Kristi Wilson - Personalized Learning: Opportunities and Pitfalls

Personalized Learning:  Opportunities and Pitfalls

 

“Know thyself!” is one of the most famous quotes in human history. However the principle behind Socrates’ sage teaching applies not just to the individual, but to the organization, system, or field as a whole.  It is imperative that we approach each promising opportunity with a clear-eyed knowledge of our field’s past, present and future.  This will allow us to maximize potentially positive outcomes and avoid mistakes that can undermine innovations that, with clearer foresight, might have come much closer to being the panacea we had all hoped it to be - before it assumed its place alongside myriad other well-intentioned and highly defensible efforts.

Nothing excites me more than the idea of innovation in education; we are a field in need of leaps forward in how we view, execute, and measure our work.  Of the innovations earning the most deserved praise is the concept of personalized learning, an approach that seems so obviously logical on its surface that it seems shocking to a reflective practitioner that it has not already entrenched itself into the schema of our field.  It is clearly logical to assume that if we wish to help students understand learning outcomes, we should accept that the pathways to that outcome may look markedly different for each child. 

And, to be blunt, it is logical.  And ethical.  So what is the issue?

As usual, there is not a simple answer to that question, but it is up to us to find the answers.  I would assert that we have a system built for the collective whole, including measurement systems that value, rate, and compare against an “average” expected performance for a student of a given age.  Even in a standards driven curriculum, the foundations of what a student “should” know or be able to do at a given age are based on implied averaging against a group norm.  Although these methods, particularly when it comes to large-scale assessment, serve the collective purpose well, it pays little attention to the individual.  The individual is sometimes sacrificed because, well, it works for many others.  This is in deep contrast to the concept behind personalized learning, which asks educators to allow for individuality in path and pace.  So, an obvious challenge exists: how do we embed something that can be at odds with pieces of the system in which it lives?

Although I do not have a prescription to serve as the unifying solution, I would encourage us to learn from prior experiences and not simply put it on the teacher through the “leader develops awareness of a solution > leader connects to a vendor peddling solutions to district, or leader directs staff to implement said innovation > district expects sites and teachers to make the dream a reality.  Much like the earlier stages of differentiation models which, in theory, solved many issues of individual learners yet was often found too cumbersome and difficult to implement at a rate of high scale, personalized learning is logical, intuitive outside of education, and yes, aligns even with the neuroscience of learning. 

That makes it obvious, but it does not make it easy.

As leaders, I would encourage us to recognize the significant potential of personalized learning, particularly in light of emerging technologies that can support implementation and lift some of the burden from the teacher.  However, we must be cautious that we do not chase the “next thing” to a point where we do not see hindrances or challenges that may doom a worthy pursuit.  We must scrutinize our own systems, be healthy skeptics about packaged “solutions,” empower practitioners to help design implementation models, and constantly ask ourselves how we can help clear obstacles at either a local, state, or federal level.  

I am bullish on this moment in time and the opportunities related to personalized learning that await.  After all, nothing empowers learners to know themselves more than a personalized learning plan.  Socrates may never have actually said it, but I think he would agree that the only thing better than an individual knowing thyself, is when others have the same window into their own minds.  Let’s seize this opportunity with clear eyes, informed by our own experiences as a field, and shoulder-to-shoulder with each other, as we interrogate a system that possesses inherent barriers to the success of personalized learning.  We stand to play a pivotal role in making personalized learning for all a reality. 

5 Reasons to Personalize Learning

 5 Reasons to Personalize Learning

Personalizing learning means different things to different people. The idea I want to share behind personalized learning is to empower learners including you as a learner to own and drive learning. That’s not easy especially when teachers have so much on their plates. It could be easier to continue with the status quo. But the teachers I know want the best for all of their learners. This post is to provide a few reasons to consider when you personalize learning.

