Personalization vs Differentiation vs Individualization Report (v3)

Mid-‐Pacific
Institute
Learners
with
1:1
iPad
program

Personalization
vs.
Differentiation
vs.
Individualization
Report

(PDI)
v3

By
Barbara
Bray
and
Kathleen
McClaskey

Co-‐Founders
of
Personalize
Learning,
LLC

www.personalizelearning.com

Barbara
Bray
&
Kathleen
McClaskey
•

4
Arrow
Lane
•
Amherst,
NH
03031
•

617.444.9268

Email:
personalizelearn@gmail.com

•

2
The PDI Chart Explained
The positive feedback along with requests for the chart led to a report about the details of
the chart. The report included the following questions with answers that help clarify the
elements of the PDI chart and provide teachers, administrators, schools and organizations
with background information and resources to support discussions around the PDI chart.
♦ What does teaching and learning look like as they relate to these terms?
♦ How do we determine the learner’s needs?
♦ How does the learner participate in their learning?
♦ How are goals and objectives determined for the learner?
♦ How do learners support their learning and each other?
♦ How do you know if learning is meaningful?
♦ How do you assess learning?
What does teaching and learning look like as it relates to these terms?
Personalization Differentiation Individualization
The Learner… The Teacher… The Teacher…
drives their own learning. provides instruction to groups of
learners.
provides instruction to an
individual learner.
In a personalized learning environment, learning starts with the learner. The learner
understands how they learn best so they can become an active participant in designing
their learning goals along with the teacher. The learner takes responsibility for their
learning. When they own and drive their learning, they are motivated and challenged as
they learn so they work harder than their teacher.
When teachers differentiate instruction, learners are identified based upon their
challenges in a specific content area and skill levels. The teacher uses existing
differentiated curriculum or adapts instruction to meet the needs of different groups of
learners and select at-risk individual learners.

Barbara
Bray
&
Kathleen
McClaskey
•

4
Arrow
Lane
•
Amherst,
NH
03031
•

617.444.9268

Email:

•

3
When a teacher individualizes instruction, the teacher identifies the learner’s needs
through evaluations based on their challenges or disabilities. The teacher reviews the
findings and recommendations from the evaluations with other professionals to adapt
materials and instruction for the individual learner who has cognitive or physical
challenges.
The Missing Piece
In traditional classrooms, the focus is on instruction, standards, and tests. The missing
piece in most of the conversations about teaching and curriculum is the learner. Consider
the classroom is a puzzle and the learner is one piece of the puzzle. That piece too often
gets left out of the discussions and decisions around teaching. The focus on teaching,
data, and test scores tends to leave out the most important piece: the Learner.
How do we determine the learner’s needs?
connects learning with
interests, talents, passions,
and aspirations.
adjusts learning needs for
groups of learners.
accommodates learning needs
for the individual learner.

Barbara
Bray
&
Kathleen
McClaskey
•

4
Arrow
Lane
•
Amherst,
NH
03031
•

617.444.9268

Email:

•

4
In a personalized learning environment, teachers can determine each learner’s needs
and how they learn best. Universal Design for Learning (UDL) from CAST (Center for
Applied Special Technology) is about understanding the variability of how each learner
learns, their strengths, challenges, aptitudes, talents and aspirations. Most important for
teachers is to understand how learners can best access and engage with the content and
how they can best express what they know and understand. This approach provides the
foundation for all learners to take responsibility for their own learning.
With this information, the teacher and the learner become partners in learning. The
learner has a voice in how they prefer or need to acquire information, a choice in how
they express what they know and what ways they prefer to engage with the content.
When learners have ownership and take responsibility for their learning, they are more
motivated to learn and more engaged in the learning process.
Differentiation is responsive teaching where teachers proactively plan varied approaches
to what different groups of learners need to learn, how they will learn it, and how they
will show what they have learned. In a differentiated classroom, the teacher is developing
materials and resources to meet the needs of the different groups of learners. When a
teacher designs materials for the needs of different learners and even flips the classroom
with multiple resources for learners to choose from based on their needs, the teacher is
working harder than they ever have before.
Individualized instruction usually involves learners with special needs where they have
an Individual Education Plan (IEP). These learners have been evaluated to determine
their strengths and weaknesses in areas such as: reading, math, writing and other
cognitive challenges. From these evaluations, a set of measurable goals is determined
along with accommodations for the individual learner in an IEP. An agreement by the
IEP Team is needed to implement them. Implementation can include out of classroom
one-to-one instruction and tutoring plus classroom accommodations by the teacher with
frequent support by an instructional aide.
How does a learner participate in their learning?

