Truly Personalized Learning

I am sure we have all heard schools say, we ‘Personalize’ learning, but what does this really mean, and do all schools mean the same thing when they use the phrase?  The short answer, of course, is no.

Many schools may use the term, but how many actually do it?  So, let’s be clear, Personalized learning does not mean a student can choose History instead of Geography, or Art instead of Drama. Equally, it does not mean that a teacher has two different worksheets for students to use, depending on the perceived ‘ability’ of a student.

It helps to think of three different approaches; Differentiated, Individualised and Personalized learning. The chart below, based on the work of Barbara Bray and Kathleen McClaskey, provides a good visualisation of these different approaches.

Personalized	Differentiated	Individualized
Starts with the learner	Starts with groups of learners	Starts with the needs of the individual learner
Connects with interests, passions, and aspirations	Adjusts to learning needs of groups of learners	Accommodates learning needs of the individual
Learners actively participate in the design of their learning	Explicit instruction based upon the learning needs of groups of learners	Explicit instruction based upon the learning needs of an individual learner
Learners have a voice and choice on what they learn	Teachers create or adapt instruction based on different needs of learners	Teachers customize lessons and tasks for learners based on individual needs
Different objectives for each learner	Same objectives for groups of learners	Same objectives for learners with specific objectives for individuals who receive one- on-one support
Learner selects appropriate technology and resources to support their learning	Technology and resources are selected to support the learning needs of groups of learner	Technology and resources are selected to support the learning needs of an individual learner
Learners build a network of peers, teachers, and others to guide and support their learning	Learners are reliant on the guidance of teachers to support their learning	Learners are dependent on individual teachers or para- professionals to support their learning
assessment AS learning	assessment FOR learning	assessment OF learning
Teachers develop capacity to create independent learners who set goals, monitor progress, and reflect on learning	Assessment involves time- based testing and teachers provide feedback to advance learning	Summative assessment is grade-based and involves time- based testing which confirms what learners know and don’t know

In Individualized and Differentiated, the teacher is in control of the learning. The assumption is that the teacher has something (often knowledge) and they need to impart it to the student. The role of the teacher is an Instructor and this is sometimes referred to as Instructivist education. It’s the type of education I had when I was a student.

In the Personalized model, the assumption is that the learner already has what they need, or they are capable of discovering it for themselves. The role of the teacher here is help the student make new meaning, or to co-construct learning with the student. This is often referred to as Constructivist learning.

Every time you tell a child something you deprive them of the joy of discovering it for themselves.
John Dewey

Great teachers understand that there is a time and place for each of these approaches, but that the most powerful learning comes when it is truly Personalized.

Andrew Derry

November 2019