What is Personalized Learning?

Personalized learning is a term being used to describe those classrooms where engagement and purpose are part of the fabric of the classroom. The different learning needs of the students are met by accommodating and personalizing their education.

Technology is often used to facilitate the personalization of the student's learning environments.

The School Improvement Network identifies several key components of a “Personalized Classroom.”

These include:

• Creating learner profiles

This is where instructors learn about the skills, strengths, interests, and aspirations of each learner through a combination of assessments, surveys, and relationships built inside and outside of the program.

In creating a profile, learners share information about who they are, challenges they have experienced, opportunities that helped them, and their aspirations and passions. In some cases, learner profiles give learners a say in what goes on for them at the program and in their learning

These profiles can be created and collected through various means. Teachers can use the data from these profiles to help guide students with the personalized choices they make about their learning.

One does not have to use technology to create a learner profile, but using technology can help facilitate the process. You can create a survey to find out more about each one of your students or have them create a project that depicts their personality.

(In LBS Ontario this starts with learner intake and needs assessment.)

• Personal learning paths for each student

This involves creating an individual pathway for each learner based on his, her or their learner profile. Each learner has his, her or their own learning goals and objectives. Learning experiences are diverse and matched to the individual needs of learners.

(In LBS Ontario this starts with learning plan development.)

• Individual mastery against clear goals and standards

Instructors continually assess student progress against clearly defined standards and goals. Learners advance—generally at their own pace—based on demonstrated mastery of these learning targets.

(In LBS Ontario this happens when learners self-assess learning, use portfolios to recognize progress, demonstrate learning, complete milestones and do culminating tasks.)

• Flexible learning environments

Instructors include a diversity of options and approaches.

• Learner agency (student choice and voice)

Learners should have some control over how they learn. With the help of their teachers, they should be involved in designing their own learning process and should be given a choice in how to demonstrate their learning through performance-based assessments.

(In LBS Ontario this starts with learning plan development.)