The Stages of Personalized Learning Environments (PLE), version 5 was updated while finishing our book, How to Personalize Learning that was published in the Fall 2016. Based on the feedback from educators that have been using the Stages of PLE, we included in how a learner uses voice and choice when they create their Learner Profile (LP) and Personal Learning Plan (PLP).
This document discusses different approaches to learning - personalized learning, differentiation, and individualization. It defines each approach and compares how they determine learner needs, how learners participate, how objectives are set, how technology is used to support learning, and how assessment and progression are handled.
Personalized learning starts with the learner, allows them to have a voice in designing their learning, and can have different objectives set for each learner. Differentiation starts with identifying groups of learners and their needs, while individualization starts with the needs of a single learner. Personalized learning is the most learner-driven approach.
This document discusses different models of teaching and learning in classical, contemporary, and modern contexts. It compares the traditional teacher-centered model to more modern student-centered approaches. The traditional model views students as passive receivers of knowledge, while contemporary models emphasize students as active learners, critical thinkers, and collaborative team members. Contemporary approaches include behavioral models that use various teaching methods tailored to student abilities, social models that incorporate cooperative learning and role-playing, and non-directive models that focus on self-awareness and identity formation.
The document outlines 13 principles for education in the New Mexican School that focus on student-centered learning. The principles emphasize: placing students at the center of the educational process and developing their cognitive potential; considering students' prior knowledge; offering accompaniment to learning through teacher support and collaboration; understanding students' interests; stimulating intrinsic motivation; recognizing the social nature of knowledge; contextualizing learning in real-world situations; viewing evaluation as part of the learning planning process; modeling learning behaviors; valuing informal learning; promoting interdisciplinarity; fostering a culture of learning; and appreciating diversity as a source of richness in the classroom. The overall approach aims to fully develop students through personalized, collaborative, meaningful, and skills-based education
Personalization vs Differentiation vs Individualization (PDI) Chart version 3 by Barbara Bray and Kathleen McClaskey 12/2013
Go to the Toolkit page on Personalize Learning for more information http://www.personalizelearning.com/p/toolkit.html
There is a difference between personalization, differentiation and individualization. Barbara Bray and Kathleen McClaskey developed this chart on the differences on approaches to teaching and learning. We have updated many of the sections since you may have downloaded our chart before. We welcome all feedback and thank so many of you. We needed to update the version one more time to version 3 to reflect all the feedback and input from so many around the world.
The biggest concern for those that were referring to this PDI chart was assessment. In our 5 W's eCourse and both of our books, we discussed the terms assessment AS, FOR, and OF with the participants. After much reflection, we realized that with each of the terms in this chart indicated different approaches to assessment. Several other sections were revised based on deep discussions with teachers. Thank you to all who have helped us make this chart a tool you can use as you transform teaching and learning!
Teaching and Learning Approaches chart (Bray, 2018)Barbara Bray
For details: https://bit.ly/TLapproaches - Barbara Bray worked with focus groups from all over the world on this chart. Teachers had questions about missing Whole Class on the PDI (Personalization vs. Differentiation vs. Individualization) chart. They wanted to know why Personalization was first, what was the difference between personal and personalization, and much more.
Bray is sharing this chart so teachers are able to identify the different teaching and learning approaches that may be used in an activity, lesson, or project. Some teachers use this with a lesson and circle what areas they are addressing or not addressing for their own professional learning.
Please let Barbara know how this is working for you and your learners and leave a comment here or share on social media.
You can reach Barbara at barbara.bray@gmail.com and on her website: https://barbarabray.net and use her Twitter handle @bbray27
Check out the post that provides more details about the chart: https://barbarabray.net/2018/05/22/teaching-and-learning-approaches-chart-v1/
All comments are welcome!!
Peer tutoring , project based learning and personalization Mihaela Ursachi
This document provides information about personalization, differentiation, and individualization in education. It defines each term and describes how they differ. Personalization refers to instruction tailored to students' specific interests, needs, and preferences. Differentiation refers to instruction tailored to students' learning preferences and styles. Individualization refers to instruction paced to individual students' needs. The document discusses how objectives, technology use, assessment, and participation differ under each approach. Personalization is presented as the most student-centered method that allows for different objectives and active student participation in learning.
The Stages of Personalized Learning Environments (PLE), version 5 was updated while finishing our book, How to Personalize Learning that was published in the Fall 2016. Based on the feedback from educators that have been using the Stages of PLE, we included in how a learner uses voice and choice when they create their Learner Profile (LP) and Personal Learning Plan (PLP).
This document discusses different approaches to learning - personalized learning, differentiation, and individualization. It defines each approach and compares how they determine learner needs, how learners participate, how objectives are set, how technology is used to support learning, and how assessment and progression are handled.
Personalized learning starts with the learner, allows them to have a voice in designing their learning, and can have different objectives set for each learner. Differentiation starts with identifying groups of learners and their needs, while individualization starts with the needs of a single learner. Personalized learning is the most learner-driven approach.
This document discusses different models of teaching and learning in classical, contemporary, and modern contexts. It compares the traditional teacher-centered model to more modern student-centered approaches. The traditional model views students as passive receivers of knowledge, while contemporary models emphasize students as active learners, critical thinkers, and collaborative team members. Contemporary approaches include behavioral models that use various teaching methods tailored to student abilities, social models that incorporate cooperative learning and role-playing, and non-directive models that focus on self-awareness and identity formation.
The document outlines 13 principles for education in the New Mexican School that focus on student-centered learning. The principles emphasize: placing students at the center of the educational process and developing their cognitive potential; considering students' prior knowledge; offering accompaniment to learning through teacher support and collaboration; understanding students' interests; stimulating intrinsic motivation; recognizing the social nature of knowledge; contextualizing learning in real-world situations; viewing evaluation as part of the learning planning process; modeling learning behaviors; valuing informal learning; promoting interdisciplinarity; fostering a culture of learning; and appreciating diversity as a source of richness in the classroom. The overall approach aims to fully develop students through personalized, collaborative, meaningful, and skills-based education
Personalization vs Differentiation vs Individualization (PDI) Chart version 3 by Barbara Bray and Kathleen McClaskey 12/2013
Go to the Toolkit page on Personalize Learning for more information http://www.personalizelearning.com/p/toolkit.html
There is a difference between personalization, differentiation and individualization. Barbara Bray and Kathleen McClaskey developed this chart on the differences on approaches to teaching and learning. We have updated many of the sections since you may have downloaded our chart before. We welcome all feedback and thank so many of you. We needed to update the version one more time to version 3 to reflect all the feedback and input from so many around the world.
The biggest concern for those that were referring to this PDI chart was assessment. In our 5 W's eCourse and both of our books, we discussed the terms assessment AS, FOR, and OF with the participants. After much reflection, we realized that with each of the terms in this chart indicated different approaches to assessment. Several other sections were revised based on deep discussions with teachers. Thank you to all who have helped us make this chart a tool you can use as you transform teaching and learning!
Teaching and Learning Approaches chart (Bray, 2018)Barbara Bray
For details: https://bit.ly/TLapproaches - Barbara Bray worked with focus groups from all over the world on this chart. Teachers had questions about missing Whole Class on the PDI (Personalization vs. Differentiation vs. Individualization) chart. They wanted to know why Personalization was first, what was the difference between personal and personalization, and much more.
Bray is sharing this chart so teachers are able to identify the different teaching and learning approaches that may be used in an activity, lesson, or project. Some teachers use this with a lesson and circle what areas they are addressing or not addressing for their own professional learning.
Please let Barbara know how this is working for you and your learners and leave a comment here or share on social media.