1. No one is average.

In Dr. Todd Rose’s book, The End of Average: How We Succeed in a World the Values Sameness, he explains why we came to embrace the scientifically flawed idea that averages can be used to understand individuals. Rose offers a powerful alternative with three principles of individuality: the jaggedness principle (talent is never one-dimensional), the context principle (traits are a myth), and the pathways principle (we all walk the road less traveled). He explains that we are all unique and can take full advantage of individuality to gain an edge in life.

So why is this one of my reasons to personalize learning? I believe each of us is unique and all of us are learners. When I read Dr. Rose’s book, he explained about variability and why education has to change to meet the needs of each individual learner.

“Why is there no average learner?”

2. The Myth of Learning Styles.

We are all unique as Dr. Rose mentioned in his book, End of Average. Because of who we are and how we all learn in different ways, learners have preferences about how they learn. According to the authors [Riener and Willingham, 2014], whether we call it talent, ability, or intelligence, people vary in their capacity to learn different areas of content, differ in their background knowledge, and, intertwined with ability, they differ in their interests. When we identify a learner as one learning style over another, it does not follow the research about how the brain works. We use all of the modalities because that is how our brain works.

So why is this one of my reasons to personalize learning? I’ve seen so many learners labeled visual or kinesthetic so teachers differentiated instruction based on one or two labels. All of us have multiple dimensions that make us who we are. Most of us are visual learners unless we cannot see. Even blind people visualize in their heads what they are seeing. I will be writing more about this, but I hope schools rethink why they should not use learning styles to label a child.

“Why are learning styles debunked?”

3. How our Brain Learns.

Learning is a neurobiological process indicated by the growth and strengthening of connections between neurons. The brain is constantly changing which is called neuroplasticity. This means the brain can be improved and continues to adapt and learn through life even into our old age. The human potential for learning is limitless at any age. When you learn something new, your brain makes new connections. Your brain is even active when you reflect on your learning. You learn when your brain is active especially when learners ask questions, investigate, create, or reflect on their learning. Passive exposure or listening to a lecture does not necessarily lead to learning.

So why is this one of my reasons to personalize learning? Our brain is constantly changing as we learn. When a school or parent believes that a child is born with certain traits or talents, this can cause the child to believe that’s all they are. This happened to me. I was told I wasn’t very smart. I believed that during most of my school. My parents always believed in me and fought for me. And, on my own, I read and was hungry to learn. So I did. I was lucky to have parents who believed in me and a teacher who believed in my writing. I finally realized that I could learn anything if I put my mind to it. So now I write, share, and learn something new every day. I know that every child can learn because their brain is growing and learning every day. All children can learn if we give them opportunities and the support they need.

“How does the brain work?”

4. Universal Design for Learning® as the Framework

David Rose and Ann Meyers from The Center for Applied Special Technology (CAST) founded Universal Design for Learning® (UDL)  based on decades of brain research and the neuroscience of individual differences, human variability, and how we learn. UDL is about reducing or eliminating the barriers to learning and optimizing levels of support to meet the needs and interests of all learners in the classroom. They realized that the curriculum, not the learner, was the problem. UDL provides a blueprint for creating instructional methods, materials, and assessments that can be customized and adjusted for individual needs.

So why is this one of my reasons to personalize learning? We need to put more energy into finding out how children learn best. Universal Design for Learning does that. The three principles, Multiple Means of Engagement, Multiple Means of Representation, and Multiple Means of  Action and Expression, pave the way. All three of the principles work together, but when you start with the “Why” of what engages you to want to learn, nothing can stop you. It is about encouraging curiosity and wonder. That passion to learn is what is so exciting about personalized learning.

“How can we reduce barriers to learning?”

5. Accountability vs. Responsibility

The word “responsibility” tends to be interchangeable with the word “accountability.” In many cases, teachers feel they are the ones responsible for students to learn. The reason is that the system seems to hold them and the school accountable for what students learn. “Accountability” refers to making, keeping, and managing agreements and expectations where “responsibility” is the feeling of ownership. So this means that each learner needs to be held accountable for what they learn by taking responsibility for their own learning.

