Personalized learning is the idea of providing students with an education that is tailored to their needs. To go about this educators must provide students with an individualized path of resources. According to Pappas (2021) it is a "learner-centered eLearning approach that emphasizes learner-specific goals and objectives, as well as preferences". By providing students with personalized learning paths we give them the opportunity to become more engaged in their learning and take ownership since they are the ones in the driver's seat, making decisions based on their interests and learning styles. Educators must remember that this is a joint effort between teacher and learner but the majority of the decision-making should be done by the student.

In order for individual paths to work, teachers must conference with students and develop goals around the learning targets and standards. Utilizing data can help project students into goal setting and creating realistic and meaningful goals. Once goals are written and an understanding is built students select their pathway.

For this particular unit students were learning about bonding in both covalent and ionic bonds. Using the background from the previous unit, students will compare and contrast the two types, develop models, and use IUPAC nomenclature.

2a. analyze and interpret data to predict the properties of ionic and covalent compounds.

2b. develop and use models to predict formulas for stable, binary ionic compounds based on the balance of charges.

Student 1

Student 1 is relatively a shy and quiet student but loves to create visuals and look for visuals when we are learning new information. She was struggling with differentiating between longitudinal waves and transverse waves. However, as a major component of waves, she needed to know about them in order to be able to discuss sound waves and light waves. I worked with the student to co-plan and co-design a learning path to address specific needs. During co-planning, we decided she could make a video that she can rewatch for her convenience on longitudinal and transverse waves. I provided her with a rubric and gave her feedback on the video/content within the video and explain she demonstrated mastery.

For this particular unit students were learning about types of energy and open/closed systems.

7a. construct explanations for energy transformations within a system (closed or open) including chemical, mechanical (potential and kinetic energy), electromagnetic, light, sound, thermal, electrical, and nuclear energies

Student 2

Student 2 is also a very shy and quiet student. Although she demonstrated mastery she wanted to some additional guidance and feedback on the various types of energies, and the transformations that occur. During our co-planning and co-designing she decided she wanted to help current and future students by create a website with information about the various types of energies and how to distinguished between open and closed systems. She embedded visuals she found on the internet, create videos using Powtoon and infographics. This student had expressed a desire to possibly become a tutor in high school to middle school students. We created a list of requirements she needed for her project that demonstrates mastery to help others.

Teachers can collect data pre-assessments (Google Form, Quizizzs, Blooket, Edulastic, and more). With this data teachers then can design and implement a learning playlist tailored to the overall class misconceptions and individual student needs. "Being strategic with the use of data, teachers can identify patterns, trends, and actions at multiple levels, whole-group, small-group, and individual." (Using Actionable Data to Personalize Learning, 2022). It is important that as educators we utilize the data to make the adjustments that need to be made and can co-design and co-plan opportunities for them to ensure they are successful. Providing students with their data allows them to take ownership of their learning.

Pre-Assessment - Learning Playlist

At the beginning of units, students are given a pre-assessment to see where they are and what they know. These are given to help create a learning playlist for students. A learning playlist should be created and designed with the student's input and utilizing the data to help fill in the gaps.

Prior to our common formative assessment (CFA) and common unit assessment (CUA) on periodic table trends students took a pre-assessment on trends. The goal of this assessment was to gauge where students were in regard to periodic trends and to design learning paths to help students be able to gain the skills and build their knowledge in order to demonstrate mastery.

Once students have completed the pre-assessment I gather the data, I make observations about whole class trends and individual trends. A learning pathway is then created for each individual student based on their overall performance. There are similar activities on each playlist but also tailored ones as well. Each playlist has both extension and intervention/remediation activities and modules.

Common Formative Assessments - Learning Stations/Small Group

Another type of assessment used in my physical science class is formative assessment. Common formative assessments or CFAs are given to students prior to students demonstrating mastery. "Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and, in some cases, funding" (Why Is Assessment Important?, 2008)

Formatives drive my small group instruction and reteach opportunities in the classroom. There are a number of ways formatives can be done and data can be collected, however, most often I utilize Synergy and Quizizz, Blooket, or Google Forms. Synergy is a district-provided platform that I use in order to see the overall percentage of accuracy for each question, it also gives a snapshot of how many students need a reteach, review, or have mastered based on their attempt. Students who demonstrate mastery of common formatives are given enrichment assignments while other students are given time to work in a small group with me. Small group instruction provides students with collaborative learning, additional activities, and scaffolding.

Teachers can provide students with activities, strategies, abd skills to help students become more independent in their education. Establishing these skills allows students to choose activities and opportunities to learn more, and independently which lends itsself to "voice and choice" for students. In addition, providing students with this skill set allows students to become more engaged and empowered.

One of the ways students are coached towards independent mastery is through the use of reflections (Google Forms). Student reflection is a huge part of personalized learning, and is needed in order to ensure students have a high-quality personalized learning experience. According to Loveless, "self-assessment also helps students practice learning independently, which is a key skill for life, and especially for students who are pursuing higher education" . As educators, we can provide students with opportunities to reflect on their progress in order to help drive them in the process of creating an individualized learning path. This allows students to become independent and with continual practice, they will reflect on their own. In each unit students are given a CFA, then a CUA with various formative assessments in between. Students complete an additional reflection prior to the CUAs where they reflect on what AKS/standards to help them see what areas they are still needing to demonstrate mastery. They use both in conjunction with each other to help reflect on their progress.

Flip

Here is another example of coaching students towards independence in mastery. In this Flip activity, students get to be the teacher for the period. They have a list of things to cover (simplified AKS/Standard). They are encouraged to make it fun and engaging by using manipulatives when explaining chemical reactions and balancing equations. A rubric is attached and students can receive feedback - students can use that feedback to make adjustments to their videos and resubmit. The rubric helps guide them to mastery or "proficient/distinguished". Students always enjoy being in front of the whiteboard during lessons and explaining to other classmates.

Loveless, B. (n.d.). Helping Students Thrive by Using Self-Assessment. Education Corner. https://www.educationcorner.com/helping-students-self-assessment.html#:~:text=According%20to%20the%20study%2C%20formative,active%2C%20rather%20than%20passive%20learners

Pappas, C. (2021, May 12). 7 Tips To Create Personal Learning Paths In eLearning. eLearning Industry. https://elearningindustry.com/7-tips-create-personal-learning-paths-elearning

Using Actionable Data to Personalize Learning. (2022, November 17). Edmentum. https://www.edmentuminternational.com/blog/using-actionable-data-to-personalize-learning/

Why Is Assessment Important? (2008, July 15). Edutopia. https://www.edutopia.org/assessment-guide-importance#:~:text=Assessment%20is%20an%20integral%20part,%2C%20in%20some%20cases%2C%20funding.