You can reach Barbara at barbara.bray@gmail.com and on her website: https://barbarabray.net and use her Twitter handle @bbray27
Check out the post that provides more details about the chart: https://barbarabray.net/2018/05/22/teaching-and-learning-approaches-chart-v1/
All comments are welcome!!
Peer tutoring , project based learning and personalization Mihaela Ursachi
This document provides information about personalization, differentiation, and individualization in education. It defines each term and describes how they differ. Personalization refers to instruction tailored to students' specific interests, needs, and preferences. Differentiation refers to instruction tailored to students' learning preferences and styles. Individualization refers to instruction paced to individual students' needs. The document discusses how objectives, technology use, assessment, and participation differ under each approach. Personalization is presented as the most student-centered method that allows for different objectives and active student participation in learning.
Differentiated instruction ten common questions and answersHildiana Sanchez
This document discusses differentiated instruction and answers common questions about its implementation. It begins by defining differentiated instruction as customizing lessons based on student assessment data to meet individual needs. It describes how a differentiated classroom looks, with students engaged in various individual and group activities tailored to their levels while the teacher facilitates learning. The document emphasizes using assessment data before, during and after lessons to plan instruction and group students flexibly according to their needs, using strategies like reteaching, on-level work, or enrichment. It provides examples of adjusting assignments and explains that differentiated instruction personalizes learning for all students.
The document discusses the differences between personalization, differentiation, and individualization in education. It provides definitions from the US Department of Education, which define individualization as instruction paced to individual learner needs, differentiation as instruction tailored to learner preferences, and personalization as instruction paced and tailored to both individual needs and preferences. The document then provides a chart comparing the three approaches, noting that personalization is learner-centered while differentiation and individualization are teacher-centered. It also includes explanations and examples to clarify the differences between the three concepts.
Personalization vs. Differentiation vs. Individualization Report-v3Barbara Bray
The Personalization vs. Differentiation vs Individualization Chart (PDI) Report version 3 provides a clear explanation of the PDI chart. The report explains the difference of the three terms through questions and taking the chart apart.
Personalization vs. Differentiation vs. Individualization Report-v3Kathleen McClaskey
This Personalization vs. Differentiation vs. Individualization (PDI) Report provides the details and back story of the elements of the PDI Chart,v3. We were asked many questions about the differences between these 3 terms from educators around world and we have provided an explanation here.
The document discusses integrating Understanding by Design (UbD) and Differentiated Instruction (DI) to meet the needs of all students. It provides several axioms and corollaries related to curriculum design, assessment, instruction, and collaboration. The goal is to develop deep student understanding through flexible use of content, materials, time, groupings and other elements based on evidence of individual student understanding and proficiency.
The document discusses peer tutoring, which involves pairing students to provide structured academic support. It describes several peer tutoring models, including class-wide tutoring, cross-age tutoring, and reciprocal peer tutoring. The benefits of peer tutoring are highlighted, such as improved academic outcomes for both tutors and tutees as well as increased engagement. Proper training and selection of tutoring pairs is also emphasized.
ASSESSING STUDENTS PERFOMANCE PURPOSE AND TECHNIQUE.selman ulfaris
The document discusses techniques for assessing student performance. It defines assessment as a systematic process of gathering information about what students know and can do in order to improve learning. The document outlines different types of assessment including formative, diagnostic and summative assessment. It also describes various techniques that can be used to assess students, such as observation, assignments, projects, practical work, interviews and self-reporting. The goal of assessment is to provide feedback to students, evaluate their understanding and skills, and help teachers improve their instruction.
This document discusses strategies for effectively planning and implementing instruction to meet student needs. It addresses using assessment to engage students, monitor progress, and guide instruction. Specific strategies mentioned include using tools like Kahoot and Seesaw to assess students and provide evidence of performance to parents. The document also discusses differentiating instruction, content, process and product for diverse learners, providing accommodations, and modifying tests. It provides examples of instructional strategies like visual learning, relational learning, cooperative learning and project-based learning to help students meet learning goals. The importance of organizing lessons with a logical sequence and review of prior knowledge is also emphasized.