So why is this one of my reasons to personalize learning? If the teacher is the hardest person working in the classroom, then who are the people really learning? Learning is not about passively receiving information. When the teacher is the one held accountable for what kids learn, then learning becomes work, not fun for both the teacher and learners. When our kids have a voice and choice in what and how they learn, they want to learn. They are motivated to learn. When they realize learning is for them not for a grade or for the teacher, they own it and develop agency.

“Who owns the learning?”

Students Learning About Themselves as Learners Assists Personalizing Learning

 

Do Your Students Know Themselves as Learners? Three Tips To Help Your Students Discover Their Learning Styles.

The beginning of the school year is upon us and I see you, hardworking educators. I see you planning lessons and preparing your classroom for new learners. You are collecting supplies, organizing textbooks, and thinking through the best way to get to know your students.

This year, consider this new, two-part challenge: Get to know your students as learners and then help students know themselves.

By helping students discover their learning preferences, strengths and growth areas, you give them a skillset that lasts far beyond this school year. If a student knows how to learn, they will be set up for success throughout life.

If you have 25-30 kids in your class, I know this may seem daunting. I’ve been there. But this isn’t about 25-30 unique lesson plans per day. It’s about giving students some voice, choice and engagement opportunities to access your content and lessons in the best way for them.

Here are some ideas to help your students discover their learning styles:

1. Offer flexibility with parameters

Set guidelines within which students can make choices. How are they best going to accomplish a specific task? This can work with students across all ages. I can talk to a five year old about reading time, and ask them, ‘Do you want to read to Miss K? Do you want to read aloud with a buddy? Do you want to read on your own?’ Still hesitant? Here’s proof that personalized learning is possible no matter what age.

2. Partner with your students to create a learner-centered classroom

What could your culture look like if you asked learners to take part in setting classroom rules? What types of flexible seating would students like? Build the best learner-centered classroom by bringing your students into the conversation.

3. Create personal learner profiles

This is my favorite tool for getting to know your learners. It helps identify how students learn best based on strengths, challenges, interests, aspirations, talents and passions. The best part? It’s not for you to fill out. Allow students to think about how they like to access information (through books, videos, a teacher?), what working style engages them most (through hands-on projects, working alone, working in groups, listening or talking?), and how they best express what they’ve learned (through a presentation, creative project, or report?). This activity gives learners the opportunity to self-reflect, and it also gives you insight into their learning styles.

I recently heard the story of an early college high school student who discovered her strength as an auditory learner. She talked with the teacher and they found space for her to read test questions aloud to herself. This small change focused on and recognized the student’s learning style and strength, and she immediately started passing all her tests with flying colors.

Imagine the potential this has to change your classroom this year. How can you empower your students to be learners?

Thank you to Ken Wallace and Maine Township Schools

Today, Superintendent Ken Wallace led the virtual site visit at Maine Township Schools near Chicago, Illinois. This was a comprehensive visit, highlighted by testimonials from students who shared their experiences in moving from their basic education program to a career focus and learning all that they needed to learn to be successful outside the normal classroom environment. The power of the internship and students finding skills they never knew they had were realized. This sharing was powerful! 

Thank you Ken Wallace and the Maine Township Team! Great Day

SUPER PLANNING and Outstanding Website

WV Team - Yesterday, I had the opportunity to drop by a couple of schools, one being Wide Hollow Elementary. Dropping by the 3rd Grade Team of Sara Ketzenberg, Jaimie Groves, and Amy Tabor, I had the chance to look at Sara's classroom website for her class. This is a picture, but the link is below. Please take the time to check out this outstanding website!    

https://sites.google.com/wvsd208.org/3rdgrade-widehollow/home?authuser=2

https://sites.google.com/wvsd208.org/3rdgrade-widehollow/home?authuser=2