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Let's talk Customized Learning

After reading an article on customized learning, I’ve come to the realization that it’s not that far of a stretch from some things we are already doing.  Ten components were outlined in the article from the Maine Center for Meaningful Engaged Learning.  I found five of which to truly be within the average teacher's’ control.   Let me share my take on their suggestions.  First they talk to “student voice and choice”.  I like their description much more than my past explanations.  They share that it’s not a student free-for-all.  Students don’t just do as they please.  They are guided and supported along the way with instructions and intentional questions to help students learn to take control of their learning and hone the skills necessary to make their own decisions.  This is a concept that I have always liked to offer students… variety and options… like a choice board of activities that will all lead them to the essential question.  Here is an example of one activity that allows student voice and choice in a “Choice Board”.  Click here to investigate further and get a copy of your own.


Link icon by Stefan Brechbühl from the Noun Project. All other images are in the Public Domain, created by Genevieve Pacada  or are screenshots that link to its website.

The most powerful aspect of this component that they shared was the idea that teachers must also feel that they have voice and choice and be open to coaching and guidance.  This is an area that I feel needs to be a focus in our professional development.  Teachers will need to feel that ownership just as our students should.  I would be interested in hearing more suggestions on how to help the teachers evolve that are more passive,  just as some of their students take a passive role in their classes.  How do we bring along the teachers that just assume wait until their are told what the next step is?  I feel this is a major inhibitor of the growth of a school system.  
Other components outlined in the MCMEL article focused on instruction for lower order and higher order thinking.  I like how they summarized lower order thinking being that of recall and memory, a teaching style that most teachers master early on and have a comfort in.  This is great early on and to get started with the instruction of a course but the natural progression should be moving on to higher order thinking activities.  There should be an ebb and flow to instruction but unfortunately that is not consistently the case.  As a matter of fact, I would be surprised if 50% of the teachers in my schools consistently use this approach.  It’s not comfortable.  It’s not quick.  It’s not easy.  It takes practice.  It’s what’s best for students and it’s worth it but… in many cases, it’s not common practice unless teachers are led in that direction.  To help teachers make this transition they should consider using Bloom's Taxonomy inspired resources like the graphic I have shared from IgnitEd.


I have two concepts that I truly feel should be common descriptors when we discuss educational strategies and instruction.   Natural progression and ebb and flow.  Implementing formative assessment and formative feedback would help a teacher to begin and maintain that ebb and flow.  With formative practices, teachers will know what their students have gained from instruction and it can be used as a “GPS”, as they continue to plan their lessons and make changes to meet their students needs… not just what happens next in that unit of study. This blog for by secondary English teachers shares more about formative feedback and how it can be a stress-reliever for students.  Using tools that allow feedback help teachers in this process like, ShowMe or this one, Formative Feedback for Learning.  This leads me to another area to be addressed, allowing students to choose the rate of their learning as well as the mode they receive it in, also known as “multiple pathways”.  Allowing students take control of their learning will assist them in taking more ownership and responsibility for their education.  I feel when this is implemented consistently there will be more of a natural progression for students and teachers making the entire process less “painful” for all parties. To see one school district's approach to formative feedback check out San Bernadino City Unified School District's take on it.
Reflecting upon what I have shared to this point, I have realized I need a more focused effort in formative feedback with respect to the instruction I lead.  I could use the excuse that I don’t see teachers often enough to offer consistent formative feedback but it would be just that, an excuse.  I could do it.  I should do it and I will make that more a conscious effort as I move forward with professional development this summer and school year.  I could provide such feedback in an asynchronous format which would not be difficult considering I already create a shared agenda or Google Classroom when appropriate.  I would just need to take that extra step.  Well, that was easy.  Problem solved right? Why can’t everyone be as coachable as me?  *snark*

I will run this play and offer reflection on my progress here.  Consider what I have shared and what you should be changing to better meet your students needs?  Feel free to comment below.  

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