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
1. Assessment of learning refers to strategies designed to confirm what students have learned and determine if they have achieved learning outcomes. It provides evidence of student achievement to various stakeholders. Assessment of learning is important for improving instruction, guiding student learning, and informing students, teachers and parents of student progress.
2. Classroom assessment serves several purposes for teachers. It helps teachers understand student learning, identify strengths and weaknesses, and adjust instruction to meet student needs. When done properly, assessment provides teachers with evidence of what students know and can do.
3. There are differences between measurement, evaluation, testing and assessment. Measurement quantifies performance through numbers, while evaluation makes judgments about success. Testing is a type of measurement using
1. The document discusses advanced pedagogy, which refers to innovative teaching strategies that actively engage learners. It involves integrating techniques like blended learning, flipped classrooms, and educational technologies.
2. Advanced pedagogy aims to strengthen motivation, promote discovery learning, and help students learn in different ways. It allows teachers to adapt to changing environments and scientific study of the teaching process.
3. The document outlines principles of advanced pedagogy like supporting learner independence and assessment practices that encourage reflection. It emphasizes connecting learning to real-world communities and practices.
1. The document discusses advanced pedagogy, which refers to innovative teaching strategies that actively engage learners. It involves integrating techniques like blended learning, flipped classrooms, and educational technologies.
2. Advanced pedagogy aims to strengthen motivation, promote discovery learning, and help students learn in different ways. It allows teachers to adapt to changing environments and scientific study of the teaching process.
3. The principles of advanced pedagogy include supporting student independence and collaboration, reflecting student backgrounds, challenging deep thinking, and using assessment to inform instruction. This approach connects learning to real-world communities and practices.
This document provides an overview of the Reset academic program. It uses a competency-based and student-centered approach with culturally responsive pedagogy. Learning is inquiry-driven through interdisciplinary thematic units. Students work at their own pace to earn credits and develop competencies through individualized learning plans, collaborative projects, and portfolio assessments.
Contemporary teaching strategies powerpoint by lianRina Lyn
The document discusses several educational methods and approaches: Mastery Learning, Integrated/Interdisciplinary Teaching, Team Teaching, Programmed Instruction, Constructivist Approach, Modular Approach, and Online/Distance Education. Each method is briefly described, including the teacher's role and desired outcomes.
The document provides background information on tangrams, including:
- Tangrams originated in China as furniture pieces that people later used as puzzles by forming shapes with 7 wooden blocks.
- They were introduced to the Western world in the early 1800s and became popular.
- Mathematicians later proved there are only 13 possible convex shapes that can be formed with the 7 pieces.
- Traditional tangrams used materials like stone, bone or wood, while modern sets often use plastic.
This document outlines a capstone project for a geometry class that uses differentiated instruction to help students better retain foundational concepts. The teacher plans to group students based on their needs and have each group teach a topic to their peers using multiple methods. The goals are to engage students, promote collaboration and higher-order thinking, and determine if differentiated instruction improves retention based on assessments. Students will be provided various resources and technology to research and present their topics.
Differentiated instruction aims to create multiple paths for students of varying abilities and interests to learn effectively. It involves proactively planning varied approaches to content, process and products based on formative assessments of student needs. The goals are for every student to make continuous progress at their level and become lifelong learners. Teachers differentiate by modifying content, process and products based on student readiness, interests and learning profiles to increase the likelihood that each student learns as much as possible.
This document provides descriptions of various differentiation strategies that teachers can use to meet the diverse needs of students in their classrooms. Some strategies require initial planning but are then easy to implement, while others involve more complex models of instruction. Suggested strategies include alternative assessments, anchoring activities, authentic assessments, choice of books and research topics, cooperative learning structures, curriculum compacting, flexible grouping, graphic organizers, independent studies, and learning contracts. URLs are provided for additional information on some of the strategies.
