Part 2: Draining the Semantic Swamp of “Personalized Learning” : A View from Silicon Valley
In Part 1, based on what I have seen in 17 teachers’ classrooms in eight schools, I tried to explain what I observed by offering a “personalized learning” continuum. As small as the sample is–I will continue with the project in the Fall and add more classrooms and schools–I wanted to take a first pass at making sense (for myself and readers) of what I saw in schools located at the heart of technological enthusiasm, Silicon Valley. Let me be clear, I value no end of the spectrum more than the other. I have worked hard to strip away value-loaded words that suggest some kinds of “personalized learning” are better than others.
This “personalized learning spectrum,” I pointed out, is anchored in the tangled history of school reform, the family fight a century ago among those Progressives who were efficiency-driven and behaviorist in their solutions to problems of teaching and learning and fellow Progressives who sought student agency, growth of the “whole child,” and democratic schooling solving societal problems. Both wings of educational Progressives tried to uproot the traditional whole-group, direct instruction model dominating public schools then and since.
The efficiency-driven, behaviorist wing of the Progressives was victorious by the 1930s and has largely dominated school reform since. Innovations appeared each decade trumpeting the next new thing that would make teaching and learning more efficient and effective. In the 1950s, it was “programmed learning machines” (launched by behavioral psychologist, B.F. Skinner); in the 1970s, it was “mastery learning” (anchored in the work of University of Chicago Part 2: Draining the Semantic Swamp of “Personalized Learning” : A View from Silicon Valley | Larry Cuban on School Reform and Classroom Practice:
