In chapter 7 of the course text, Blankstein, Noguera, & Kelly (2016) express the importance of �shifting
toward a personalized learning structure: one where students collaborate with teachers as learning
partners to have a mutual stake in performance� (p. 135). The authors contend that, �While the original
idea has become modernized, especially due to the advent of technology, the challenge of doing this in
schools remains quite daunting� (p. 136).
Whether daunting or not, with the diverse classrooms we face today, personalized learning has become a
necessity. For this post, you will explore how to make personalized learning a reality in all classrooms.
Respond to one of the following questions:
- How do you ensure the learning needs of every student are being met in your classroom?
- If you are not currently teaching, how would you accommodate this need?
Personalized Learning
PERSONALIZED LEARNING 2
The learning needs of every student can be met by personalizing the four pedagogies of
classroom learning: clarity, context, culture, and capital (Blankstein, Noguera, Kelly, & Tutu,
2015). This should be done within the framework of the teacher being part of the learning
process which uses student feedback as a fundamental to the improvement of efficacy in the
classroom. The four pedagogies will be implemented with regularity, should be student friendly
and action-oriented. This will require investing time to know the individual needs of each student
to understand their abilities within the classroom environment.
Clarity of the learning process is improved by achieving consensus with the students on
the learning priorities of each subject area. The agreement will merge the long-term goals of
learning in a classroom within the short-term goals of individual students according to their
abilities. Context is created within the class by allowing student participation in shaping the tasks
given and evaluating their progress. The tasks should be meaningful and authentic to the student.
This will help in connecting jobs to the students, and thus it becomes important from their
perspective.
A culture of excellence should be inculcated in the students by shifting the minimum
obligation required of them to a new paradigm of producing their best. According to Crumly
(2014), this calls for moving to a culture of encouraging students to be more problem solving and
exploration in class activities. This new culture requires fairness by the teacher by balancing the
abilities of students and not using one set of metrics for all students. The teacher creates capital
by building professional capacity so as to be technically competent through training that is
continuous.
PERSONALIZED LEARNING 3
References
Blankstein, A. M., Noguera, P., Kelly, L., & Tutu, D. (2015). Excellence through Equity: Five
principles of courageous leadership to guide achievement for every student. Thousand
Oaks, CA: Corwin, Sage.
Crumly, C. (2014). Student-Centered Pedagogies and Tactics. In Crumly C., Dietz P., &
D’Angelo S. (Authors), Pedagogies for Student-Centered Learning: Online and On-
Ground (pp. 21-42). Augsburg Fortress.