This document provides an overview of the mastery learning model, which originated from the work of John B. Carrol and B.S. Bloom. The model aims for 100% of students to achieve mastery of content by providing sufficient time and individualized instruction. It involves dividing content into units, assessing student learning through formative tests, and providing remediation until mastery is achieved. The teacher takes an active role in planning instruction, diagnosing difficulties, and ensuring all students reach the objectives. The model requires flexibility in scheduling and extra support materials to accommodate individual pacing until mastery is demonstrated.
Differentiated instruction ten common questions and answersHildiana Sanchez
This document discusses differentiated instruction and answers common questions about its implementation. It begins by defining differentiated instruction as customizing lessons based on student assessment data to meet individual needs. It describes how a differentiated classroom looks, with students engaged in various individual and group activities tailored to their levels while the teacher facilitates learning. The document emphasizes using assessment data before, during and after lessons to plan instruction and group students flexibly according to their needs, using strategies like reteaching, on-level work, or enrichment. It provides examples of adjusting assignments and explains that differentiated instruction personalizes learning for all students.
The document discusses the differences between personalization, differentiation, and individualization in education. It provides definitions from the US Department of Education, which define individualization as instruction paced to individual learner needs, differentiation as instruction tailored to learner preferences, and personalization as instruction paced and tailored to both individual needs and preferences. The document then provides a chart comparing the three approaches, noting that personalization is learner-centered while differentiation and individualization are teacher-centered. It also includes explanations and examples to clarify the differences between the three concepts.
Personalization vs. Differentiation vs. Individualization Report-v3Barbara Bray
The Personalization vs. Differentiation vs Individualization Chart (PDI) Report version 3 provides a clear explanation of the PDI chart. The report explains the difference of the three terms through questions and taking the chart apart.
Personalization vs. Differentiation vs. Individualization Report-v3Kathleen McClaskey
This Personalization vs. Differentiation vs. Individualization (PDI) Report provides the details and back story of the elements of the PDI Chart,v3. We were asked many questions about the differences between these 3 terms from educators around world and we have provided an explanation here.
The document discusses integrating Understanding by Design (UbD) and Differentiated Instruction (DI) to meet the needs of all students. It provides several axioms and corollaries related to curriculum design, assessment, instruction, and collaboration. The goal is to develop deep student understanding through flexible use of content, materials, time, groupings and other elements based on evidence of individual student understanding and proficiency.
The document discusses peer tutoring, which involves pairing students to provide structured academic support. It describes several peer tutoring models, including class-wide tutoring, cross-age tutoring, and reciprocal peer tutoring. The benefits of peer tutoring are highlighted, such as improved academic outcomes for both tutors and tutees as well as increased engagement. Proper training and selection of tutoring pairs is also emphasized.
ASSESSING STUDENTS PERFOMANCE PURPOSE AND TECHNIQUE.selman ulfaris
The document discusses techniques for assessing student performance. It defines assessment as a systematic process of gathering information about what students know and can do in order to improve learning. The document outlines different types of assessment including formative, diagnostic and summative assessment. It also describes various techniques that can be used to assess students, such as observation, assignments, projects, practical work, interviews and self-reporting. The goal of assessment is to provide feedback to students, evaluate their understanding and skills, and help teachers improve their instruction.
This document discusses strategies for effectively planning and implementing instruction to meet student needs. It addresses using assessment to engage students, monitor progress, and guide instruction. Specific strategies mentioned include using tools like Kahoot and Seesaw to assess students and provide evidence of performance to parents. The document also discusses differentiating instruction, content, process and product for diverse learners, providing accommodations, and modifying tests. It provides examples of instructional strategies like visual learning, relational learning, cooperative learning and project-based learning to help students meet learning goals. The importance of organizing lessons with a logical sequence and review of prior knowledge is also emphasized.
