Personalized Learning Model Description
Personalized Learning Model Description
Percent ALT on Automated Pedagogies: What proportion of instructional time do you estimate most students will spend on automated pedagogy in your classroom? Is this different for each subject area? Explain.
Students in online courses with Georgia Virtual School currently have a teacher centered automated pedagogies in which the curriculum content is delivered to students through a learning management system. Students continue to take on a more passive role in their learning as the pace and the format has already been determined. There is not substantial student choice within the courses.
Types of Automated Pedagogies: What automated pedagogies will you be using, if any? Is this different for different groups or subject areas? Explain.
Students follow a set Pace Plan in which the instructor develops and assigns modules. Depending on duration the student is in the course determines how condensed the coursework is from day to day. For students with specific needs, this can be adjusted both based on the time and the amount of assignments to complete.
Percent ALT on Student-Centered Pedagogies: What proportion of instructional time do you estimate most students will spend on student-centered pedagogy in your classroom? Is this different for each subject area? Explain.
In the online classroom, students are required to regulate their learning. Although the information within the modules is teacher centered, there is a large portion that requires the student to independently move through and learn the concepts without being able to interact synchronously with their instructor.
My goal is to encourage students to take an active role in their learning by asking questions, encouraging self reflection, and providing tiered support on goal setting.
Types of Student-Centered Pedagogies: What student-centered pedagogies will you be using, if any? Is this different for different groups or subject areas? Explain.
Since I am not teaching in a classroom, I cannot implement project based learning or small group instruction or other means of a more student-centered learning option. I am focused on working with the student one-on-one to co-plan and ensure they are equipped to learn in a more independent manner.
Power and Agency: Who will be making the educative decisions in your class? This answer may be complex.
The content expert/course instructor makes the key educational decisions within each course. My role allows to implement specific supports and make adjustments to the pacing, time management, and organization that many students need in order to have learner agency and be able to appropriately advocate for their needs.
Other defining features: What other aspects of your model of personalized learning differentiate it from others? Will your classroom have a unique physical setup for this plan?
My model differs from others in that I am not a content teacher. I have to collaborate and work with the student, online content teacher, and local school to come up with methods and routines that work for individual students. Also in not working with students face-to-face, I have encourage communication and engagement.
References:
A Batch of One: A Conceptual Framework for the Personalized Learning Movement by Anissa Lokey-Vega & Stephanee Stephens
I work with a small number of team members in my same role. We often collaborate and share failures and successes to hone what works best for students. The project has encouraged more dialogue and more innovation in reaching out to all students. In the past, my team focused on working with students who were underachieving. Now we are focused on meeting students wherever their current ability level is at and then encouraging growth.