Some of my research as I pursue my doctorate involves better understanding the individualized needs of learners. In K-12 education we often speak of "pedagogy" without giving it much thought; we usually are using the term to describe how we teach and how we think students learn. In actuality, though, "pedagogy" exists as a single part of a larger learning theory. Although I am probably not the first, I have created a scale, or spectrum, of where learners fall in their need for teacher support. In this learning spectrum, learners may require independent learning to be successful or they may require dependent learning, or anywhere in-between. The graphic on the left highlights the basic concepts of the spectrum. Below the graphic is the paper that explains the Learning-Model Spectrum in more detail.

It is my belief that in K-12 education, learners fall somewhere on the spectrum and the most effective educators identify and utilize the instructional practice best suited to the needs of the individual student. For example, a particular fourth grader may be successful when given parameters in which to freely explore the content, whereas a particular ninth grader may still require direct, teacher-driven instruction. It is from the Learning-Model Spectrum that the concept of personalized learning can develop.