Personalized
Learning Academy
Training for Trainers III
Center on Innovations in Learning
Florida & Islands Comprehensive Center
Virgin Islands Department of Education
2017
Quick Review
of
Personalized
Learning
Your daily work
What opportunities do you have to work with
classroom teachers?
As you teach it to others…
…what are you learning about personalized
learning?
How does personalized
learning fit with your own
philosophy of teaching and
learning?
Personalization refers to
▪ a teacher’s relationships
with students and their
families and
▪ the use of multiple
instructional modes to
scaffold each student’s
learning and enhance the
student’s personal
competencies
Personalized learning
▪ varies the time, place, and
pace of learning for each
student,
▪ enlists the student in the
creation of learning pathways,
and
▪ utilizes technology to manage
and document the learning
process and access rich
sources of information.
Remember Jeffrey?
Who is your Jeffrey?
In your “mind’s eye”…who sits in the empty chair?
What is personalized learning?
“Personalization refers to a teacher’s relationships with
students and their families and the use of multiple
instructional modes to scaffold each student’s learning and
enhance the student’s personal competencies [cognitive,
metacognitive, motivational, social/emotional]. Personalized
learning varies the time, place, and pace of learning for each
student, enlists the student in the creation of learning
pathways, and utilizes technology to manage and document
the learning process and access rich sources of information.”
Twyman & Redding, 2015
Deconstructing the
definition
Personal Competencies
(Relationships and SelfDirection)
 Relationships
(Relational Suasion)
 Personal
Competencies
 Student
Engagement
Competency-Based
Education (Variety and
Flexibility)
 Modes of
Instruction
 Time, Place, and
Pace
Learning Technologies
(Tools, Systems,
Methods)
 Targeted Learning
 Learning
Applications
Three
Big Buckets
Learning
Technologies
Competencybased Ed.
Personal
Competencies
Learning
Technologies
Personalized learning is made practical by technology that:
 organizes curricular content
 facilitates differentiation
 opens vast and diverse avenues of learning
 provides ongoing checks of mastery
 ultimately confirms mastery
Use of Technological Tools
 Blended learning
and flipped learning
 Online learning
 Online testing for
mastery
 MOOCs (massive,
open, online
courses), and other
Internet-enabled
methods.
 Predictive analytics are
applied to
continuously adjust
learning tasks to
demonstrated
mastery, build in
review spirals, and
ensure each student’s
sufficient background
of skill and knowledge
before moving
forward.
CBE in Personalized Learning
The essential components of a competency-based
approach to personalized learning are (a) an identified
cluster of related capabilities (the competencies); (b)
variation in the time, place, and pace of learning; and (c)
criteria, including demonstrated application, to determine
and acknowledge mastery.
CBE Aspects of
Personalized Learning
▪ Flexible credit schemes
(a) dual enrollment and early college
high schools, (b) credit recovery, and (c)
multiple paths to graduation.
▪ Service learning
▪ Internships and job shadowing
▪ Differentiated staffing: taking advantage
of teachers’ different skills and interests
▪ Acceleration and enrichment
▪ Recognition of mastery with badges,
certificates, and credits
▪ Student learning plans (SLPs)
▪ Study groups and research teams enable
students to work together to design
projects aimed toward a hypothesis or
outcome. The students may be members
of a class or the group may be assembled
across the miles via the Internet.
Personal Competencies—The roots
of learning
Mastery
Knowledge and Skill
Personal Competencies
Cognitive
Metacognitive
Motivational
Social/Emotional
Relational Suasion
Relational Suasion - the teacher’s
(or other respected adult’s) ability to
influence a student’s learning and
personal competencies by virtue of
their personal knowledge of, and
interaction with the student and the
student’s family.
Redding, S. (2014). Personal competencies in personalized
learning. Philadelphia, PA: Temple University, Center on
Innovations in Learning.
Personalization
Personalization ensues
from the relationships
among teachers and
learners and the teacher’s
orchestration of multiple
means for enhancing every
aspect of each student’s
learning and development.
Why Personalized
Learning?
Personalized learning is made practical
by technology that:
▪ organizes
▪ curricular content,
▪ facilitates differentiation,
▪ opens vast and diverse avenues of
learning,
▪ provides ongoing checks of mastery,
▪ and ultimately confirms mastery.
Center on Innovations in Learning
Why Personalized
Learning?
Personalized learning encourages and
confirms learning that takes place
anytime, anywhere, and is thus a
companion to competency based
education.
Center on Innovations in Learning
Why Personalized
Learning?
Personalized learning steps beyond the
mechanical individualization of learning
by incorporating the teacher’s deep
understanding of each student’s:
▪ interests,
▪ aspirations,
▪ background, and
▪ behavioral idiosyncrasies.
Center on Innovations in Learning
2
Personal
Competencies
One Big Bucket in Personalized Learning
Other Things
“Currently the U.S. education system draws from a rigorous and welldeveloped set of academic standards for learning which focus on what
children should know and be able to do. However, success in the
classroom and beyond relies on much more than mastery of these
academic standards. If academic standards are what students need to
learn, there are also skills and mindsets that prepare and support how
students learn. Successful engagement in the classroom and in life relies
on a set of cognitive and social-emotional skills and mindsets,
areon
We will which
focus
not represented in academic standards.”