Barbara
Bray
&
Kathleen
McClaskey
•

4
Arrow
Lane
•
Amherst,
NH
03031
•

617.444.9268

Email:

•

5
actively participates in the
design of their learning.
designs instruction based on
the learning needs of different
groups of learners.
customizes instruction based on
the learning needs of the individual
learner.
owns and is responsible for
their learning that includes
their voice and choice on
how and what they learn.
is responsible for a variety of
instruction for different
groups of learners.
is responsible for modifying
instruction based on the needs of
the individual learner.
In a personalized learning environment, learners actively participate in their learning.
They have a voice in what they are learning based on how they learn best. Learners have
a choice in how they demonstrate what they know and provide evidence of their learning.
In a learner-centered environment, learners own and co-design their learning. The teacher
is their guide on their personal journey. When learners have choices to interact with the
content, discuss what they watched, read, and learned, they are actively participating as
learners. Encouraging learner voice and choice is the key difference to the other terms:
differentiation and individualization. When learners have a voice in how they learn and a
choice in how they engage with content and express what they know, they are more
motivated to want to learn and own their learning.
In a differentiated classroom, learners may be passive participants in their learning.
Teachers may use direct instruction and other methods that they differentiated based upon
the learning needs of individuals and different groups of learners in their classroom.
Some teachers may set up learning stations or use multiple ways of showing the same
content for different types of learners. If the teacher is designing the lesson and
differentiating activities to meet the different groups of learners, the teacher is directing
how learners learn and learners tend to still passively receive content and directions on
what and how to learn.
When you individualize instruction, learning is passive even though the instruction is
based on each learner’s needs. Teachers or para-professionals deliver instruction to

Barbara
Bray
&
Kathleen
McClaskey
•

4
Arrow
Lane
•
Amherst,
NH
03031
•

617.444.9268

Email:

•

6
individual learners. The learner has no voice in the design of their instruction or choice in
what they learn in this environment.
How are goals and objectives determined for the learner?
identifies goals for their learning
plan and benchmarks as they
progress along their learning
path with guidance from teacher.
identifies the same
objectives for different
groups of learners as they do
for the whole class.
identifies the same objectives
for all learners with specific
objectives for individuals who
receive one-on-one support.
To personalize learning, the teacher and learner co-design objectives based on the
learner’s learning goals. Goals are identified from the learner’s interests, aspirations,
talents, and how they prefer and need to learn. Then the teacher works with the learner to
identify different objectives that scaffold the skills they need to meet their learning goals.
The learner follows these objectives, monitors their progress in meeting the objectives,
and reflects on their progress. The teacher is their guide facilitating the learner’s learning
process.
When differentiating instruction, a teacher identifies the same objectives for different
groups of learners. Teachers use and analyze data to identify and group the different
learners in their classroom. From this data, they can use, adapt, or create different lessons
and find resources about a concept around the same objectives they give to the whole
class based on the different group of learners.
When you individualize instruction, learners may have the same objectives as all the
other learners in the class. However, there can be specific objectives for learners who
may need one-on-one support. Teachers or para-professionals then support and provide
accommodations for individual learners to meet these specific objectives.

Barbara
Bray
&
Kathleen
McClaskey
•

4
Arrow
Lane
•
Amherst,
NH
03031
•

617.444.9268

Email:

•

7
How do learners support their learning and each other?
develops the skills to select and
use the appropriate technology
and resources to support and
enhance their learning.
selects technology and
resources to support the
learning needs of different
groups of learners.
selects technology and
resources to support the
learning needs of the
individual learner.
builds a network of peers,
experts, and teachers to guide
and support their learning.
supports groups of learners who
are reliant on them for their
learning.
understands the individual
learner is dependent on them
to support their learning.
In a personalized learning environment, learners have acquired the skills to access
appropriate and relevant tools and resources to support their learning. They have critical
thinking skills so they can self select the tools they need to support any learning task,
whether at school or at home. Digital literacy is an essential skill in a personalized
learning environment. As 21st century learners, they collaborate, share, and learn with
their teachers, peers, experts, and other learners around the world. Being a connected
learner is also an essential skill in a personalized learning environment. Each learner
builds their personal learning network and connections based on the topic, resources, and
skill level. In a personalized learning environment, everyone can be an independent and
self-directed learner.
To differentiate instruction, the teacher selects the tools and resources for the groups of
learners based on the needs of each group and upon the activities or products that are
included in the lesson or project. The teacher also considers how appropriate a tool or
resource is for the different groups of learners. The learner may be able to choose content
or a resource based upon their reading or skill level.
To individualize instruction, tools and resources are selected by the teacher and are
sometimes recommended by an evaluator, special education professional or consultant.
The tools could include specialized software and hardware that supports the specific IEP
(Individual Education Plan) goals agreed to by the IEP Team. In the best cases, teachers
or para-professionals learn how to use theses specialized tools so that they can instruct

