay attention to the ways that they are developing emotional, social, and project-based skills that will remain as important in school as they will in their lives beyond schooling. The ’16 Habits’ are a set of dispositions that students will need as they become more self-directed and thoughtful in their learning.
These habits represent a key to effective thinking. Students develop the habits through practice as they are challenged to use their voice to engage in the work of school, join others in the co-creation of project designs, learn how to use the expertise of others as they socially construct deeper meaning in their learning and as they discover who they are and who they are becoming as they reflect on
their learning.