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
The document provides information on assessment for learning (formative assessment) as a characteristic of effective instruction within the Iowa Core. It defines assessment for learning as a process used by teachers and students during instruction to provide feedback and adjust teaching and learning to improve student achievement. The summary highlights key aspects of assessment for learning, including using a variety of strategies to monitor progress toward learning goals, providing descriptive feedback, incorporating self- and peer-assessment, and establishing a collaborative classroom climate. Research cited found significant learning gains when formative assessment practices were used.
1. Assessment of learning refers to strategies designed to confirm what students have learned and determine if they have achieved learning outcomes. It provides evidence of student achievement to various stakeholders. Assessment of learning is important for improving instruction, guiding student learning, and informing students, teachers and parents of student progress.
2. Classroom assessment serves several purposes for teachers. It helps teachers understand student learning, identify strengths and weaknesses, and adjust instruction to meet student needs. When done properly, assessment provides teachers with evidence of what students know and can do.
3. There are differences between measurement, evaluation, testing and assessment. Measurement quantifies performance through numbers, while evaluation makes judgments about success. Testing is a type of measurement using
1. The document discusses advanced pedagogy, which refers to innovative teaching strategies that actively engage learners. It involves integrating techniques like blended learning, flipped classrooms, and educational technologies.
2. Advanced pedagogy aims to strengthen motivation, promote discovery learning, and help students learn in different ways. It allows teachers to adapt to changing environments and scientific study of the teaching process.
3. The document outlines principles of advanced pedagogy like supporting learner independence and assessment practices that encourage reflection. It emphasizes connecting learning to real-world communities and practices.
1. The document discusses advanced pedagogy, which refers to innovative teaching strategies that actively engage learners. It involves integrating techniques like blended learning, flipped classrooms, and educational technologies.
2. Advanced pedagogy aims to strengthen motivation, promote discovery learning, and help students learn in different ways. It allows teachers to adapt to changing environments and scientific study of the teaching process.
3. The principles of advanced pedagogy include supporting student independence and collaboration, reflecting student backgrounds, challenging deep thinking, and using assessment to inform instruction. This approach connects learning to real-world communities and practices.
This document provides an overview of the Reset academic program. It uses a competency-based and student-centered approach with culturally responsive pedagogy. Learning is inquiry-driven through interdisciplinary thematic units. Students work at their own pace to earn credits and develop competencies through individualized learning plans, collaborative projects, and portfolio assessments.
Contemporary teaching strategies powerpoint by lianRina Lyn
The document discusses several educational methods and approaches: Mastery Learning, Integrated/Interdisciplinary Teaching, Team Teaching, Programmed Instruction, Constructivist Approach, Modular Approach, and Online/Distance Education. Each method is briefly described, including the teacher's role and desired outcomes.
The document provides background information on tangrams, including:
- Tangrams originated in China as furniture pieces that people later used as puzzles by forming shapes with 7 wooden blocks.
- They were introduced to the Western world in the early 1800s and became popular.
- Mathematicians later proved there are only 13 possible convex shapes that can be formed with the 7 pieces.
- Traditional tangrams used materials like stone, bone or wood, while modern sets often use plastic.
This document outlines a capstone project for a geometry class that uses differentiated instruction to help students better retain foundational concepts. The teacher plans to group students based on their needs and have each group teach a topic to their peers using multiple methods. The goals are to engage students, promote collaboration and higher-order thinking, and determine if differentiated instruction improves retention based on assessments. Students will be provided various resources and technology to research and present their topics.
Differentiated instruction aims to create multiple paths for students of varying abilities and interests to learn effectively. It involves proactively planning varied approaches to content, process and products based on formative assessments of student needs. The goals are for every student to make continuous progress at their level and become lifelong learners. Teachers differentiate by modifying content, process and products based on student readiness, interests and learning profiles to increase the likelihood that each student learns as much as possible.