Barbara
Bray
&
Kathleen
McClaskey
•

4
Arrow
Lane
•
Amherst,
NH
03031
•

617.444.9268

Email:

•

8
learners in the use of these tools to support their learning. If these tools are used
consistently, the learner then adopts them as part of their toolkit. If the teacher works
with individual learners in a Title I program, a Response to Intervention (RtI) program or
a one-to-one tutoring situation, the teacher chooses the tools based on the program they
are using for the task at hand.
How do you know if learning is meaningful?
demonstrates mastery of
content in a competency-
based system.
monitors learning based on
Carnegie unit (seat time) and
grade level.
monitors learning based on
Carnegie unit (seat time) and
grade level.
In a personalized learning environment, learners demonstrate mastery based on a
competency-based model not on seat time. In this learning environment, teachers are
expected to help all learners succeed in mastering skills. Competency-based pathways are
a re-engineering of our education system around learning. It is a re-engineering designed
for success where failure is no longer an option.
In individualized and differentiated environments, learners are awarded credit for
classes based on the Carnegie unit (time-based on seat time) that plays a powerful role in
managing transactions within the education system. First, it provides a unit of exchange
to allow different schools and institutions to relate to each other, especially the transition
from high school to college. Second, the Carnegie unit is based upon the amount of time
that a teacher is in front of a classroom and the time learners are in school. It doesn’t take
into account how effective the teacher is, how much time and effort the teacher
contributes outside the classroom, or how much time and effort learners contribute.

Barbara
Bray
&
Kathleen
McClaskey
•

4
Arrow
Lane
•
Amherst,
NH
03031
•

617.444.9268

Email:

•

9
How do you assess learning?
becomes a self-directed,
expert learner who monitors
progress and reflects on
learning based on mastery
of content and skills.
uses data and assessments to
modify teaching and
provides feedback for groups
of learners and individual
learners to advance learning
uses data and assessments to
measure progress of what the
individual learner learned and did
not learn to decide next steps in
their learning.
Assessment AS and FOR
Learning with minimal OF
Learning
Assessment OF and FOR
Learning
Assessment OF Learning
Personalization involves assessment AS learning, FOR learning, and a minimal OF
learning. This is where teachers develop capacity so learners become independent
learners who set goals, monitor progress, and reflect on learning and assessments based
on mastery.
Differentiation involves assessment FOR learning and OF learning. This is assessment
that involves time-based testing where teachers provide feedback to advance learning.
Individualization involves assessment OF learning. This is where summative assessment
is grade-based and involves time-based testing which confirms what learners know. The
teacher can involve FOR learning to indicate the next steps in instruction based on what
individuals know and can do.
Defining Assessment OF, FOR, and AS Learning
Assessment OF Learning is summative in nature and is used to confirm what
learners know and can do so teachers concentrate on ensuring that they have used
assessment to provide accurate and sound statements of learners’ proficiency.
Assessment FOR Learning provides information about what learners already

Barbara
Bray
&
Kathleen
McClaskey
•

4
Arrow
Lane
•
Amherst,
NH
03031
•

617.444.9268

Email:

•

10
know and can do, so that teachers can design the most appropriate next steps in
instruction so the teacher and peers can offer feedback to the learner throughout
the learning process.
Assessment AS Learning is where the learner reflects on their own learning,
monitors their progress, and makes adjustments of their learning so that they
achieve deeper understanding.
Building a Common Language
It is crucial to build a common language around Personalized Learning so everyone in a
school or district has a shared meaning and understanding of Personalized Learning with
conversations around a similar vision, goals, and activities. When they have a common
language around Personalized Learning, they can build a community of practice that
grows with experiences, stories, what worked and what didn’t work. This is about
transforming an entire system that just does not happen overnight. A common language
helps in creating the conversations that build and sustain a personalized learning system.
The PDI chart and report were created to help you define personalized learning and for
you to use to build a common language.

Personalization vs Differentiation vs Individualization Report (v3)

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