Source: Turnround for Children: http://www.turnaroundusa.org/what-we-do/tools/
those “other”
things that help
students succeed.
Engaging a Learning Challenge
An expanded role for education includes intentional enhancement of
Personal Competencies as well as mastery of the curriculum and specific
knowledge and skills.
A student is presented a learning challenge, either self screened or
assigned, and the student determines to set the challenge as a goal and
to persist until the goal is achieved.
What the Research
Tells Us
Most Influential School/Environment Effects and Student Attributes
1. Classroom Management
2. Metacognitive Processes
3. Cognitive Processes
4. Home Environment/Support
5. Student-Teacher Social Interactions
6. Social/Behavioral Attributes
7. Motivational-Affective Attributes
Four of the top 15
are framed as
Personal
Competencies
8. Peer Group
9. Quality of Instruction—student engagement
10. School Culture
11. Classroom Climate
12. Classroom Instruction—clear and organized
13. Curriculum Design
14. Academic Interactions
15. Classroom Assessment
Most Influential School/Environment
Effects and Student Attributes
(Wang, Haertel, & Walberg)
The Propellants of Learning
Personal Competencies Propel Learning
▪ What I Know (Cognitive Competency)
▪ How I Learn (Metacognitive
Competency)
▪ Why I Learn (Motivational Competency)
▪ How I Relate (Social/Emotional
Competency)
Personal Competencies in
a Nutshell
What I Know
Competency
Definition
Cognitive
Prior knowledge
that facilitates new
learning
How I Learn
Metacognitive
Self-regulation of
learning and use of
learning strategies
Why I Learn
How I relate
Motivational
Social/
Emotional
Engagement and
persistence in
pursuit of goals
(learning and life)
Self-worth, regard
for others,
emotional
understanding and
management;
setting goals and
making responsible
decisions
How Do They Interact?
The Four Personal
Competencies interact.
They affect each other.
The Learning Habits
The intersection of these
competencies is where
learning habits develop
The Learning Habits
The interplay of the
Personal Competencies
takes on a pattern of
behavior that the student
may employ in pursuing
future learning goals
Where Student’s PCs Grow
Family and
Community
School
Classroom
The Framework
Redding, S. (2014). The Something Other: Personal competencies for learning and life. Philadelphia, PA: Temple University, Center on
Innovations in Learning.
How we help students
develop personal
competencies
Model
competencies
Explicitly
teach the
competencies
Build
relationships
with students
and families
What I Know (Cognitive
Competency)
Definition:
▪ Prior knowledge which facilitates new learning;
▪ broad knowledge acquired in any context,
accessible in memory to facilitate new learning;
▪ sufficient depth of understanding to expedite
acquisition of new learning; fed by curiosity and
disciplined study
Basic Components of
Cognitive
Competency in School
Learning
What I Know (Cognitive
Competency)
In Other Words:
Cognitive Competency is the reservoir of prior
learning that enables the learner to access webs
of association and understanding to efficiently
acquire new learning.
How I Learn (Metacognitive)
Definition:
▪ Self-regulation of learning and use of learning
strategies; thinking about one’s thinking;
▪ tools for problem solving;
▪ consists of both self-appraisal (knowing what I
know) and self-management.
How I Learn
(Metacognitive)
In Other Words:
Students develop metacognitive competency
by understanding that they have control over
their learning and responsibility for it and by
knowing procedures that lead to mastery,
strategies to employ, and methods for testing
their own progress.
Basic Components
of Metacognitive
Competency in
School Learning
Saundra Yancy McGuire
Saundra Yancy McGuire
Saundra Yancy McGuire
Saundra Yancy McGuire
Why I Learn (Motivational)
Definition:
▪ Engagement and persistence in pursuit of goals;
▪ self-efficacy (belief in ability to complete tasks and
achieve goals);
▪ willingness to engage in an activity based on value
and expectation of success
Why I Learn
(Motivational)
In Other Words:
Apart from the student’s cognitive and
metacognitive competency in grappling with and
mastering the task, the student must simply want
to engage and persist. Motivation is the wanting
to.
Basic
Components
of
Motivational
Competency
in School
Learning
How I Relate
(Social/Emotional)
Definition:
▪ Sense of self-worth,
▪ regard for others,
▪ emotional understanding and management, and
▪ ability to set positive goals and make responsible
decisions.
Redding, S. (2016). Competencies and personalized learning. In M. Murphy, S. Redding, and J. Twyman (Eds.), Handbook on personalized learning for
states, districts, and schools (pp. 3–18). Philadelphia, PA: Temple University, Center on Innovations in Learning.
How I Relate
(Social/Emotional)
In Other Words:
Learning, especially school learning, is both a personal and
social activity. As with other competencies,
Social/Emotional Competency is malleable, subject to
enhancement through instruction as well as through the
example set by teachers and peers and through the
school’s and classroom’s norms for relationships among
teachers and students.