In a personalized learning environment, teachers can leverage the mastery philosophy of education to reach all learners and provide customized learning pathways. The Institute for Personalized Learning indicate that "customized learning paths are the unique road maps developed with each student toward the learning objectives they need to master." Individualized paths support the mastery philosophy of teaching. This is an idea that transforms the learning process by providing flexibility for diverse students to grow confidently in their knowledge and skills. This philosophy ensures that students are given ample opportunity and adequate time to master challenging concepts before advancing to the next idea (Wolf, 2010). Students are encouraged to make decisions about their own learning in these pathways and co-plan with the teacher to determine the next phase of the learning to reach and master the standard. Students recognize their strengths and areas of growth and use this to plan pathways of learning.

The key elements of mastery learning and learning pathways are to identify specific learning goals, address how learning will be measured, provide opportunities for student to learn at their own pace, assess progress frequently, provide effective timely feedback, and evaluate student learning (Culatta, 2018). In order to maximize learning pathways, educators can utilize and analyze assessment data to determine learning pathways for each student. It is most effective when teachers co-plan and open dialogue with students. Creating individualized learning pathways ensures students are giving unique learning experiences that are catered to the needs and interests. This also provides students with voice and choice in their learning. Christopher Pappas shares that empowerment is key. When students have a say in their learning, they have power over their education. This supports motivation and promotes independence in learning. As students analyze and reflect more on their learning pathways towards mastery, they are continuously taking ownership of their learning.

Technology can be used to leverage assessment data to design and plan learning pathways for students. This can also allow educators to share resources collaboratively. Creating learning paths or programs around the learner means knowing as much about the learner as possible, for example, his capacity to learn the material, how, and where he wants to learn it, and how fast he can master the material. This learner-centered approach is much more effective than simply creating educational material around the subject and forcing the student to fit within that box (Barlow). Although catering learning to meet the needs of each child is time-consuming, it will maximize the learning potential for every student and in the long run will encourage students to take ownership of their learning and become life-long agents of change. Learning how to learn is a game changer in the global knowledge economy, and it’s never too early to teach students how to begin to learn more independently (Wilson & Conyers).

Prior to our measurement unit in fourth grade, students completed a pre-assessment. The goal of a pre-assessment is to gain valuable information about students' prior knowledge and background and design learning pathways to meet the needs of all students.

In my collaborative learning team, we utilize a vertical progression to ensure that the standards evolve over time and extend the learning from previous grade levels. Each year, we add a layer of learning. Since students have been exposed to similar concepts that will support their growth, the pre-assessment allows students to build upon these competencies. The pre-assessment has questions related to each category of the standard.

After student completed the task, I gathered data and analyzed the information to design learning pathways and opportunities for students to learn using the Measurement Playlist. The playlist includes activities for students that need remediation as well as extensions. If students demonstrated mastery of the standard, they can move on to the next phase of their learning. By providing choice within the playlist, students are able to learn at their own pace and co-plan with me with how they will display mastery of the standard.

Amplify Reading is an adaptive learning software that personalizes the level of instruction and learning for diverse learners. In my classroom, students engage with this program during the reading block.

The data from this assessment allows me to pinpoint specific standards that students need to be successful in order to master the academic knowledge and skills. I formed book club groups with students who needed remediation with the content based on the sub-skills that are presented in Amplify Reading assessment data. There are six students in my reading class that need support with determining the main idea of a topic within authentic texts.

At our first co-planning session, I gathered the students and provided a variety of texts. Students discussed with their peers which book they would invest in. After students read with their groups, I presented them with learning opportunities and discussion prompts to guide their conversations. I also modeled how to determine the main idea of a text using a strategy from Jennifer Serravallo called "Add Up Facts to Determine the Main Idea." This group was provided a graphic organizer to support their learning. Students got the opportunity to practice with a common text and then decided how they will do this work in their book club novels. This pathway differs from other book club groups.

Throughout a learning unit, it is important to formatively assess student learning. This ensures that students are receiving immediate and timely feedback. The information allows me to design specific learning activities for small group instruction. For example, this Google Forms measured students' ability to "evaluate strengths and limitations of models of our solar system in describing relative size, order, appearance and composition of planets and the sun." If students are proficient with the content, I designed and co-planned activities to enrich student learning. For example, students could develop their own models by developing an investigation using physical education equipment to design scaled representations of the solar system. When students need remediation, my small group instruction provides additional time, resources, and practice for students. For example, visual representations of models, collaborative learning with peers, and practice with evaluating data using a template. This time also allows me to guide students towards mastery of previous activities that would aid them in meeting the expectations.