Professional Documents
Culture Documents
Personalized Learning
Chelsea OBrien
Abstract
The purpose of this study is to explore the teaching theory of Personalized Learning.
Through this literature review I hope to answer three essential questions to understanding and
implementing personalized learning; what is personalized learning, how does technology support
teachers in implementing a personalized learning plan and finally how is personalized learning
connected to student achievement? Through this literature review we will discuss the challenges
of implementing personalized learning, student accountability and the challenges schools face
Introduction
Through the history of education there has been a form of personalized learning. As
education faces another reform a new interactive learning method is being implemented in
schools across the country; personalized learning. Personalized learning was first introduced to
education in 1962 as Personalized System of Instruction, or PSI (Keefe 2007). Since its
instruction (Keefe 2007) to name a few instruction techniques. As its latest form, personalized
learning poses several challenges to educators, administrators as well as the physical buildings
themselves. It focuses on an individual learning at their own pace, through their interests and
ability level, while working collaboratively with staff, administration, and their parents. Due to
the unique nature of personalized learning, entire classrooms are transformed to accommodate
the learning style and tools necessary for student learning (Fisher & White 2016).
Personalize learning provides the opportunity for students to learn regardless of their
ability while collaborating on what they would like to learn and how they will demonstrate their
learning. There are different levels of personalized learning ranging from individualization,
isolated classrooms, schools and districts (Keefe 2007). Regardless of the level of personalized
learning, each individual plan is designed specifically around the childs interests, strengths,
While personalized learning is still in the early phases of being incorporated as a teaching
method, it still faces several challenges. With current state standards for each grade level and
concepts in a given time frame, students learning through personalized learning do not adhere to
these timelines and therefore can face difficulty with grading and state assessments (Kate 2010)
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Review
Personalized learning gives every child regardless of their ability level the opportunity to
demonstrate growth and learn at their individual level, through a plan designed specifically for
them and with them (Keefe 2007). As with other new learning methods, in order for personalized
learning to be successful, there are changes which must occur in the classroom. According to an
involved process and should be done slowly. Pilot classes should be carefully set up and
observed. Agreeing with the importance of pilot classrooms and slow implementation of
personalized learning is the report written by Fisher and White (2016) from the blended and
personalized learning conference. Hyslop et. al (2015) and Fisher and White (2016) suggest
allowing volunteer teachers to pilot personalized learning on a classroom scale. Due to the
unique nature of personalized learning, it is imperative to have a successful pilot and then mimic
the environment of the pilot when implementing in additional classrooms. Personalized learning
forces the teacher to change their role in the classroom. As Kate (2010) explains significant
professional development is necessary for a teacher to feel confident and understand all that is
involved when teaching using personalized learning. Fisher et. al (2016) continue with this idea
when they discuss the need for professional development and observing coworkers for guidance
and support. These are crucial steps for a successful implementation of personalized learning
because teachers must understand and embrace their new roles as facilitators and advisors.
Keefe (2007) believes a classroom environment must also change, allowing for open
collaborative work, discussions, and technology. The teachers role switches from instructor to
supporter and their classroom must also adapt. Keefe (2007) believes personalized learning does
not have to rely heavily on technology and can encompass several learning methods such as
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project-based learning, topic studies, cooperative learning and guided practice while Hyslop et.
al (2015) acknowledge that while technology is not a requirement, it can add great value to a
personalized learning experience through resources such as Kahn Academy which can allow for
students to increase their productivity and help schools be cost efficient while reaching a larger
number of students needs. In addition to students utilizing technology to further their education,
Kate (2010) suggests teachers take advantage of technology to share and build their personalized
learning knowledge and methods for the better of their teaching and their students.
demonstrates their learning through expected mastery of taught standards and their
accountable for their learning by involving them in designing their learning plan as well as their
goals. Students work with teachers, parents and administration to recognize their interests,
strengths and areas in need of improvement and develop goals while expressing how they would
like to demonstrate their learning i.e. activities, resources and what they need from their teachers
(Rickabaugh 2015). Keefe (2007) agrees with Rickabaugh and describes students as active
workers. Keefe believes assessments should be integrated into a student work rather than the
standard end of unit/year formal assessments and grade a students learning on performance and
achievement of goals. Schedules are based around the individual student and therefore a student
develops a deep level of ownership for their learning regardless of their current level.
