Individualized Paths

Individualized learning paths are a form of differentiation in which students may receive adjusted content, process, product, or learning environment based upon analysis of learner characteristics including readiness, interests, and goals.

Working with English Language Learners (ELLs) comes with additional challenges to learning. Many of my students come from backgrounds where they were never encouraged or expected to interact with content in the way we would expect in a personalized learning environment. One model I found to be appropriate for my students' needs is Kristen Logan's Learning Pathways Schematic, displayed below. I will be modifying this with co-planning meetings and quick checkpoints. Rather than implementing learning pathways for a full unit, I only implemented this for a four-day lesson sequence on the carbon cycle.

Candidate uses data of previously assessed competencies to coach and co-plan current and future learning paths.

Data of previously assessed competencies such as learner agency, executive function, and flexible education resources helped me in the design of these learning paths. Prior to taking the pre-assessment and being assigned a pathway, students took a quick survey about their skills and feelings as they related to these competencies. Questions included "Rank the following activities 1-4 with 1 being your favorite and 4 being your least favorite" and likert scale question based on statements for self-reflection. These questions will help me to narrow my pool of assignment options only to those that students are most interested in. This will also help me to anticipate which students may struggle to select formative activities, and which ones might need more monitoring during independent classwork.

At the start of the lesson sequence, after completing the student interest survey, all students took the same pre-assessment so they could be placed on one of the individualized learning paths outlined above. I made this a relatively short, quick pre-assessment so we could co-plan on the same day.

Pre-assessment data was collected and helped me in assigning students to a path. Once their paths had been assigned, I met with each of them individually for a co-planning session. I provided each student with a Google Slides document outlining the path they would be following with blanks for them to write in their activity selections from the pre-curated options (shown further down this page).

A post-assessment was also given at the conclusion of the lesson sequence. In the event that a student still has not reached mastery based on the post-assessment, or if they self-report that they do not feel that they have learned enough about the carbon cycle, I usually speak to the student independently and have them schedule a time for tutoring using the tutoring Google Form embedded below. The QR code for the tutoring Google Form is also on the board and other is a widget on our LMS, so they can request additional help outside of class time during the learning sequence if they felt they needed to do so.

Candidate facilitates and coaches the learner towards independence in mastering the content.

In this experience, all students completed formative work at their own pace throughout the week, and my role was to circulate and facilitate learning by offering students a visual way to request help or express their needs, and having checkpoint meetings with the students.

As circulated the room after finishing the direct-teaching with the students on pathway 3, I prompted students to use their mini flip charts (pictured below). I have two versions of these, and each student received one at their seat. This was a useful visual resource for me as I circulated, as it allowed me to see who was having some trouble but still making progress, who felt completely stuck, and who did not need help. Regardless of what color they were on, I still asked every students how they were doing at least once per class.

At the checkpoint meetings, which occurred twice during the activity sequence, I asked students to fill out the following Google Form (pictured below) as I spoke to them about their progress. In the future, I might add an additional question about the learning resources, such as "Did you enjoy the activity you completed?" or "Did you ever move your chart to yellow/red? If so, why?" I also am interested in not releasing all activities to them in at once in the future and asking on the first checkpoint form "What other kind of activities would you like to complete?" so that I can locate an activity tailored to their preferences for their next option.

Candidate co-plans and co-designs with the learner a challenging learning pathway towards mastery.

During the teacher-to-student co-planning meeting, each student selected formative assessments/activities that they will complete during class time, based on their pathway. Students are responsible for filling out the Google Slides document below during the co-planning. Templates of the pathway 1&2 and pathway 3 documents are included below. I met with all twelve students in one class period, but a larger class would probably take a second class day or I would have had them meet with me in pairs/small groups.

Student activity options vary depending on the pathway they have been assigned. Previews of the formative assignments are available within the slides below. Although students have a choice of activities, they may opt to change or complete extras for practice. For example, one of my students began working on the BioMan Carbon Quest game, but did not like it, so he informed me that he was switching to the Escape Room Google Form. I had him log his change on the Google Slides template.

At the end of week, once students completed the individualized activities, I gave them a post-assessment rather than a summative. The post-assessment, below, included content questions as well as reflective questions about the experience. Since I will be teaching many of these students again next year, this data about their perceptions of individualized work will still be valuable to me.

Sources

Logan, K. (2021, August 17). Making sense of learning pathways. KnowledgeWorks. Retrieved April 2022, from https://knowledgeworks.org/resources/making-sense-learning-pathways/

Pappas, C. (2021, May 12). 7 tips to create personal learning paths in elearning. eLearning Industry. Retrieved April 2022, from https://elearningindustry.com/7-tips-create-personal-learning-paths-elearning

Personalized learning pathways. The PL Toolbox. (n.d.). Retrieved April 2022, from https://www.thepltoolbox.com/learningpathways.html

What are flexible pathways for learning? CT.gov. (n.d.). Retrieved April 2022, from https://portal.ct.gov/SDE/Mastery-Based-Learning/What-Are-Flexible-Pathways-for-Learning