Let’s be honest, it is hard to truly personalize learning when there are established standards for learning. Please don’t get me wrong. I am not arguing against standards for learning, I’m simply trying to reconcile the ideas behind the two approaches to distributing and measuring learning. I call this ideological dissonance, the instructional dichotomy. The table below illustrates my ideas on the difference between standardized learning and personalized learning:
Table: The Instructional Dichotomy
Learners vs. Students
Why am I interested in this topic? To answer this question, I must first start with a quote.
“If you consider anyone who is learning at any age and anywhere a “learner,” then you give the responsibility for the learning to the learner. When the institution or anyone who is teaching students are accountable for the learning — not the learners — the responsibility falls on the teachers for what “students” learn. Doesn’t this seem backwards? Where is the incentive and motivation to learn if all the responsibility is on the teacher? If you change the thinking behind the terms, then using the term “learners” makes more sense” (Bray & McClaskey, 2014).
Bray and McClaskey’s (2014) quote caused me to examine the notion of personalized learning in a standardized classroom. How can teachers possibly shift the onus of learning from the institution to the learner? And how can teachers employ individualized instructional procedures that are in sync with each students’ learning stage and learning process? There is no straight answer for this. Nonetheless, Kalaitzidis, Litts, and Rosenfeld Halverson (2017), asserted that today’s communities of learners “thrive upon innovation in tools, meanings, and ways-of-knowing, and favor distributed, emergent, and egalitarian methods for achieving goals” (p. 179). Hence, to authentically personalize learning in a standardized classroom, teachers will have to adopt “design identities” and learn to distribute learning, teaching, and assessment across the entire class community (pp.195-197). This will require ontological and paradigmatic shifts towards learner-centered instructional designs (Kalaitzidis, Litts, and Rosenfeld Halverson, 2017, p. 182).
Action steps for personalizing learning in a standardized classroom
Developing “design identities” will take time to cultivate and implement in our schools. Nonetheless, I have created some action steps that I believe teachers can use to help address the instructional dichotomy of personalizing learning in a standardized educational field. Let’s begin by stating, true personalized learning starts with the student and his or her learning goal. However, to remain in compliance with the State’s required standards, I suggest starting with the standard and help students contextualize their learning goals within the required State’s standards. The student’s learning goals can be converted into competencies that align with the State’s standards. Below lists the remaining steps in my action plan:
- Identify Learning Objectives and Learning Outcomes – aligned with the standards and converted into “I Can” statements
- Identify Student Learning Goals and Student Learning Goal Attainment – aligned with the learners
- Identify Instructional Methods and Procedures: How will the learning objectives be achieved? (e.g., direct teaching, games, simulations, lab, multimedia, discussions, reading, field trip, drills, demonstration, brainstorming, etc.) – aligned with the standards
- Identify Learning Stage: What learning stage is the student in? (e.g. acquisition, fluency (reinforcement), generalization (maintenance), adaptation (experiential)) – aligned with the learners
- Identify Learning Process – Doing something (Concrete Experimentation), Thinking about it (Reflection), Doing some research, Talking with others and applying what we already know to the situation (Abstract Conceptualization), Doing something new or doing the same thing in a more sophisticated way based on our learning (Active Experimentation) David Kolb – aligned with learners
- Teacher provides feedback to student – Feed-up, Feedback, Feed-forward; (Feed-up – clarify the learning objectives; Feedback – Respond to Student Work; Feed-forward – Modify instruction for future lessons). – aligned with the standards
- Student provides feedback to teacher – Feedback – aligned with the learners
In sum, I still believe that it is hard to truly personalize learning for students when there are established standards for learning. Nonetheless, to help address this instructional dichotomy, I suggest that we continue to start with state standards and help students contextualize their learning goals within those standards.
Bray, B., & McClaskey, K. (2014, March ). Building Personalized Learning Environments. Retrieved July 10, 2018, from http://www.advanc-ed.org/source/building-personalized-learning-environments
Fisher, D; Frey, N. (2009). Feed Up, Back, Forward. Educational Leadership. Retrieved September 12, 2018, from http://www.ascd.org/publications/educational-leadership/nov09/vol67/num03/Feed-Up,-Back,-Forward.aspx
Kalaitzidis, T.J., Litts, B., and Rosenfeld Halverson, E. Designing Collaborative Production of Digital Media in Reigeluth, C. M., In Beatty, B. J., & In Myers, R. D. (2017). Instructional-design theories and models: Volume IV.