In schools who have implemented personalized learning, teachers found students enjoyed
their new learning style and those who were at or below average displayed academic growth at a
faster rate than traditional education format. These teachers also found a decrease in negative
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behavior because teachers and students are equally invested in their education (Rickabaugh
2015).
While personalized learning is being implemented and explored throughout the country,
there remains great challenges to its widespread success. As discussed by Kate (2010) the Obama
administration recognized there were still areas of education that were needed to accurately
assess 21st century skills which personalized learning envelops. These assessments should utilize
technology whenever possible and address skills such as; collaboration, communication,
problem-solving and critical thinking. In addition to new assessments, they also recognized as
Hyslop et. al (2015) also discuss the current end of year formal assessments do not adapt
themselves to personalized learning. Current grade level standards that are expected to be
mastered by year end do not coincide with the fluidity and individuality of personalized learning.
Until personalized learning becomes widespread, schools will continue to see these assessments
as a struggle for those who at years end are still below grade level however, Rickabaugh (2015)
As mentioned before, teachers will need to embrace and change their way of teaching in
order for personalized learning to be successful. Hyslop et. al (2015) expressed the importance of
classroom. They state those who spoke at the conference discussed the importance of teachers
viewing this as a positive change to education and a means to improving the entire school
climate and community. While they admit, there is a steep learning curve for teachers and
students, they allowed interested teachers to implement personalized learning first and let it
spread to the entire school as staff felt confident in their ability to be successful. Part of this was
helped by allowing colleagues to observe each other and the pilot classroom. The results from
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the pilot rooms were carefully analyzed and additional training provided. In the Education
Technology plan from the Obama administration, Kate (2010) recognizes the importance of
Conclusion
which there is a great deal of opportunity for students and teachers to evolve. Reading several
technology plan has led me to believe personalized learning is a necessary change to education to
provide students with the skills to be successful in our ever-changing and competitive world. In a
time where children tend to avoid responsibility, personalized learning puts their learning in their
own hands and makes them an active part of their education and holds them responsible for their
own achievement. I have learned that the teacher must have understanding and embrace their
new role of facilitator or advisor as it is crucial for a student to be successful with their
individualized plan and make continual growth. Personalized learning is drastically different
from the classroom experience we know and are comfortable with, but when provided with the
appropriate classroom environment and educational tools, it can be very successful for students
of all abilities. While students and teachers alike have embraced this learning style, I have
learned there are important challenges which the individual teacher cannot change. As teachers,
we are held responsible for our students success and/or failure on standardized assessments and
mastery of the given common core state standard by the end of the school year. I am weary of
how students who begin the school year would be able to master end of year standards while
moving at their own pace, which would be slower than a typical classroom. In order to feel
confident that these students would indeed make the growth they would in a regular educational
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setting, I would need to conduct further research on this particular area. In addition to growth and
assessment concerns, I also do not feel confident on the dependency of technology. While
articles stated technology is not critical for the success of personalized learning, others argued it
was invaluable. This would be an added expense to schools and teachers in an already tight
budget. At this point I have a better understanding of what personalized learning is, how students
are held accountable for their achievement and how technology can support teachers and
students alike but do not feel comfortable implementing this method in my classroom. The next
step is for further exploration and analyzation of pilot classrooms and districts to confirm student
References:
Ash, K. (2010). U.S.Ed-Tech Plan Urges Rethinking in K-12 Schools. Education Week, 29(24).1.
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Fisher, J. F., White, J., Clayton Christensen Institute for Disruptive, I., & Highlander, I. (2016).
From the Frontlines: Takeaways from the 2016 Blended and Personalized Learning
https://eric.ed.gov/?id=ED568681
Hyslop, A., Mead, S., & Bellwether Education, P. (2015). A Path to the Future: Creating
Keefe, J. W. (2007). WHAT IS personalization? Phi Delta Kappan, 89(3), 217-223. Retrieved
from https://une.idm.oclc.org/login?
url=http://search.proquest.com/une.idm.oclc.org/docview/218478857?accountid=12756
Rickabaugh, J., & Temple University, C. L. (2015). Including the Learner in Personalized
Temple University