This document discusses personalized learning, what it is, and what it isn't. It presents a logic model and core components for a personalized learning initiative. The fundamental understanding is that learning is a personal and autonomous process. The goal is to increase learning through more frequent and consistent connections between educators and learners. This is achieved by building shared knowledge of the learner, co-designing learning paths, and developing mutually agreed upon learning goals. The results should be learners with greater efficacy, ownership, and capacity for learning who are more engaged and prepared. Core components include innovation platforms, learning and teaching relationships and roles, and flexible structures and policies. Emerging results provide evidence of impacts on traditional measures, behaviors, engagement, and commitment

1. Personalized Learning:
What it is. What it isn’t.
@instituteCESA1

2. We have a system design problem
We’re asking our education system to perform tasks it wasn’t designed to do.

3. “Learning is autonomous requiring an active, self-
constructed intentional process.”
(Sinatra, 2000)
All learning is personal

4. Personalized Learning Initiative
Logic Model
The Institute @ CESA #1
Fundamental
Understanding:
Learning is a
personal,
autonomous
process
We Can:
Increase
learning rate,
depth and
skills through
more
frequent,
more intense,
more
consistent
connections
By:
Building
shared
knowledge of
the learner
(educator/lea
rner), co-
designing
learning paths
and mutually
developing
learning goals
focused on
clear,
challenging
learning
proficiencies
As a Result:
Learner
efficacy,
ownership
and capacity
for learning
will grow
Leading to:
Learners who
are more
engaged,
committed,
focused,
independent
and prepared
for college,
career and life

5. Core Components
Innovation Platform

6. Core
Components
Learning &
Teaching
Relationships &
Roles
Structures &
Policies

7. “Look fors”
• Purposeful learning
• Learner efficacy
• Ownership for
learning
• Flexible pace
• Learner voice
infused
• Learner choice
presented
• Learners serve as
resources for learning
• Space for learning
flexibility
• Commitment focus
• Collaboration
• Technology supported
• Growing learning
independence

8. Changing Relationships
Standards/
Curriculum

9. Changing Relationships
Standards/
Curriculum

10. Five Crucial Shifts
1. From viewing instruction as curriculum, pacing and
presentation to seeing content, competencies and
learning from the perspective of the learner
2. From learning on demand to instruction on demand
3. From learning for possible use in the future to
learning driven by current purpose
4. From focusing on content accumulation to building
learner capacity
5. From ensuring access to ensuring success

11. Emerging Results
• Traditional Measures
• Map scores
• WKCE results
• Behavioral Evidence
• Office referrals
• Accelerated learning
• Individual impacts
• Learning engagement
• Commitment to learning

12. Ways to get started
• Network with others involved in the work
• Uncover assumptions among stakeholders
• Work on changing mental models
• Focus on transformational, not incremental,
change
• Start with changes to learning and teaching