Second Draft: A Continuum of Personalized Learning
A year and a half ago, I published a post that tried to make sense of the spread of “personalized learning” as the “next big thing” in U.S. schooling. To make sense of the heralded innovation in teaching and learning, I created a continuum of programs self-styled as “personalized learning” based upon my research in Silicon valley districts, schools, and classrooms. I received many comments on the post and continued reading reports from schools and districts after which I revised the continuum. Here is my second draft.
Background
In 2016, when I visited Silicon Valley classrooms, schools and districts, many school administrators and teachers told me that they were personalizing learning. From the Summit network of charter schools to individual teachers at Los Altos and Mountain View High School where Bring Your Own Devices reigned to two Milpitas elementary schools that had upper-grade Learning Labs and rotated students through different stations in all grades, I heard the phrase often (see here).
But I was puzzled by what I saw and heard. When asked what a teacher, principal or district administrator meant by “personalized learning“ I heard different definitions of the policy. I heard that PL was an actual program, an instructional application,an academic strategy. Not a surprise since the history of school reform is dotted with the debris of earlier instructional reforms that varied greatly in definition and practice (e.g., New Math, Socratic seminars, mastery learning, individualized instruction). While scores of crisp definitions dot educational journals, social media, and professional organizations, no one definition of “personalized learning” monopolizes the reform terrain.Continue readingSecond Draft: A Continuum of Personalized Learning | Larry Cuban on School Reform and Classroom Practice