This document provides descriptions of various differentiation strategies that teachers can use to meet the diverse needs of students in their classrooms. Some strategies require initial planning but are then easy to implement, while others involve more complex models of instruction. Suggested strategies include alternative assessments, anchoring activities, authentic assessments, choice of books and research topics, cooperative learning structures, curriculum compacting, flexible grouping, graphic organizers, independent studies, and learning contracts. URLs are provided for additional information on some of the strategies.
This document provides an overview of the mastery learning model, which originated from the work of John B. Carrol and B.S. Bloom. The model aims for 100% of students to achieve mastery of content by providing sufficient time and individualized instruction. It involves dividing content into units, assessing student learning through formative tests, and providing remediation until mastery is achieved. The teacher takes an active role in planning instruction, diagnosing difficulties, and ensuring all students reach the objectives. The model requires flexibility in scheduling and extra support materials to accommodate individual pacing until mastery is demonstrated.
Similar to PDI Chart, v3 - Australian/United Kingdom version (20)
Existe una diferencia entre personalización, diferenciación e individualización en el aprendizaje. La personalización se centra en el estudiante y su participación activa en el diseño de su aprendizaje, mientras que la diferenciación y la individualización se centran en el profesor y la adaptación de la enseñanza a grupos de estudiantes o estudiantes individuales, respectivamente.
Este documento compara personalização, diferenciação e individualização no ensino. Personalização centra-se no aluno orientar a sua própria aprendizagem, enquanto diferenciação e individualização centram-se no professor ensinar grupos ou alunos individuais, respetivamente. A tabela detalha como cada abordagem difere em termos de quem é responsável e como monitoriza a aprendizagem.
Crosswalk of the Elements of Learner Agency across the Stages of PLEKathleen McClaskey
The seven elements contribute to learner agency: voice, choice, engagement, motivation, ownership, purpose, and self-efficacy. This chart describes the 7 elements of learner agency across the Stages of Personalized Learning Environments (PLE).
The document outlines the stages of concern educators may experience when implementing personalized learning according to the Concerns Based Adoption Model (CBAM). It describes seven stages - awareness, informational, personal, management, consequence, collaborative, and refocusing - and strategies change agents can use to address educators' concerns at each stage to guide the transition to personalized learning. The stages range from an initial lack of awareness or understanding to actively supporting and leading the transformation to personalized, learner-driven models of instruction.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Make a Field Mandatory in Odoo 17Celine George
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1. Personalisation
vs
Differentiation
vs
Individualisation
Chart
(v3)
There
is
a
difference
between
personalisation,
differentiation,
and
individualisation.
One
is
learner-‐centred;
the
others
are
teacher-‐centred.
Personalisation
Differentiation
Individualisation
The
Learner…
The
Teacher…
The
Teacher…
drives
their
learning.
provides
instruction
to
groups
of
learners.
provides
instruction
to
an
individual
learner.
connects
learning
with
interests,
talents,
passions,
and
aspirations.
adjusts
learning
needs
for
groups
of
learners.
accommodates
learning
needs
for
the
individual
learner.
actively
participates
in
the
design
of
their
learning.
designs
instruction
based
on
the
learning
needs
of
different
groups
of
learners.
customises
instruction
based
on
the
learning
needs
of
the
individual
learner.
owns
and
is
responsible
for
their
learning
that
includes
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.
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.
acquires
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.
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.
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
instruction
for
groups
of
learners
and
provides
feedback
to
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
Personalisation
v
Differentiation
v
Individualisation
Chart
(v3)
by
Barbara
Bray
&
Kathleen
McClaskey
Version
3
is
licenced
under
a
Creative
CommonsAttribution-‐NonCommercial-‐NoDerivs
3.0
Unported
Licence
Download
this
chart
and
locate
any
updates
at:
http://bit.ly/PDIchartv3.
For
permission
to
reproduce
and
distribute
copies,
incorporate
into
a
website
or
course
site,
include
it
in
publications,
please
contact
Kathleen
McClaskey
at
khmcclaskey@gmail.com.