web-education

(L-R) Nicklaus O’ Rourke,Noah Dobbiestamos and Owen Hakker play with an iPad at Monsignor Uyen Catholic School in Chatham, Ontario, October 18, 2010. (Geoff Robins For The Globe and Mail/Geoff Robins For The Globe and Mail)

According to the BC Education Plan, personalized approaches to learning in BC schools will already exist but in isolation. Schools and teachers need supporting educational processes, policies, and structures to be established province-wide.

These include: Identifying and building on promising examples of personalized learning

  • Redefining the roles of the school, teacher, student, and parent/family in the learning process
  • Recognizing the critical role of effective instruction in enabling personalized learning
  • Ensuring equitable access to technology that supports learning
  • Developing centres of innovation that will explore and evaluate new approaches before implementing them on a broader scale
  • Using evidenced-based research to improve the effectiveness of personalized learning practices
  • Funding our education system to support effective personalized learning practices
  • Refining legislation to increase flexibility and innovative practice
  • Improving connections between student learning, curriculum, instruction, classroom-based assessment, and province-wide assessment
  • Implementing flexible but rigorous curriculum, assessment and reporting tailored to each student’s interests and abilities
  • Redefining our concept of time in the education system ( e.g. school day, semester or year-long courses)
  • Implementing information and learning management systems that support and improve student learning

In order to personalize learning, provincial curriculum will need to be renewed, not merely revised. Curricula would:

  • be rigorous (high standards), deep (emphasizing concepts over isolated facts), flexible (more opportunities to explore areas of interest), and manageable (fewer prescribed learning outcomes)
  • emphasize the value of disciplines, foundation skills, and 21st century competencies
  • allow teachers and students to move beyond coursed-based delivery, towards connected or interdisciplinary units of study
  • be based on constructivist pedagogy and support co-construction and inquiry-based approaches to teaching and learning that are embedded in the principles of learning.

Personalized Learning and Technology Learning Cohort (PL-Tech) 120
Practica: Surrey and Langley

The iTEC-PL&T cohort is a one year Elementary Teacher Education Program specializing in integrating technologies and conduction inquiry about the role of pesonalized learning.

Teacher candidates in the PL-Tech cohort are interested in elements of 21st century learning such as a continuum approach to curriculum implementation and student progress, flexible learning structures, and the use of technological tools in facilitating teaching, learning, assessment and communication. There will be a focus on learning about and incorporating these innovative elements into teacher candidates’ practice as learners as well as developing teachers.  Practicum placements are in Surrey and Langley schools.

netp2010_img_3

 

In order to personalize learning, provincial curriculum will need to be renewed, not merely revised. All BC curriculum would:

  • be rigorous (high standards), deep (emphasizing concepts over isolated facts), flexible (more opportunities to explore areas of interest), and manageable (fewer prescribed learning outcomes)
  • emphasize the value of disciplines, foundation skills, and 21st century competencies
  • allow teachers and students to move beyond coursed-based delivery, towards connected or interdisciplinary units of study
  • be based on constructivist pedagogy and support co-construction and inquiry-based approaches to teaching and learning that are embedded in the principles of learning.

Start with the Learner
Each learner is unique and learns in different ways. Personalized learning is built on the idea that the learner:
• Knows how he or she learns best
• Self-directs his or her learning
• Designs his or her own learning path
• Has a voice and choice about his or her learning
• Is a co-designer of curriculum and learning environment
• Has flexible learning anytime and anywhere
• Has high-quality teachers who are partners in learning
• Uses a competency-based model to demonstrate mastery
• Is motivated and engaged in the learning process

With personalized learning, anyone can be a learner. The term student implies someone in a class being taught by a
teacher. Learners, in contrast, drive their learning from anywhere at anytime.

Words like individualization, differentiation, and personalization have become buzzwords in education, but little agreement exists on what exactly they mean beyond the broad concept that each is an alternative to the one-size-fits-all model of teaching and learning. For example, some education professionals use personalization to mean that students are given the choice of what and how they learn according to their interests, and others use it to suggest that instruction is paced differently for different students. Throughout this plan, we use the following definitions:

Individualization refers to instruction that is paced to the learning needs of different learners. Learning goals are the same for all students, but students can progress through the material at different speeds according to their learning needs. For example, students might take longer to progress through a given topic, skip topics that cover information they already know, or repeat topics they need more help on.

Differentiation refers to instruction that is tailored to the learning preferences of different learners. Learning goals are the same for all students, but the method or approach of instruction varies according to the preferences of each student or what research has found works best for students like them.

Personalization refers to instruction that is paced to learning needs, tailored to learning preferences, and tailored to the specific interests of different learners. In an environment that is fully personalized, the learning objectives and content as well as the method and pace may all vary (so personalization encompasses differentiation and individualization).

 

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